An independent special school that provides education and support for young people with social, emotional and behavioural difficulties was given a favourable Estyn inspection in March this year.

Inspectors found Talocher School, owned by Aspris Children’s Services, provides a supportive environment where “strong relationships enable pupils to feel safe and re-engage with learning successfully.

“Staff know pupils very well and use this understanding to create calm, purposeful learning experiences that over time build pupils confidence,” the report added.

Inspectors found the curriculum is broad and relevant, combining academic learning with practical and therapeutic experiences that support pupils’ independence and preparation for the future.

The school is registered for up to 60 pupils aged 7 to 18 years. with currently 37 pupils on roll, each of whom has an individual development plan (IDP) or an education, health and care plan (EHCP). A few children are care-experienced and most pupils are placed by English local authorities such as Gloucestershire and the Bristol area as well as Monmouthshire.

The report says that pupils engage well and make strong progress. “However, in a minority of lessons, activities do not provide sufficient challenge or respond closely enough to pupils’ progress. The school supports pupils’ personal development very well.”

The school has improved greatly since the 2022 inspection when it was found it had made “slow progress” on meeting national requirements while facing “persistent” staffing problems.

Inspectors visited the school unannounced in July that year with a particular focus on the ability of the school to manage pupil behaviour and the impact of this on its provision of an appropriate curriculum.

In that report, they noted that while staff were “caring and patient in their work with pupils”, recommendations from a core inspection in February 2020 still hadn’t been fully implemented.

The 2026 inspection however saw a huge improvement with Inspectors noting a particular strength being the school’s “structured approach to developing reading”, which enables many pupils to make “strong progress and apply their reading skills with increasing independence.

“Pupils also make steady progress in numeracy through practical learning approaches. Teaching is effective in most cases, with many staff adapting their approaches thoughtfully in response to pupils’ needs.”

It was noted that learning extends beyond traditional academic subjects to include “therapeutic and practical opportunities.

“The school makes very effective use of its outdoor learning environment. Pupils engage in purposeful activities including habitat maintenance, hide-building and bushcraft, developing independence, creativity and communication skills.

“The school has a well-established careers programme which prepares pupils well for their next steps. Strong links with colleges and local businesses provide pupils with beneficial experiences of further education and the world of work. As a result of the progress they make over time, together with effective guidance and support, many pupils move on to further education when they leave the school.

The report came up with three recommendations: Build on established practice to ensure all teaching provides appropriate challenge and meets the needs of pupils; Strengthen provision for the development of pupils’ digital skills and continue to improve attendance and engagement in learning