Pupils’ well-being is at the heart of Our Lady of The Angels School. Many pupils enjoy school and feel happy and safe during their time there. Pupils’ behaviour is good, and they are respectful to teachers, peers, and visitors. The school’s provision for supporting pupils with emotional and well-being needs is a particular strength. Pupils feel well supported and know they will be listened to, and have their emotional needs met. Many pupils start school with communication and numeracy skills at or above those expected for their age. Over time, most pupils including those with additional learning needs (ALN) make good progress in their learning. They develop strong oracy and reading skills and develop a sound competency in their mathematical skills. However, they do not always have opportunity to apply these skills well enough across other areas of the curriculum. Teachers are beginning to consider how they plan for interesting and authentic learning experiences to reflect the principles of the Curriculum for Wales. They plan lessons that build on pupils’ existing knowledge and understanding. Feedback from teachers and staff supports pupils’ progress appropriately. However, at times teachers over-direct learning and do not always provide pupils with the right level of challenge in their lessons and activities. As a result, these this limits pupils’ opportunities to develop as independent learners and thinkers. The school is beginning to create a bespoke curriculum to reflect their local area, values and beliefs. However, arrangements to plan for progression in the development of pupils’ literacy, numeracy, Welsh language and digital skills are not well developed. They do not always support pupils to achieve as well as they could. In addition, there are limited opportunities for pupils to learn about the culturally diverse nature of Wales. The acting headteacher provides effective leadership and encourages a strong team ethos within the school. Leaders work well with the governing body to review the strengths and areas of improvement within the school. However, these plans do not always focus sharply enough on improving outcomes for pupils.