School leaders have developed a positive culture of teamwork amongst the staff and the local community. They ensure that pupils are cared for and provide valuable support for families. This is important because of the wide range of needs and the high levels of mobility of families within the community and the school. However, leaders have not monitored the schools work carefully enough. As a result, they have not ensured that teachers have high enough expectations for pupils’ learning and progress. Too much teaching and too many of the learning experiences provided do not support pupils to make the progress they are capable of making. Leaders have not addressed this vital aspect of the school’s work well enough. Pupils at Richmond Park Primary School behave well. They treat each other fairly and with respect. Across the school pupils develop positive working relationships with adults and trust them to act in their best interests at all times. The school welcomes learners from the local area and wider world and ensures that they develop a strong sense of belonging to the school community. When the youngest pupils join the school, they often need a lot of support to learn. The school meets their needs successfully so that after a relatively short time in school, they enjoy learning and begin to make good progress in most aspects of their development. Pupils with additional learning needs do well at school. They make strong progress towards their individual learning goals. This is due to the thoughtful, skilful and effective work of the adults that support them through intervention programmes and in the school’s specialist class, Dosbarth Dyfed. As pupils move through the school the pace of their development as learners slows. Overall, they do not make enough progress in developing their skills knowledge and understanding. This is because teaching and the learning experiences provided, particularly from Year 3 to Year 6, do not support or challenge pupils well enough to make the progress they are capable of making.