Llangain Primary School is a happy and welcoming learning community that lays a firm foundation for pupils to develop their basic skills. Pupils are caring and considerate of each other, which contributes to the familial atmosphere. Staff listen mindfully to pupils if they have concerns which fosters a sense of respect and courtesy towards others. As a result, nearly all pupils are very well behaved. In a short period of time, the headteacher has identified the federation’s strengths and has established purposeful procedures to address the areas for improvement, for example by training and supporting the assistant headteachers to act more strategically. The assistant headteachers across the federation work well together and promote a culture of sharing and emulating effective teaching and learning practices among staff to improve pupils’ experiences and skills. Many pupils make sound progress at the school from their starting points. They develop their literacy, numeracy and digital skills purposefully as they mature throughout the school. Teachers provide interesting activities to engage pupils’ interest. However, teachers do not always plan systematically enough to provide regular opportunities for pupils to develop and apply their skills to the best of their ability. Through staff’s purposeful planning, most of the youngest pupils develop their skills and independence successfully. Pupils work together to solve problems for themselves effectively. There are beneficial opportunities for the oldest pupils to share ideas about what they would like to learn about their themes. However, teachers do not provide regular opportunities for pupils to make independent choices about how to complete tasks and present their work. Members of the governing body have an appropriate understanding of the federation’s strengths and areas for improvement. They are supportive of the pupils, staff and the local community and are active in striving to reduce the impact of poverty on learning experiences. However, members of the governing body do not participate fully in the self-evaluation process to monitor the effect of provision on pupils’ achievement thoroughly enough.