DFE Performance Tables

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Latest Results 

2019 Results

Please click here to download Bede Community Primary School’s latest results.

2018 Results
2018 KS2 School Performance Data School Data Local Data National Data
Percentage of children achieving the expected standard in reading, writing and mathematics combined

 

45.8

 

70

 

64

Percentage of children achieving the expected standard in reading 58.3 80 75
Percentage of children achieving the expected standard in writing 79.2 82 78
Percentage of children achieving the expected standard in mathematics 83.3 84 78
Percentage of children achieving the expected standard in grammar, punctuation and spelling (G, P & S)

 

79.2

 

84

 

78

Percentage of children achieving a high level of attainment in reading, writing and mathematics

 

0

 

10

 

10

Average scaled scores: reading 101 106 105
Average scaled scores: mathematics 104 105 104
Average scaled scores: (G, P & S) 104 105 104
Progress in reading 3.4 1.6 0
Progress in writing 6.1 o.6 0
Progress in mathematics 5.6 1.2 0

Our children’s progress was in the top 3% of all schools nationally. We received the following congratulatory letter from the Secretary of State Education..

2017 Results

2017 KS2 School Performance Data

School Data

Local Data

National Data

Percentage of children achieving the expected standard in reading, writing and mathematics combined

62.5

67

61

Percentage of children achieving the expected standard in reading

75

76

71

Percentage of children achieving the expected standard in writing

81.3

81

76

Percentage of children achieving the expected standard in grammar, punctuation and spelling

75

81

77

Percentage of children achieving the expected standard in mathematics

87.5

79

75

Percentage of children achieving a high level of attainment in reading, writing and mathematics 

6.3

10

9

Average scaled scores: reading

103

105

104

Average scaled scores: mathematics

104

105

104

Progress in reading

4.4

1.4

0

Progress in writing

4.2

1.3

0

Progress in mathematics

5.3

1.4

0

Our children’s 2017 progress was in the top 2% of all schools nationally. We received the following congratulatory letter from the Secretary of State Education.

2016 Results

2016 KS2 School Performance Data

School Data

Local Data

National Data

Percentage of children achieving the expected standard in reading, writing and mathematics combined

75

61

53

Percentage of children achieving the expected standard in reading

83

71

66

Percentage of children achieving the expected standard in writing

83

82

74

Percentage of children achieving the expected standard in grammar, punctuation and spelling

50

82

72

Percentage of children achieving the expected standard in mathematics

92

76

70

Percentage of children achieving a high level of attainment in reading, writing and mathematics 

0

5

7

Average scaled scores: reading

103

104

103

Average scaled scores: mathematics

106

105

103

Average scaled scores: (G, P & S)

101

105

104

Progress in reading

6.5

1.6

0

Progress in writing

8.8

1.8

0

Progress in mathematics

8.2

1.5

0

Our children’s 2016 progress was in the top 2% of all schools nationally. We received the following congratulatory letter from the Secretary of State Education.

SEND Information Report

Please find our updated SEN Information Report for 2020 below or click the link to download a copy: SEN Information Report updated Oct 2020

About the school

Bede Community Primary School is a maintained mainstream school for students from the ages of 3 to 11. It also supports an Additionally Resourced Mainstream facility (ARMS) for children in Reception and Key Stage 1 who have particular needs relating to their social and emotional mental health. (SEMH). Children from other schools may be referred to the ARMS by the Primary Behaviour Support Service or an Educational Psychologist. The Headteacher will make the final decision on any placement.  

The main school caters for students with a variety of special educational needs including  Communication and Interaction (C&I) e.g. speech, language or social communication including Autism, Cognition and Learning ( C&L) e.g. Moderate and Specific Learning Difficulties/Dyslexia , Social, Emotional and Mental Health (SEMH) e.g. Attention Deficit Disorder (ADD), Attention Deficit Hyperactive Disorder (ADHD) or Attachment Disorder and Physical and Sensory (P&S) e.g. Vision/Hearing impairment.

 

Bede currently has the privilege of a supporting SEN Team which includes the Special Educational Needs and Disability Co-ordinator (SENDCo), Mrs Sue Bell,and a Special Educational Needs Support Teacher, Mrs Gina Hind. They can be contacted by phone on 0191 4334135 or by email :

suebellbede@gateshead.gov.uk

ginacram@gatedu.org

Identifying Needs

All pupils have access to a broad and balanced curriculum. The National Curriculum Inclusion Statement states that teachers should set high expectations for every pupil, whatever their prior attainment. Teachers use appropriate assessment to set targets which are deliberately ambitious. Potential areas of difficulty are identified and addressed at the outset within the high quality differentiated teaching that is provided at all times within class (Wave 1).

Concerns will be raised if progress:

  • Is significantly slower than that of their peers starting from the same baseline
  • Fails to match or better the child’s previous rate of progress
  • Fails to close the attainment gap between the child and their peers

This may include progress in areas other than attainment, for example, social needs.

Should difficulties persist, class teachers will consult with the parent, SENDCo/SEN Support Teacher and relevant subject coordinators to initiate classroom intervention (Wave 2) Notice of these concerns will be logged on the school CPOMs. 

If there is little or no progress following a fixed period of Wave 2 intervention, further assessments of the child will be carried out by the SENDCo/SEN Support Teacher and more detailed discussions with parents and teacher will be arranged and an agreement made to place the child on the SEN Register. At this point, the Assess, Plan, Do, Review (APDR) process will be initiated and an individual targeted Plan implemented (Wave 3). This is now designated as SEN Support according to the 2014 Code of Practice.

Assessment, Monitoring and Review

Bede follows the graduated approach and the four-part cycle of Assess, Plan, Do, Review.

The class or subject teacher will work with the SENDCO/SEN Support Teacher to carry out a clear analysis of the pupil’s needs. This will draw on:

  • The teacher’s assessment and experience of the pupil
  • Their previous progress and attainment and behaviour
  • Other teachers’ assessments, where relevant
  • The individual’s development in comparison to their peers and national data
  • The views and experience of parents
  • The pupil’s own views
  • Advice from external support services, if relevant

 

The assessment will be reviewed regularly.

All teachers and support staff who work with the pupil will be made aware of their needs, the outcomes sought, the support provided, and any teaching strategies or approaches that are required. We will regularly review the effectiveness of the support and interventions and their impact on the pupil’s progress.

 

Depending on the pupil’s needs, referrals can be made to the Special Educational Needs Improvement Team (SENIT), the Educational Psychology Service or Primary Behaviour Support Service within Gateshead Council, health services such as Speech and Language Therapy, school nursing service, Children and Young People’s Service or social care teams such as the Family Intervention Service. School might suggest completing a Common Assessment Framework (CAF) form in order get a team of professionals (Team around the Family (TAF)) together to work with the pupil and their family. This needs to be done with the parent/carers agreement.

If the pupil does not make progress with the support that has been suggested by specialist staff, school can make a referral to the Local Authority (LA) for a more detailed assessment called an Education and Health Care Plan (EHCP). This is a legal process, carried out by the Local Authority (LA), which sets out the amount of support that will be provided for your child.

All children are formally assessed at the end of each Key Stage (i.e. at the end of year 2 and year 6) using Standard Assessment Tests (SATS). This is something the government requires all schools to do. The results of these tests are published nationally.

Involving Parents/Carers and Pupils

Bede will ensure there in an early discussion with the pupil and their parents/carers when identifying whether they need special educational provision. These conversations will make sure that:

  • Everyone develops a good understanding of the pupil’s areas of strength and difficulty
  • The parents’/carers’ wishes and concerns are taken into account
  • Everyone understands the agreed outcomes sought for the child
  • Everyone is clear on what the next steps are

Notes of these early discussions will shared with parents and put on an Initial SEND concerns form.

We will formally notify parents/carers if it is decided that a pupil will receive SEN support.

 

Parents/carers can contact school if they have any concerns about their child by telephoning and requesting a meeting  with staff.

 

Parents/carers are invited to discuss their child’s progress 3 times each year, with additional consultations being arranged when necessary.

Annual Reviews are held for pupils with Education, Health and Care Plans (EHCPs). These reviews focus on achievements, the progress made towards the proposed outcomes, the level of support and future plans. They are held with parents/carers, the student (If appropriate) and any other agencies involved.

Progress reports can be provided to parents/carers in alternative formats if required.

Pupils are encouraged to share their aspirations and views in review meetings and this will be done in a way that is appropriate to their age.

Staff

There are a number of people in school who are responsible for special educational needs: The Head Teacher is responsible for:

  • The day to day management of all aspects of the school, including support for children with SEND.
  • Making sure that your child’s needs are met; but they will give this responsibility to the SENDCo and SEN Support Teacher (SEND Team) and class teachers.
  • Making sure that the Governing Body is kept up to date about any issues in the school relating to SEND.

 

The SEND Team is responsible for:

  • Coordinating support for children with special educational needs and disabilities (SEND) and developing the school’s SEND Policy to make sure all children get a consistent, high quality response to meeting their needs in school.
  • Ensuring that parents/carers are:
  • involved in supporting their child’s learning
  • kept informed about the support their child is getting
  • involved in reviewing how they are doing
  • involved in planning for their future.
  • Liaising with other professionals who may be coming into school to help support their child’s learning for example, an Educational Psychologist.
  • Making sure that there are excellent records of their child’s progress and needs.
  • Providing specialist support for teachers and support staff in the school, to enable them to help pupils with SEND make the best possible progress.
  • Supporting class teachers in writing APDRs that specify their child’s targets.
  • Ensuring that all staff working within school are well-informed about all aspects of SEN(D), especially those which affect the children they are teaching.

 

The Class Teacher is responsible for:

  • Making sure that all children have access to high quality classroom teaching and that the curriculum is adjusted to meet every child’s individual needs (this is called differentiation).
  • Writing APDRs with the SEN Team. These will be shared and reviewed with parents at least once each term.
  • Planning for the child’s next term based on their progress.
  • Ensuring that the school’s SEND Policy is followed in their classroom and for all the pupils they teach with any SEND.

The Teaching Assistants work with the class teacher to identify areas of support for pupils with SEND. They:

  • Support pupils to access the curriculum
  • Help with the implementation of differentiation and specialist support strategies in the classroom
  • Keep pupils focused on learning activities during lesson
  • Attend all training opportunities related to SEND and differentiation.
  • Help pupils to develop effective ways of becoming independent learners

 

The SEND Governor is responsible for:

  • Making sure that the school has an up to date SEND Policy
  • Making sure that the school has appropriate provision and has made necessary adaptations to meet the needs of all children in the school.
  • Making sure that the necessary support is made for any child who attends the school, who has SEND.
Approach to teaching pupils with SEN

Teachers are responsible and accountable for the progress and development of all the pupils in their class.

High quality teaching is our first step in responding to pupils who have SEN. This will be differentiated for individual pupils.

Additional reading sessions and small group or 1:1 sessions based primarily on specific barriers to learning are arranged for those falling significantly below or who have additional needs (SEN).

Provision Maps showing in-class support and intervention within classrooms across the school are prepared on a termly basis following cohort meetings and discussion over targeted children to receive support. External specialist support teachers and support staff can also provide assistance and guidance, activities or resources.

All intervention is intended to be short term and is evaluated at the end of a term. If the intervention is successful for a particular child it may be continued. If not, a different approach may be taken. School uses Pupil Premium funding to employ additional staff to provide this 1:1 intervention or small group work.

The support takes a cyclic approach where earlier decisions and actions are revisited, refined and revised with a growing understanding of the pupil’s needs and of what supports the pupil in making good progress and securing good outcomes. Following the assess, plan, do, review structure this will continue for at least 1 full term before referrals to outside agents are initiated.

If difficulties continue to persist after additional assessments and advice from outside agents have been followed, further discussion with parents and professionals may lead to a request being made to the Gateshead SEN panel for an Education and Health Care Plan (EHCP) assessment.

To support such a request, all interventions and additional adult support allocated to a child at Wave 3 is costed according to the Gateshead funding bands for Additional Educational Needs. This provides a measure of the outgoings from the school’s notional £6K budget that is allocated for meeting the additional needs of each individual. These costings are evidence that the school has provided an appropriate level of additional support prior to making the request for an EHCP.

Training

School staff are trained in specific areas where there is a current need. The Headteacher collects information on areas for development through appraisals and staff meetings and asks the appropriate professionals to deliver it as whole staff or individual training. Managers of Literacy and Numeracy areas find appropriate specialist support training and enrol staff on courses. Training is also provided for staff when students are admitted to school with a SEND that no-one in school has experience of.

Staff within school have different levels of expertise in order to support pupils with special educational needs:

Awareness – this is basic awareness of a particular type of SEND. All staff who come into contact with the pupil will have this level of training and it will be carried out by the SENDCo, SENIT, Educational Psychologist or other specialist service.

Enhanced – this level of training will be carried out by staff working with the pupil regularly, such as teachers and classroom assistants, and will focus on how teaching and learning can be adapted to meet the pupil’s needs. The training can be carried out by SENIT, Educational Psychologist, staff from special schools or other specialist services.

Specialist – where necessary, specialist advice and support will be sought to ensure that all children’s individual needs can be met.

 

At Bede Community Primary School, staff have had awareness training in a wide variety of SEND including Dyslexia, Dyscalculia, ADHD, Speech Language and Communication Difficulties, Autism, Epilepsy, NF1, Asthma

Staff have also received enhanced training in the use of Epipens should any child with an allergy suffer an anaphylactic shock. Staff who work in the ARMS and some mainstream staff have also received Team Teach Training which enables them to work with extremely vulnerable children in physically challenging situations. Bede School SENDCo is a fully qualified Dyslexia Specialist, having achieved the PostGraduate Diploma through the Dyslexia Institute and York University. She has also acquired many years of experience and expertise working in a specialist environment for children with complex language and communication difficulties, including Autism. She is available to both staff and parents for advice and support.

Bede SEND Support Teacher has recently gained the National Award in Special Educational Needs Coordination through the University of Sunderland. We can therefore be confident that we are carrying out our responsibilities in line with the most up to date guidance.

Transition

Transitions can be difficult for a child with SEND and at Bede, we take steps to ensure that any transition is a smooth as possible.

  • Students with an Education, Health and Care Plan will have a review in the Autumn term before they move to secondary school to discuss the transition.
  • Before a child moves to Bede’s KS1 SEMH ARMS, staff will visit them in their current school. Whenever possible, visits will be arranged and parents contacted. We will develop a personal plan for each child that will ensure that the transition is a positive experience.
  • When moving classes within the mainstream school, information will be passed on to the new class teacher in advance and in most cases, a planning meeting will take place with the new teacher. All APDR information will be shared with the new teacher.
  • If your child is moving child to another school we will contact the SENDCO at the new school and ensure they know about any special arrangements or support that needs to be made for your child. We will also make sure that all records about your child are passed on as soon as possible. Where possible your child will visit their new school before they begin and in some cases staff from the new school will visit your child in this school. When your child moves to secondary school, staff from Bede Community Primary School will discuss the specific needs of your child with the SENDCO of their secondary school.

Please note – if your child has an Education, Health and Care Plan they must have an annual review before they move.

Adaptations and Additional Support

Adaptations to the curriculum and learning environment

We make the following adaptations to ensure all pupils’ needs are met:

  • Differentiating our curriculum to ensure all pupils are able to access it, for example, by grouping, 1:1 work, teaching style, content of the lesson, etc.
  • Adapting our resources and staffing
  • Using recommended aids, such as laptops, visual timetables, larger font, etc.
  • Differentiating our teaching, for example, giving longer processing times, pre-teaching of key vocabulary, reading instructions aloud, etc.
  • Ensuring children can hear instructions clearly without interference
  • Ensuring children have a clear view of the screen, worksheets, visual aids etc.

 

Additional support for learning

We have a specialist learning support teacher and teaching assistants who are trained to deliver interventions such as Early Talk Boost, Talk Boost, Boosting Reading @Primary, First Class@ Number.

Teaching assistants will also support pupils on a 1:1 basis and in small groups in accordance with interventions devised by the learning support teacher, class teacher or recommended by outside agents

We work with other appropriate agencies to provide support for pupils with SEN.

Bede is currently able to provide a Nurture Group facility for both Key Stage 1 and 2 children who are unable to access basic curriculum learning within the mainstream setting. The Groups can include up to 6 children from each key stage and focus primarily on those who have cognition and learning and/or speech and language difficulties.

Accessibility

In School

 The school is fully accessible to students with physical difficulties.

 A risk assessment is carried out and personal evacuation plan will be drawn up for all pupils with physical difficulties. All staff working with the student will be made aware of the plan.

Outside of School

Pupils take part in school visits throughout the year. A risk assessment is completed for all school visits. The Senior Leadership Team, overseen by the Headteacher, makes decisions based on whether it is safe for a child to leave the premises, taking into account the emotional needs of the pupils.

Complaints

Parent/carers should contact the SENDCo with any complaints about the provision that the pupil is receiving at school. If the complaint is not resolved, the school has a complaints policy.

Parents/carers can contact the Special Educational Needs and Disability Information and Advice Service (SENDIASS) which is run by Barnardos in Gateshead (tel 0191 4784667). This is a free, confidential service for young people who have SEND and their parent/carers. The service is available whether or not the young person has an EHCP. Bede Community Primary School – SEND Information Report Gateshead Council has developed a Local Offer which provides information about education, health and social care support for children and young people with SEND in Gateshead. The Local Offer can be found at www.gateshead.gov.uk/localoffer

ABC Group

Providing the highest level of support for children with Special Educational Needs while enabling other children to reach greater depth of learning within the main class setting.

At Bede Community Primary School, whether a child has special educational needs is a conclusion that is reached by all the adults who work around the child, and, very importantly, in conjunction with their parents or carers.

The ABC Group is a group we have created at Bede to take account of children’s difficulties and challenges and to put effective special educational provision in place.

The ABC Group consists of a Key Stage 1 and a Key Stage 2 group, taught by Mrs G Hind (SEN Support Teacher), and supported by Mrs J Smith (HLTA) and Mrs R Bell (TA). Each group will support up to a maximum of 6 children to ensure that every child’s individual needs can be met positively.

At Bede we endeavour to make sure every child receives the education that is most appropriate to their needs.

The children who attend the ABC Group have significant SEN, whether that be in terms of concentration, understanding, speech and language, memory, processing or other challenges. In order to make progress, these children require a high level of adult support, an adapted curriculum and a timetable that suits their individual needs.

We strongly believe that the ABC group provides benefits not just for the children who attend it but for the children who are in the main class too. The ABC group provides children with a setting and curriculum appropriate to their SEN and helps to remove some of the barriers they have to learning. Having these children, who require a significant amount of direct teacher time, educated in the ABC group each morning allows the class teacher to focus on the appropriate program of study with the rest of the children and extend their learning to a greater depth.

The ‘ABC’ stands for ‘Alternative Basic Curriculum’. The children who attend are not able to access the main curriculum in a busy class, and in some cases they are not ready for the curriculum when they begin year 1; they need a lot of support to build the foundations that enable them to learn.

All of the children who attend the ABC group either have an EHCP or are undergoing assessments and receiving support from outside agencies who may ultimately agree that an EHCP can be applied for. We have had some children who have transitioned back into the main class full time and we have had some children who have moved on to specialist provision.

We are very proud of the success so far achieved by all the children who have received support from the group over the past years and the staff would welcome talking to anyone who was interested in finding out more.

Pupil Premium

At Bede Community Primary School we have high aspirations and ambitions for our children and we believe that no child should be left behind. We strongly believe that it is not about where you come from but your passion and thirst for knowledge, and your dedication and commitment to learning that make the difference between success and failure. We are determined to ensure that our children are given every chance to realise their full potential. Pupil Premium funding represents a significant proportion of our budget and we are committed to ensuring it is spent to maximum effect. We believe that one of the biggest barriers for children can be poverty of expectation and so we are determined to create a climate that does not limit a child’s potential in any way.

Our school is located in an area of very high social deprivation and have a high percentage of children who are eligible for free school meals, which brings some complex challenges. However, staff are committed to ensuring that these challenges are mitigated so that all pupils can reach their full potential. We believe there is no “one size fits all” so it is essential that we identify individual barriers in order to provide personalised targeted support so that our children can flourish.

When making decisions about using pupil premium funding it is important to consider the context of the school and the subsequent challenges faced. Common barriers for FSM children can be less support at home, weak language and communication skills, lack of confidence, more frequent behaviour difficulties, and attendance and punctuality issues. There may also be complex family situations that prevent children from flourishing. The challenges are varied and there is no “one size fits all”.

Our key objective in using the Pupil Premium grant is to narrow the gap between pupil groups. As a school we have an outstanding track record of ensuring that pupils make good progress. Historically levels of attainment on entry to school have been lower for FSM (eligible for free school meals) – this is also a national trend. Through targeted interventions we are working to eliminate barriers to learning and progress. For children who start school with low attainment on entry, our aim is to ensure that they make accelerated progress in order to at least reach age related expectations as they move through the school. We analyse our data thoroughly, examine the impact of current interventions and have make use of a range of research to inform our decision making.

To view this year’s Pupil Premium Strategy statement, please click below:

 Pupil Premium Strategy Statement 20-21

Pupil Premium Strategy Statement 19-20

Pupil Premium Strategy Statement 18-19

Pupil Premium Strategy Statement 17-18

Pupil Premium Strategy Statement 16-17

Sports Pupil Premium

The government provide additional funding to improve provision of physical education (PE) and sport in primary schools. This funding – provided jointly by the Departments for Education, Health and Culture, Media and Sport – is allocated to primary school headteachers.  It is ring-fenced and therefore can only be spent on provision of PE and sport in schools.

Purpose of funding

The premium must be used to fund additional, sustainable and quality improvements to the provision of PE and Sport and to encourage the development of healthy, active lifestyles.  This means that the premium should be used to:

  • develop or add to the PE and sports activities that our school already offers, and
  • build capacity and capability within the school to ensure improvements made now will benefit pupils joining the school in future years.

 

To view this year’s Sports Premium Strategy statement, please click below:

Sports Funding 20-21

Sports Funding 19-20

 

Catch Up Premium

 

The government announced £1 billion of funding to support children and young people to catch up lost time after COVID19 forced school closures.

School allocations are based on a per pupil basis and Bede Community Primary School has been awarded £15,200. This funding will be used for activities to support pupils to catch up for lost teaching over the previous months.

At Bede, we have decided that the Catch-Up Premium is going to be spent on small group and one to one tuition. We are going to use an experienced, existing teacher, Mrs Colquhoun, who knows our expectation; understands our assessment procedures; and has incredibly high standards of teaching and learning to lead this.

 

How the Fund will be spent:

 

  • Purchase software that can be used in school and at home; and,
  • One to one and small group tutoring to support development of key curriculum skills.

 

How the impact of the fund on educational attainment will be assessed?

 

  • Pupils have been assessed and identified as needing to catch up lost ground when compared to the rest of their year group in key subject areas
  • Pupils will be assessed periodically to check that they are making up lost ground.

Assessment will be mainly teacher judgement alongside standardised tests and assessments completed on the new reading software.