CARE
We find that once a child/young person has structure in their lives in a caring, happy environment, where they can feel safe along with a routine to their day, they feel
more content as their environment is more predictable than the chaotic lifestyles they may have been used to.
From a stable base, relationships between young people and the adults who are supporting them in care and education can develop and this can help the young
person invest trust in others. This therapeutic relationship also forms the basis for the growth and development of the young person and allows the young person to heal some of the damage they may have suffered from their primary care givers previously.
EDUCATION
Springboard Education and Care at Brynmorgan Villa provides full time, supervised residential education for up to 4 young people aged between 11 and 18 years of age who have complex needs and learning difficulties consistent with Social, Emotional and Behavioural Difficulties. The school only educates the young people placed at Brynmorgan Villa.
The pupils and young people placed at Brynmorgan Villa will have faced significant Adverse Childhood Experiences which have led to their presenting behaviours. The school offers personalised learning programmes of education tailored to the complex needs of each young person placed with us.
Our aim is to enable all of our children and young people to develop as fully as possible by acquiring the skills, knowledge, understanding and attitudes, including personal, social and emotional skills, to enable them to be able to function in society
successfully.
What did Estyn say?
Estyn May 2024
“The school’s holistic approach to supporting the needs of the pupils is a notable strength. As a result, over time the pupils demonstrate improvement in their behaviour, engagement and concentration.”
“The promotion of safeguarding is a high priority for the school. The school places a strong emphasis on ensuring the pupils are safe. The school has strong links with local safeguarding boards.”
“Staff build strong, trusting, empathetic relationships with pupils, creating a supportive learning environment. Staff know pupils extremely well including their additional learning needs, personal challenges and interests.”
“The school provides a broad range of leaning experiences for pupils which are well matched to the school’s vision and values. The curriculum is driven appropriately by the individual leaning needs of the pupils their therapeutic needs and their interests and aspirations.”
Estyn June 2025
“Since the last inspection in 2024, leaders and staff have worked collaboratively to further enhance and embed a very robust culture of safeguarding. Building positive relationships and keeping pupils safe are at the core of everything the staff in the school do.”
“Leaders have ensured that all policies prioritise and promote the ethos of safeguarding in the school. Policies are accessible and practical which take in to account the bespoke nature of the school.”
“Through transparent and collaborative leadership, nearly all staff have a clear understanding of their roles and responsibilities linked to safeguarding, including at director level.”
“Leaders in both the school and within the residential home communicate effectively on a daily basis at handover points. As a result, there is clear collaboration between residential and school staff which positively impacts upon the well-being and safety of pupils.”
THERAPY
Our therapeutic model is grounded in risk, trauma and attachment theory. The commitment to the care, support and development of the young people as they live, develop and grow with Springboard moves far beyond the expected everyday needs. Springboard offers dedicated in-house therapeutic support, from a professional team familiar to the young people and their concerns, in a specialist therapeutic setting on the Springboard grounds. Every individual young person is supported through personal development both on-site or when working or learning at off-site venues. On-site therapeutic provision is personalised and developed to truly meet the individual’s needs. Therapy is conducted by Springboard’s own therapeutic specialists and has been developed to support growth and development throughout their time in one of our properties. The value of emotional and psychological support and development is of paramount importance to the staff at Springboard. As such, each young person has access to both directed therapy sessions and a holistic therapy support every week, with the goal of supporting young people in finding their best selves. To ensure a truly effective and holistic therapeutic intervention, all care, education, and support staff are additionally trained to be aware of the therapeutic process, allowing them to support the immersive therapeutic process, under the guidance of Springboard's Therapeutic Manager. In addition to this, Springboard has close links to DGF Psychology and also supports NHS training and assessment from students and medical staff.