Lewis Girls’ School offers pupils a wide range of exciting learning experiences, both within and outside of the classroom. Many pupils really enjoy coming to school and are conscientious learners. Most behave very well in lessons and around the school and have well-developed social skills. Most teachers foster positive working relationships with pupils and many plan their lessons well. As a result, pupils in these lessons make good progress in their subject knowledge and understanding, as well as in their literacy, numeracy and digital skills. However, pupils do not make as much progress in their ability to communicate in Welsh as they should. There is a strong emphasis on supporting pupils’ well-being and the curriculum contributes well to pupils’ ethical, social, and cultural awareness. There is a wide range of opportunities for pupils to express their views in active pupil groups that have an extensive influence on school life. Staff in Lewis Girls’ School are caring and there is a strong sense of ‘belonging’ among pupils. The well-being team offer pupils useful guidance in order to help them understand how to keep themselves safe. Staff collaborate beneficially with a wide variety of outside agencies to support pupils and their families. However, pupils’ attendance, especially of those eligible for free school meals, is lower than it was before the pandemic. The school has robust arrangements to quality assure and seek feedback about its work. Leaders listen carefully to pupils’ views and respond to them positively, making changes were appropriate. In addition, there is a comprehensive programme of professional learning for teaching staff. Teachers are encouraged to collaborate, innovate and share practice to support their professional practice and benefit from opportunities to work with partners outside of the school. These arrangements have helped secure improvements in teaching and learning, while contributing to a positive and caring learning environment. The headteacher is passionate about the school and is supported ably by the rest of her senior leadership team. Together, they provide strong leadership and promote a positive vision for pupils underpinned by high expectations for their academic progress and well-being. However, the leadership of additional learning needs (ALN) is not structured well enough which doesn’t maximise the potential in this area of the school’s work.