Ysgol Gyfun Llangefni provides care and well-being of the highest quality for its pupils so that they can succeed, whatever their needs. Staff succeed in creating a sense of family and know the pupils very well. Provision for additional learning needs (ALN) is a strength and pupils are given valuable opportunities that ensure progress academically and in their personal development. There are successful methods for dealing with a range of needs, particularly for pupils who find it difficult to cope with their emotions. Pupils show pride in being part of the school community. Many are ambitious and show a positive attitude, and persevere with their work. Although the school’s attendance has improved slightly this year, the attendance of pupils who are eligible for free school meals is too low. Most pupils behave in a civilised manner and move around the school site in an orderly manner. The quality of the buildings is deteriorating and they are in need of upgrading. A notable quality of the school is the close and supportive working relationship between teachers and their pupils. In the most effective lessons, teachers plan imaginatively to engage pupils’ interest. Teachers plan appropriately to develop pupils’ skills. As a result, many pupils speak well, are strong readers and write confidently. They develop their numeracy skills purposefully in a range of subjects. In a majority of cases, teachers give pupils useful written feedback. However, the quality of written feedback is too varied, which means that pupils do not always understand what they need to do to improve their work. Teachers work together effectively within the school, with primary schools and external agencies to provide a range of experiences for pupils. A notable element of this provision is the outdoor experiences and gardening lessons that are provided for pupils to develop subject skills and wider skills in contexts outside the classroom. The headteacher has a clear and ambitious vision based on creating an inclusive community school. He is passionate and ambitious for pupils, staff and the school’s wider community. By prioritising the well-being of pupils and staff and providing valuable support, leaders have developed a school with a supportive ethos and a caring and safe community. Based on their quality assurance work, leaders have a robust overview of strengths and areas for improvement in their areas and recommend useful actions for improvement. However, not enough attention is given to pupils’ standards and progress in quality assurance and self-evaluation processes. As a result, leaders do not identify weaknesses in pupils’ skills in enough detail to plan to improve them.