Most pupils at ACT schools have experienced significant periods of disruption to their education. They benefit from the nurturing and inclusive ethos at the school. Staff know their pupils well and generally adapt approaches to meet their emotional and well-being needs successfully. As a result, during their time at the school, the majority of pupils make suitable progress from their initial starting points in areas that support their personal development and learning. However, attendance issues impact on the rate of progress of a minority of pupils across the school. Overall, many pupils behave suitably in lessons. However, on occasions, the behaviour of a few pupils disrupts the learning and well-being of other pupils. Overall, the school provides a suitably broad curriculum, which supports pupils’ wellbeing successfully. Curriculum plans demonstrate coverage of the areas of learning required in the Independent School Standards (Wales) regulations 2024. However, a few aspects of the curriculum, such as science, technology and humanities along with digital skills, lack rigour and regularity. Further, curriculum plans do not build systematically and coherently on pupils’ knowledge and skills as they progress through the school. Furthermore, planning and assessment do not always link consistently well enough to pupils’ additional learning needs. As a result, in the majority of lessons, activities do not provide sufficient challenge or opportunity to build on pupils’ previous experiences and learning. Teaching across the school is too variable. In a few lessons, where teaching is effective, teachers make their classes stimulating and engaging places. There are clear, relevant and challenging learning intentions where pupils can learn productively. Senior leaders work cohesively and demonstrate a clear understanding of each other’s roles and responsibilities. They undertake a suitable range of quality assurance work. As a result, they have developed a manageable range of school improvement priorities and identified a few inconsistencies in practice accurately. However, leaders’ quality assurance of lessons does not focus sharply enough on pupils’ progress or consistently identify aspects of teaching that would benefit from improvement. The school is not fully compliant with the Independent School Standards (Wales) Regulations 2024.