SGS Pegasus School, located in Patchway, Bristol, is a special school catering for pupils with autism spectrum disorder. The recent inspection conducted on October 1 and 2, 2024, revealed that the school requires improvement in several key areas, including the quality of education, behavior and attitudes, personal development, and leadership and management. The headteacher, Marie Cooper, leads the school, which is part of the South Gloucestershire and Stroud College Academy Trust. The trust is overseen by CEO Alan Dane and a board of trustees chaired by Andrew Downing.
Pupils at SGS Pegasus experience variability in the quality of education provided. The curriculum is not consistently adapted to meet the special educational needs and disabilities of all students. As a result, some pupils engage in work that does not challenge them sufficiently, hindering their learning progress. Despite these challenges, positive relationships between staff and pupils contribute to a safe and supportive environment. Most pupils attend regularly and enjoy building friendships, although opportunities to enhance their social skills are sometimes overlooked.
The school has made strides in involving students in school activities, with sixth-form students taking responsibility for initiatives like the tuck shop. Pupils appreciate the chance to spend their earned rewards, known as Pegasus Pounds, and older students benefit from work experience and lessons focused on preparing for adulthood. There is an increasing alignment between the school and parents regarding expectations for behavior and academic achievements, which is fostering more ambitious education, health, and care plan targets.
Since the last inspection, the school has faced significant staff turnover, which has impacted development. However, the trust is committed to investing in education and providing high-quality training for staff. The new leadership team is actively working to implement necessary changes to improve educational quality. The school has identified priority areas for development, and improvement plans are in place to embed these changes into daily practice.
Recent initiatives include a new phonics program aimed at enhancing reading skills. While there are early signs of progress in phonics knowledge, the impact of staff training and curriculum changes is not yet fully evident. The school is beginning to identify pupils' needs more accurately, which is helping to create effective short-term targets in their education, health, and care plans. However, the quality of education remains inconsistent across subjects.
Staff have expressed support for the changes being made, but some feel that their well-being and workload are not adequately addressed. The trust is aware of these concerns and is working to implement a well-being plan to support staff. Additionally, new systems have been introduced to monitor pupil behavior and attendance, although the analysis of behavior incidents needs improvement to better support pupils.
The school has a well-developed careers program that prepares pupils for adulthood and the workforce. Opportunities for work experience and interactions with local employers are integral to this program, and most sixth-form students transition successfully to college or employment after leaving school.
Overall, while SGS Pegasus School has made some progress, it faces challenges that require ongoing attention and improvement. The commitment from leadership and the trust to enhance educational quality and support for both pupils and staff is crucial for the school's future success.
