Independent ALN Specialist Schools
Early Insights 2024-2025
Teaching and learning
Most schools provide learning that is closely aligned to pupils’ needs, enabling many to make secure progress in key skills and independence. However, inconsistencies in the quality of teaching and limited digital skills hinder progress in a minority of schools. A few staff do not have the subject knowledge or assessment skills to meet all pupils’ needs or support their progress effectively.
What’s going well
- In nearly all schools, staff know their pupils well and use this knowledge effectively to plan learning that meets pupils’ individual needs.
- In most schools, many pupils make sound progress in developing their literacy, numeracy, and communication skills.
- In many schools, staff design and deliver a curriculum that supports pupils to develop their independence and prepare them for adulthood through authentic and practical learning experiences.
- Most pupils participate positively in learning activities and engage well in lessons that match their interests and developmental stage.
- Many staff use visual supports and structured routines effectively to help pupils understand expectations and access the curriculum.
What needs to improve
- In a minority of schools, teaching lacks sufficient pace and challenge, particularly in specialist subjects, which limits pupils’ progress over time.
- In a few schools, staff do not consistently use assessment information effectively to plan pupils’ next steps in learning or to monitor their progress with accuracy.
- In a minority of schools, opportunities to develop digital skills are either limited or not consistently embedded across the curriculum.
- In a few schools, a minority of pupils remain overly reliant on adult support and do not have regular opportunities to work independently or develop problem-solving skills.
Well-being, care, support and guidance
Nearly all pupils feel safe and supported in nurturing environments where staff promote well-being and positive relationships. Many schools offer rich, practical experiences that prepare pupils for adult life. In many schools, pupils benefit from therapeutic input and inclusive real-life experiences that promote well-being and social development well. However, low attendance, limited coverage of diversity and equality and inconsistent careers guidance weaken provision in a few settings.
What’s going well
- In nearly all schools, pupils feel safe and valued. Most understand how to seek support if they are worried or upset.
- Most schools foster a positive ethos where relationships are respectful and staff support pupils’ well-being effectively.
- In many schools, pupils benefit from therapeutic input and targeted interventions that support emotional regulation and social development.
- Many schools promote inclusive participation in real-life learning opportunities such as community placements, which help pupils to prepare well for adulthood.
- Most pupils show improvements in attendance and engagement over time, particularly where staff work closely with families and external agencies to overcome barriers.
What needs to improve
- In a few schools, attendance remains too low for a minority of pupils and impacts negatively on their progress and well-being.
- In many schools, curriculum content does not support pupils well enough to develop their understanding of protected characteristics, equality and diversity.
- In a few schools, staff responses to challenging behaviour are not consistently aligned with the agreed strategies, and the informal approach to behaviour management occasionally undermines the overall quality of provision.
- In a few schools, careers education and guidance are underdeveloped or lack coherence across key stages.
- In a few schools, pupil leadership roles are underdeveloped, although most offer structured opportunities for pupil voice.
Leading and improving
In most schools, leaders promote a clear vision and positive culture that supports staff and pupils well. They use quality assurance to drive improvement and ensure compliance with regulations. However, leadership changes and staff recruitment challenges affect improvement work in some cases. Quality assurance lacks rigour in a majority of schools and few schools evaluate professional learning robustly.
What’s going well
- In most schools, leaders communicate a clear vision and create a positive culture that supports staff morale and pupil well-being.
- In many schools, leaders use quality assurance activities to identify strengths and areas for improvement and take steps to address priorities.
- In a few schools, professional learning is well aligned with school improvement priorities and supports staff to improve their practice.
- In most schools, safeguarding arrangements are robust and leaders maintain compliance with the Independent School Standards (Wales) Regulations 2024.
What needs to improve
- In a few schools, quality assurance activities do not focus sharply enough on the effectiveness of teaching and its impact on learning.
- In a few schools, governance does not provide sufficient strategic challenge or oversight, particularly where the proprietor also serves as headteacher.
- In a few schools, leadership turnover and difficulties in recruitment have slowed the pace of improvement; notably, the majority of schools inspected under core arrangements and a minority of those with a monitoring inspection have new leaders.
- In a few schools, leaders do not ensure that the school complies fully with the Independent School Standards (Wales) Regulations 2024.
Overview of recommendations from inspections
In the 2024-2025 academic year, Estyn carried out eight core inspections and six monitoring inspections of independent ALN specialist schools.
- 10 schools (71 %) were given a recommendation related to teaching and learning. Of those, three did not comply with the Independent School standards (Wales) Regulations 2024 and are in a follow-up category.
- Four schools (29%) were given a recommendation related to well-being, care, support and guidance. Of those, one did not comply with the Independent School Standards (Wales) Regulations 2024 and is in a follow-up category.
- 11 schools (79%) were given a recommendation related to leading and improving. Of those, three did not comply with the Independent School Standards (Wales) Regulations 2024 and are in a follow-up category. For these schools, one of their recommendations in inspection area 3 was to comply fully with the Independent School Standards.
Effective practice identified during inspection
Amberleigh Therapeutic School
Inspection report: Amberleigh Therapeutic School
Amberleigh Therapeutic School, Golfa Hall (x2) – Careers and experiences in the wider community / Amberleigh Extended Community
Chestnut Hill School
Inspection report: Chestnut Hill School
Chestnut Hill School (x2) – Collaborative working / Change Management
Dan y Coed
Dan y Coed (x3) – Careers and preparation for future destinations / United Nations Convention on the Rights of the Child (UNCRC) / St Fagans Museum Collaboration
Red Rose School
Inspection report: Red Rose School
Red Rose School – Supporting care-experienced pupils
Gwenllian Education Centre
Inspection report: Gwenllian Education Centre
Gwenllian Education Centre – Parental Partnerships