Llangattock Church in Wales Voluntary Aided Primary School is a friendly and caring school, which promotes an inclusive ethos successfully. There are positive working relationships between pupils and staff that underpin a positive working environment and support a strong sense of well-being among pupils. Pupils enjoy learning both indoors and around the extensive school grounds, and they are enthusiastic during lessons and tasks. During their time at school, they develop appropriate extended writing skills and their listening, speaking, reading, numeracy, and digital skills are good. Pupils’ outcomes are particularly successful where the teaching is challenging and consistent. Pupils respond enthusiastically when they receive feedback that challenges them to perform at their best. However, the quality of teaching varies in terms of its impact on pupils’ progress. Teachers’ feedback is also inconsistent. It does not always support pupils well enough to take their next steps in learning. Staff demonstrate positive attitudes towards pupils, and they support and care for them diligently. This contributes to pupils’ eagerness to learn and their resilience to persevere with tasks. Staff effectively encourage pupils to take responsibility for their own well-being and behaviour and the emotional support for pupils is a strong feature of the school. Overall, the school environment promotes beneficial learning opportunities. For example, staff use the stimulating woodland and pond areas purposefully to engage pupils in outdoor learning. However, the outdoor provision for younger pupils is not as well resourced. The headteacher is new to her role. In a very short period of time, she has established effective and purposeful leadership. The staff and the governors share her clear vision. They work together well to ensure that the school is an inclusive learning community that promotes positive opportunities for pupils. Since her recent appointment, the headteacher has distributed responsibilities effectively among staff. This creates a positive whole-school focus, where staff and pupils feel valued for their contributions to school life. New systems at the school allow leaders to evaluate the school's work carefully and to plan for improvements thoroughly. They use robust self-evaluation processes and identify development areas well, which includes an accurate and recent evaluation of teaching and learning practices. Additionally, these monitoring systems lead to worthwhile training opportunities for staff to develop their skills through effective professional learning.