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SEND Information Report SEND Approach Masking Inclusion SEND Policy 25/26 Special Educational Needs and Disabilities What is SEND? SEND is everyone's responsibility. At St Bernadette's, we are committed to creating an inclusive environment where every child feels valued, supported and empowered to achieve their full potential. By working in partnership with families, pupils and professionals, we ensure that every child receives the right support, at the right time, enabling them to flourish academically, socially and emotionally. Identification & Support Graduated Apporach Interventions Policies Including Local Offer Parent Partnership The Hub FAQ What is SEND? What is SEND At St Bernadette's Catholic School, we believe that every child is a unique gift from God, with individual strengths, talents and aspirations. As an inclusive school, we recognise that some children may need additional support to help them achieve their full potential.SEND stands for Special Educational Needs and Disabilities. A child or young person has SEND if they have a learning difficulty or disability that means they require additional or different support to access learning and make progress. SEND is categorised into the following areas in the SEN code of practise 2014: Cognition and Learning Communication and Interaction Social, Emotional and Mental Health Sensory and Physical At St Bernadette's, SEND is everyone's responsibility. We are committed to ensuring that every child with SEND feels supported, included and able to thrive as part of our school community. We believe that the best outcomes are achieved through strong partnerships with children, families and professionals, enabling us to provide the right support at the right time through a graduated approach that is tailored to each child's individual needs. Identification & Support Identification & Support At St Bernadette's Catholic School, we are committed to identifying and responding to pupils' needs as early as possible. Early identification allows us to put the right support in place at the right time, helping every child to achieve their full potential. Identifying SEND Some children join St Bernadette's with an identified Special Educational Need or Disability (SEND). When this happens, we work closely with parents, previous settings and any professionals already involved to ensure a smooth transition into school. By gathering information before a child starts, we can begin planning appropriate provision from the very beginning. For other children, SEND may become evident as they progress through school. Class teachers continually assess pupils' learning, progress and wellbeing as part of high-quality teaching. Parents and carers are also encouraged to share any concerns they may have, as they know their child best. Where concerns are identified, the class teacher will discuss these with parents and begin implementing appropriate adaptations and support through our graduated approach. The SENDCo may also carry out observations, review assessment information and work alongside staff to gain a fuller understanding of the child's needs. The Graduated Approach Once a child has been identified as requiring SEND Support, we follow the Graduated Approach in line with the SEND Code of Practice. This is a cyclical process of Assess, Plan, Do and Review, ensuring that support is regularly monitored, evaluated and adapted to meet each child's changing needs. At St Bernadette's, we use the Birmingham Ordinarily Available Inclusive Provision (OAIP) and the Birmingham Graduated Approach to ensure that children receive the right support at the right time. To find out more about how the Graduated Approach works, please visit our dedicated Graduated Approach page or explore the Birmingham guidance using the link below. LINK TO GRADUATED APPROACH PAGE SEND Support Plans All pupils receiving SEND Support have an individual SEND Support Plan, which outlines their strengths, identified needs, desired outcomes and the provision in place to support them. We use Insight to create, monitor and review SEND Support Plans. Plans are reviewed and updated three times each academic year, typically during: October February May Parents and carers receive a copy of each review and are invited to contribute their views before new outcomes are agreed. We believe that parents are key partners in the review process and value their knowledge of their child's progress both at home and at school. Pupils attending The Hub have their SEND Support Plans reviewed every half term to ensure provision remains closely matched to their rapidly changing needs. Assessing Progress Children with SEND are assessed using a range of assessment tools to ensure we have an accurate understanding of their progress and can plan appropriate next steps. Alongside everyday teacher assessment and the school's assessment systems, some pupils may be assessed using specialist frameworks, including: Birmingham Toolkit – used for pupils with cognition and learning needs who are working below age-related expectations. The Toolkit breaks learning into small, sequential steps, allowing staff to accurately identify a child's current stage of learning, celebrate progress and plan precise next steps towards greater independence. PICS (Play, Interaction and Communication Scale) – used within our Early Years provision and The Hub to assess and monitor the development of children's early communication, interaction and play skills. This helps staff plan personalised learning experiences that support children's communication and engagement. Pre-formal, Semi-formal and Formal Assessment Pathways – pupils within The Hub are assessed using curriculum pathways that reflect their individual stage of development. These assessments ensure that progress is recognised and celebrated, regardless of where a child is on their learning journey, and enable teaching to be carefully personalised to meet individual needs. Working with External Professionals While many children's needs can be successfully met through high-quality teaching and the graduated approach, some pupils benefit from additional advice from specialist services. Where appropriate, and always in partnership with parents, we may seek support from professionals such as Speech and Language Therapists (SaLT), the Communication and Autism Team (CAT), Educational Psychologists, Occupational Therapists and other specialist services. Their recommendations help us further personalise provision and ensure that every child receives the support they need to thrive. Graduated Apporach Graduated Approach At St Bernadette's Catholic School, we believe that every child should receive the right support, at the right time, in order to achieve their full potential. When a child experiences barriers to learning, we follow the Graduated Approach, as outlined in the SEND Code of Practice (2015) and the Birmingham Ordinarily Available Inclusive Provision (OAIP) guidance. This ensures that support is carefully planned, regularly reviewed and adapted to meet each child's individual strengths and needs. The Graduated Approach is a continuous cycle of Assess, Plan, Do and Review. This process allows us to work in partnership with children, families and professionals to ensure that support remains effective and responsive. Assess The first step is to build a clear understanding of a child's strengths, needs and any barriers to learning. Information may be gathered from: discussions with parents and carers; the child's views and experiences; teacher observations and assessments; progress and attainment data; attendance and wellbeing; advice from external professionals, where appropriate. This helps us identify what support may be needed and ensures that decisions are based on a full understanding of the child. Plan Using the information gathered, we agree the outcomes we want the child to achieve and the support that will help them get there. This may include: adaptations to classroom teaching; targeted interventions; additional resources or equipment; environmental adaptations; advice from specialist services. Parents are involved throughout this process and are encouraged to contribute to the planning of their child's support. Do The agreed provision is then put into practice. The class teacher remains responsible for the progress of every child in their class and works closely with the SENDCo, support staff and external professionals to ensure that strategies are implemented consistently. Support may take place within the classroom, through targeted intervention or a combination of both, depending on the child's individual needs. Review The impact of the support is reviewed regularly. Together with parents, we consider: whether the child is making progress towards their outcomes; which strategies have been successful; whether any changes are needed; and what the next steps should be. This ongoing cycle ensures that support continues to reflect the child's changing needs and promotes the best possible outcomes. Working in Partnership The Graduated Approach is most effective when school and home work together. We value the knowledge and expertise of parents and carers and believe that strong partnerships are key to helping children succeed. Throughout the process, we will keep you informed, listen to your views and work collaboratively to make decisions about your child's support. Find Out More The Birmingham Graduated Approach provides further information about the support available for children and young people with SEND within mainstream schools. You can explore the guidance by scanning the QR code below or visiting the Birmingham Local Offer. You can also find out more about how St Bernadette's identifies and supports pupils with SEND by visiting our Identification, Support and Assessment page. FAQ FAQ How do I meet with the SENDCo? The SENDCo holds a monthly SEND Clinic, where parents and carers can book appointments to discuss SEND-related concerns or seek advice. To request an appointment, please complete the request form using the QR code below. To ensure concerns are addressed as quickly as possible, we ask that you first speak with your child's class teacher. Class teachers know your child best and are responsible for their day-to-day learning. They are best placed to discuss your child's progress, the adaptations already in place and any next steps. If further SEND support is required, the class teacher will work alongside the SENDCo through our graduated approach. SEND Clinic appointments are offered at the discretion of the SENDCo and are arranged where additional discussion or specialist input is appropriate. How do I contact the SENDCo? You can contact the SENDCo by emailing sendco@stberns.bham.sch.uk Please allow up to five working days for a response during term time. If your enquiry relates to your child's day-to-day learning, we encourage you to speak with your child's class teacher in the first instance. Does my child need a one-to-one teaching assistant? Not necessarily. Research shows that children with SEND often make the best progress when they are supported through high-quality teaching, carefully planned adaptations and opportunities to develop independence alongside their peers. A dedicated one-to-one adult is not the right provision for most children and can sometimes unintentionally reduce independence, limit opportunities to build relationships with other children and increase reliance on adult support. At St Bernadette's, support is personalised to each child's needs and may include adapted teaching, small-group work, targeted interventions, specialist resources or additional adult support where appropriate. In a small number of cases, a child may require dedicated individual adult support. This is only considered where there is clear evidence that it is necessary to meet significant needs and is usually specified within an Education, Health and Care Plan (EHCP). Does my child need an EHCP? Most children with SEND do not need an Education, Health and Care Plan (EHCP). Schools are expected to meet the needs of the majority of children with SEND through Ordinarily Available Inclusive Provision and the graduated approach using the resources already available within school. You can find out more about the Ordinarily Available Guidance here: https://www.localofferbirmingham.co.uk/online-ordinarily-available-guidance/ An EHCP is only considered where a child has significant and long-term needs that require provision beyond what a mainstream school can reasonably provide from its own resources. Before an EHCP is considered, schools will normally have worked closely with families and external professionals, gathered evidence over time and reviewed the impact of support that has already been put in place. If we believe an EHCP assessment may be appropriate, we will discuss this with you and explain the process. Can I request an EHCP myself? Yes. Parents and carers have the legal right to request an Education, Health and Care Needs Assessment directly from the Local Authority. However, we would always encourage you to discuss your concerns with school first. We can explain the process, review the support already in place and work collaboratively with you to decide whether requesting an assessment is the most appropriate next step. Further information about Education, Health and Care Needs Assessments can be found on Birmingham Local Offer. https://www.localofferbirmingham.co.uk/education-health-and-care-plan/ How will I know if my child has SEND? Every child develops and learns at their own pace. If your child's class teacher identifies that they may need additional support, they will begin by adapting their teaching and monitoring your child's progress through our graduated approach. You may also have concerns at home. We encourage you to share these with your child's class teacher as soon as possible so that we can work together to understand your child's strengths and any areas where they may need support. If, despite appropriate support and adaptations, your child continues to experience significant barriers to learning, the class teacher will work alongside the SENDCo to consider whether they have Special Educational Needs and Disabilities (SEND). The class teacher will then have a discussion with you and ask for your consent for your child to be added to the SEND register. What happens if my child is added to the SEND Register? Being placed on the SEND Register means we have identified that your child requires provision that is additional to or different from that which is ordinarily available for pupils of the same age. This does not change the high expectations we have for your child. Instead, it allows us to plan, monitor and review personalised support to help them achieve their full potential. You will be involved throughout the process and your child's progress will be reviewed regularly using the Assess, Plan, Do, Review cycle. My child is on the SEND Register. Will they always remain on it? Not necessarily. The SEND Register is reviewed regularly. Some children require additional support for a short period of time before making sufficient progress and no longer needing SEND provision. Others may require ongoing support throughout their education. Our aim is always to provide the right level of support for each child based on their current needs. My child is struggling. Does that mean they have SEND? Not always. Children can experience difficulties for many different reasons, including gaps in learning, changes in circumstances, attendance, English as an Additional Language (EAL), emotional wellbeing or temporary challenges. Not every child who requires additional support has SEND. Our first step is always to understand the reason for any difficulties and put appropriate support in place. If concerns continue despite this support, we may consider whether your child has SEND. Our approach to teaching children with SEND At St Bernadette’s School, we offer smaller setting groups with a tailored curriculum and a focus on closing gaps in English and Maths skills in most year groups. Teachers adapt their high-quality teaching to cater for their pupils’ needs and plan individual timetables where necessary. When appropriate, staff are deployed to give children additional interventions in small groups outside the classroom, or to provide one-to-one support. We use the EEF guidance ‘Five-a-day’ and embed the key principles into all our lessons. SEND Approach We use a range of strategies across our lessons to ensure we offer an inclusive approach to learning and allow all children to access the classroom environment. We also seek advice and equipment from outside agencies as and when the need arises. SPECIAL EDUCATIONAL NEEDS AND DISABILITY INFORMATION REPORT At St Bernadette’s School, we support children with a variety of differing Special Educational Needs and Disabilities, and we pride ourselves on being a highly inclusive school with an ethos which encourages and celebrates diversity and difference.

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Our Vision Music is a central part of our lives at St. Bernadette's. We believe that music is a form of creativity, confidence and self-expression and we aspire to weave it into everyday school life. We aim for every child to develop a lifelong appreciation of music while also enabling them to become confident performers, composers and listeners. Our Curriculum Children will meet the National Curriculum expectations in Music, through using the Charanga Music scheme. Throughout their time at St. Bernadette's, children learn to: · Sing confidently and accurately. · Play tuned and untuned instruments. · Compose and improvise music. · Listen critically and respond thoughtfully to a wide range of musical styles. · Develop an understanding of musical notation and vocabulary appropriate to their age. · Perform individually and collaboratively as part of an ensemble. Enrichment and Performance Music plays an important role in the wider life of our school. Children are encouraged to develop their confidence, through regular opportunities to perform and share their talents. Beginning in EYFS, where children often sing and share hymns together. Listen to one of our Reception classes singing ‘I Give Thanks’ Below: I Give Thanks RLC 8.7.26 Other opportunities include: · Whole-school singing · School choir · One-to-one singing tuition (to begin September 2026) · Liturgical celebrations and Masses · School performances and concerts · Music workshops and visiting musicians Inclusion At St. Bernadette's, we believe that music is for everyone. We are committed to ensuring that every child, regardless of their starting point or individual needs, can access and enjoy a music education. Learning is adapted though practical activities, modelling and visual supports, so that all pupils, including those with SEND, disadvantaged pupils and pupils with English as an additional language, can participate successfully and experience success. High expectations are maintained for every child, while recognising that some pupils may require additional support or challenge to achieve their full potential. Music Subject Progression

Every child belongs. Every child matters. Every child can flourish. "God created mankind in His own image." Genesis 1:27 At St Bernadette's Catholic Primary School, we believe that every child is a unique gift from God, created with their own strengths, talents and purpose. Our mission is to ensure that every child is known, valued and loved, enabling them to flourish academically, socially, emotionally and spiritually. Inclusion is not simply about meeting additional needs. It is about creating a school where every child feels they belong; where barriers are recognised and removed; and where every pupil is given the opportunity to achieve their full potential. Our diverse school community is one of our greatest strengths. We are proud to serve families from many different cultures, faiths and backgrounds, creating a rich learning environment where respect, kindness and compassion are lived out every day. We know that children learn best when they feel safe, happy and valued. This is why we place such importance on the relationships we build - with our pupils, our families and one another. By working in genuine partnership, we develop a shared understanding of every child, allowing us to provide the right support at the right time. Whether a child needs additional support with learning, communication, emotional wellbeing, attendance, medical needs or simply encouragement to discover a new passion, we are committed to helping them succeed. We maintain high expectations for every learner while recognising that different children may need different pathways to achieve success. Beyond the classroom, we believe every child deserves opportunities to discover their gifts and experience success. Through enrichment activities, educational visits, leadership opportunities, sports, music, the arts and wider curriculum experiences, we strive to ensure that every child can develop confidence, resilience and a lifelong love of learning. Because at St Bernadette's, inclusion is not something we do - it is who we are. Our Inclusion Promise ❤️ Known Every child is recognised as an individual, with their own strengths, interests and aspirations. 🤝 Belong We create a welcoming community where everyone is valued and respected. 🌱 Flourish We remove barriers so every child can thrive academically, socially and emotionally. ⭐ Succeed We provide rich opportunities that enable every child to discover and develop their God-given talents. "Great attention and response whenever required. The overall willingness, care and commitment shown by the school and teachers has been very significant to my child's wellbeing and sense of belonging." (Parent feedback 2026) What Inclusion Means at St Bernadette's "Accept one another, then, just as Christ accepted you." Romans 15:7 At St Bernadette's Catholic Primary School, we believe that every child is a unique gift from God, created with their own strengths, talents and purpose. Rooted in our Catholic faith, we are committed to creating a community where every child is known, valued and given the opportunity to flourish. Inclusion is not a department or an initiative. It is the way we think, the way we teach and the way we care for one another. It shapes every classroom, every relationship and every opportunity we provide. We don't see labels - we see children . Through genuine care, high expectations and strong partnerships with families, we work together to remove barriers so every child can flourish. Our school community is wonderfully diverse, and we are proud to celebrate the many cultures, languages, experiences and talents that make St Bernadette's such a special place to learn and grow. We believe every child deserves to feel that they belong, that their voice matters and that they can achieve great things. Our Commitment ❤️ We know every child Relationships are at the heart of everything we do. We take time to understand every child as an individual—their strengths, interests, aspirations and any barriers they may face. By listening carefully to children, working closely with families and building trusting relationships, we create a school where children feel safe, valued and understood. "Great attention and response whenever required. The overall willingness, care and commitment shown by the school and teachers has been very significant to my child's wellbeing and sense of belonging." (Parent feedback, 2026) ⭐ We believe in every child We have high expectations for every learner. Inclusion isn't about lowering expectations. It is about removing barriers. We put scaffolds in place, not ceilings, ensuring every child can access an ambitious curriculum whilst receiving the support they need to reach their full potential. Every teacher is a teacher of every child, and we believe that with the right support, encouragement and challenge, every pupil can experience success. 🌱 We remove barriers We believe children learn best when they feel happy, confident and understood. High-quality teaching is at the heart of our inclusive approach. Through adaptive teaching, communication-friendly classrooms and carefully planned support, we ensure children can access learning alongside their peers. Speech, language and communication underpin everything we do because we know that communication is the foundation for learning, relationships and lifelong success. Where additional support is needed, we work alongside families and specialist professionals to ensure every child receives the right support at the right time. 🚪 We open doors At St Bernadette's, inclusion extends far beyond the classroom. We believe every child deserves the opportunity to discover what they are capable of. Whether learning to swim, taking part in Bikeability, completing first aid training, performing in concerts and productions, attending residential visits, representing the school in sport or taking on leadership responsibilities, we work hard to ensure every child can participate fully in the life of our school. These experiences do far more than teach new skills. They build confidence, resilience, independence and aspirations, helping children realise they are capable of more than they ever imagined. Because equality is not simply about access to learning - it is about equality of experience. "My child now feels more confident and independent when riding a bike." (Parent feedback, 2026) "By the end of the week he had independently swum his first ever 25 metres." (Parent feedback, 2026) "When she came back she said, 'Mummy, I am OK and now I think I can do more sleepovers.'" (Parent feedback, 2026) 🤝 We flourish together Children achieve their very best when school and home work together. We value the trust that families place in us and believe that genuine partnership is essential to helping every child succeed. By working together with parents, carers and external professionals, we build a shared understanding of each child and continually adapt our support to help them flourish academically, socially, emotionally and spiritually. We listen to our families, celebrate successes together and continually reflect on how we can make our school even more inclusive. Our School Community We are proud to serve a wonderfully diverse school community where every child is welcomed, respected and encouraged to flourish. Today, St Bernadette's is home to: 574 pupils 66.4% of pupils from minority ethnic backgrounds 36.1% of pupils who speak English as an Additional Language 21.3% of pupils identified with SEND 49.7% of pupils eligible for Free School Meals Our diversity is one of our greatest strengths. It enriches our classrooms, broadens children's understanding of the world and reminds us that every individual brings unique gifts to our community. Our Inclusion Promise Removing barriers. Opening doors. Creating opportunities. Helping every child flourish. How We Support Children At St Bernadette's, we know that every child is different. Some children need a little extra support for a short time, while others may need more personalised provision throughout their school journey. Whatever a child's needs, our approach remains the same: to work in partnership with families, remove barriers to learning and wellbeing, and help every child flourish. ❤️ We notice Children do not need a diagnosis before we begin helping them. Our staff take time to get to know every child as an individual, recognising their strengths, interests and aspirations alongside any barriers they may be experiencing. We carefully monitor children's learning, wellbeing, attendance and development, ensuring that concerns are identified early and appropriate support is put in place as soon as possible. Early support helps prevent small difficulties becoming bigger barriers. 👂 We listen Parents know their children best, and we believe that working together leads to the very best outcomes. We provide a range of opportunities for families to share concerns, ask questions and access specialist advice. Alongside regular communication with class teachers, we offer: Monthly SEND Clinics, where parents can discuss concerns with the SENDCo and their child's class teacher. Monthly parent workshops delivered alongside specialist agencies including Occupational Therapy (OT), Speech and Language Therapy (SaLT), Compass, the Language and Learning Support Service (LLSS) and the Communication and Autism Team (CAT), helping families access practical advice and support. Support from our Pastoral Support Worker, Miss Finn, who works closely with children and families to promote emotional wellbeing. An approachable leadership team who are always available to listen, support and work alongside families when additional guidance is needed. We believe that parents should never feel they are facing challenges alone. "For the first time, I don't feel like it's a battle. Every one of my child's needs has been taken seriously and I feel that I am being heard." (Parent feedback, 2026) 📚 We adapt Every teacher is a teacher of every child. High-quality teaching is the foundation of our inclusive approach. Rather than lowering expectations, we remove barriers so that every child can access an ambitious curriculum. Adaptations may include: Widgit symbols and other visual supports Pre-teaching and revisiting vocabulary Sentence stems and communication scaffolds Flexible grouping Communication-friendly classrooms Makaton Oracy-rich teaching, recognising that speaking and listening underpin successful learning across the curriculum Carefully planned reasonable adjustments tailored to individual needs We believe in providing scaffolds, not ceilings, enabling every child to achieve their full potential. 🌱 We support When children need additional support, we provide carefully planned provision that is matched to their individual strengths and needs. Our support includes: Communication and Learning Speech and Language Therapy (SaLT) in school twice each week Speech and language interventions Talk Boost Precision Teaching Dyslexia Gold Birmingham Toolkit interventions linked to individual learning targets Targeted spelling support Emotional Wellbeing Play Therapy twice each week Emotional check-ins Wellbeing groups Pastoral support Physical and Sensory Needs Occupational Therapy in school every fortnight Advice and programmes from specialist professionals Attendance and Inclusion Individualised attendance support Personalised transition arrangements Close partnership working with families and external agencies Support is reviewed regularly to ensure it continues to meet each child's changing needs. 🤝 We work together Supporting children is a shared responsibility. Teachers, teaching assistants, the SEND Team, our pastoral staff, specialist professionals, school leaders and, most importantly, parents all play a vital role in helping children succeed. By working together, sharing expertise and listening to one another, we create the best possible outcomes for every child. "Great attention and response whenever required. The overall willingness, care and commitment shown by the school and teachers has been very significant to my child's wellbeing and sense of belonging." (Parent feedback 2026) 🌟 Every child's journey is unique Some children need support for a few weeks. Some benefit from longer-term provision. Some require specialist advice or personalised programmes. Whatever their journey, our commitment remains the same: To know every child, remove barriers, create opportunities and help every child flourish. Wellbeing, Pastoral Care & Belonging Every child deserves to feel safe, valued and ready to learn. At St Bernadette's, we believe that children thrive when they feel happy, secure and know that they belong. Our commitment to wellbeing is rooted in our Catholic faith. We recognise that every child is a unique gift from God, deserving of dignity, compassion and care. By building strong relationships, working closely with families and creating a calm, nurturing environment, we help children develop the confidence, resilience and emotional skills they need to flourish. We know that every child will face challenges at different points in their school journey. Whether those challenges are short-term or ongoing, we are committed to providing the right support at the right time, ensuring that every child feels listened to, understood and valued. ❤️ Relationships First Relationships are at the heart of everything we do. We believe children learn best when they know they are cared for, understood and surrounded by adults who genuinely want the very best for them. Every member of staff takes time to get to know the children they work with, celebrating their strengths, recognising when they need support and helping them overcome barriers with kindness, patience and encouragement. By creating strong relationships between children, families and staff, we establish a culture where every child feels safe enough to take risks, ask for help and believe in themselves. "Great attention and response whenever required. The overall willingness, care and commitment shown by the school and teachers has been very significant to my child's wellbeing and sense of belonging." 🌈 Supporting Emotional Wellbeing Children experience many different emotions throughout their school journey, and we believe these should be acknowledged, understood and supported. While many children thrive through the relationships and routines of everyday school life, some benefit from more personalised support. Our pastoral provision is carefully matched to individual needs and may include: Pastoral support from Miss Finn, our Pastoral Support Worker Morning Belonging Checks to help children start the day feeling settled and ready to learn Emotional check-ins Wellbeing groups Lego Therapy Rainbows bereavement support Social Communication Groups Play Therapy Support from the Compass Mental Health Support Team Where appropriate, we also work alongside families and external agencies to ensure children receive joined-up support that reflects their individual needs. 🧠 Helping Children Understand Their Feelings Emotional wellbeing is not something we only support when difficulties arise—it is something we actively teach. Through our PSHE curriculum, children develop the knowledge, language and strategies they need to understand themselves, manage emotions and build positive relationships. Children learn to: recognise and name their emotions understand that all emotions are normal develop healthy coping strategies regulate their emotions solve problems and resolve conflict build resilience and perseverance show kindness and empathy know when and how to ask for help These skills are revisited throughout every year group, helping children become confident, compassionate and emotionally literate young people. 🚦 Zones of Regulation Across school, we use the Zones of Regulation to help children understand how they are feeling and identify strategies that help them regulate their emotions. Children learn that there are no "good" or "bad" emotions. Instead, they develop an understanding of how different emotions affect their behaviour and learn practical strategies that help them feel calm, focused and ready to learn. By using a consistent approach across school, children become increasingly confident in recognising their own feelings, communicating their needs and supporting others. 🤝 Working Together Supporting children's wellbeing is a shared responsibility. We value the expertise of parents and carers and believe that the strongest outcomes are achieved when school and home work together. Alongside regular communication with class teachers, families can access support from our pastoral team, leadership team and specialist professionals. We also work closely with agencies including Compass, Occupational Therapy, Speech and Language Therapy and other services to ensure children receive the support they need. 💙 A Place Where Every Child Belongs At St Bernadette's, we believe that belonging is one of the greatest foundations for wellbeing. Every child deserves to feel welcomed, included and valued as a member of our school community. Whether through classroom routines, enrichment opportunities, pupil leadership, collective worship, friendships or simply being greeted by name each morning, we work hard to ensure that every child knows they belong. Because when children feel that they belong, they become more confident, more resilient and more willing to embrace new opportunities. "The school has helped my child so much. Since they became involved, so many positive changes have been put in place. I can't thank the school enough for all the help and support we have received." Our Promise Whatever challenges a child may face, our commitment remains the same: To listen with compassion. To support with understanding. To work in partnership with families. And to help every child flourish academically, socially, emotionally and spiritually. Equality & Accessibility Every child deserves the opportunity to thrive. At St Bernadette's, we believe that every child should feel welcomed, respected and able to participate fully in every aspect of school life. Our commitment to equality is rooted in our Catholic faith. We celebrate the uniqueness of every individual and recognise that our differences enrich our school community. We are committed to creating an environment where every child feels valued, where diversity is celebrated and where barriers to participation are removed. We believe equality is not about treating everyone the same. It is about ensuring every child receives the support, opportunities and encouragement they need to flourish. 💡 Research tells us... Children achieve their best when they learn in environments where they feel safe, respected and that they belong. Inclusive school cultures improve wellbeing, participation and engagement for all children—not just those with additional needs. 🌍 Celebrating Diversity Our school community reflects the rich diversity of Birmingham and we are proud to celebrate the many cultures, languages, faiths and experiences that our families bring. Through our curriculum, collective worship, enrichment opportunities and daily interactions, children learn to appreciate difference, challenge stereotypes and treat others with kindness and respect. We want every child to see themselves reflected in our school community and to develop the confidence to value both their own identity and that of others. ♿ Removing Barriers Accessibility means more than ramps and adapted resources. It means creating a school where every child can access learning, participate in school life and experience success. This may include: adaptive teaching visual supports accessible learning resources reasonable adjustments adapted environments where needed specialist equipment personalised support Our aim is always to promote independence whilst ensuring every child can participate alongside their peers wherever possible. 🤝 Inclusion for Every Learner Inclusion extends beyond SEND. We recognise that children may experience barriers for many different reasons, including: additional learning needs disability or medical needs speech, language and communication needs English as an Additional Language attendance or emotional wellbeing family circumstances disadvantage Whatever a child's starting point, our commitment remains the same: high expectations, personalised support and genuine care. 💙 Equality of Experie nce Every child deserves the opportunity to participate fully in school life. Whether learning to swim, performing on stage, attending residential visits, learning first aid, joining a club or representing the school in sport, we work hard to ensure that barriers do not prevent children from accessing the rich experiences that help them grow in confidence and discover their talents. Because inclusion isn't just about accessing learning—it's about accessing opportunity. "Recently having Bikeability come in has helped my child overcome their fear of learning to ride a bike." (Parent feedback 2026) "The school has supported my daughter with her singing. They have given her multiple opportunities to show her talent from being picked to be school canter, to performing in Young Voices, singing at the hospital with the school choir. All amazing and confidence boosting opportunities.” 📄 Our Equality Objectives Our Equality Objectives guide our ongoing work to ensure that every child has the opportunity to achieve, belong and flourish. They focus on: promoting equality of opportunity removing barriers to learning and participation celebrating diversity fostering respect and understanding ensuring our curriculum reflects and values the diverse world in which we live [Button] View our Equality Objectives ♿ Accessibility We are committed to continually improving the accessibility of our school for pupils, families, staff and visitors. Our Accessibility Plan outlines how we will continue to: improve access to the curriculum improve the physical environment improve access to information [Button] View our Accessibility Plan Attendance Support Every day matters because every day brings new opportunities to learn, belong and flourish. At St Bernadette's, we know that good attendance is about much more than being present in school. Every day brings opportunities to learn something new, build friendships, discover talents and develop confidence. When children attend school regularly, they are able to benefit from the rich learning experiences, routines and relationships that help them flourish academically, socially, emotionally and spiritually. We also recognise that, for some children and families, attending school consistently is not always straightforward. Our role is to understand the barriers, work alongside families and provide the right support at the right time. 💡 Research tells us... Research consistently shows that regular attendance is one of the strongest predictors of children's academic achievement, wellbeing and sense of belonging. Children who attend school regularly are more likely to feel connected to their classmates, develop positive relationships with trusted adults and access the full range of opportunities school provides. ❤️ We Understand That Every Family's Journey Is Different There are many reasons why children may find attending school difficult. These may include: anxiety or emotional wellbeing special educational needs or disabilities medical needs changes in family circumstances friendship difficulties transitions confidence and self-esteem Rather than making assumptions, we work closely with families to understand each child's individual circumstances and agree practical strategies that help improve attendance over time. We believe that every child deserves support, encouragement and understanding. 🤝 How We Support Families Supporting attendance is a whole-school responsibility. Depending on a family's individual circumstances, support may include: Pastoral support from Miss Finn, our Pastoral Support Worker Support and guidance from our Education Welfare Officer (EWO) Wellbeing check-ins with a trusted adult each morning Access to Breakfast Club for children who benefit from a calm, supported start to the day Individual attendance plans tailored to a child's needs Regular attendance meetings with members of the Senior Leadership Team Early identification when attendance begins to decline, allowing us to offer support before concerns become more significant Partnership working with external agencies where appropriate Our focus is always on understanding barriers, building positive relationships and helping children feel confident about coming to school. 🌱 Celebrating Success We believe that recognising effort and celebrating success encourages positive habits and helps children take pride in their attendance. Throughout the year, we celebrate attendance in a variety of ways, including: Targeted rewards for individual children who are improving their attendance Monthly attendance checks and celebrations for children making positive progress Prize draws for pupils achieving 98% attendance or above 100% attendance awards, including own clothes days each term Whole-school celebrations that recognise commitment, perseverance and improvement We celebrate both excellent attendance and significant improvements because every positive step matters. 💙 Working Together The strongest improvements happen when school and home work together. We believe parents and carers know their children best, and we are committed to working in partnership to overcome any barriers to attendance. Whether that means putting additional support in place, adapting routines or simply having a conversation, we are here to listen and help. "The attendance challenge gave my child something to aim for. They were so proud to receive their reward and excited to come to school each day." (Parent feedback, 2026) 🌟 More Than Attendance Good attendance is not simply about statistics. It means children are able to: build lasting friendships develop confidence and independence participate in enrichment activities experience the full curriculum discover new talents celebrate successes with their classmates feel that they belong as valued members of our school community Every day a child is in school is another opportunity to learn, grow and flourish. Parent Partnership Working together to help every child flourish At St Bernadette's, we believe that parents and carers are their child's first and most important educators. Children make the greatest progress when school and home work together, sharing knowledge, celebrating successes and addressing challenges as a team. We value the trust that families place in us and are committed to building genuine partnerships based on openness, respect and shared ambition for every child. 💡 Research tells us... Research consistently shows that strong partnerships between schools and families have a positive impact on children's learning, wellbeing, confidence and attendance. By working together, we can provide consistent support and achieve the very best outcomes for every child. 👂 We Listen Listening to families is one of the most important parts of our inclusive approach. We want parents to feel heard, supported and involved in decisions about their child's education. There are many ways families can share concerns, ask questions and celebrate successes, including: regular conversations with class teachers meetings with the SENDCo meetings with members of the Senior Leadership Team parent consultations SEND reviews phone calls and emails informal conversations at the beginning and end of the school day where appropriate We believe that no concern is too small if it matters to a child or their family. 🤝 Learning Together We believe that supporting children also means supporting families. Throughout the year we provide opportunities for parents to learn alongside our staff and external specialists. These include: Monthly SEND Clinics with the SENDCo and class teachers Parent workshops delivered alongside: Occupational Therapy Speech and Language Therapy Compass Language and Learning Support Service Communication and Autism Team Information sessions Coffee mornings Transition meetings Workshops to help parents support learning and wellbeing at home Our aim is to ensure families have easy access to advice, practical strategies and specialist expertise. 🌱 Your Voice Matters We continually seek feedback from our families because listening helps us improve. Throughout the year we gather parent voice through: questionnaires workshops meetings consultations school events enrichment activities This feedback directly shapes our provision and helps us ensure our support continues to meet the needs of our community. 💙 Celebrating Success Together Some of our proudest moments come from hearing how children have grown in confidence, independence and happiness. Families regularly tell us about the difference that working together has made. "With having a child in Reception, it's a huge deal emotionally. Not only did the Reception staff help my daughter shine with confidence, they also helped her navigate and express her feelings." (Parent feedback, 2026) or "The workshops have been invaluable and have helped us understand how best to support our child at home." (Parent feedback, 2026) 📞 Here When You Need Us We know that every family's journey is different. Whether you have a quick question, would like reassurance or need more specialist support, we encourage you to get in touch. We are here to listen, work alongside you and help your child flourish. Adaptive Teaching Every child deserves access to ambitious learning. At St Bernadette's, we believe that the most powerful support happens in the classroom. Rather than lowering expectations, we adapt our teaching so that every child can access an ambitious curriculum, participate alongside their peers and experience success. We believe in scaffolds, not ceilings—providing the right support while maintaining high expectations for every learner. 💡 Research tells us... High-quality classroom teaching has the greatest impact on children's progress and is particularly important for pupils with SEND. Effective adaptations enable children to access learning while developing increasing independence over time. 🗣️ Communication Comes First We know that speech, language and communication underpin learning across every subject. Children who can confidently explain their thinking, ask questions and discuss ideas are better able to understand new concepts, solve problems and build positive relationships. This is why oracy is a cornerstone of teaching at St Bernadette's. Our classrooms are rich in opportunities for children to talk, rehearse, explain and learn from one another. 🧩 What Does Adaptive Teaching Look Like? Teachers carefully plan lessons so that all children can participate successfully. This may include: Widgit symbols and visual supports Pre-teaching key vocabulary Sentence stems and communication scaffolds Makaton to support understanding and communication Flexible grouping Practical resources and concrete equipment Dual coding and visual models Chunking learning into manageable steps Opportunities for oral rehearsal before writing Additional processing time Carefully planned questioning Reasonable adjustments where appropriate Every adaptation is designed to build confidence whilst promoting independence. 🌱 Independence Matters Support should never create dependence. As children's confidence and understanding grow, we gradually remove scaffolds, enabling them to become increasingly independent learners. Our aim is not simply to help children complete today's task, but to equip them with the skills and confidence they need for lifelong learning. 🌍 Every Classroom Is an Inclusive Classroom Inclusive practice is not something that happens in one room or with one member of staff. Every teacher is a teacher of every child. Across our school, children experience consistent, inclusive classroom practice that enables them to participate, contribute and succeed alongside their peers. Because inclusion is not about changing the destination—it is about ensuring every child has the support they need to reach it. Parent Voice "As Urdu is my son's first language, he initially found English difficult, but the teachers encouraged him to speak, participate and build his confidence. He now enjoys contributing in class and has made incredible progress." (Parent feedback, 2026) Support & Guidance Supporting children together Every child is different, and every family will have questions at different stages of their child's journey. Whether you are looking for advice about speech and language, emotional wellbeing, autism, attendance, transitions or supporting learning at home, we hope these resources provide helpful information and reassurance. If you cannot find what you are looking for, please don't hesitate to contact us. We are always happy to help. 💡 Research tells us... Parents and schools working together leads to better outcomes for children. Having access to practical advice, reliable information and support helps families feel confident in meeting their child's needs. 🌱 Understanding Additional Needs Resources to help families better understand different needs and how children can be supported. Understanding SEND The Graduated Approach Understanding Speech, Language and Communication Needs Autism ADHD Dyslexia Sensory Processing Developmental Language Disorder 💙 Emotional Wellbeing Supporting children's emotional health both at home and at school . Anxiety Emotional regulation Bereavement Friendships Building resilience Self-esteem Zones of Regulation Sleep routines 🗣️ Speech, Language & Communication https://www.bhamcommunity.nhs.uk/childrens-slt Talking together at home Developing vocabulary Reading aloud Supporting listening skills Makaton Nursery rhymes Conversation ideas Language-rich play 💡 Research tells us.. . Strong speech, language and communication skills support learning across every subject, strengthen relationships and improve children's confidence. Small changes at home—such as talking, reading and playing together—can make a big difference. 🏡 Supporting Learning at Home Practical ideas families can use every day. Reading together Maths in everyday life Developing independence Homework support Online safety Healthy routines 🚸 Starting School & Transition Guidance for key transition points Starting Nursery Starting Reception Moving to Year 7 Returning after illness New routines 🤝 Community Support Signpost local organisations and services. Birmingham SEND Local Offer Compass Forward Thinking Birmingham SENDIASS Speech and Language Therapy Occupational Therapy Family Support Services 📥 Helpful Downloads Local Offer SEND Information Report Accessibility Plan Equality Objectives Attendance leaflet SEND guides Parent workshop presentations Meet Our Inclusion Team Here to support every child and every family At St Bernadette's, inclusion is everyone's responsibility. Every member of staff plays a vital role in ensuring children feel safe, valued and able to flourish. Alongside our class teachers and teaching assistants, our dedicated Inclusion Team works closely with families to remove barriers, celebrate strengths and provide the right support at the right time. Whether you have a quick question, would like some advice or need more specialist support, we are always happy to help. 💡 Research tells us... Strong relationships between families and school staff contribute to improved wellbeing, confidence and educational outcomes for children. We believe that knowing the right person to speak to helps families feel supported from the very beginning. Our Inclusion Team Mrs Linda Canning Inclusion Lead "I believe every child deserves to be known, valued and given the opportunity to flourish. By working closely with families and staff, we strive to remove barriers, open doors and ensure every child experiences success both inside and outside the classroom." Linda can help with: Whole-school inclusion Attendance Disadvantaged pupils Equality Wellbeing Parent support External agencies Inclusion strategy 📧 Contact: inclusion@stberns.bham.sch.uk Mrs Victoria Taylor SENDCo "Every child learns differently. My role is to work alongside families and staff to ensure children receive the right support at the right time, helping them achieve their full potential." Victoria can help with: SEND EHCPs Graduated Approach Reviews External professionals Specialist advice 📧 Contact: sendco@stberns.bham.sch.uk Ms Jackie Ryan Assistant SENDCo "Every child deserves the opportunity to experience success. I work closely with children, families and staff to identify barriers to learning, develop personalised support and help children build the confidence and independence they need to thrive." Jackie can help with: Cognition and Learning Targeted interventions Learning assessments Precision Teaching Supporting teachers with adaptive strategies Reviewing progress and next steps Working alongside families and external professionals 📧 Contact: sendco@stberns.bham.sch.uk Miss Finn Pastoral Support Worker "Building positive relationships is at the heart of my role. I support children and families through challenges, helping every child feel safe, confident and ready to learn." Miss Finn can help with: Emotional wellbeing Pastoral support Attendance Family support Emotional regulation Early Help 📧 Contact: inclusion@stberns.bham.sch.uk Class Teachers The first point of contact for every family. Class teachers know children best on a day-to-day basis and work closely with parents to celebrate successes, identify concerns and adapt learning to meet individual needs. Every teacher is a teacher of every child. Teaching Assistants Our teaching assistants play an invaluable role in supporting children's learning, independence and wellbeing throughout the school day. Working alongside teachers, they provide encouragement, carefully planned support and opportunities for children to develop confidence and achieve success. Working Together Our Inclusion Team works closely with a wide range of professionals to ensure children receive the best possible support. These may include: Speech and Language Therapists Occupational Therapists Compass Communication and Autism Team (CAT) Language and Learning Support Service (LLSS) Educational Psychologists School Nurse Education Welfare Officer Social Care and Early Help teams where appropriate This collaborative approach enables us to build a shared understanding of each child and provide joined-up support for families. Our Specialist Team Alongside our dedicated school staff, we are fortunate to work regularly with a number of specialist professionals who provide expertise, guidance and direct support for our children and families. Having these professionals working within school allows us to identify needs early, provide joined-up support and ensure that advice can be implemented quickly within the classroom. Rachel Rose Speech and Language Therapist Rachel works closely with children, families and staff to assess and support speech, language and communication needs. She also advises teachers on classroom strategies and helps develop communication-friendly learning environments. Patrina Nasiri Speech and Language Therapist Patrina delivers targeted speech and language support, working alongside school staff to help children develop the communication skills that underpin learning, confidence and positive relationships. Emily Hartland Occupational Therapist Emily supports children with sensory processing, motor skills and independence, providing assessments, personalised programmes and practical strategies that help children access learning and everyday school life successfully. Jackie Harris Play Therapist Jackie provides specialist therapeutic support for children experiencing emotional or social challenges, helping them process feelings, develop resilience and build emotional wellbeing through play-based therapy. Ms Rachel Speers Specialist SEND Teacher – The Hub Rachel leads provision within The Hub, working with children who benefit from more personalised support. She works closely with class teachers, the SENDCo and families to remove barriers, develop independence and help children successfully access learning both within The Hub and back in the classroom. A Team Around Every Child At St Bernadette's, no one works in isolation. Our class teachers, teaching assistants, pastoral team, Inclusion Team and specialist professionals work together to build a shared understanding of every child. By combining our expertise and working closely with families, we are able to provide consistent, personalised support that helps children thrive. Alongside our regular specialist team, we also work with a wide range of visiting professionals, including Educational Psychologists, the Communication and Autism Team (CAT), the Language and Learning Support Service (LLSS), the Education Welfare Officer, School Nursing Team, Early Help and Social Care services, ensuring children and families can access additional expertise whenever it is needed. Not Sure Who to Contact? Don't worry. If you are unsure who is best placed to help, simply contact the school office and we will make sure your enquiry reaches the right member of staff. No question is too small. We are here to listen, support and work in partnership with you.

PE Policy 25-26 At St Bernadette’s Catholic Primary School, our vision for Physical Education reflects our motto: “Learn to love, love to learn.” Through a Catholic lens, PE is more than physical activity—it is a chance to grow in faith, friendship and resilience. Following the ways of Jesus, we promote values such as respect, perseverance and compassion in every PE lesson. We encourage pupils to celebrate each other’s successes, support one another and take part with joy and fairness. Our inclusive and progressive PE curriculum helps every child to flourish, build confidence, and understand the importance of caring for the body God has given them. Alongside lessons, we provide opportunities to attend extra-curricular clubs, represent the school in competitions and develop healthy habits that will support their well-being beyond St Bernadette’s. We aim to develop healthy role models—children who not only enjoy being active but who inspire their families to make healthier choices. Through positive experiences of PE, we hope to play our part in reducing obesity and promoting long-term physical and mental well-being within our community. We also want our pupils to continue their journey with sport and physical activity beyond primary school - joining local clubs, staying active through secondary school and beyond, and carrying the values they have learned at St Bernadette’s into their future lives. Whether through sport, gymnastics, dance or teamwork, our children learn to move with purpose, live with love and grow together in the spirit of Christ. Promoting Well-Being Through PE At St Bernadette’s, we recognise that physical education plays a key role in supporting the mental and emotional well-being of our pupils. Through active participation in sport, children develop teamwork, resilience, and communication skills while building self-esteem. Regular physical activity has a proven link to improved concentration, reduced stress, and better sleep patterns - all of which contribute to overall happiness and a healthy lifestyle. What Our Pupils Say? "I like PE because we run really fast and play games with my friends.” – Year 1 pupil “I love jumping and doing rolls in gymnastics with Miss Curran - it’s fun!” – Year 2 pupil “I love dance because I learn new moves and feel really proud when I get better at something.” – Year 3 pupil "Circus Club is so much fun at lunchtime—I can juggle now!” – Year 4 pupil “PE is my favourite lesson because we get to try something new and exciting.” – Year 5 pupil "Playing for the school football team makes me feel part of something special. I like working together with my friends.” – Year 6 pupil What do our parents say about PE? “Watching my child take part in the SEND sports events has been incredible. The confidence and joy it brings them is amazing. They feel included, celebrated and proud of what they can do. As a parent, I’m so grateful for the opportunities St Bernadette’s provides—it’s made such a difference to my child’s well-being.” – Parent of a Year 4 pupil “Both of my children love PE at St Bernadette’s, and they always come home talking about what they’ve learned. Miss Curran’s after-school club has been brilliant—it’s helped my Year 2 child build confidence and my Year 5 really enjoys the challenge. It’s lovely to see them both so active and enthusiastic about staying healthy.” Parent of a Year 2 & 5 pupils - Mrs Curran our gymnastics specialist from Positive PE “My Year 6 daughter absolutely loves dance club with Jade. It’s such a creative outlet for her and she’s really grown in confidence. My youngest, who’s in Year 1, looks forward to KS1 Football every week—it’s all he talks about after school! I really appreciate the variety of clubs on offer and the encouragement from staff.” Parent of a Year 1 & 6 pupils What do our outside PE providers say? "It’s a pleasure to support PE at St Bernadette’s, especially through delivering gymnastics lessons and leading extra-curricular clubs. One of the things I value most is helping to develop staff confidence through CPD—sharing techniques, planning ideas and working together to deliver high-quality PE across the school. I love seeing the children’s excitement during our gym and circus clubs; they’re always eager to try new skills and challenge themselves in a fun, supportive environment. One of the most rewarding parts of my week is working 1:1 with the SEND children every Wednesday morning—seeing their confidence grow and how much they enjoy their sessions is incredibly special." "I absolutely love coming into St Bernadette’s to teach dance in PE lessons. The children are so enthusiastic and creative and it’s a joy to see them grow in confidence through dance. Leading after-school clubs in KS1 & KS2 and supporting the Year 6 production is always a highlight for me—it’s amazing to see their personalities shine. There’s a real sense of energy and encouragement here and I feel proud to be a part of it." Jade – our dance teacher from JDC Dancevibe: Long-Term Progression in PE At St Bernadette’s Catholic Primary School, our long-term progression map has been developed to reflect the National Curriculum while also embracing our identity as a Catholic school. Each page identifies the relevant curriculum strand, alongside carefully selected PE units that bring these objectives to life in an engaging and purposeful way. Taught through a Catholic lens, our PE curriculum supports not only the development of physical skills and knowledge but also the formation of character, compassion and community - central to our Gospel values. By covering at least one unit from each strand every year, we offer a broad, balanced and progressive learning journey that nurtures confident, active and responsible pupils. This approach strengthens our commitment to delivering a PE curriculum that supports the whole child - body, mind and spirit - in line with our mission to “Learn to love, love to learn.” Gymnastics Athletics Dance Games Outdoor Adventurous Activities Health & Fitness PE Curriculum Map At St Bernadette’s Catholic Primary School, our PE curriculum is carefully mapped out to ensure clear progression, full National Curriculum coverage and high-quality teaching and learning. We use the GetSet4PE scheme to support our planning, providing a consistent and structured approach across all year groups. The scheme offers a wide range of units that are engaging, inclusive, and aligned with National Curriculum outcomes. Our curriculum map ensures that all pupils experience a broad balance of physical activities, while developing key skills, knowledge and vocabulary over time. Through this structured approach, we are able to deliver lessons that build confidence, promote healthy lifestyles and reflect our Catholic values in every aspect of physical education. PE Pupil Premium PE Pupil Premium Funding What is PE Pupil Premium Funding? The government is providing additional funding per annum 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 - will be allocated to Primary School Headteachers. This funding is ring-fenced and therefore can only be spent on provision of PE and Sport in Schools. The grant is paid in 2 instalments. Schools will receive the initial payment in the Autumn Term and the second payment in April. Primary PE & Sport Premium Reports 2019-20 2020-21 2021-22 2022-23 2023-24 2024-25 Primary PE & Sport Premium Grant Expenditure 1: Funding Allocation 2: Categories of Grant Spending 3: Opportunities, Impacts & Sustainability 4: School Declarations 5: Grant

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Safeguarding and Child Protection Policy 2025 (1) .pdf Pobierz PDF • 493KB 2025 Behaviour Policy 2025 2026 .pdf Pobierz PDF • 337KB 2025 Complaints Procedure 2025 2026 .pdf Pobierz PDF • 344KB 2025 4. Charging and Remission 2025 2026 .pdf Pobierz PDF • 100KB 2025 5. Special Educational Needs and Disabilities Objectives Policy 2025-26 .pdf Pobierz PDF • 53KB 2025 Admissions Policy 26-27 .pdf Pobierz PDF • 181KB 2026 Accessibility Plan 2025 2026 .pdf Pobierz PDF • 48KB 2025 Parent Code Of Coduct 2025 2026 .pdf Pobierz PDF • 78KB 2025 Computing Policy 2025 - 2026 .pdf Pobierz PDF • 122KB 2025 Online Safety Policy 2025 - 2026 .pdf Pobierz PDF • 126KB 2025 PE policy 2025-2026 .pdf Pobierz PDF • 495KB 2025 Mathematics Policy 2025 2026 .pdf Pobierz PDF • 103KB 2025 1. EYFS Calculation Policy .pdf Pobierz PDF • 1.45MB 2025 2. Year 1 Calculation Policy .pdf Pobierz PDF • 1.20MB 2025 3. Year 2 Calculation Policy .pdf Pobierz PDF • 1.60MB 2025 4. Year 3 Calculation Policy .pdf Pobierz PDF • 1.63MB 2025 5. Year 4 Calculation Policy .pdf Pobierz PDF • 6.25MB 2025 6. Year 5 Calculation Policy .pdf Pobierz PDF • 6.51MB 2025 7. Year 6 Calculation Policy .pdf Pobierz PDF • 7.31MB 2025 Geography policy 2025-2026 .pdf Pobierz PDF • 186KB 2025 History policy 2025-26 .pdf Pobierz PDF • 195KB 2025 Design Technology policy 2025-26 .pdf Pobierz PDF • 199KB 2025 English Policy 2025-26 with HWr Progression .pdf Pobierz PDF • 563KB 2025 Art policy 2025-2026 .pdf Pobierz PDF • 195KB 2025 Science Policy 2025-2026 .pdf Pobierz PDF • 209KB 2025 MFL Policy 2025- 2026 .pdf Pobierz PDF • 174KB 2025 Religious Education Policy 2025-2026 .pdf Pobierz PDF • 89KB 2025

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Catholic Social Teaching (CST) underpins the work of the school and the principles are interwoven within our curriculum and wider school life. As members of the Catholic Church, we are called upon to preserve the dignity of all human beings, to care for creation and to reach our sisters and brothers in need. These principles form part of Catholic Social Teaching, a body of work developed by Church leaders over the centuries. Pope Francis emphasizes that it is our duty to work together to bring about a more just and peaceful world: to put love into action. At St. Bernadette’s we place great emphasis on the importance that our children can articulate the connection between Jesus’ teaching and doing good deeds. We teach our children about the importance of putting the needs of others before ourselves, respecting the dignity of all people and how we are stewards of God’s beautiful creation with a duty to do all we can to preserve it for future generations. We use the CAFOD CST characters with our children to help them recognise CST within lessons. CST in the Science Curriculum Overview of CST in the Science curriculum All of God’s creation is sacred and reflects something of who God is. Caring for this earth is part of what it is to be a Christian. The Catholic Church has a long tradition of teaching about the God-centeredness of the earth, which clearly focuses on the responsibility all people have for caring for creation. The golden thread of ‘Care of God’s Creation’ runs through each science unit which links to the CST principles of: The Common Good Stewardship This ensures children develop their environmental awareness and understanding of their role in protecting our God given planet. What does Scripture say? ‘Humans are commanded to care for God’s creation.’ Genesis 2:15 ‘Creation proclaims the glory of God.’ Daniel 3:56-82 ‘God loves and cares for all creation.’ Matthew 6:25-34 ‘Creation and all created things are good because they are created by God.’ 1 Corinthians 10:26 What does the Church say? Charity in Truth: Caritas in Veritate – ‘The environment is God’s gift to everyone, and in our use of it we have a responsibility towards the poor, towards future generations and towards humanity as a whole…Our duties towards the environment are linked to our duties towards the human person, considered in himself and in relation to others.’ What does Pope Francis say? “Creation is not a property, which we can rule over at will; or, even less, is the property of only a few: Creation is a gift, it is a wonderful gift that God has given us, so that we care for it and we use it for the benefit of all, always with great respect and gratitude.” Laudato Si (24th May 2015) – ‘A scientific consensus says climate change is real and caused at least in part by human activity. A very solid scientific consensus indicates that we are presently witnessing a disturbing warming of the climatic system. In recent decades, this warming has been accompanied by a constant rise in the sea level and, it would appear, by an increase of extreme weather events, even if a scientifically determinable cause cannot be assigned to each particular phenomenon.’ Loving God, We believe that the world is for everyone. We thank you for the gift of Creation. Help us to take care of the planet and all people who live on it. Lord in your mercy Hear our prayer Catholic Social Teaching (CST) is at the heart of our learning at St Bernadette’s, especially in Topic. Topic allows us to develop our historical skills, pursue geographical enquiry, express our creativity, and build valuable projects based on a purpose. However, CST allows us to approach these lessons from a wider viewpoint. We use the CAFOD CST characters with our children to help them recognise CST within lessons. Here are a few examples of where CST has been linked to our Topic lessons. A lesson focusing on how men and women were split in Athenian and Spartan society. Is it right for women to be told what they must do based on their gender? A lesson focusing on the invasion of Greece by Alexander the Great. How would God react to slavery? A lesson focusing on the Viking raids in Lindisfarne. Why is it wrong to harm our fellow man? A lesson focusing on WW2 evacuation and the Blitz. A lesson focusing on the birth of democracy in Greece. Is it right for only rich men to vote? A lesson looking at the impact of Gandhi on British rule. Why did he protest for people who were the most in need? A lesson focusing on the differences between rich and poor Tudors. What can we learn from these indifferences? A lesson focusing on rationing. Why was it important for all members of society to receive the same amount of food? A lesson focusing on natural disasters and how we can help those that have been left in disasters. How can we help those in need? In Year 2, the children learn about important people that have helped other. Including Florence Nightingale, Edith Cavell, and Mary Seacole. Why do you think these people gave up their lives to care for others? During Black History Month, we learn about inspirational black people. Why is it important we celebrate these achievements? A lesson focusing on climate and biomes. How has our impact changed God’s creation? A lesson focusing on the structure of rivers, mountains, and earthquakes. How can we better understand God’s creation? A lesson focusing on glaciers. What can the rising sea levels mean for God’s creations? A lesson focusing on sustainability; reduce, re-use, recycle. Why should we make small changes? Catholic Life & Mission Our Parish Sacraments Saints Prayer & Liturgy Gospel Virtues Catholic Social Teaching

Mental Health and Wellbeing at St.Bernadette’s Catholic Primary School At St. Bernadette’s Catholic Primary School, we aim to promote positive mental health and wellbeing for our whole school community and recognise how important mental health and emotional wellbeing are to our lives. Our role is to ensure that everyone is able to manage times of change and stress, and that all members of our community are supported to reach their potential or access help when they need it. We also have a responsibility to ensure that our children, staff, and wider community learn how to maintain positive mental health, understand what affects their mental health, help reduce the stigma surrounding mental health issues, and know where to go for support. Therefore, we have developed a curriculum to help children become more resilient and aware of their own mental health and wellbeing. For children, mental health encompasses their emotional, social, and cognitive wellbeing. It involves how they feel, think, and act, and is crucial for their overall development. Mental health affects daily life, relationships, and learning. In childhood, good mental health includes reaching developmental and emotional milestones, learning healthy social skills, and developing strategies to cope with challenges. We encourage the following abilities through our delivery: Resilience This is the ability to bounce back from challenges and adapt to changes, which is important for long-term well-being. Children develop the ability to manage stress, learn from mistakes, and build confidence. When children build resilience they form stronger relationships, have better problem-solving skills and manage their emotions better. Healthy relationships Healthy relationships with peers and adults can foster a sense of belonging and support. Children have healthy relationships when their communication is based on respect, trust, honesty and open communication. Healthy relationships offer support and encouragement, helping children to grow and develop their confidence. Children who learn to build and maintain relationships develop empathy and can communicate effectively. Self-regulation These are abilities that help children manage their emotions, behaviours, thoughts and choices of actions especially in the face of challenging situations. It is a crucial skill as it impacts learning, social interactions and overall well-being. Children learn how to manage and regulate strong emotions like anger, frustration and sadness. It is important for children to know how to control their impulses, by resisting the urge to act on immediate desires and rather make more thoughtful decisions. Children are encouraged to maintain attention on tasks and resist distractions. What we provide your child. We have several programmes and methods we use to encourage this. These programmes are described below. Compass This company are a NHS endorsed group who offer support to your child’s mental health through Low Intensity Cognitive Behavioural Therapy (LI-CBT). This service is offered at no cost to yourselves and we have many children who have really benefitted from their time spent in sessions. They can offer one to one sessions with a child or sometimes where more appropriate they offer parent and child meetings to help you develop together. These can take place in person at school, in a community place or online. Intro to MHST Pupil Voice: A Year 4 pupil said,”I learnt ways to calm down. I use these a lot. I use Happy Breathing.” A Year 4 pupil said, “They were awesome. They taught me to take a deep breath. I could talk about what happened and my feelings.” Throughout the year we will organise one-off workshops for parents as advertised in the newsletter. Their parent worker has a lot of experience in sharing ideas and knowledge that we could use as parents when our children are experiencing difficulties. You can self-refer to Compass or ask Miss Corkery, Mrs Taylor or Miss Finn and they can talk you through the process to receive your consent for a referral. Throughout the year we will organise one-off workshops for parents as advertised in the newsletter. Their parent worker has a lot of experience in sharing ideas and knowledge that we could use as parents when our children are experiencing difficulties. You can self-refer to Compass or ask Miss Corkery, Mrs Taylor or Miss Finn and they can talk you through the process to receive your consent for a referral My Happy Minds Children are led through a weekly informative programme where they are shown how parts of our brain drive how we feel. They watch short videos, play games, hear short stories for each section. My Happy Mind Happiness Heroes This is a group of KS2 children who meet regularly to share how to help their year band sort out little issues in the playground or the classroom. They will start the important role of Playground Ambassadors and will be trained in how to watch out for children that are sad or lonely on the playground. They will be trained in how to start a conversation to help others explain what they are feeling and what to do to help.

RE at St. Bernadette's Catholic School At St Bernadette’s, our faith is at the centre of everything we do. We are proud to be a Catholic community where every child is valued, loved, and encouraged to grow in faith, hope, and love. Religious Education is not just one subject among many — it is the golden thread that runs through our curriculum, shaping the way we learn, celebrate, and treat one another. All areas of our curriculum are taught through a Catholic lens, helping pupils to see the world and their learning through the values and teachings of our faith. Through our RE curriculum, Prayer and Liturgy, and daily witness to the Gospel, we aim to help each child develop a personal relationship with God and a strong sense of moral purpose. Together, we strive to follow the example of Jesus, living out our school mission by showing kindness, respect, and compassion in all that we do. RE Policy 25-26 Below are the units of work covered this academic year in the RE curriculum for each year band. Nursery Reception Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Intent At St Bernadette’s Catholic School, Religious Education (RE) lies at the heart of our curriculum and shapes everything we do. It is far more than a single subject — it is the foundation of our mission to live out the Gospel values and share God’s love each day. Our curriculum is rooted in the principles of Catholic Social Teaching (CST), These principles are Human Dignity, The Common Good, Participation, Subsidiarity, Stewardship, Preferential Option for the Poor, Solidarity, Distributive Justice and Promoting Peace. These key strands help our pupils to understand how faith can inspire action and make a positive difference in the world. Assessment of RE The RE Curriculum covers four strands: Scripture, Sacraments, Liturgical and Living as Christians. Three different units are assessed annually in each year Band, with each academic year focusing on a different strand. in line with Diocesan guidelines. Samples of work are gathered throughout the year and moderated against the diocesan end of phase expectations.

St. Bernadette’s Catholic Primary School is in the parish of Holy Family Church . "Greetings to all parents and parishioners, May the peace of God be with you and your families. You are always welcome to visit our church" Father Fretch Ballesteros (SDV) is our priest at Holy Family Church in Small Heath. The parish was founded in 1901. The church was built in 1928 and extended in 1966 Tuesday - Friday Mass 10:30am. Sunday Morning Mass: 10.30am. Weekend Mass times at Local Parishes Parish Saturday Sunday Holy Family 4 pm 10.30 am and 5.15 pm St Thomas More 5.30 pm 8.30 am and 10.30 am Corpus Christi 6 p m 10.30 am Holy Souls 5pm 8.30 am, 10 am and 12pm (Noon) The Holy Rosary - 9.30 am and 12 pm (Noon) Fr. Fretch Ballesteros History of Holy Family Church A brick building of the 1920s by George Drysdale, built on a Greek cross plan, and significantly enlarged in the 1960s to accommodate a large influx of (mainly Irish) Catholics, attracted by jobs in local industry. The interior is a fine barrel vaulted space. An intended campanile was not built, the result being that the townscape contribution of the church is relatively minor. The mission in Small Heath was founded by the Revd James Wright in 1901 from St Anne’s in Digbeth and Mass was said in a workshop in Green Lane until a school-chapel was built in 1903, then Mass was said in the upper floor of the new school (this was destroyed by enemy action in 1940.) Subsequently, the first Parish Primary School (Holy Family) opened its doors in Holy Family Church on 11 January 1904. The permanent church opened in 1928. The church is orientated roughly north-south, but this description follows conventional liturgical orientation, as if the altar was to the east. The church was built in two phases. The first, in the 1920s, was on a Greek cross plan, and was built of local purple brown bricks, with Green Westmorland slate roofs. The eastern arm of this was demolished and the nave extended to form a Latin cross, using complementary materials, in the 1960s. An intended northwest campanile was not built. So the present church originated as a Greek cross design by George Drysdale, seating 400, and opened in August 1929 (builders William Sapcote & Sons). It was described in The Tablet as ‘a quiet design …unity of character has been sought in the architecture, in the treatment of furniture and fittings, and also in the arrangement of the forecourt’. The 1920s church had open pediments on the north and south faces with moulded brick string courses and a row of arched clerestory windows. The east end was apsidal. The interior was an impressive barrel vaulted space, with a groin vault at the crossing. Although externally expressed, there is no internal separation into ‘nave’ and ‘aisles’, the nave is one wide space, with the barrel vaulting springing from great steel joists spanning east to west. There is a gallery and narthex at the west end, with a mosaic roundel of the Holy Family fixed to the gallery front (figure 2), possibly from the 1929 church and possibly by Pippet. In the narthex are brass panels to Fr Wright, founder of the mission, and Fr J. P. Dowling, benefactor. At the east, arched openings are located at the corners of the Greek cross. The sanctuary is placed in the eastern arm, and is dominated by a large freestanding altar, with a crucifix and tabernacle in the apse. Side chapels were placed at either side. There is a large organ of 1903 by Steele & Keay of Burslem, acquired c.1993 from Pitts Hill Methodist Church, Stoke. The forecourt was developed in the 1960s when, following a large influx of (mainly Irish) Catholics drawn by jobs in local industry: Birmingham Small Arms;the Chrysler Factory; JJ Gallagher the Builder. The local population used to say that they were either coming out the Blues ground or Holy Family Church. And so the priest, Father O'Keefe extended the church in 1966, and that's why it is so big now. The nave was extended to form a Latin cross plan, increasing the seating capacity to approximately 1,000. The architect for the additions was J. T. Lynch of Jennings, Homer & Lynch, and the extended church was blessed on 25 October, 1967. New sacristies, meeting rooms, a cry room and confessionals were also built, but an intended 100ft campanile was never realised. The total cost was for the built additions was about £120,000. In that period a second Parish Primary School was built on Hob Moor Road, (St Bernadette’s) which served the Irish community. Previously, St Benedict's Church of England School had been used for some of the children because of the enormous numbers. The 1960s additions were a modern and simplified version of the original work. The west front had a brick pilaster/piers at the corners and an open pediment framing a large central ‘feature panel’ faced in Portland stone. A crucifix was placed against this. Below this, solid oak entrance doors were placed beneath a flat canopy, with windows on either side. Flanking the entrance, low flat-roofed wings with recessed stone faced bays incorporating windows were presumably built as the baptistery and a side entrance. Above these, a round arched window on either side lit an internal gallery. Beyond this were raised (but not as high as the nave) and plain ‘aisle’ walls, the ‘aisles’ lit by one rectangular window per bay. The present church was consecrated on 10 June 1976 Catholic Life & Mission Our Parish Sacraments Saints Prayer & Liturgy Gospel Virtues Catholic Social Teaching