Leaders, teachers and teaching assistants at Old Road CP School are committed to creating a warm and happy learning environment where pupils enjoy a variety of learning experiences provided for them, both indoors and outdoors. Most pupils are friendly and keen to talk about their work, their friendships and how the school helps them to learn and thrive. Pupils feel safe and listened to, and most show a positive attitude towards their learning. During their time in school, many pupils make sound progress in most areas of learning. They develop their thinking skills well through talking and listening to others. In general, learning activities do not always support a minority of the older pupils to develop their reading and writing skills to the best of their ability. Most pupils make suitable progress in developing their mathematical knowledge, however, opportunities for them to apply their numeracy skills systematically in different areas of learning is limited. The school provides a broad and interesting range of learning activities to help pupils develop their understanding of the culture, history and geography of Wales. However, pupils do not develop their Welsh language skills well enough across the school. Pupils across the school develop their digital and creative skills well and older pupils transfer their learning successfully to enterprise projects in the local area. Pupils make contributions to teachers’ planning, often making useful suggestions. They enjoy taking purposeful roles in the school’s leadership groups and their ideas influence positive changes, for example to its outdoor provision and to its inclusive ethos. The school’s vision to support pupils to become respectful and responsible citizens can be seen clearly in the way they make a difference to the school and wider community. Teachers are beginning to develop purposeful opportunities which reflect the new Curriculum for Wales and its four purposes. They consider pupils experiences and interests and begin to engage them in rich and purposeful learning. Adults and pupils have a strong working relationship, and staff help pupils to understand and regulate their emotions sensitively in preparing them for learning. On the whole, teachers do not always plan learning activities that supports and challenges all learners to make strong progress. Leaders generally identify priorities for school improvement accurately. Most recently this has included standards in literacy and Welsh. They focus appropriately on pupils’ well-being and act on plans to monitor the teaching and learning. However, leaders do not identify specific aspects of teaching that needs refining to best meet the needs of all pupils. Most governors work well with leaders to plan and monitor school improvement. However, not all governors support the strategic direction of the school effectively to bring about the changes needed. Leaders and governors carefully consider ways to combat disadvantage and to provide effective support for pupils with additional learning needs (ALN).