Madras School is characterised by its wonderfully welcoming and friendly nature that permeates throughout all aspects of the school’s work. Pupils are proud of their school and approach their learning experiences with enthusiasm and verve. They are polite and respectful and support each other carefully in keeping with the feeling that the school is a large inclusive family where everyone is given the opportunity to shine. The behaviour of most pupils is exemplary. There is a strong culture of safeguarding at the school and, as a result, pupils enjoy their learning experiences and feel safe at school. Many pupils make strong progress in developing their skills over time. The provision for developing pupils’ literacy and digital skills is particularly strong and many pupils make rapid progress from a young age. Pupils make good progress in developing their Welsh language skills and are proud of their Welsh culture and heritage. The school’s curriculum is broad and balanced and is underpinned by the school’s strong values and ethos. Teachers plan engaging and interesting experiences that make effective use of the locality and the school’s stimulating learning areas. Teachers ensure that activities proceed at an appropriate pace and they use a good range of probing questions to reinforce pupils’ understanding and encourage deeper thinking. Pupils are encouraged to work together as they challenge and support each other to solve a range of problems. At times, teachers over-direct pupils’ learning, which limits opportunities for them to develop their independent learning skills across the curriculum. The headteacher is a passionate and conscientious leader. She has high expectations of herself and others and aspires for the best learning experiences for all. She is ably supported by a committed team of dedicated and caring staff who strive to ensure that pupils’ well-being and progress are paramount. The governors support the school with wisdom and integrity and have a strong understanding of their duties and obligations. Leaders have an appropriate knowledge of the school’s strengths and areas for development. The school’s monitoring and improvement processes do not always focus closely enough on the impact of provision on pupil progress. Governors provide staff with purposeful support and ensure that the school makes good use of its resources.