Special needs catered for
We provide education and care for children and young people with a range and complexity of need including:
- Autism and Autistic Spectrum Disorders
- Speech, language and communication difficulties
- Pathological Demand Avoidance
- Oppositional Defiant Disorder
- Challenging behaviour
- Mental Health Issues
- Severe learning difficulties
Our younger students live and are taught in the hall which enables them to feel secure and supported as they transition from home to school. The familiarity of this nurturing environment supports students as they learn new skills and develop positive social skills and manage their behaviours.
When students reach the age of 16 years they move on to new purpose built classrooms which are located in the grounds. With a focus on transition students are encouraged to take more responsibility for their own learning whilst still have high levels of support from the staff and the specially designed environment.
Support services provided
At Pegasus School the Equals semi-formal curriculum and the informal curriculum provides and broad and balanced curriculum, underpinned by a depth of knowledge around each individual pupil and how they learn. The semi-formal curriculum is typically for pupils with moderate to severe learning difficulties who require a highly differentiated approach to learning.
The informal curriculum aims to meet the needs of those pupils with complex learning difficulties who have further complexities with; communication, abstract concept, lack of attention, sequential memory, difficulties with working memory, poor processing speed and difficulties with generalisation and problem solving.
Both the semi-formal and informal curriculum are based on the needs of the pupil and therefore a tailored approach is used to ensure we meet each young personís needs and adapt the curriculum as the individual grows.
Our curriculum is for pupils who learn best when learning is related to their own experiences. The curriculum provides a holistic approach for each pupils, some pupils may learn through play whilst others learn through functional activities or topic based approaches. The learning journey is scaffolded by adult directed support in an environment where the pupils feels happy and safe to learn.
The semi-formal curriculum is divided into six areas, with a focus on communication and cognition. Themes that incorporate these areas are used termly with linked activities planned in all areas to engage pupils and promote learning.
The Equals informal curriculum comprises of six schemes of work; my communication, my creativity, my outdoor school, my physical wellbeing and independence. Learning is taken as a whole rather than teaching specific skills and individualised targets. Intensive interaction plays a huge role within the informal curriculum where the exploration of the young person is in the centre of the interactive process.
Our learners require a holistic multi-sensory approach without the need of the teaching of discrete subjects. 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.
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 data is analysed half termly. Preparation for Adulthood is weaved in through all subjects taught.
Pegasus School is situated in the village of Caldwell which is five miles from the town of Burton on Trent, on the borders of Derbyshire, Staffordshire and Leicestershire. The school occupies a beautiful Georgian building set in several acres of space which provides a safe and interesting environment to live and learn.
Aims and philosophy
Our aim is to create a social and learning environment that addresses student behavioural difficulties through the development of core skills. We also aim to maintain and develop these targets by on-going self-evaluation.
We have an emphasis on the development of students independent and work related skills.