Leaders, governors and staff at Priory Church in Wales Primary share a clear and successful vision for a creative and highly inclusive school that values all members of the school community. They support pupils’ and staff’s well-being exceptionally well. All staff act as positive role models and create a highly effective, nurturing and harmonious environment. They develop effective and respectful working relationships with pupils and each other. Teachers have high expectations for pupils’ behaviour. As a result, nearly all pupils are polite, caring and supportive of each other. They display excellent attitudes to their learning and exemplary behaviour. Leaders promote a strong culture of safeguarding. The school works hard to encourage good attendance and has recently implemented new approaches to reduce absences. However, these have not yet had time to embed, and levels of attendance remain too low. Leaders and teachers regularly undertake a range of monitoring activities which draw on first-hand information to support the work of the school. They are beginning to involve governors, who are starting to use their knowledge to hold the school to account effectively. While leaders set worthwhile goals to improve the school, the priorities lack clarity, the success criteria do not focus well enough on pupil progress and teachers do not always fully understand their role in achieving the planned improvements. Teachers use assessment to thoughtfully plan lessons that build on pupils’ prior learning. This supports most pupils, including those from low-income households to make suitable progress. Pupils with additional learning needs (ALN) make strong progress towards their individual learning goals. Teachers use an enquiry approach to learning and pupils engage extremely well. This approach is particularly effective in contributing to improving pupils’ speaking, listening, reasoning, creative and thinking skills. Staff are good Welsh language role models and pupils use of the language is developing well. Most pupils develop and apply their reading, digital and mathematical skills suitably. However, in a few instances teachers do not provide enough challenge in aspects of pupils’ learning, such as writing.