Nercwys Primary is a happy school where all pupils treat each other, staff and visitors with politeness and respect. Pupil behaviour is good, and most are keen to undertake tasks enthusiastically. Staff have a good understanding of pupils’ needs and through joint planning, they prepare interesting activities that engage pupils’ interests well. However, at times, provision does not always allow pupils to develop and extend their independent writing skills and a few pupils are less enthusiastic about their learning. Most younger pupils make good progress in their language, number and digital skills. They talk confidently to adults about their work and enjoy taking part in a variety of interesting learning experiences. As they move through the school, many older pupils become very articulate and read well for enjoyment and research. The headteacher demonstrates, effective, thoughtful leadership and works well with other school leaders and staff, towards fulfilling their vision to provide a caring, happy and secure environment for pupils. This culture enables many pupils to develop their confidence and self-assurance effectively. They are supported successfully by keen teachers and skilful support staff, who encourage pupils to develop a wide range of skills well. Nercwys Primary is part of the Nantlwys Federation of Schools along with Nannerch Primary school. The schools share the same governing body and the same headteacher, who splits her time wisely between both sites. The governing body exercises its duties carefully, for example by conducting site visits, and they have a good understanding of the school’s strengths and areas for development. As a federation, 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 both communities. Overall, leaders keep the work of the school under review appropriately. They assess the standards in lessons and in the pupils’ learning in books. Looking ahead, leaders acknowledge that by fine tuning this work they can concentrate more on evaluating the difference that teaching makes to pupils’ progress and what aspects to improve next.