Llangattock School is an inclusive and supportive community in which nearly all pupils feel safe, valued, and engaged in learning. Strong relationships between staff and pupils create a nurturing atmosphere, which is particularly successful in helping pupils overcome previous disengagement with education. The school prioritises well-being, with a focus on emotional support. This ethos is contributed to and embodied by staff at all levels and, as a result, nearly all pupils make rapid personal development, developing their resilience and self-regulation. The school offers a highly flexible and individualised curriculum, educating pupils based on their ‘stage, not age’. Pupils follow personalised timetables, with a minority attending part-time. The curriculum is broad and balanced, with younger pupils’ experiences founded on Curriculum for Wales, and older pupils following courses leading to accreditations including BTECs, iGCSEs, and A levels. A tailored approach allows pupils to progress along customised learning pathways at their own pace, with exams entered when pupils are ready. PSHE is embedded across the school, promoting cultural awareness, well-being, and life skills. Teaching at the school is highly adaptive, with teachers using their subject expertise to modify lessons and learning in response to pupils, employing scaffolding and varied teaching methods to suit each pupil’s needs. As a result, most pupils make suitable progress in the development of their knowledge and skills in line with their needs and ability, with a few making very rapid progress. However, in part due to the challenges of its flexible approaches to learning, the school lacks over-arching, structured processes for tracking pupil progress. Founded on the clear vision articulated by the proprietor, leaders at the school have successfully established a strong, shared sense of purpose among staff. The school is a highly collaborative professional environment, which encourages professional learning. Safeguarding is a priority, with senior leaders closely monitoring pupil well-being. However, rapid school growth and the demands of highly flexible provision limit leaders’ capacity for strategic improvement work. Self-evaluation processes are underdeveloped, and the close involvement of the proprietor with operational matters limits their ability to objectively evaluate the school’s performance and thereby drive improvement. The school is not fully compliant with the Independent School Standards (Wales) Regulations 2024.