Membership review for Pegasus School

The membership review is intended to reflect the experiences of the visitor who might be looking for a placement. The review is subjective, consistent and impartial, representing the impressions of our team member on the day of the visit. It is a snapshot view only.

The contents of this review are intended to cover some of the subjects and issues which an individual, their relatives or their placement o fficer might ask.

This review has been published with the written agreement of the home owner, or an authorised representative of the company.

“Students were included in the interview process and candidates would be expected to carry out a small task such as making a cup of tea. Interaction with the student would be observed.”

Summary of Findings

Pegasus School is part of the Senad Group and is set in the rolling hillside of Derbyshire, adjacent to the National Forest. The setting is very beautiful. I was welcomed by Head Teacher, Suzanne Pennington, and spent the time at the service with her and the Registered Manager, Dave Hancox. 

Immediately prior to my visit Pegasus had had an unannounced Ofsted Inspection after which their rating went from Outstanding to Inadequate due to one issue revolving around maintenance which was beyond the service’s control and was not handled speedily enough in the opinion of the inspector. Since my visit, Ofsted re-visited a few weeks later in the first week of September and have graded Pegasus with an overall “Good”. Outcomes for young people were described as “good with outstanding features” as was Safeguarding. Leadership was described as “good” and the quality of care “outstanding”.

Introduction

At the time of my visit, Pegasus School had 21 young people, 17 being residential and 5 were day pupils.

First Impressions

Pegasus School is situated on the outskirts of the small village of Caldwell. Electronic gates guarded the entrance and access was gained by request through an intercom system. There was parking for a few vehicles to the right and a short semi-circular driveway on the left took me to the main building and reception. This was clearly sign posted. Immediately next to the school was the start of the National Forrest.

The Environment (External)

The grounds to the front of the main building were tidy and well maintained with borders containing flowers and shrubs. To the rear of the building the grounds were mainly given over to grass and had sensory plants and horticultural areas. Various equipment such as swings and climbing frames provided activity for the younger students. I was told that trampolines were frequently bought as they got a lot of use from the pupils.

High wire fencing surrounded the whole premises. A short distance away from the main building was a single storey portable building which provided a separate educational centre for the students who were post 16 years. Many of the subjects taught here were vocational and this was demonstrated by a rectangular patio area which had been designed and built, with support, by one of the students.

One small field adjacent to the post-16 building contained four alpacas which had recently been shorn. I was told that it was hoped to extend the range of animals in due course.

The Environment (Internal)

With the exception of the post-16 rooms, class rooms and living accommodation were contained within the main building. I was shown around the premises by Dave, the registered manager. His enthusiasm for his role and for his young people was infectious and he proudly showed me several examples of rooms and flatlets which had been adapted for benefit of the young person inhabiting.

The residential accommodation consisted of: Elizabeth House, for 4 younger individuals; Clock House, for 5 individuals aged 16 and 17 years; Lake House containing 4 beds, only two of these were occupied at the time of my visit and one of these students was due to move on. Three young people had specially adapted bed-sits consisting of bedroom, en-suite, sitting and dining areas and a small kitchenette which it was possible for staff to lock away for reasons of safety. These three young people are encouraged to join others in communal areas as much as possible in order to prevent isolation.

All areas had been personalised as much or as little as the occupant wished and were well decorated, clean and had plentiful comfortable furniture.

Dave told me that, in his experience, the organisation was prepared to make any changes to the environment required by a young person, providing that a reasonable case was made. He showed me several examples of this.

I was shown several rooms used as classrooms, clearly intended for small groups of students, there were kitchens and sensory rooms together with rooms used for anxious individuals to withdraw.

Wider Environment

Pegasus is situated 5 miles away from Burton-on-Trent and a 20 minute drive away from the city of Derby. Birmingham is 40 minutes away, giving transport links to all parts of the country. Local attractions such as The Heights of Abraham and Alton Towers are a short drive away. Some of the young people enjoyed visiting the Tamworth Snowdrome where they could learn to ski and snowboard.

Many activities took place in the National Forest which was accessed via a gate in the boundary fence. I was told that it was safe to walk for miles through the woods and young people walked into the village to the shop, therefore exercising without realising it. I was told that young people also went cycling and orienteering.

Young people experiencing difficulties going away on holidays were able to access small log cabins owned by the Forestry Commission, just a short walk away from the school. Dave told me that he hoped to develop more activities in the forest in due course.

Understanding Autism

Referrals were made by local authorities or family members in the main. Following the expression of interest information was collated and needs determined. The head teacher visited the individual, sometimes with the head of care. A place was offered and the individual assessed. The care plan was compiled by the team. Transition was needs based. A member of the team would, if required, work with the individual in the current placement, showing photos or videos of the school before easing the person into the school at a pace which minimised anxiety.

Aspirations and wishes were always taken into account when formulating the individual’s curriculum. The appointed keyworker and welfare officer provided an advocacy service to the individual. Unrealistic expectations were moderated by trying out compromises or presenting alternatives.

A safeguarding officer had been appointed to ensure the young people were supported in an environment safe from abuse. In addition to the national curriculum, topics including sex education and cooking continued into the evening. I was told that all care plans contained sensory and communication profiles and communication was supported with the use of symbols which were evident throughout the school and flats.

Reviews took place after the first 24 hours of the placement and included the social worker. Suzanne told me that she was very impressed with the support the young people received form the social workers. Reviews follow monthly within the service and six monthly to include social workers and family members .

Suzanne told me that she hoped that at the end of their stay at Pegasus school, a few of the young people could be supported into employment. Staff would assist this process by supporting them to complete applications and attend interview and for the first few days in the placement.

Health and Wellbeing

Suzanne was particularly keen to explain how the catering system works: the in-house caterers provided most of the meals and the ingredients for others. Breakfast was taken in the houses, lunch in school and evening meals were cooked in the houses by the young people with ingredients supplied by the caterers.

The level of support required varied considerably according to the abilities. Staff were required to attend a “Ready, steady, cook” type training course themselves so that they could support the young people. Healthy eating of nutritious food was encouraged and supported by a dietician and learning disabilities nurse.

All individuals were registered with a local general practice.

Individuals in the School

The young people in the school had a range of abilities and many exhibited challenging behaviour in addition. It was lunch time when I looked around the school and the individuals I saw were relaxing in their houses for the most part. My visit would cause anxiety to some individuals so I did not access their houses.

I saw a relaxed and respectful rapport between the staff and young people as I walked around.

Staffing

Suzanne told me that she believed that Pegasus school had the best staff retention record in the organisation. Many of the staff had been at the school for a number of years. Recruitment consisted of an advertisement in the local jobcentre, on the company website and in the Times Educational Supplement. The initial interviews were by telephone before the formal interviews took place.

Students were included in the interview process and candidates would be expected to carry out a small task such as making a cup of tea with the student. Interaction with the student would be observed and with parental permission, photographed for the records. All staff were required to provide three satisfactory references including the most recent employers, and DRB checks.

Induction training took place over two weeks and included the statutory subjects of: health and safety, autism awareness, safeguarding, fire safety, epilepsy management amongst others. Two to three days of shadowing more experienced staff was also included.

A probationary period lasted for 6 months during which time staff must complete a workbook of reflective thinking. Staff supervisions for all staff occurred monthly and were conducted by the line manager. Staff hoping to become a keyworker, which was a higher pay grade, must apply in writing for the position and attended an interview.

All staff had access to the company’s policies and procedures and were given a copy of the staff handbook. Staff and students were supported by a strong clinical team which consisted of therapist, psychotherapists and a psychologist.

Further training for staff took place every Tuesday evening covering such subjects as whistleblowing, maintenance, administration. Management of the Home Suzanne Pennington was the head teacher and had a degree in teaching children with a learning disability. She was supported by a team of 107 staff, the most senior of these being Dave Hancox, registered manager. Dave originally worked for Dudley Social Services and had a degree in social work. He was also drama therapy trained.

The remainder of the team was divided into the care, education and therapy staff.

Suzanne told me that good practice was shared throughout the company by attending two conferences per year at which each person was required to choose a topic to speak on. A question and answer session also formed part of the programme. I asked Suzanne what she thought was the unique selling point of Pegasus school. She told me she was particularly proud of the personalised, multi-disciplinary approach to the development of the service. Over the next two years she hoped to review the curriculum for post 16 year olds. The theme would be “Start with the end in mind” and needs would be assessed so that the educational pathway could be developed.

Conclusion

I would like to thank Suzanne and Dave for their hospitality during my visit. Their enthusiasm and pride in their service was palpable.

I wish them luck for the future.

 

---

 

Visiting Officer - Pat Clendining, Head of Assessments

Living Autism