Staff and pupils at Ysgol Bro Teifi work together closely to create a familial environment and maintain an inclusive and caring ethos. Staff know their pupils very well and ensure that everything they need in terms of care and support is available freely. From foundation learning to the sixth form, pupils realise the school motto, ‘Oni heuir, ni fedir’, successfully, taking advantage of opportunities to develop as responsible, respectful and kind citizens. In general, many pupils make suitable progress over time considering their age and ability. Most pupils behave well in their lessons and around the school. They treat each other and staff with respect and are warm and welcoming towards visitors. Nearly all sixth-form pupils demonstrate particularly positive attitudes. Provision for supporting pupils with additional learning needs (ALN) is a strength. As a result, most pupils with ALN make strong progress against their targets. The additional provision in the ‘Hafan’, ‘Clwb Cwtsh’ and ‘Clwb yr Enfys’ centres make a very valuable contribution to the care and support that pupils need. This ensures that those pupils attend school regularly and benefit from a wide range of experiences at school. The attendance of primary age pupils is strong and increasing. However, the attendance of secondary age pupils has fallen recently to a level below the national average and the corresponding figures at similar schools. Most teachers maintain a positive working relationship with pupils. Many teachers plan a good range of lessons and interesting learning experiences that build successfully on pupils’ skills and knowledge. This ensures that pupils commit fully to their learning and apply their skills regularly. However, provision to develop pupils’ skills progressively has not been co-ordinated carefully enough across the curriculum. The headteacher works diligently to create a strong sense of teamwork and he conveys his vision successfully. He is a passionate leader who wants to ensure that pupils receive the best quality education which is based firmly on shared core values. He sets and conveys high expectations to the whole school community and is supported valuably by the rest of the senior leadership team. Leaders have an appropriate knowledge of the school’s strengths and areas for improvement as a result of beneficial self-evaluation activity. However, they do not always focus firmly enough on evaluating the effect of provision on pupils’ standards and progress in their skills over time.