Key Stage 4 Accreditations 2025–26

During 2025–26, pupils in Key Stage 4 continued to access a range of accredited qualifications linked to their individual Preparing for Life pathways and future aspirations.

Nine pupils were entered for the OCR Entry Level Certificate in Mathematics. Eight pupils achieved Entry Level 3, and one pupil achieved Entry Level 2, resulting in a 100% success rate. Four pupils completed AQA Step Up to English, and all achieved the Gold Award (Entry Level 3).

Overall, every pupil achieved the qualification they were entered for. This reflects the effectiveness of personalised curriculum pathways, well-targeted support and the high aspirations held for all learners.

Entries for 2026–27 have increased to 15 pupils for Maths Entry Level qualifications and 9 pupils for Step Up to English; reflecting the complex needs of the pupils changing year on year 

Key Stage 5 Accreditations 2025–26

Our Key Stage 5 curriculum continues to offer meaningful accreditation opportunities that reflect students' interests, strengths and preparation for adulthood.

Duke of Edinburgh Award

• 19 pupils achieved the full Bronze Award.
• 8 additional pupils achieved the Bronze Award through an alternative pathway.
• 11 pupils achieved the full Silver Award.
• 2 pupils achieved part of the Silver Award programme.

King's Trust

• 7 pupils achieved the King's Trust Award.

Arts Award

• 10 pupils achieved the Bronze Arts Award.

These achievements demonstrate students’ commitment, resilience and independence, while developing the personal and social skills that support successful transitions into adulthood. 

Key Stage 5 Destinations

Preparing pupils for life beyond Billing Brook School remains a key priority. Of the 19 students who left Key Stage 5 in 2025–26:

• 12 students (63%) moved on to 'college' placements.
• 8 students secured places at Canto College.
• 3 students progressed to Moulton College.
• 1 student progressed to Northampton College.
• 2 students moved into supported living provision.
• 2 students transitioned to Creating Tomorrow.
• 2 students moved to specialist day provision.
• 1 student progressed into a volunteering placement.

These outcomes reflect our commitment to ensuring every pupil is prepared for the most appropriate and aspirational next step in adulthood, including education, community participation, independent living and employment-related pathways. 

Key Stage 1 and Key Stage 2 Data

Key Stage 1

No pupils were reported through the Engagement Model at the end of Key Stage 1 during 2025–26.

Key Stage 2

Twelve pupils completed Key Stage 2 assessments during 2025–26.

Average teacher assessment outcomes were:

These outcomes reflect the personalised and developmental curriculum offered at Billing Brook School, recognising progress made against individual learning pathways and EHCP outcomes. 

Wider Achievement and Curriculum Impact

Across Key Stages 1–3:

• Around 75% of pupils are working within Pathway 1 or Pathway 2 for communication, reading and writing.
• Almost all pupils are working within Pathway 1 or Pathway 2 for cognition and learning.
• Around three-quarters of pupils are working within Pathway 1 or Pathway 2 for number and shape, space and measure.

Reading outcomes continue to improve, with pupils making an average of six months' progress in reading age across the year. Phonics outcomes have strengthened, using the Little Wandle phonics programme. Continued development of early reading and encoding skills remains a key priority for 2026–27. 

Vulnerable Groups

Our data continues to demonstrate that pupils receiving Pupil Premium funding achieve outcomes that are comparable to their peers. Pupil Premium pupils made an average of four points progress across the year, matching whole-school progress measures.

This reflects the effectiveness of targeted interventions, personalised support and our commitment to ensuring all pupils can achieve their full potential regardless of background or additional barriers to learning.