Ysgol Bro Preseli is a happy, proud and friendly community where staff and pupils enjoy learning in each other’s company. The headteacher’s ambitious vision of developing pupils ‘From the Roots to the Horizons’ can be seen and felt in all aspects of the school’s work. Staff plan a valuable curriculum and learning experiences that provide a myriad of beneficial extra-curricular activities that contribute positively to this vision. As a result, pupils develop pride in their local area, thrive in their learning and social development and are ready for the next stage of their learning. An excellent feature among leaders and staff is the shared understanding and effective co-operation in order to realise specific objectives. When leaders identify a specific area for development, they succeed in motivating staff to undertake the improvement work and take ownership of it. For example, leaders developed a whole-school strategy to improve pupils’ literacy skills, with a particular focus on strengthening reading skills. Following purposeful guidance and support, staff have a clear understanding of their roles and responsibilities in developing these skills. As a result, they provide beneficial and challenging opportunities for pupils to ensure that they develop as confident and skilful readers in line with their age and ability. The relationship between pupils and staff is positive and respectful. Most pupils’ behaviour and attitudes to learning are excellent. Many teachers plan learning sessions carefully to ensure that most pupils make the expected progress in their knowledge and understanding and enjoy completing interesting tasks. In a minority of cases, where teaching is highly effective, most pupils make strong progress. There are purposeful evaluation and improvement arrangements and leaders consider the impact of their work on provision and pupils’ well-being regularly. They evaluate the quality of teaching though established monitoring activities, but not all leaders are involved in this evaluation work and evaluations do not identify clearly enough the impact of learning on pupils’ progress. Governors operate effectively as critical friends and support the school’s work beneficially. Due consideration is given to reducing the impact of poverty and rural poverty on pupils’ well-being and achievement. They share the ambition of reaching high levels of well-being among pupils. Although pupils’ attendance in the primary sector has improved over time, pupils’ attendance rates in the secondary sector, including pupils who are eligible for free school meals, have not improved sufficiently.