Leaders successfully place well-being at the heart of Rhws Primary School, fostering inclusivity and respect among pupils and staff and creating a calm and happy learning environment. Most pupils make good progress in their learning and well-being during their time at the school. This includes pupils affected by disadvantage and those with additional learning needs (ALN). While pupils generally make good progress in developing their literacy, numeracy and digital skills, there are insufficient opportunities for pupils to apply these skills across the curriculum. The school’s curriculum aligns broadly with the Curriculum for Wales framework. Teachers provide pupils with beneficial opportunities to learn about their community and diversity. For example, older pupils explore the Barry race riots and create a diversity magazine. Teachers use strategies to engage pupils effectively, including using the outdoor environment for learning and well-being purposes. However, teachers in the younger classes do not plan the use of the indoor and outdoor learning environments well enough to enable pupils to investigate and understand their immediate world and to practice their skills. In many cases, teachers use questioning effectively to prompt pupils’ thinking and learning. However, on occasion, their feedback is not effective enough in moving pupils on with their learning. Teachers provide pupils with worthwhile opportunities to input into their learning and, in these circumstances, pupils work extremely well collaboratively and independently. Nevertheless, too often teachers over-direct learning, the pace is too slow, and they do not challenge pupils sufficiently. Evaluation processes accurately identify areas for improvement. However, leaders do not always address important issues, such as improvements in teaching, swiftly enough. School governors play a suitable role in supporting and challenging the work of the school. While the school is successfully addressing national priorities, such as ALN reform and the promotion of the Welsh language, the priorities of improving pupils’ attendance and promoting their healthy eating and drinking have not been addressed sufficiently.