Pegasus Academy Review 2026: Improving 11 to 16 secondary in Dudley

A secondary school can be both a community anchor and a work in progress; Pegasus Academy sits firmly in that reality. The school’s current story is defined by structured improvement, consistent routines, and a deliberate push to raise outcomes. A timeline that begins with Holly Hall School in 1968 still matters locally, but today’s identity is tied to Dudley Academies Trust, a reset of expectations, and a clearly signposted Year 11 support programme.

Academically, the headline indicator is Progress 8 of +0.35, which signals students making above-average progress from their starting points. Attainment 8 is 41.9, and the school’s average EBacc APS is 3.58, compared with an England average of 4.08. (All performance figures and rankings cited in this review are from FindMySchool’s calculations using official datasets.)

Pegasus is also competitive for places. The most recent demand data recorded shows 241 applications for 145 offers, which equates to roughly 1.66 applications per place.

The school’s identity is unusually explicit about change management. The official timeline describes a sequence of shifts in curriculum design, behaviour systems, technology investment, and uniform expectations, framed as a deliberate culture reset rather than a cosmetic rebrand. Students even selected the Pegasus name, linked to a sculpture outside the school, which is a small but telling detail about student voice being used as a lever for belonging.

Daily life is designed around routines. That matters for families deciding whether their child will respond well to structure and clear boundaries. A calm, orderly environment is not just a marketing line here; it is presented as a core mechanism for improving behaviour, attendance, and learning habits over time.

Leadership is stable. Mr Andy Landers has been Principal since the summer term of 2018 (the school’s timeline also records his appointment in May 2018), which gives the improvement work continuity across multiple inspection cycles.

This is a school where the trajectory matters at least as much as the snapshot. The most recent graded Ofsted inspection (March 2023) judged Pegasus Academy as Requires Improvement overall, with Behaviour and attitudes, Personal development, and Leadership and management each graded Good.

From the FindMySchool GCSE outcomes ranking, Pegasus Academy is ranked 2,935th in England and 2nd in Dudley. That performance level sits below England average overall (bottom 40% band), while still placing the school near the top of its immediate local peer set.

On outcomes measures:

• Progress 8: +0.35, indicating above-average progress across GCSE subjects.

• Attainment 8: 41.9.

• EBacc APS: 3.58, compared with an England average of 4.08.

• Grade 5+ in EBacc components: 5.1 (as recorded).

A monitoring letter from January 2025 describes progress against earlier priorities, while still pointing to further work needed, particularly around repeat suspensions and exclusions.

Teaching and curriculum design are described in practical, operational terms. At Key Stage 3, the school publishes a weekly curriculum model by subject, including (for example) English and mathematics at four hours per week and science at three hours per week. That clarity can be useful for families who want to understand what “breadth” looks like in timetable reality rather than brochure language.

A distinctive feature is the school’s stated approach to Collaborative Learning. The model is presented as structured, teacher-designed, and based around mixed-ability groups of four, with tasks designed to build knowledge and problem-solving rather than informal group work. For students who learn well through discussion and guided practice, that approach can be motivating; for students who need quiet independence, the key question is how consistently classrooms balance collaboration with individual accountability.

Year 9 is framed as a hinge point. The school describes this as the point when a Character Education Programme is introduced, positioned as preparation for GCSE study habits and future communication skills.

Pegasus Academy is an 11 to 16 school, so the key destination question is post-16 choice and readiness. Careers education is presented as a structured programme, with resources grouped under the CareerFit Careers & Progression Programme and wider “Dreaming Big” messaging.

The school also highlights direct exposure to post-16 environments through its sponsor, Dudley College of Technology, including visits and taster activities in college facilities. For families who want a clear bridge into technical pathways, apprenticeships, or sixth form college, that link can make decision-making more concrete in Years 9 to 11.

Because there is no published sixth form destination dataset available for this school in the provided performance block, it is sensible to treat post-16 planning here as an individualised process, guided by the careers programme, local college links, and the student’s GCSE profile.

Admissions for Year 7 are coordinated through Dudley local authority rather than being a direct school application. For the 2026 Year 7 intake, applications opened on 01 September 2025 and closed on 31 October 2025. Offers are scheduled for 02 March 2026.

Competition exists, but it is not selective entry. The most recent demand figures recorded show 241 applications for 145 offers, which is consistent with an oversubscribed school where preference strategy matters.

Open events follow a familiar pattern. The school advertised an Open Evening on Thursday 02 October 2025, suggesting early October as a typical timing, and it also promotes supervised tours during the school day. For families looking ahead to the next admissions cycle, expect open events to cluster in the first half of the autumn term, and verify dates directly with the school when released.

Pastoral messaging is direct: a safe environment, a clear stance that bullying and abuse are not tolerated, and explicit attention to online safety. That is paired with safeguarding language that emphasises staff responsibility and a designated safeguarding lead coordinating concerns with a wider support team.

The 2025 monitoring letter also describes a systematic approach to safeguarding practice, including processes for identifying risk and responding to disclosures, which matters for parental confidence during a period of wider school improvement.

Behaviour is the key “watch item”. While routines and calm learning are described as strengths, reduction in repeat suspensions and exclusions remains a stated improvement priority, and it is worth exploring this in detail at an open event or tour, particularly for students who may be vulnerable to behaviour escalations.

Extracurricular breadth is discussed in both cultural and practical terms. The school references opportunities in sport, performing arts, art and design, poetry, and public speaking, and it frames participation as part of personal development rather than an optional add-on.

Two specific examples appear in the most recent inspection narrative: a pet club and a keyboard club, alongside a set of reading and literacy initiatives such as a newer library space, poetry competitions, reading ambassadors, and form-time reading. The implication is a school using relatively accessible activities to build belonging and routine, which can be especially helpful for students who do not immediately identify with mainstream competitive sports.

Student leadership is another visible strand. The school describes a Student Leadership team that supports events, tours, assemblies, charity activity, and even staff recruitment involvement. For families prioritising confidence-building and communication, that is a meaningful offer, provided students can see a realistic route into participation rather than a small group doing everything.

For parents comparing local options, FindMySchool’s Local Hub and Comparison Tool can help you view Progress 8, Attainment 8, and local ranking position side-by-side across nearby schools, which is often more useful than relying on anecdote.

The school day is structured into five one-hour lessons, with form time starting at 08:40 and the main day typically ending at 15:10 (with break and lunch positioned differently for Years 7 and 9 versus Years 8, 10, and 11).

Year 11 support is formalised through the Upgrade Mission, which extends the day by one period on Tuesdays, Wednesdays, and Thursdays during September (15:00 to 16:00), then extends further after February half-term. Families should factor this into transport and after-school commitments for Year 11.

Transport is addressed explicitly. The school notes it is a short drive from Dudley town centre and from the Merry Hill area, and it sits on multiple bus routes.

This is a state school with no tuition fees. Families should still budget for normal secondary costs such as uniform, equipment, trips, and optional activities. The school also notes that some uniform items are provided to new Year 7 students.

• Behaviour and suspensions. Repeat suspensions and exclusions remain an identified improvement priority. This will matter most for students who struggle with regulation, or for families who want high consistency across classrooms.

• Outcomes are improving, but not yet strong by England benchmarks. Progress 8 is a positive sign, but the overall outcomes rank sits in the below-average band for England. Families should weigh trajectory alongside current attainment indicators.

• Year 11 time commitment. The Upgrade Mission extends the school day at key points in the GCSE year. That can be beneficial academically, but it changes the rhythm of family logistics and part-time commitments.

• No on-site sixth form. Post-16 planning matters earlier, and families should engage with the careers programme and local providers well before GCSE options decisions.

Pegasus Academy is a structured, improvement-focused 11 to 16 school with stable leadership, clear routines, and a tangible push to raise outcomes. It suits families who value consistency, visible systems, and an approach that prioritises progress and readiness for post-16 routes. The key decision is whether the school’s current trajectory, including above-average Progress 8 and the improvement work described in monitoring, matches your child’s needs, especially around behaviour culture and classroom consistency.