Pegasus School Prospectus 2022 2023

Prospectus 2022/2023

Updated May 2023

Updated May 2023



Welcome to Pegasus School


The Curriculum


Residential Provision


Specialist Support


Meet the Team


Referrals and Assessments


How to Find Us


The Local Community


Term Dates




General Information


Updated May 2023


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 Pegasus School is situated in the village of Caldwell, five miles from Burton on Trent on the borders of Staffordshire, 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:

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:

Communicate effectively

Interact socially

Be as independent as possible

• • • • • • •

Autism and Autistic Spectrum Disorders Moderate to 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.

‘ Parents and carers have positive views of the school. One parent said, ‘ My child feels safe, comfortable, well cared for, trusted and valued. I am very pleased with the progress they are making. ’

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. Shally Saleri - Palmer Executive Head Teacher

Ofsted Education 2022

Updated May 2023


‘ Staff are skilled in ensuring that pupils engage with the carefully planned activities. They know the pupils extremely well. Pupils particularly benefit from ‘ plan, shop, cook. ’ Here, pupils plan out a meal before buying the ingredients in a local shop. They are then helped to cook the meal when back at the school. Pupils were seen thinking carefully and discussing the coins that they might need to buy such ingredients. ’

Ofsted Education 2022

Education and care designed just for you

Updated May 2023


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 data is analysed half termly. Preparation for Adulthood is weaved in through all subjects taught. Impact Staff use Evidence for Learning, this technology allows staff to capture learning using photographs and videos which are then uploaded to support with evidence of achievements. Parents have the same technology at home on smart phones and can see photographs and videos of their child learning. Destination The destination of our pupils leads to post 16 and then onto post 19, where they leave Pegasus. It is important that we give our young people the skills to live as much as an independent life as possible once they leave. This is why our curriculum is fun, engaging practical and meaningful and matches pupils learning and development needs. Regardless of their physical, emotional and learning challenges faced by the pupil due to their special educational needs and disabilities, teaching through our semi - formal curriculum captures the interest and imagination of our pupils.

The Curriculum 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 person ’ s 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. Implementation 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. (See appendix 1) 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.

Updated May 2023


Informal Curriculum – our ‘ core ’ curriculum

My Sensory Play Solitary Play, Parallel Play, Shared Play, Turn Taking Play, Co - operative Play

My Communication Imperative Communications, Declara- tive Communications, Formal Social Interaction with Familiar People, Non - verbal Behavioural Communications, Peer to Peer Communications, Alter- native and Augmentative Communi- cations

My Physical Wellbeing Sensory Integration and Sensory Circuits Rebound Therapy Other Play Based Activities Aquatics Mental Health and Well Being

My Independence Travelling on foot/bus/train

My Outdoor School Including: Orienteering Shelter Building

My Creativity To be published – using art and music aspects in the interim

Money, shopping for a snack, for a meal and other shopping, cooking

Using an Open Fire Cooking Outdoors

Semi - Formal Curriculum – ‘ opt in ’ subjects

My Independence: Shopping Money Shopping Shopping for cooking Other shopping

My Independence: Cooking Pre - cooking skills, Using a blunt knife. Pouring, mixing and estimating. Dealing with accidents in the kitchen. Working safely with electrical equipment. Germs and bacteria. Using more advanced kitchen equipment. Following recipes

My Independence: Dressing and Undressing (My Independence: PfA: independent living)

My Independence: Travel Training Travelling as a Pedestrian Travelling by bus/tram Travelling by tube/ metro/ underground Travelling by train Travelling by bicycle

My Sex and Relationship Education Knowing My Body, Knowing Me, Private and Public, Touching and Allowing Others to Touch Me, Forming Relationships Sexual Intimacy with Another Person

My Play and Leisure Structured play (games) Free play Leisure

My Art Collage, Drawing, Painting, Print Making Sculpture, Digital Media, Textiles

My Music Tempo, Rhythm, Timbre, Texture, Structure, Pitch, Dynamics

Topic: The World About Me Water The weather, The seasons, Recycling People, Lifecycles of plants and animals, Food, Festivals, Digital photography, Change, history and the passing of time

Citizenship/SMSC/FBV (summer term 21 SFC) School council Assembly Whole school events (PfA: friends, relationships and community)

My Outdoor School Including:

My Physical Wellbeing: Mental Health and Wellbeing Healthy Eating and Lifestyle PE, Sports, Games and Aquatics Physical Activity (PfA: good health)

Work Experience Class based School based

Playing Games, Orienteering 1&2, Creativity, Wilderness explorers, Environmental Aware- ness, Seasonal Awareness, Shelter Building, Making a fire, Cooking outdoors

Community based (PfA: employment)

Formal Curriculum – more specific skills on a SEND curriculum

My English (formal curriculum)

My Maths (formal curriculum) Number Based Activities, Counting Games, Counting Songs, Estimation, Numerals, Money, Time

My Thinking and Problem Solving TIER 1 Memory building TIER 2 Sabotage!! Recognition of a problem TIER 3 Independent solutions TIER 4 Generalisation TIER 5 Self - belief and confidence

Personal Social Health Economic Self - awareness, Self - care, support and safety, Managing feelings, Changing and growing, Healthy lifestyles, The world I live in (PSHE association 2020 framework for SEND KS2 - 4, PP KS5)

Interacting and Expressing Needs, Handling Information, Narratives, Systematic Teaching of Whole Word Sight Vocabulary, Sentences, Alternative and Augmentative Communication (AAC)

Updated May 2023 Assessment/progress is shown through: ASDAN PP, EHCP outcomes, MAPP targets, Behaviour data, SCERTS (SaLT), Engagement scales

To develop: ASDAN TI, AQA, OT progression, engagement scales throughout all year groups.


‘ Pupils study a bespoke curriculum. It is tailored closely to their individual needs. They learn from an informal or semi - formal curriculum, or, sometimes, from a mixture of the two. Leaders recently introduced the informal curriculum. This helps those pupils who need their learning to be broken down into smaller steps. ’

Ofsted Education 2022

‘ Staff provide a range of opportunities to promote pupils ’ personal development. There are visits to many local amenities, theme parks, woods and lakes. Pupils learn about different religious festivals. They enjoy raising money for national charities. These activities are helping them to learn about their local community and the wider world. ’

Ofsted Education 2022

Updated May 2023


Residential Provision Each young person has a bespoke care plan built around them. The level of support, the constraints of the environment, tolerance of peers and levels of risk, will be established by the multi - disciplinary team prior to the young person joining Pegasus. This will be combined to form a detailed profile. We call this an ‘ All About Me ’ Communication Passport. The passport enables and ensures the young person is cared for in a nurturing and consistent way. In addition, each young person has a behaviour support plan, risk assessment and specific information to that young person. This forms their care plan. The care plan will travel with that young person throughout the home as well as during the school day to ensure consistency of approach is maintained in all settings.

The pivotal person in the young person ’ s care is their Key Worker. Each young person is nominated a Key Worker prior to their arrival. They play an important role in the assessment process. The Key Worker will be the main contact for parents or carers, as well as professionals. They will act as an advocate for the young person, as well as their families, and will attend all reviews and key meetings about that young person. Each young person has a room of their own, personalised for them from the start of their time at Pegasus. The Key Worker is responsible for this role from the outset of assessment, plus specific adaptions to the environment will be made to ensure it is a safe and a positive living space. All young people receive pocket money appropriate to their age, and are encouraged to manage their finances appropriately and at a practical level to their ability. Young people who are with us on a 52 week basis also have a clothing allowance, as well as an allowance to support transport home or to see significant others six times a year. We will always support family contact wherever possible for all young people. We are very fortunate to be placed in the centre of the National Forest, with our grounds leading directly onto Rosliston Forestry Centre. This is a fantastic resource which can be enjoyed by all of our young people. We also have indoor sensory rooms, soft play and creative play areas. Evening activities are planned and include youth clubs, art clubs and health and well - being clubs, which take place on site. These activities are complimented by activities in the wider community.

Updated May 2023


Residential Provision continued

We have numerous vehicles to allow trips far and wide and we also make use of public transport to ensure young people have all the learning possibilities open to them. Activities are tailored to the young person, so the list is literally endless and can include cinema, discos, climbing wall, bike rides, shopping in local cities, Derby County Football Club, swimming, gym, etc. We also ensure young people have access to a holiday at some point in their stay; from Butlins to Center Parcs, Camping in the Peak District to outward bound at Bockleton Activity Centre.

We are committed to ensuring that no young person is stopped from experiencing and enjoying their childhood because of barriers their disability may put in their way.

It is essential that the young people we care for have a voice and have a say in how the home is run. Their Key Worker has an essential role in acting as their advocate and ensuring their views are made known. To support the Key Worker in this role we also use the services of Derbyshire Children ’ s Rights team to act as independent advocates when required. In addition to this staff organise regular house meetings to ensure the young person ’ s voice is heard. The ethos of Pegasus School and Children ’ s Home is our individualised approach. Every element of the care package is bespoke to that individual; whether that be the number of nights they stay, their specific routine, the input from professional services, diet, cultural and religious preferences, etc. The nature of the establishment having education and care in one building with onsite professional support services gives the opportunity to build a multi - disciplinary package around the young person.

Updated May 2023


Specialist Support

We can provide specialist support via a range of therapies, including speech and Language, Occupational Therapy, Art and Health Promotion dependent on needs listed in the young persons EHCP. Occupational Therapists work with students to enable the development of their motor skills, sensory processing and visual perceptual skills. These are the key skills needed for young people to participate effectively in life tasks, social activities and their education, through functional activities.

‘ Leaders ensure that they frequently review the targets on pupils ’ education, health and care plans. Once achieved, new, appropriate targets are set. These may address any additional needs that staff have identified. There are positive links with parents. Staff provide them with frequent updates regarding their child ’ s progress. Specialist staff, including the occupational therapist, educational psychologist and reflexologist, provide effective support. Staff welcome the training that these specialists provide. ’

Ofsted Education 2022

Updated May 2023


Meet the Team

Claire Hancox Deputy Head Teacher

Sarah Callanan Head of Care

Shally Saleri - Palmer Executive Head Teacher

Updated May 2023


Enquiry Please call us for more information and to talk through your child's needs. We will arrange for you to visit the school and let your local authority contact know that you would like your child to attend the School

Young people are admitted in line with our Criteria for Admission. This is Specific Speech and Language Difficulties, Associated Behavioural Difficulties, Moderate and Severe Learning Difficulties and Autistic Spectrum Disorders. Formal referrals are usually made by the Local Authority and supported with referral documentation. We also welcome private referrals, although an assessment must take place before Pegasus School can be named on a child ’ s statement. Referrals and Assessments

Referral If your Local Authority supports your request for a placement they will send us your child ’ s referral papers.

We are able to arrange free, no obligation assessments.

Assessment A member of our senior team will arrange to visit your child either in their current school or at home.

Following the assessment we will produce a clear written report. If we can meet the needs of the child or young person we will also send a fully costed proposal. Prior to admission we will plan the young person ’ s transition with parents and professionals to ensure this is as smooth as possible.

Visit We welcome parents and professionals to visit the school and meet staff.

Placement Offer After the assessment has taken place we report our findings to the local authority and parents, confirming if we feel a placement at the school would be suitable. If we are to offer a placement we will give details of the needs identified

To make a referral please contact: Caroline Parker, Group Referrals Manager Tel: 01332 378 840 Email:

Transition Prior to admission we will plan the young person ’ s transition with parents and professionals to ensure this is as smooth as possible.

Updated May 2023


How to find us

From the M42, J11

Leave the M42 at Junction 11 (signed Burton & A444). Join the A444 and continue for 6 miles towards Burton and Swadlincote. Turn left at the second roundabout following signs for Caldwell. Turn left onto Sandy Lane and then left again onto Main Street. Pegasus School is located on the right hand side of the road.

From A38

Leave the A38 at the junction with the B5016 signposted Walton - On - Trent. Join Rosliston Road and continue through Rosliston, joining Main Street. Turn left onto Linton Road and then turn left again into Main Street. Pegasus School is located on the left hand side of the road.

By Train

Burton Upon Trent is on the main line route from Birmingham to Derby. It is also served by trains from Loughborough and Leicester. Travelling time from London Euston - Burton is 2.5 hours with a change at Birmingham New Street Station.

Updated May 2023


The Local Community

Caldwell and Rosliston Caldwell is a small hamlet, situated to the south of Burton on Trent and forms part of the National Forest. The village of Rosliston is within walking distance and has a small village shop, post office, two pubs, a church and a garden nursery. In addition Rosliston Forestry Centre offers accommodation, talks, workshops, parties, guided walks, meetings and school visits. The larger towns of Burton on Trent and Swadlincote are a few miles away and provide excellent shopping and leisure facilities, as well as excellent communication networks. Places to Stay Manor Farm Manor Farm is a bed and breakfast Grade two listed Georgian farmhouse situated in the village of Coton in the Elms. They have 3 ensuite bedrooms. The Newton Park The Newton Park Burton hotel is set in an Italiante - style manor in eight acres of mani- cured grounds. It is situated just outside of Newton Solney Village approximately ½ mile from Bladon House School. The hotel has 50 rooms offering various levels of accommodation. Holiday Inn Express, Burton on Trent Enjoy a convenient location at the friendly Holiday Inn Express Burton upon Trent hotel, close to the A38 and A50. Travel Lodge, Burton on Trent Our Burton - upon - Trent Central hotel is right in the heart of vibrant Burton - on - Trent, Britain's brewing capital. It's in a well - connected spot close to the A38, 16.5 miles from East Midlands Airport and just a stone's throw from the station..

Updated May 2023


Term Dates

Autumn Term 2022

School in Session: Tuesday 30th August Half Term: Depart Friday 21st October – return Monday 7th November End of Term: Thursday 22nd December

Inset Day: To be confirmed

Spring Term 2023

School in Session: Monday 9th January 2023 Half Term: Depart Friday 17th February – return Monday 27th February End of Term: Friday 31st March

Summer 2023

School in Session: Monday 17th April Half Term: Depart Friday 26th May – return Monday 12th June End of Term : Friday 28th July Inset Day : Friday 9th June, Monday 31st July & Tuesday 1st August

Autumn Term 2023

School in Session: Monday 4th September Half Term: Depart Friday 20th October – return Monday 6th November End of Term: Thursday 21st December Inset Day: Friday 1st September & Friday 22nd December

Updated May 2023



The following information/documents are available on request from the School Office or the schools website,

• Complaints procedure and information regarding complaints received for the preceding school year

Particulars of staffing numbers and summary of staff qualifications

• Pupil performance and leaver destinations for the preceding school year

Admission, Discipline and Exclusion

• Education and Welfare Provision for pupils for whom English is an additional language


Prevention of Bullying

Behaviour Management

Health and Safety Policy

Health and Safety on Educational Visits

Policy to Safeguard and Promote the Welfare of Pupils at the School

Equality and Diversity

Disability Access Plan

Updated May 2023


Shally Saleri - Palmer

Executive Head Teacher:


Pegasus School Caldwell Hall Main Street Caldwell

Derbyshire DE12 6RS


01283 761352

Head of Care

Sarah Callanan

Responsible Individual:

Mr Mark Ryder, Director of Care


Mr Brian Jones, Executive Chairman Mr Richard Atkinson, Chief Executive Officer


1 St George ’ s House

Vernon Gate




01332 378 840

DfE No. 830/6024 OFSTED Registration Number SC020193

Updated May 2023


Supported Living

Schools & Post 16 Provision

Transition Services

Alderwasley Hall School and Sixth Form, Derbyshire Age 5 - 20, day and 38 to 52 wk residential. Asperger's Syndrome, HFA and communication difficulties. Tel: (01629) 822586 Email: Pegasus School, Derbyshire Age 8 - 19, day and 38 to 52 wk residential. Challenging behaviour, severe/complex communication and learning difficulties. Tel: (01283) 761352 Email: Bladon House School, Derbyshire/Staffs border Age 5 - 19, day and 38 to 52 wk residential. Autism, communication difficulties and moderate to severe learning difficulties, Prader Willi Syndrome. Tel: (01283) 563787 Email:

SENAD Community Our community support team is experienced in providing high quality support and personal care to people of all ages. With a person - centred approach, they create a team that works with the individual to formulate a plan to enable them to achieve their goals and maximise their potential. This includes (but is not limited to) one to one support and direct care for young people and adults who have: • Learning disabilities • Physical disability and/or sensory impairment • Complex health needs • Rehabilitation needs (post - operative or acquired brain injury

OneNineFive, Staffordshire A transitional home for young adults requiring specialised care and support.

Adult Provision

Ecclesbourne Lodge, Derbyshire

Winslow Court, Herefordshire

Cedar Lodge, Herefordshire

Park House, Herefordshire

Fairfield House, Herefordshire/Shropshire border

Support can be provided: •

In the person ’ s home environment In the person ’ s school/college environment

Orchard End, Herefordshire

Aran Hall School, Gwynedd Age 11 - 19, day and 38 to 52 wk residential.



community - based

Learning difficulties, autistic spectrum disorders with severe challenging behaviour including sexually harmful behaviour. Tel: (01341) 450641 Email: Rowden House School, Herefordshire (part of the West Midlands Learning Campus) Age 11 - 19, day and 38 to 52 wk residential. Severe learning difficulties and challenging behaviour. Tel: (01885) 488096 Email: Maple View School, Derby Age 7 - 16, day and 38 to 52 wk residential. Autism, Moderate learning difficulties, Prader Willi Syndrome- and challenging behaviour. Tel: (01332)404888 Email:

services and activities

During a period of transition

For more information about SENAD Community call: Tel: (01332) 200300 Email:

To make a referral please contact: Caroline Parker, Group Referrals Manager Tel: 01332 378840

Updated May 2023


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