Gellifaelog Primary School provides a welcoming, caring environment for its pupils. Staff work hard to support families and meet the needs of pupils. The provision for personal and social development is beneficial in helping pupils to understand how to stay safe and healthy. It provides opportunities to reflect on important values such as kindness and empathy. Staff promote respect for others and they model calm, reassuring and friendly approaches consistently well. Members of the new senior leadership team have begun to make improvements to provision for pupils. They have a clear vision for the future of the school. In a short time, they have improved aspects of the learning environment and site security, arrangements for the teaching of reading and provision for pupils’ well-being. A timetable to evaluate learning and provision in detail is now in place, although this has not had time to take effect. The school is yet to consult with all stakeholders to inform further improvements. New governors are supportive of the school leadership, but they do not fulfil their role as a ‘critical friend’. Leadership across the school is not yet embedded enough to ensure that the teaching improves pupils’ learning. Provision for pupils with additional needs is well-planned. The co-ordinator involves parents, staff and outside agencies to ensure that planning for individual needs is effective. Many pupils with additional needs make good progress in developing their social skills and improving their well-being. Pupils in leadership roles take their responsibilities seriously. They have helped to improve the school through devising new school rules and improving parking outside the school gates. They promote aspects of safety in school well. However, these groups have been established very recently and staff direct the work of the groups too much. The curriculum is wide-ranging and it engages the majority of pupils who make appropriate progress in their literacy and numeracy skills. Changes to the curriculum are beginning to promote pupils’ independence. However, opportunities for pupils to use a range of skills across the curriculum are too limited. Staff do not consider the impact that the curriculum and teaching have on pupils’ learning and achievement well enough and they do not ensure that pupils develop their skills systematically to raise standards.