Billing Brook School

Achievement 2020- 2021

At Billing Brook we celebrate all  of the achievements of our pupils. This might be academic, social or overcoming personal barriers to learning. 

 

Analysis & Evaluation of Pupil Attainment and Progress

2020-2021

Due to COVID-19, performance measures have not been published for 2019 to 2020, and 2020 to 2021. Results will not be used to hold schools to account. Instead, we have used internal pupil performance information to analyse pupil progress.

January, saw another National Lockdown and a return to our remote learning strategies. Key workers and those pupils deemed most vulnerable were invited to come into school.  Staff were engaged in supporting pupils in both learning at home and school. Assessment opportunities especially formative were used to support teachers’ planning throughout this period alongside prioritising mental health support and social skills resulting from the restrictions.   

On the whole, our pupils again coped well during lockdown and have settled back into school well.  Staff observations have noted that pupils were able to engage in lessons and have enjoyed the social times enjoying seeing and interacting with their friends.    

Approximately 45% of our school population (key worker parents, vulnerable families) were in school during lockdown and engaging in a variety of activities many of which were outdoor activities including enrichment activities such as cycling, forest school and horticulture.  These worked well alongside our usual classroom learning activities. Lockdown home learning activities included a variety of different ways of presentation to ensure that the different levels of cognition and home environments allowed pupils to engage purposefully in learning activities.       

Pupils continued to complete bespoke learning activities set by the teacher in the form of tasks by emails or packs of practical activities to enable then to be engaged in learning activities.  We also continued parental access for EFL for some pupils. This provided us with a platform to share videos of activities for pupils to complete and then videos of pupils completing the activities successfully. Paper activities and activity packs continued for those pupils unable to access electronic devices.  Government supplied laptops were leant to identified pupils who did not have a laptop to use at home and 25% of parents who responded to the survey said their child used them effectively to support their learning in school.

Fortunately, we already had a number of online home access programs including Oxford Reading Buddy, Doodle maths, Purple mash, Education City etc that pupils were accessing for homework. As pupils were not able to borrow physical books many accessed reading apps.   An example of this was Oxford Reading Buddy.  Of the 33 pupils across the school accessing Oxford Reading Buddy from home during lockdown, all showed significant progress (gaining at least 2 month reading age during lockdown). Four of these pupils who accessed Oxford Reading Buddy during lockdown made over a year in reading age in the academic year.

Active maths activities and numicon sets were sent home for many pupils enabling pupils to take part in activities with teachers on ‘teams’ calls.  Forty four pupils engaged in Doodle maths at home.  Of these 44, 24 (over 50%) pupils made in excess of 6 months chronological age progress during the lockdown period and up to the end of term.   

A survey to parents at the end of this academic year (123 responses) added further pupils’ academic achievements.  Several parents have appreciated the fact that their children have learnt to help around the house or garden more. Some have said that their children have been more independent and have learnt to do things like dress themselves. Communication and skills such as sharing and turn taking have improved for some children. Some have also improved their use of technology through accessing ‘Teams’ lessons and online activities. Social skills and communication have been the biggest area where children have lost their skills.  The lack of socialising with others has obviously had an impact too. These will be addressed in future PSHE lessons and targeted student support work where necessary.                              

National Data Recording 

Key Stage 4 Accreditations 2021

Twenty one students completed Year 11 in 2021 (15 in Mountains, 6 in Woodland). The process for accreditation entries has been different the last 2 years due to Covid-19 pandemic.  Results were based on teacher assessment and/or reduction in coursework required for submission. 

Nine students completed ‘Step up’ English Silver award and pleasingly they all achieved their predicted result. Due to pupils not being in school during lockdown, they were unable to complete some ASDAN Life Skill challenges.  These will be carried forward to be completed in the Sixth Form.    

Ten students completed Entry level certificate in Maths and pleasingly all achieved higher results than expected.  T

Two students were entered for Science both achieved well one at Entry level 2 and one at Entry level 3. 

Students usually work towards Bronze D of E over the two years in KS4.  They worked really hard to complete challenges at school and at home during lockdown including many alternative units.  With students not being able to complete the expedition section, again we will continue to work on this in the sixth form.  

Key Stage 5 Accreditations 2021

This was the first year we delivered the Princes Trust, Personal Development & Employability Qualification.  All Year 13s entered, achieved either a Certificate (up to 18 credits) or an Award (up to 36 credits).

3 Students Achieved the Certificate and 3 achieved the Award, all at Entry Level 3

 

Destinations of Students Key Stage 4 and 5 

Key Stage 5 

In August 2021, 13 Key Stage 5 students left Billing Brook Academy. 12 Year 13’s and one  Year 12 student who felt ready for College.

8 students transferred to college. Northampton College (3) and Moulton College (5). Future courses include Entry Level, Accessing College and Employment to Level 2 Sport.

4 students chose to move t Canto Training Ltd. 

1 student has chosen part time employment prior to starting a traineeship at a local stables- the intention is that once compete will begin an aprenticeship  

Key stage 4 

Out of the fifteen students from Mountains, fourteen continued to Billing Brook sixth form.  One student transitioned to Northampton College.

Six students from Woodland continued into Billing Brook Sixth Form.   These students have started ASDAN Lifeskills Challenge accreditation in year 11 which will be continued until they leave us at the end of year 13.

Destination data for all KS4 and KS5 leavers from Billing Brook over the last 3 years are generally very pleasing. The vast majority of pupils remain in education either at our sixth form, in college settings or at day care. Pleasingly, two students are now in employment.

There are no NEET students in KS4. 

All students currently (Oct 21) remain in their leaving destinations. 

Destinations of students Key Stage 4 and 5 2019-2020

In June 2020, 21 Key Stage 5 students left Billing Brook Academy.

 Holmecross Sixth Form Centre - 18 students

Main Site Sixth Form - 3 students 

67% (11) transferred to Moulton. All moved to supported learning courses.

24% (5) of student chose to move to Canto Training Ltd

9% (2) Main site Sixth form dept went to day care centres   

All Key Stage 4 pupils remained at Billing Brook Sixth form apart from 1 pupil who transferred to Northampton College. 

Destinations of Students Key Stage 4 and 5 2018 – 2019

In June 2019, 20 students left at the end of KS4, of these 75% (15) stayed and still remain at BBS sixth form 20% (4) are still attending college, 5% (1) remains in residential care.

Of the 17 who left KS5, 71% (12) are still attending college, 24% (4) are in residential care and 5% (1) is in employment. 

KS1 and KS2 data

Due to Covid pandemic, nationally pupils were not required to take phonics tests or end of Key stage assessments.  

EYFS Data

Children in Reception follow the Early years Foundation Stage Curriculum.  This is tracked through Evidence for Learning.  At the point just before lockdown, the children were showing good progress towards both the prime areas and in the specific areas of learning.  We were not required to carry out the EYFS profile. 

All children have a Learning Journey, which is a holistic way of recording how our Reception children learn and develop as they move through the Early Years Foundation Stage. Evidence is gathered using children's work, staff observations, photos, video clips, child quotes and parental comments. It has been a valuable way of showing progress over time and the developmental journey that children have been on since starting with us in Reception.

Planning to return from recovery curriculum to more formal curriculum

After lockdown, pupils were eased back into school life through the skilled implementation of an adapted recovery curriculum.  This incorporated more structured lessons.  Areas of mental health were addressed, firstly in class with group work. Additional support was and continues to be provided to individual pupils. This balance has worked well.

As a school pupils mental health and well-being remains a priority of focus..

Kerry Lantsbery, Quality of Education Lead.

   

National Data

Due to our pupils learning difficulties, the published national data does not adequately represent their progress or attainment because national data only includes GCSE (or equivalent) results, which are not appropriate for the majority of our pupils.

To see how our school compares please click here