Stanwell School offers pupils a stimulating learning environment and a wide range of opportunities for them to pursue their own interests. Senior leaders provide a clear direction to staff and have high expectations for continuous improvement. They have fostered an ethos where staff are confident to be innovative and experiment with their teaching methods. Senior leaders understand the importance of developing subjectspecific teaching methodologies and trust middle leaders to promote strategies that engage pupils' curiosity and capture their interest. In most cases, the quality of teaching is high. Leaders are placing an increasing focus on pupils’ well-being and staff show high levels of respect and care for pupils. The school also offers pupils valuable opportunities to take on key leadership roles and get their voice heard. The school offers pupils a wide range of educational, sporting and cultural experiences that allows them to pursue their interests and develop their talents. There are particular strengths in how the school offers advice to pupils to help them make choices for the next stage in their life. However, pupils make their subject choices at the end of Year 8, which limits their opportunities to study subjects such as art and music. In most cases, teachers are enthusiastic about their subject and plan their lessons carefully to ensure pupils make strong progress. There are very positive working relationships between staff and pupils and, in many cases, teachers encourage and support pupils to progress to the best of their ability. Most pupils have positive attitudes towards learning and many are aspirational. They are articulate and have good reading skills, although they do not always make enough progress in their ability to communicate in Welsh. In general, pupils make strong gains in their subject understanding and skills, although in a few instances teachers do not ensure that pupils understand the reasoning behind the methods they use to solve particular problems. Pupils with additional learning needs make good progress as a result of well-considered, individualised support. Staff are sensitive to pupils' needs and consistently promote a positive culture based on high aspirations, inclusivity and respect. The school's provision for personal and social education is well considered and comprehensive, although pupils feel that they do not get enough time during the school day to relax, socialise or pursue their own interests. Overall, pupils' behaviour is good and in many cases it is exemplary. In most instances, pupils interact well with one an other and support each others' learning. They listen carefully to their peers' views and respond maturely to them.