Pegasus Primary School

What Ofsted said

From the inspection on 9 December 2025

School leaders inspire pupils to reach their potential to 'fly' at Pegasus. Every pupil is valued equally and leaders ensure that any barriers to learning are removed or reduced. Pupils, including disadvantaged pupils and those with special educational needs and/or disabilities, enjoy their learning, achieve well and are ready for the next stage of their education. Pupils have positive attitudes and are proud of their work. Leaders have developed an engaging curriculum. It encourages pupils to be ambitious and curious learners. Opportunities such as involvement in British Science Week open pupils' eyes to future possibilities and raise their aspirations. Trips to museums and historical places enhance pupils' understanding and bring their learning to life. Pupils attend clubs to develop their interests in sports or arts and crafts. Pegasus is an inclusive school where pupils, staff, parents and carers quickly feel they belong. All pupils take part in all aspects of school life. They feel safe because they know they have trusted adults they can turn to. In the Reception Year, children learn to make friends and work together, developing a sense of belonging that lasts throughout their time at the school. Families and pupils benefit from the skilled support of pastoral staff who listen to and understand their concerns. This means that pupils are ready to learn each day. Although attendance is not as high as the school would like, leaders share information about their expectations. The whole school celebrates and is proud when pupils attend regularly. Pupils behave well and look after each other. They understand what it means to be a good friend. Playtimes are friendly and harmonious. Relationships between adults and pupils are respectful. Pupils know that adults will deal with any incidents of poor behaviour. They are confident that if bullying were to happen here it would be dealt with quickly.

What the school should improve

• Leaders should develop their work to ensure that pupils with more complex special educational needs and/or disabilities receive more effective support, including from external professionals and agencies, so that they are well prepared for their next steps in education.
• Leaders should continue their work to ensure that those pupils who are ready to move on to more challenging work are provided with work that enables them to deepen learning further.
• Leaders should continue to ensure that their work to improve attendance and reduce persistent absence has greater impact so that pupils' attendance improves more rapidly.

Read the full Ofsted report (opens in a new tab)