Brynmorgan Villa is a nurturing and caring school. Leaders have successfully established a well-qualified and experienced team of education staff who collaborate well with each other. Staff develop effective working relationships with pupils and know how to support their emotional needs well. The school is supported by an external therapeutic team. The therapeutic team provides training to all staff on how to understand and support pupils additional learning needs. In addition, pupils receive input from the therapists to aid them with managing their emotions. The school’s holistic approach to supporting the needs of pupils is a notable strength. As a result, over time pupils demonstrate improvements in their behaviour, engagement, and concentration. The school has developed opportunities for tailored educational experiences for pupils through beneficial links with a local secondary school. The school provides a wide range of learning experiences for pupils including off-site activities, which enhance their learning. For example, pupils have the opportunity to attend rugby, cadets and fishing activities. However, the provision to support pupils’ spiritual, moral, social and cultural development, is underdeveloped, and the strategic planning of careers advice and preparing pupils for adulthood, is in the very early stages of development. The proprietor holds the role as headteacher and head of education. They have an active role in the school and understand the strengths and areas of development clearly. The proprietor is supported in the day to day running of the school by the passionate unit lead and complex needs manager. However, the wide ranging and extensive responsibilities of these leaders limits their ability to keep up to date with national developments in education or to embed effective systems to track and monitor pupil progress. The promotion of safeguarding is a high priority at the school. The school places a strong emphasis on ensuring that pupils are safe. Leaders have strong links with the local authority safeguarding boards. However, a lack of formality in the implementation of the school’s policies and procedures, weaken the provision at the school. The school is not fully compliant with the Independent School Standards (Wales) Regulations 2024.