During the last three years, staff and pupils at the school have experienced significant challenges. These have included changes to the school’s leadership and having to respond to the effects of the pandemic. Staff have shown considerable commitment and have worked tirelessly throughout the COVID-19 pandemic to offer face-to-face teaching and to ensure that pupils continued to learn. The company’s vision to provide an integrated therapeutic approach when supporting pupils is clearly understood by many staff. These core values underpin practice across the school. The school provides a safe and nurturing environment for its pupils. The company’s therapeutic approach and the school’s supportive ethos ensures that pupils are happy and attend regularly. Staff have a beneficial understanding of pupils’ interests and needs, and their well-being lies at the heart of the school’s work. Staff have positive working relationships with pupils. They provide assured support for pupils’ social, emotional, and behavioural needs. Staff provide appropriate and meaningful activities for pupils. This includes valuable opportunities for pupils to develop important skills at the company’s care farm. Staff use assessment information appropriately to plan support and develop suitable individual education targets for pupils. However, planning and assessment do not determine how pupils’ learning will develop progressively over time or in relation to pupils’ future destinations. The school provides a limited range of accreditation for pupils. Recent challenges in the school’s leadership have restricted its ability to sustain the strategic direction of the school as well as providing appropriate operational approaches. Self-evaluation activities and improvement planning processes at the school are underdeveloped. Directors provide suitable governance for the school. However, they do not have an appropriate understanding of the requirements for the registration and operation of independent schools. The school does not comply fully with the Independent School Standards (Wales) Regulations 2003.