Pegasus School

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About Pegasus School

Name Pegasus School
Ofsted Inspections
Headteacher Mrs Ruth Akrigg
Address Field Avenue, Blackbird Leys, Oxford, OX4 6RQ
Phone Number 01865777175
Phase Academy
Type Academy converter
Age Range 2-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 476
Local Authority Oxfordshire
Highlights from Latest Inspection

What is it like to attend this school?

The school's vibrant and upbeat atmosphere reflects its embedded school values, especially ambition. Pupils enjoy coming to this welcoming school and benefit from the warm relationships they have with staff.

Confident and happy pupils are eager to learn new things alongside their friends.

Leaders have high expectations of behaviour and achievement. Pupils work hard to meet these.

They behave well in lessons and around the school. Playtimes are calm and cheerful occasions where pupils have fun. Pupils feel safe and well cared for because staff take the time to listen, encourage and resolve their worries.

Pastoral support, including understanding why m...ental health is so important to learning, is a strength of the school. For example, pupils are taught thoughtfully about their emotions and feelings. Bullying or unkindness are uncommon, but staff support effectively so friendships can quickly resume.

Staff go above and beyond in every aspect of school life.

Pupils broaden their horizons. Leaders are keen for them to learn about life beyond their own community.

Most pupils take part in a rich set of creative, sporting or cultural activities. As they get older, they develop high aspirations for the future, supported by a strong understanding of how to achieve their goals, for example as scientists or teachers.

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

Leaders have designed a broad and exciting curriculum.

Teachers have benefitted from high-quality training in specific subjects, such as phonics. In reading and science, leaders have identified the knowledge pupils need to learn from the start of Nursery. This supports them to make connections, which in turn helps them to remember their learning.

As a result, pupils achieve well in these subjects. However, in some subjects, as well as in aspects of the early years, this is not as well developed. For instance, the curriculum does not identify what pupils need to learn precisely.

Teachers are not always clear about what understanding to check, and pupils do not consistently achieve as well as they could.

The school is highly inclusive. Every pupil is valued and well supported to participate fully in all aspects of school life.

Leaders make sure that all pupils with special educational needs and/or disabilities (SEND) have their needs quickly identified and considered. The specially resourced provision for pupils with SEND (known as The Rashford Family) supports some pupils who may struggle with some aspects of mainstream education. Attendees have education, health and care (EHC) plans and receive tailored and effective support to help them when back in class.

Leaders make sure that pupils at the early stages of reading get the right support. If younger pupils fall behind, staff respond quickly with the right support to develop fluency and confidence. Leaders make sure that staff are well supported to deliver the phonics programme effectively.

Linked to the writing curriculum, leaders have carefully chosen high-quality texts to inspire pupils and extend their vocabulary.

The foundations of positive behaviour and attitudes are firmly laid down in the early years. Pupils behave well and work hard in lessons.

Occasionally, some pupils lose focus and need support. Leaders take effective action to minimise the impact and get learning back on track. Some pupils, including those who are disadvantaged, do not attend regularly enough.

Leaders have appointed new staff to support families and reduce pupils' absence. Although this is beginning to improve attendance of some pupils, it is not yet fully effective.

Leaders prioritise pupils' personal development and ensure it is of the highest quality.

Staff successfully provide enriching opportunities, which are at the heart of everything the school does. Weekly experiences are fully woven into the curriculum. Pupils attend aspirational assemblies with inspirational topics and speakers, such as a visiting astronaut or learning about living with mitochondrial disease.

Leaders provide rich opportunities to work with experts in technology and science, inspiring pupils to think about their future careers. Visits to places such as the Ashmolean Museum enable pupils to understand how the world around them links to their classroom work in memorable ways. Older pupils from a nearby independent school visit to help and encourage pupils with their reading.

The exemplary offer goes beyond the expected, nourishing everyone's character development.

The trust and governors work effectively together to challenge and support the school. They work well alongside principled leaders to develop strategic plans and check that these are working as intended.

Staff welcome the care leaders provide for their well-being. They also know that leaders consider their workload and do not add to it unnecessarily. As such, staff feel empowered and are proud to make a real difference to the lives of all pupils.

The relentless focus on promoting high-quality learning for all pupils starts with what is best for the most vulnerable and those with SEND. Parents are overwhelmingly supportive of the school.


The arrangements for safeguarding are effective.

Pupils feel safe because of the strong culture of safeguarding. Staff are well trained, vigilant and well supported by an effective team. They understand the school's processes for raising concerns and use them appropriately.

Leaders act with tenacity to get extra help for pupils who need it. Pupils are clear about what to do if they are worried about something. They know that an adult in school will always help them if they need it.

Leaders' positive interactions with external safeguarding professionals are effective. Checks on adults working in the school are thorough, recorded accurately and checked regularly by governors.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a few subjects, and in some aspects of the early years, the curriculum is not yet fully effective.

This sometimes means that teachers do not consistently know what knowledge to teach or what understanding to check. As such, pupils do not achieve as well as they could. Leaders should identify the precisely sequenced knowledge that pupils should know and remember.

• Leaders' work to improve attendance and reduce persistent absence is not yet fully effective. Not all pupils, therefore, benefit as well as they could from their education. Leaders must continue to take action to reduce absence and persistent absence further.

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