SGS Pegasus School

SGS Pegasus is a special school for pupils with autism spectrum disorder, all of whom have an education, health and care plan. It is part of the South Gloucestershire and Stroud Academy Trust and was previously judged to require improvement. Inspectors found that significant staff turnover had slowed development, but this instability has now settled, and trust and school leaders have accurately identified priorities and are investing in training and improvement. Safeguarding is effective. Provision remains variable. The revised curriculum is not consistently adapted well enough to pupils' special educational needs and/or disabilities, staff knowledge of the new curriculum is uneven, and assessment and checking of pupils' understanding are not secure in all subjects. Some pupils complete work that is too easy and are not moved on, and some short-term targets are not precise enough. Behaviour expectations have been clarified, but behaviour incident information is not analysed well enough to support groups of pupils, and support for groups' personal development is at an early stage. There are notable strengths. Staff and pupils have positive relationships, pupils feel safe and most attend regularly, and careers education and preparation for adulthood are well developed. Leaders have well-thought-through improvement plans, staff are receiving high-quality training, and new phonics checks are beginning to identify gaps. All key judgements remain requires improvement; under the current framework no overall effectiveness grade is given.

Strengths

• Positive relationships between staff and pupils help pupils feel safe
• Most pupils attend school regularly
• Pupils are happy and supported to build friendships
• Pupils take on responsibilities such as organising the sixth-form tuck shop
• Careers education and preparation for adulthood are well developed
• Pupils benefit from work experience, careers fairs and employer encounters
• Sixth-form students successfully transition to college or employment
• Trust and school leaders accurately identify priority areas for improvement
• School improvement plans are well thought through
• Staff benefit from high-quality training
• New phonics checks are beginning to identify and rectify gaps
• Staff know how to teach and check understanding in mathematics
• Pupils learn online safety and important independent-living skills
• Safeguarding arrangements are effective

Areas for Improvement

• The new curriculum is not taught and adapted sufficiently well to meet pupils' SEND
• Some pupils complete work that is too easy and are not moved on
• Opportunities to develop pupils' social skills are sometimes missed
• Staff do not have secure knowledge of the revised curriculum's expectations
• Staff do not check pupils' knowledge effectively in some subjects
• Some learning activities do not help pupils secure knowledge and understanding well enough
• Some pupils' short-term targets are not adapted precisely enough
• The quality of education and EHC plan targets is inconsistent
• Staff knowledge is less well developed in some subjects such as PSHE
• Behaviour incidents are recorded but not analysed to identify support for groups of pupils
• Support for groups of pupils' personal development is in its infancy
• The impact of phonics training and the new curriculum on pupils' phonics knowledge is not yet evident
• Some staff do not feel the trust sufficiently supports their well-being and workload

In 2024–25 pupils at SGS Pegasus School attended 88.9% of sessions (the national figure for special schools was 87.2%). 29.5% of pupils were persistently absent, missing at least one session in ten (nationally 35.3%).

Sessions missed

Pupils persistently absent

Source: Department for Education, Pupil absence in schools in England. Each year is the one the school year ends in (2025 is 2024/25). Persistent absence means missing 10% or more of sessions; severe absence means 50% or more. No figures were published for 2019/20.

In 2024–25, 8.6% of pupils at SGS Pegasus School were suspended at least once (nationally 5.1%). No pupils were permanently excluded.

Pupils suspended at least once

Source: Department for Education, Suspensions and permanent exclusions in England. Each year is the one the school year ends in (2025 is 2024/25). A pupil can be suspended more than once, so suspensions per 100 pupils can be higher than the share of pupils suspended. Very small numbers are hidden by the DfE. Exclusion figures dropped in 2020 and 2021 because of school closures.

In 2025–26 SGS Pegasus School had 5.8 pupils for each teacher (the national figure for special schools was 6.6). Of its teachers in 2024–25, 38.0% were no longer at the school a year later (nationally 14.5%).

Pupils per teacher

Teachers who left the school within a year

Source: Department for Education, School workforce in England. Each year is the one the school year ends in (2025 is 2024/25). Pupils per teacher counts full-time-equivalent pupils and teachers. Turnover is the share of a year's teachers (full-time equivalent) who were not at the school the following year, whether they moved to another school or left state-funded teaching. Turnover and sickness figures run one year behind the ratios. Sick leave is the share of teachers who took at least one day in the year, so it swings widely at small schools, where a few teachers can make it 0% or 100%. The national figures are for all state schools of the same type.

In 2025–26 SGS Pegasus School had 134 pupils, 100.0% of them with an education, health and care (EHC) plan (nationally 99.5%).

It says it provides for: autistic spectrum disorder.

Pupils by main type of need

Source: Department for Education, Special educational needs in England (the 2025–26 school census). SEN support is extra help in school without an EHC plan. National figures are for all state-funded special school schools. Counts are as published, with small numbers not hidden.

In 2024–25 SGS Pegasus School received £29,949 and spent £30,197 for each of its 128 pupils. It ended the year with reserves of £2,091,000 (£16,339 per pupil).

Across all 3 schools of South Gloucestershire and Stroud Academy Trust, income was £12,979 and spending £13,312 per pupil.

Income per pupil

Spending per pupil

Source: Department for Education, Financial Benchmarking and Insights Tool. Each year is the one the financial year ends in (2024 is 2023–24). Academy figures include a share of the trust's central services, shared out by pupil numbers, and are rounded to the nearest £1,000. Premises costs were defined differently from 2024, so compare them across that gap with care.

• Primary Schools
• Secondary Schools

All schools in Bristol · South Gloucestershire local authority: places and applications

SGS Pegasus School is part of South Gloucestershire and Stroud Academy Trust, which runs 3 schools. The nearest others:

• SGS Berkeley Green UTC Berkeley
• SGS Forest High School Cinderford

What is SGS Pegasus School's Ofsted rating?

The latest Ofsted rating for SGS Pegasus School is Requires Improvement, from an inspection in October 2025.

When was SGS Pegasus School last inspected by Ofsted?

SGS Pegasus School was last inspected in October 2025.

How many pupils does SGS Pegasus School have?

SGS Pegasus School has 134 pupils on roll.

What age range does SGS Pegasus School cover?

SGS Pegasus School for pupils aged 4 to 18.

What are SGS Pegasus School's GCSE results?

In 2025 its average Attainment 8 score was 12.6, and 12% of pupils achieved grade 5 or above in both English and maths GCSE.

Where is SGS Pegasus School?

SGS Pegasus School is at Hempton Lane, Patchway, Almondsbury, Bristol, South Gloucestershire, BS32 4AJ.