Croesyceiliog Primary is a happy school where nearly all pupils treat each other, staff and visitors with politeness and respect. Pupil behaviour is exemplary and most enjoy belonging to the school, speak warmly about their friends and teachers and look forward to arriving every day. The whole-school emphasis on improving pupils’ well-being impacts positively across the school and, as a result, relationships between staff and pupils are strong and contribute well to the welcoming nature of the school and community. Pupils’ positive attitudes to learning and willingness to support one another in their work and play are notable. Most are confident and inquisitive learners and enjoy finding out about things that interest them. From a young age most pupils develop good reading, speaking and listening skills. As they get older, they use these skills well to, present, debate and challenge each other’s ideas. In addition, most pupils across the school develop good mathematical and digital skills. Nearly all pupils enjoy learning outdoors and understand the importance of eating healthily and keeping fit. Teachers have a good understanding of pupils’ needs and, through joint planning, they prepare interesting activities that appeal to most pupils’ interests well. They deliver the curriculum successfully through a comprehensive range of engaging learning experiences, they are ably assisted by skilful support staff, who encourage pupils to succeed well. Most teachers deliver lessons at a good pace and use questioning well to challenge, check and extend pupils’ understanding. Pupils are beginning to develop useful skills that help them to reflect on their learning and to think about how they could improve their work. However, pupils do not generally have enough opportunities to engage in this important work. The headteacher demonstrates thoughtful, caring leadership and works positively with other school leaders and staff towards fulfilling their vision to provide a caring, happy and secure environment for pupils. This culture enables most pupils to develop their confidence and self-assurance effectively. The governing body exercises its duties carefully and has an appropriate understanding of the school’s strengths and areas for development. Leaders ensure that there are many opportunities for all staff to work together, for example by collaborating effectively to implement a curriculum that is authentic and reflects the needs of all pupils. Overall, leaders keep the work of the school under review suitably. They evaluate standards in lessons and the learning in pupils’ books appropriately. Looking ahead, leaders acknowledge that by refining this work they can concentrate more on evaluating the difference that teaching makes to pupils’ progress and what important aspects to improve next.