Llangynwyd Primary school is a welcoming and inclusive community where pupils and their families feel cared for and supported. The school provides a range of valuable opportunities for families to engage in school activities, including celebratory events and learning workshops and this helps sustain effective partnerships. The acting headteacher establishes a strong team ethos focused on promoting pupils’ well-being and improving pupil outcomes. Teachers know their pupils well and use this knowledge to plan suitable learning activities to support pupil progress. They make appropriate adaptations to learning environments and activities and this helps support the most vulnerable pupils and those with additional learning needs (ALN). As a result, many pupils, including those with ALN, make suitable progress in their learning. Leaders work effectively with staff in the school’s Care Base Classes to provide opportunities for pupils with social and communication needs to participate in school life and this successfully promotes equality and engagement across the school. The school has developed a purposeful curriculum that reflects pupils’ needs, interests and the local context. Many teachers use feedback effectively to help pupils understand their strengths and next steps. However, in a few lessons, teachers’ expectations of what pupils can achieve are too low and opportunities to develop independent learning skills are limited. The school’s provision to promote pupils’ Welsh language skills is underdeveloped. Leaders use the information gathered from self-evaluation and monitoring to identify school improvement priorities. They use this information successfully to plan specific actions that help raise standards in teaching and bring about improvements in pupils’ learning. The governing body provides strong support to the school. Governors engage in whole school monitoring activities and develop an accurate understanding of pupils’ progress and the impact of curriculum development on learning. Leaders and governors monitor the school’s budget and attendance rates closely. Although they work closely with the family engagement officers to support pupils who do not attend school regularly, the number of pupils who are persistently absent remains too high.