Achievement 2021- 2022

 We have been especially proud this year of how well all the pupils’ have coped being back at school fully following the pandemic. Their successes have been demonstrated in the progress they have made.

The support given by teachers through the pandemic through remote learning and resource packs and guidance for parents enabled pupils to continue to stay engaged in learning and helped them to successfully re-start full time schooling.  

National accreditations exams and reporting has now returned to normal this academic year.

 Key Stage 5 Accreditations 2022

All students (10) achieved Silver D of E having achieved Bronze in Key Stage 4. 

In the Ocean department we have continued to deliver the Princes Trust, Personal Development & Employability Qualification.  All 7 of the Year 13s entered, achieved a Certificate (up to 18 credits) across a minimum of 6 different projects. These projects included:

• Customer Service
• Community Project
• Preparing for a Healthy Lifestyle
• Digital Skills
• Career Planning
• Undertaking an Enterprise Project
• Interpersonal and Self Management Skills
• Teamwork Skills

3 students completed further ASDAN Lifeskills challenges to support them in their next steps.  

10 students achieved a Bronze Arts award in Arts Award.

Functional Literacy and Numeracy underpins all of the above qualifications, but are not accredited as independent modules.

Destinations

In August 2022, 13 Key Stage 5 students left Billing Brook Academy.

7 students transferred to college. Northampton College (3) and Moulton College (4). Courses include Entry Level, Accessing College and Employment and Pathway to Employment.

3 students chose to move on to Canto Training Ltd.

Out of the remaining students, 1 is receiving direct payments, and another is in employment with the St Johns Ambulance.  1 student is presently NEET.  2 of the students attending college undertake paid part -time employment in addition to their college courses. 

Year 11 impact summary

29 students completed Year 11 in 2022. The process of examinations returned to normal following the last 2 years of disruption caused through the Covid-19 pandemic.  Results were based on coursework and exams taken by the students. 

This year, we streamlined our accreditations to focus more areas of learning than just the core areas. This allowed students to gain a greater depth in the other areas of our curriculum rather than being limited by the accreditation syllabus showing more success in these areas.  Students have had opportunities to explore other areas of the curriculum through options in a more meaningful context to give them the skills needed for life beyond Billing Brook.  This year students have completed modules including:  Construction, Hair and Beauty, Cycling and Cycle Maintenance.  

11 students completed ‘Step up’ English Silver award; they all made excellent progress achieving their predicted result (8 Gold, 3 silver).  14 students completed Entry level certificate in Maths all making good progress, pleasingly a large majority achieved higher results than expected (Level 3).  2 of these students were also entered for Maths GCSE and both achieved a Grade 5.  4 students took Science ELC and all achieved their predicted result, 2 at entry level 2 and 2 at Entry level 3.  All students worked towards Bronze D of E over the two years in KS4.  They worked hard to complete the four units, Skills, Volunteering, Physical and Expedition. The full award was achieved by the majority of students this year.  5 students completed 3 of the 4 units.

7 students chose music as an option and achieved the Bronze Arts Award. 

Finally, there were 15 students that successfully completed a number of ASDAN Lifeskills challenges.  Those students that move on into Billing Brook 6^th form will continue to gain credits towards this award. 

Destinations

Out of the 29 students from Mountains, an astounding 19 transitioned to Billing Brook Sixth Form.  7 went to Northampton College to complete the Accessing College and Employment course, 2 went to Moulton College to study Basic Construction Skills and1 went to the Beehive to develop her employability skills.  All started in September and have settled well. 

3 students from Woodland transitioned into Billing Brook Sixth Form.

Key Stage 1 and Key Stage 2 Data

National testing at Key stage 1 and 2 was re-introduced this year.  All pupils were working below age related expectations and no pupils achieved the Phonics or Multiplication tests. Those pupils not working on a subject specific curriculum were assessed using the engagement model for this first time this year.

Key stage 1 1 pupil at the end of KS1 was assessed using the Engagement model and 9 using the pre-key stage standards. 

Key Stage 2 4 pupils at the end of KS2 were assessed using the engagement model and 12 using the pre-key stage standards. 

PK – Pre key stage Standards 1,2,3,4,5 or 6

HNM – (Science grades are recorded as either age related expectations or has not met )

EM- Engagement model

Internal summative assessments

As well as formal national testing, we carry out a number of internal tests for Literacy including reading and for Maths.  Additional assessments were carried out using ‘Doodle Maths’ an online intervention which many pupils' access regularly as part of their Maths learning and for some as homework. 

Our curriculum model includes an attainment tracker in order for pupils’ attainment to be analysed. Pupils were baselined at the beginning of the year and then were revisited at the end of the year in order to analyse their progress.  Summative assessment, as well as formative assessment, is an integral aspect of our curriculum. Attainment for English and Maths and essential areas is tracked.  Analysing attainment gave us valuable information to help with future planning.  Firstly, we found that overall, the vast majority of pupils made good progress. Analysis showed that there were a number of pupils who did not achieve the expected progress. These pupils will be targeted for intervention work next year; however, it also showed us that some of our assessment criteria needed re-writing to suit the development of our pupils and in some cases extra criteria needed to be added to bridge the gap between steps of progress.

As well as academic progress, a large proportion of our teaching and learning is based around pupils’ EHCP targets and other skills needed for life including areas of communication, independence and self-regulation.  Teacher observations and recording towards these targets let's us know how well pupils are doing.  Generally, the vast majority of pupils made at least expected progress with many making above this over several steps.

EYFS Data

Children in Reception follow our Foundations for Life Curriculum which reflects the areas of learning in Early Years.  Their learning journey is tracked through Evidence for Learning and Learning Journeys.   We carried out the EYFS baseline last year following covid and all pupils were recorded as ‘emerging.'

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 Year Foundation Stage. Evidence is gathered using children’s work, staff observations, photos, video clips 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.

Our own tracking system based on Foundations for Life enabled us to track small step progress for children throughout the year and showed that children had made great progress in all areas of learning. 

Vulnerable Groups

When looking at those pupils receiving pupil premium there were no discernible differences in the achievement.

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