Gnoll Primary School is a caring community where pupils feel safe and happy, and make effective progress. Nearly all pupils forge positive relationships with their peers and staff alike and demonstrate high levels of respect for one another’s cultures. They enjoy coming to school and are enthusiastic about their learning. Pupils know that staff expect them to behave well and respect everyone in the school and the community. Pupils are proud to be part of such a highly inclusive school. Many pupils participate enthusiastically in pupil voice groups and work to improve the school. The school places a strong emphasis on supporting the well-being of all. There are strong relationships with parents and families and the school provides an effective range of support in collaboration with outside agencies. Provision for pupils with additional learning needs (ALN) is highly beneficial. The work of the school’s learning support centre, ‘The Rainbow’ classes, is particularly effective. Pupils are fully included in the life of the school and nearly all make strong progress. There is a strong culture of safeguarding across the school. Staff offer pupils a variety of learning experiences, which help to keep pupils interested in their learning. As a result, most pupils, including those with ALN, engage well with their learning, make good progress and achieve well. However, in a few instances teachers over-direct learning and this hinders pupils’ independence, including knowing how to improve their own work. The school’s curriculum takes account of pupils’ interests. Teachers and teaching assistants are skilful and support pupils to develop a range of skills well. However, provision to develop pupils’ writing and numeracy across the curriculum is less well developed. The acting headteacher provides strong and caring leadership and knows the school well. She is ably supported by the acting deputy headteacher and all staff. Staff and senior leaders form an effective, successful team. The team works purposefully alongside the governing body to secure improvements for the school. Together, they understand most of the school’s strengths and areas for development.