Pegasus Academy

Highlights from Latest Inspection

What is it like to attend this school?

Leaders have created a calm and orderly school where staff are determined to encourage pupils to aim high and 'dream big'. Leaders have raised their expectations of pupils.

Most pupils meet these expectations, behave well and work hard.

Pupils are happy, polite and respectful. Younger pupils told inspectors that they have settled well into the school community.

Pupils are happy to attend school, and this is reflected in their high attendance rates. Leaders and staff have established clear routines that pupils understand. This has improved pupils' behaviour and attitudes to learning.

Leaders take firm and appropriate action if pupils do not behave wel...l. The number of pupils that are suspended has decreased over time but remains high. Leaders are working to reduce this further.

Leaders support pupils well to stay safe. Should bullying occur, staff ensure that any issues are resolved.

Leaders have worked hard to improve the curriculum.

In some subjects, they have carefully designed a curriculum that enables pupils to learn and remember more. There have also been some improvements in GCSE outcomes, including in English. However, in other subjects, leaders have not clearly identified the specific knowledge that pupils need to learn.

Some teachers do not check what pupils have learned well enough.

What does the school do well and what does it need to do better?

Leaders regularly review the curriculum to ensure that it remains broad and ambitious. They select courses for pupils to study that tally with their interests and ambitions.

Trust leaders have worked with school leaders on the curriculum design. Some subject leaders have designed a curriculum that carefully identifies the key learning that pupils need to remember. For example, before pupils study 'Frankenstein' in Year 7 English, they study a simpler version of the text by a different author.

This helps pupils to prepare for the more complex text. However, in other subjects, the curriculum does not precisely set out the key knowledge that pupils need to learn. Teachers are then unclear about what learning needs to be taught and when.

This makes it harder for pupils to build their knowledge successfully over time.

Leaders have worked extensively on assessment and checking what pupils have remembered. Most teachers regularly check what pupils know and remember.

However, some teachers do not use this information well enough to identify what pupils need further practice in. This leads to some pupils having gaps in their learning, and they struggle to complete more challenging work.

The special educational needs coordinator ensures that the needs of pupils with special educational needs and/or disabilities (SEND) are identified quickly.

They then provide teachers with detailed information to help them adapt the learning to meet these pupils' needs. Some teachers use this information well. However, this is not done consistently.

As a result, some pupils with SEND find it hard to access learning and do not achieve as well as they should.

Leaders are aware of the government's ambition for the English Baccalaureate to be at the heart of the key stage 4 curriculum. They are taking action to increase the number of pupils who would benefit from these courses.

Leaders have worked to ensure that all pupils are fluent readers and develop a love of reading. This includes intensive and well-focused work on phonics for some pupils. Leaders recognise there is still work to do to increase the positive culture of reading.

There are many initiatives, including a new library, poetry competitions, reading ambassadors and form-time reading. These initiatives are successfully beginning to encourage more pupils to read for pleasure.

Pupils' personal, social, health and economic education is delivered by form tutors in a weekly lesson.

This gives pupils the information they need to help keep themselves healthy and safe. They learn about topics such as knife crime, healthy relationships and mental health. In addition, pupils learn about school, local and national issues linked to a weekly theme.

Pupils participate in a range of clubs and go on a broad range of trips. These range from pet club and keyboard club to visits to food shows and a 'Year 11 inflatables' reward trip.

Pupils benefit from an effective careers education package that starts in Year 7.

This includes up-to-date information about employers, universities, colleges and apprenticeships. Pupils interested in engineering can participate in a 'build a plane' project, while pupils intent on a medical career have benefited from experiences within the health service. As a result of this provision and wider opportunities, increased numbers of pupils have accessed level 3 post-16 programmes.

Staff, including early career teachers, feel that leaders support them well. They say that leaders are approachable. Staff believe that leaders consider their well-being when introducing any changes.

Those responsible for governance are committed to the school. They work regularly with leaders and provide effective support and challenge.

Safeguarding

The arrangements for safeguarding are effective.

Safeguarding leaders are experienced and well qualified. They receive effective support from the trust. The school has a strong culture of safeguarding.

Leaders have extensive knowledge of the issues that pupils face in the school and the wider community. Staff record their concerns promptly, and these are acted on quickly and appropriately. Leaders make appropriate referrals to external agencies when needed and follow them up to make sure pupils get the help that they need to keep them safe.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, leaders have not set out the key knowledge that pupils should learn and by when. This means that teachers do not have a clear understanding of what should be taught and in what order. Leaders should ensure that the curriculum precisely sets out the key knowledge in all subjects.

• Leaders have not ensured that teachers use assessment information well enough to check what pupils know and remember. As a result, teachers do not consistently identify and address gaps in pupils' knowledge and understanding. Leaders should ensure that teachers use the assessment systems effectively so that they can adapt their delivery of lessons accordingly so that all pupils, including those with SEND, learn well.

• Too many pupils are suspended from school. This means that too many pupils miss too much time in school which impacts their learning. Leaders should continue to reduce the number of suspensions and repeat suspensions, especially for disadvantaged pupils or pupils with SEND.

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