The school has ten classrooms, including a self-contained Early Years unit. Each pair of classrooms opens onto a practical area. There are rooms for quiet study, a shared library, a reference library, a computer suite and a large multi-purpose hall. The administrative level has a headteacher's study, secretary's office and staff room. There are also male and female changing rooms with showers and a room specifically designed for parents. The school is generally well resourced.   

The school aims to recognise the individuality and all-round needs of the pupils, to promote the development of lively enquiring minds and to ensure that every child experiences success. All pupils are challenged and encouraged to work hard. Essential knowledge, skills and understanding are developed inside and outside classrooms where teachers are required to be knowledgeable and skilled and able to utilise a range of strategies. We aim to present to our pupils a broad, balanced curriculum which includes all aspects of the National Curriculum. As a school we believe that a balanced approach is essential. Formal interactive teaching of English and Mathematics dominates the morning. Careful attention is paid to the important skills of literacy, numeracy and I.C.T. We believe that children must be actively engaged and motivated in order to make progress. First hand, experiential work is essential for meaningful learning. Recorded work follows a practical activity. Whenever appropriate, we take pupils to relevant places of interest to enrich their experiences, understanding and growing awareness. Throughout the school, the discipline is firm and applied in an atmosphere of warmth and security. Children are happy coming to school.

At present, pupils are organised in single age classes of mixed ability. Class sizes vary but as general policy the school tries to ensure that these are kept to a manageable size, under 30 if possible. However, where this is impossible, we do our utmost to provide support. Curricular planning is carried out collectively at the beginning of each term. In this way, teachers are able to capitalise upon each other's strengths and expertise and progression is clear.

Communication with parents and the community is given high priority. Parents are genuinely welcome at Cilffriw.

"The quality of partnership with parents and community, schools and other institutions is very good and is a major strength of the school."
--School Inspection (2004)