SGS Pegasus School

What Ofsted said

From the inspection on 1 October 2024

Pupils experience variability in the quality of education and provision at the school. The new curriculum is not taught and adapted sufficiently well in all subjects to meet pupils' special educational needs and/or disabilities (SEND). Sometimes, pupils complete work that they can do easily yet they are not moved on in their learning. Positive relationships exist between staff and pupils. This helps pupils feel safe in school. Most pupils attend school regularly. Pupils are happy and supported by staff to build friendships. However, opportunities to support and develop pupils' social skills are sometimes missed. Students welcome the chance to be responsible for school activities and they contribute to new school initiatives. Sixth-form students like to organise the school's tuck shop. Pupils enjoy spending their school value awards, 'Pegasus Pounds', in the shop. Older pupils enjoy work experience and the carefully planned preparation for adulthood lessons. Shared expectations between the school and parents and carers for pupils' behaviour, personal, social and academic achievements are increasing. This helps shape pupils' ever more ambitious education, health and care (EHC) plan targets. Most parents are happy with the school's provision. Nevertheless, the school recognises there is more to do to ensure all pupils flourish and attain the best outcomes.

What the school should improve

• The school has recently revised its curriculum. Staff do not have a secure knowledge of the new curriculum's expectations. This means that they do not check pupils' knowledge effectively. In some subjects, learning activities do not support pupils to secure knowledge and understanding well enough. The trust needs to support staff to develop their knowledge of the revised curriculum so that staff can implement it effectively.
• Some pupils' short-term targets are not adapted precisely enough. As a result, the curriculum that staff design from these targets is not as effective as it could be. The trust needs to ensure that all targets are precise enough to ensure that pupils learn successfully at every opportunity.
• The school has recently developed clear expectations to improve pupils' behaviour. While the school records behaviour incidents, it does not analyse the information. Consequently, opportunities to support groups of pupils to understand and respond appropriately to their behaviour are sometimes missed. The trust needs to ensure that the school makes use of information to identify appropriate support for pupils and maintain high expectations for pupils' behaviour.
• Some members of staff do not feel that the trust sufficiently supports their well-being and workload. The trust has an accurate view of the school and will use this to put the support in place for staff. The trust needs to support and encourage staff to contribute to and access the trust's well-being provision.

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