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Pegasus School Prospectus 2021 2022 updated April 2022
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Prospectus 2021/2022
Created July 2017
Updated April 2022
Created July 2017
Updated April 2022
2
Contents
Welcome to Pegasus School
4
The Curriculum
6
Residential Provision
9
Specialist Support
11
Meet the Team
12
Referrals and Assessments
13
How to Find Us
14
The Local Community
15
Term Dates
16
Policies
17
General Information
18
Created July 2017
Updated April 2022
3
One of the biggest decisions a parent or carer has to make is to decide on a school for their child. We hope this prospectus will provide you with the necessary information as to why Pegasus School could be the right place for your child. Welcome to Pegasus School
Our Ethos & Aims
To create a social and learning environment that addresses behavioural difficulties through the development of core interactive skills. We aim to prepare young people to live happy and productive lives in the community, being able to:
Pegasus School is situated in the village of Caldwell, five miles from Burton on Trent on the borders of Staf-
fordshire, Derbyshire and Leicestershire. The School occupies a beautiful Georgian building in several acres of space which provides a safe and interesting environment in which to live and learn. We provide education and care for children and young people between the ages of 8 and 19 years. Children placed with us have a range and complexity of needs including:
Communicate effectively
•
Interact socially
•
Be as independent as possible
• • • • • • •
Autism and Autistic Spectrum Disorders
•
Severe learning difficulties
Speech, language and communication difficulties
We do this by providing an integrated, individualised package of care, education and therapy.
Pathological Demand Avoidance Oppositional Defiant Disorder
Challenging behaviour Mental health issues
We offer flexible day and residential placements ranging from 38 to 52 weeks. We can also offer short breaks and extended days for those placed with us.
‘ Pupils learn to overcome their anxieties and to focus on meaningful tasks and activities provided for them. Many pupils develop commendable independence and the ability to make choice and decisions for themselves. ’ Ofsted education 2018
We have a multi - disciplinary team approach which includes Teachers, Therapists, Care Staff and Specialist Support Staff and you as parents and carers. This ensures that all areas of our students ’ Education, Health and Care Plans (EHC) are met. We are praised by Ofsted for our targeted and coordinated way of working which means students develop in all areas and means we meet our objective of increasing young peoples independence. The only way to be sure that a school is right for your child is to visit yourself. Please contact us to arrange to visit or to ask any further questions you may have. Kerry Jefferson Head Teacher
Created July 2017
Updated April 2022
4
‘ Pupils develop their basic literacy skills at individually appropriate levels. ’
‘ Pupils at key stage 4 and post 16 students experience an integrated curriculum in which their individual life skills are developed alongside their mastery of literacy and numeracy. For example post 16 students enjoy activities that develop their life skills and elements of independence at an appropriate level. ’ Ofsted Education 2018
Education and care designed just for you
Created July 2017
Updated April 2022
5
Our learners require a holistic multi - sensory approach without the need of the teaching of discrete subjects. At Pegasus learning happens all throughout the day, this includes; break times, snack times, personal care routines along with being out in the community. Opportunities for learning are planned for and include meaningful generalisation of skills across a range of settings. At Pegasus we use a robust and accurate system for monitoring progression and attainment for both pupils and teachers. Each pupil has MAPP and SCERTS targets linked to their EHCP outcomes. Pupils are assessed over each half term for MAPP targets and annually for EHCP targets. Asdan Personal Progress modules are completed and submitted annually. Behaviour >Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7 Page 8 Page 9 Page 10 Page 11 Page 12 Page 13 Page 14 Page 15 Page 16 Page 17 Page 18 Page 19
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