Witamy w kościele św. Bernadety

Geography Policy 25-26 Geography Progression of Skills Geography Intent, Implement, Impact Geography at St Bernadette's Catholic Primary School "We are part of nature, not separate from it." — David Attenborough Our Geography Journey Discovering God's World. Caring for Our Common Home. At St Bernadette's Catholic Primary School, we believe that Geography inspires children to develop a sense of wonder about God's creation while helping them understand the diverse world in which they live. Through a carefully sequenced curriculum, pupils explore places, people and environments at local, national and global scales, developing the knowledge and skills needed to understand how our world works and how it continues to change. Our Geography curriculum has been carefully designed to inspire curiosity, deepen understanding and develop children into confident young geographers. We believe that Geography is far more than learning where places are located. It encourages children to ask thoughtful questions, investigate the relationship between people and places, understand physical and human processes, and recognise their responsibility to care for God's creation. As pupils journey through our curriculum, they begin by discovering the world immediately around them before gradually expanding their understanding to include the United Kingdom, Europe and the wider world. Along the way, they learn how landscapes are formed, how climate influences people's lives, how countries are connected through trade and resources, and why sustainability matters for the future of our planet. Learning is practical, purposeful and memorable. Children use maps, atlases, globes and digital mapping technology, carry out fieldwork in the local area, interpret geographical data and investigate real-world issues. Rich discussion, enquiry-based learning and first-hand experiences encourage pupils to think critically, make connections and apply their understanding to the world around them. Our Curriculum Journey Our Geographical Journey Throughout their time at St Bernadette's, children progress from exploring their immediate surroundings to becoming thoughtful, knowledgeable young geographers who understand the interconnectedness of people, places and environments. Year 1–2: Discovering God's world through local geography, weather, maps and comparing different places. Year 3–4: Understanding how physical processes shape landscapes and how people respond to changing environments. Year 5–6: Exploring global connections, sustainability, climate change and becoming responsible global citizens who care for our common home. How We Learn Geography Knowledge • Skills • Geographical Thinking At St Bernadette's, Geography is carefully planned so that children build geographical knowledge and enquiry skills year by year. Rather than studying isolated topics, pupils revisit key concepts throughout their primary education, allowing them to make increasingly sophisticated connections between physical geography, human geography and environmental responsibility. Our Six Key Geographical Concepts Throughout every Geography unit, children develop their understanding of: Place – understanding the characteristics of locations and what makes every place unique. Location – knowing where places are and how they are connected using maps and geographical tools. Physical and Human Geography – understanding how natural processes and human activity shape the world. Interconnection – recognising how people, places and environments influence one another locally and globally. Change and Sustainability – exploring how environments change over time and how we can care for God's creation. Geographical Enquiry – asking questions, investigating evidence, interpreting data and communicating geographical understanding. Our Three Geographical Skills Children learn to: Ask Geographical Questions – becoming curious and reflective geographers. Investigate the World – using maps, fieldwork, atlases, digital technologies and geographical evidence. Communicate Geographical Understanding – explaining, analysing and presenting ideas using increasingly precise geographical vocabulary. Progression Across the School Inclusion At St Bernadette's Catholic Primary School, we believe that every child is a geographer. Our Geography curriculum is designed to ensure that all pupils can access, enjoy and succeed in their learning. Through practical fieldwork, map work, digital technology, discussion and first-hand experiences, children develop secure geographical knowledge and confidence in understanding the world around them. Teachers use adaptive teaching strategies, carefully selected resources and ambitious expectations to remove barriers to learning while ensuring every child is both supported and challenged. We celebrate the diversity of God's world by exploring different countries, cultures, environments and communities, helping children develop respect, empathy and a deep appreciation of the richness of our global family. Our Vision As a Catholic school, our Geography curriculum reflects our belief that the Earth is God's gift to everyone and that we all have a responsibility to care for our common home. Guided by the principles of Catholic Social Teaching, children learn about stewardship, solidarity, the dignity of every person and the importance of working together to build a more just and sustainable world. We want every child to leave St Bernadette's with a love of Geography, a curiosity about the world and the confidence to think like a geographer. Through understanding places, people and environments, we hope our pupils become compassionate global citizens who appreciate the beauty and diversity of God's creation and are inspired to care for it now and in the future.

At St. Bernadette’s, we are in the process of writing and developing a bespoke curriculum based on the National Curriculum. “…careful curriculum design, where new knowledge is broken down into meaningful components and introduced sequentially, can support all pupils to learn scientific concepts. This includes those with special educational needs and/or disabilities.” Research Review Series: Science. Ofsted, 2021. Science Policy 25-26 Prior Knowledge "Assessing students' prior knowledge allows an instructor to focus and adapt their teaching plan. For students, it helps them to construct connections between old and new knowledge.” Assessing Prior Knowledge, Cornell University, 2022 Each unit with a prior knowledge check – this aids both teachers and learners. A focused flashback helps pupils to retain prior knowledge on the topic and make links between old and new content. Each planning grid outlines prior knowledge in order to support teaching. Retrieval “Sufficient curriculum time must be allocated for pupils to embed what they have learned in long-term memory through extensive practice before moving on to new content.” Research Review Series: Science. Ofsted, 2021. Each lesson begins with three flashback activities: The idea is that this: Will help to transfer information into pupils’ long term memories Will act as a ‘pre-teach’ for key concepts and vocabulary Will address common misconceptions before they arise Will lead to greater understanding as we progress through a topic as effective links can be made. Vocabulary "Vocabulary plays a crucial role in science because it is at the heart of science learning and knowledge building. To discuss and build knowledge, students need to have access to the vocabulary of science.” National Science Teaching Association, 2020 Each unit contains: A discrete lesson on vocabulary that is taught at the start of the unit, this pre teaches new scientific words. A selection of key vocabulary showcased on classroom science display boards. Each lesson contains: Scientists "Researchers have found that the sense of belonging in science matters more than grades and background when it comes to keeping students in science majors and careers. Creating a more equitable, inclusive, and leakproof STEM pipeline requires helping more students feel like scientists.” Helping students (re)think of themselves as scientists. C&EN, 2020. Each unit has a key scientist linked to it. These scientists have been reviewed to ensure our curriculum is more diverse and relevant to our pupils. Many units also have a ‘Just Like Me’ scientist also included, helping pupils learn about people like them working in different careers within the field of science today. When learning about scientists, we will focus on: the impact that scientist had on the world whose ideas that scientist built upon the barriers some scientists faced and how they successfully overcame these to make a significant difference to the world around them which of our ‘Working Scientifically’ skills these scientists utilized. Here are examples of a few modern and diverse scientists included in our science curriculum: Environmental Awareness "Environmental education promotes critical and creative thinking skills and inspires kids to become more engaged with their communities. It helps kids understand why the environment is important and provides them with the building blocks they need to live eco-friendly and sustainable lives.” Why Environmental Education is Important for Kids. Rubicon, 2021 The golden thread of environmental awareness runs through each unit in school. Each unit has a linked environmental focus – ‘Care of God’s Creation’ (linked to Catholic Social Teaching). This makes our curriculum more relevant to issues faced today, which should engage pupils and help them to see the real-world purpose of their learning. Enquiry Types Throughout school, children are exposed to five types of enquiry: Comparative/fair testing Research Observation over time Pattern seeking Identifying, grouping and classifying Working Scientifically A set of characters have been created to represent each of the ‘Working Scientifically’ skills that the children will utilise within their investigations and enquiries. These characters are displayed in every classroom and appear in many science lessons, even when the focus is not directly linked to enquiry. Reading At St. Bernadette’s, we believe that reading is a cornerstone of each and every curriculum area. As such, opportunities to share picture books, as well as fiction and non-fiction texts, have been planned into each unit. A range of books related to each science topic have also been purchased for each classroom in order to allow children to extend their learning outside of lesson time. Reading as part of the Curriculum (sample) Wider Reading Material (sample)

Latest News St Bernadette's Catholic Primary School Hob Moor Road B25 8QL 0121 783 7232 enquiry@stberns.bham.sch.uk School opening hours Monday to Thursday 8.30am -3.15pm Friday 8.30am- 2.00pm Total time 32.5 hours Pupil Absence Form Name of Child* Class* Date of Absence* Reason for Absence* Parent \ Carer Name* Email Address* Contact Phone Number* Submit Pupil Absence Change of Details Form Name of Child* Class* Nazwa* Relationship to Pupil* E-mail* Telefon* Multi-line address Kraj/region* Adres* Miejscowość* Kod pocztowy* Emergency Contact Name* Emergency Contact Number* Składać Support & Well Being School Information Communication Attendance Admissions

Staff School Council Mental Health & Well Being Governors Vacancies Policies Safeguarding School Aims St. Bernadette’s is a Catholic School for children aged 4-11 years with a nursery class for 3 - 4 years old. Our Mission Statement At St. Bernadette's Catholic School you will find us caring, hardworking and co-operative. We follow the ways of Jesus using our talents and gifts to make our school special. We show respect to all and welcome you. Aims of Our School As a Catholic school, our aim is to create a religious and moral climate, which will enable the child’s love of the Catholic faith to develop and mature and thus, enhance the development of the whole child. Qualities such as responsibility, sincerity, honesty, tolerance and those that reflect the Christian values, in general, will enable the child to take a full part in their secondary education and in society as a whole. In order to develop the whole child spiritually, morally, academically, culturally and socially our aims are to give each child: An understanding of how they grow in body and faith and how this is a fundamental part of God’s plan for us and our future. A sense of self-discipline, personal well-being, acceptable behaviour and an awareness of the needs of others to prepare for a life in a multi-cultural society. The ability to become independent learners able to solve a range of problems. Access to a good quality education in all subjects that will equip them with the skills necessary to become citizens of the future. The school promotes breadth and depth, relevance and differentiation and recognises that these should be the keystone of the curriculum provided within school. Staff Staff Senior Leadership Team Miss Finnegan – Head Teacher Mr Carroll – Deputy Head Mrs Hill – Assistant Head Miss Di Pierri - Assistant Head Mrs. Canning Mrs Taylor - SENCo The Hub Miss White - HUB Teaching Assistant Miss Mohamed - HUB Teaching Assistant Mrs Kehoe - HUB Teaching Assistant Nursery Mrs S Rainey - Nursery Teacher / EYFS Co-ordinator Miss E Barron – Nursery Teaching Assistant Mrs S Buchanan - Nursery Teaching Assistant Miss Nield - Nursery Teaching Assistant Miss Thomas - Nursery Teaching Assistant Reception Mrs L Canning – REL Reception Teacher Mrs Lennon - REL Reception Teacher Miss C Belcher - RCB Reception Teacher Miss L Coley - RLC Reception Teacher Mrs Colclough – RCB Teaching Assistant Mrs Thomas – Reception Teaching Assistant Ms T O'Neill – RLC Reception Teaching Assistant Mrs McCartan - Reception Teaching Assistant Mrs Mayers – Reception Teaching Assistant KS1/EYFS Mrs Clarke – Year 1 Teaching Assistant Mrs Begum – Year 1 Teaching Assistant Year 1 Miss O Bowden – 1OB Teacher/EAL Co-ordinatorMiss O’Toole – 1CO'T Teacher / English Co-ordinator Year 2 Mrs S Hussain - 2SH Teacher/Science Co-ordinator Miss E O'Brien - 2EOB Teacher Mr R Wayne - 2RW Teacher / DT and Art Co-ordinator/KS1 Co-ordinator Mrs J Robinson – Year 2 Teaching Assistant Year 3 Miss E Gibbs - 3EG Teacher Miss D Adu - 3DA Teacher Miss Di Pierri – 3DH Class Teacher Mrs Hill – 3DH Class Teacher Mrs T Emilton - Year 3 Teaching Assistant Mrs S Richards– Teaching Assistant Year 4 Miss K Lakin – 4KL Teacher / English Co-ordinator KS2 Mr A Markham-Jones – 4AMJ Teacher / PE Co-ordinator Ms F Mohamed - 4FM Teacher Mrs S Khan - Year 4 Teaching Assistant Ms Baker – Year 4 Teaching Assistant Year 5 Miss M Friar - 5MF Teacher Miss C Grant - 5CG Teacher / MFL Co-ordinator Miss Taylor - 5ET Teacher Mrs K Yakoob – Year 5 Teaching Assistant Miss Elliot – Year 5 Teaching Assistant Year 6 Miss Z Boron - 6ZB Teacher / History and Geography Co-ordinator Mrs C Brownhill – 6CB Teacher Miss Connaire - 6CC Teacher/KS2 Co-ordinator Mrs O Armanaviciute – Year 6 Teaching Assistant Mrs J Docker – Teacher Ms J Ryan - Teacher Miss C Corkery - Teacher Mr E Baker - Teacher Mrs K Harston – Teacher Mr Lavin – Teacher Miss Lavin – Teacher Miss Finn– Pastoral Support Maternity Leave Mrs C Kidner – Teacher/Computing Co-ordinator Mrs Jones – Teacher/EYFS Co-ordinator Mrs Smallwood – Office Mrs Byng – Office Miss K O'Neill – Office Mrs Apted – Technician Mr Abbott – ICT Operations Manager Mr Malone – Building Site Supervisor Mrs Worth - School Cook

Powitanie Welcome Serdecznie witam Państwa w Katolickiej Szkole Podstawowej im. św. Bernadety. Wybór odpowiedniej szkoły dla Twojego dziecka to jedna z najważniejszych decyzji, jakie podejmiesz. W St Bernadette's zapewniamy bezpieczne, komfortowe i szczęśliwe środowisko, w którym każde dziecko otrzymuje wsparcie i jest motywowane do rozwijania swojego pełnego potencjału. Motto naszej szkoły: „Ucz się kochać, kochaj uczyć się” leży u podstaw wszystkiego, co robimy. Nasz program nauczania stawia Jezusa w centrum i odzwierciedla wartości ewangeliczne, pielęgnując w naszych dzieciach poczucie celu i wiarę. Z przyjemnością informujemy, że nasz niedawny raport z Inspekcji Szkół Katolickich docenił wzorowe zachowanie naszych dzieci, doceniając ich głębokie zrozumienie wartości chrześcijańskich. Raport podkreślił również, że nasi pracownicy stanowią wybitne wzorce do naśladowania, tworząc pełne miłości i troski środowisko, w którym dzieci czują się szczęśliwe, pewne siebie i dumne z przynależności do rodziny św. Bernadety. Cenimy wyjątkowość każdego dziecka, uznając, że każda osoba została stworzona na obraz i podobieństwo Boga. Oprócz osiągnięć akademickich, oferujemy bogactwo możliwości rozwoju, zachęcamy uczniów do przywództwa oraz wspieramy rozwój duchowy i społeczny naszych dzieci. Nasi utalentowani i oddani pracownicy ściśle współpracują z rodzinami, naszą parafią i lokalną społecznością. Wierzymy, że edukacja to prawdziwe partnerstwo i niezwykle cenimy Państwa zaangażowanie i wsparcie w edukacyjnej drodze Państwa dziecka. Z przyjemnością powitamy Ciebie i Twoje dziecko w St Bernadette's. Panna E. Finnegan Our School Follow us on Instagram @stbernsprimary Load more

History Policy 25-26 "History is who we are and why we are the way we are." — David McCullough Our History Journey Learning from the Past. Inspiring the Future. At St Bernadette's Catholic Primary School, we believe that History helps children understand the world they live in by exploring the people, events and civilisations that have shaped it. Through a carefully sequenced curriculum, pupils develop secure historical knowledge, ask meaningful questions, investigate historical evidence and make connections across different periods of time. Our aim is for every child to become a curious historian who appreciates the achievements of the past and understands how history continues to influence our lives today. Our History curriculum has been carefully designed to inspire curiosity, deepen understanding and develop children into confident young historians. We believe that History should never be reduced to remembering dates or isolated facts. Instead, it should encourage children to investigate evidence, think critically, appreciate different perspectives and discover the stories that have shaped our society. As pupils journey through our curriculum, they begin by exploring familiar aspects of the past before gradually broadening their understanding of local, British and world history. They develop secure chronological understanding while learning to analyse historical sources, consider different interpretations and communicate their ideas using historical vocabulary with increasing confidence. Learning is purposeful, practical and memorable. Children handle artefacts, examine historical sources, take part in role play, visit places of historical significance and engage in rich discussions that encourage them to think like historians. These experiences ensure that knowledge is not simply learned but understood, remembered and applied. Our Curriculum Journey Our Historical Journey Throughout their time at St Bernadette's, children progress from understanding that the past is different from today to becoming independent young historians who evaluate evidence, recognise different interpretations and make thoughtful connections across history. Year 1–2: Discovering the past through people, events and everyday life. Year 3–4: Understanding how Britain has changed and developed over time. Year 5–6: Exploring ancient civilisations, evaluating evidence and understanding how history shapes the present. How We Learn History Knowledge • Skills • Historical Thinking At St Bernadette's, History is carefully planned so that children build knowledge and historical understanding year by year. Rather than studying isolated topics, pupils revisit key concepts and skills throughout their primary education, helping them think more deeply about the past and make meaningful connections between different periods of history. Our Six Key Historical Concepts Throughout every History unit, children develop their understanding of: Chronological Understanding – understanding when events happened and how periods connect. Cultural, Ethnic and Religious Diversity – exploring the lives and experiences of different people. Change and Continuity – identifying what changed and what remained the same. Cause and Consequence – explaining why events happened and their impact. Significance – understanding why people and events are remembered. Interpretation – recognising that historians use evidence to develop different viewpoints. Our Three Historical Skills Children learn to: Ask Historical Questions – becoming curious historians. Use Historical Evidence – investigating artefacts, photographs and historical sources. Communicate Historical Understanding – discussing, explaining and justifying ideas using historical vocabulary. Progression Across the School Inclusion At St Bernadette's Catholic Primary School, we believe that every child is a historian. Our History curriculum is designed to ensure that all pupils can access, enjoy and succeed in their learning. Through practical experiences, historical artefacts, discussion, storytelling and carefully planned support, children develop secure historical knowledge and confidence in thinking like historians. Teachers use adaptive teaching strategies, high-quality resources and ambitious expectations to remove barriers to learning while ensuring every child is challenged and supported. We celebrate the diverse people, cultures and experiences that have shaped Britain and the wider world, helping children develop empathy, respect and an appreciation of the richness of our shared history. Our Vision As a Catholic school, our curriculum reflects the dignity of every person and encourages pupils to explore themes of justice, courage, compassion and service through the study of history. Guided by the principles of Catholic Social Teaching, children learn that understanding the past helps us build a more peaceful, respectful and compassionate future. We want every child to leave St Bernadette's with a love of History, a curiosity about the past and the confidence to think critically, ask questions and understand how people, places and events have shaped the world we live in today.

Learn to love, love to learn Mathematics is a life skill. It helps us to make sense of our world, providing a precise means of communication using numbers, symbols and shapes. It is a powerful, universal language used to explain, predict and represent events and tackle problems in everyday life. At St. Bernadette’s Catholic School, our aim is for the children to Learn to Love, Love to Learn and to develop an ability to solve problems, to reason and think logically, to work systematically and accurately and most importantly to be curious and resilient learners. New mathematical concepts are introduced using the ‘Concrete, Pictorial and Abstract’ (CPA) approach; enabling all children to experience hands-on learning when exploring new concepts. This allows all children to have clear models and images to aid their understanding. Time is devoted, daily, to teach and practise arithmetic and basic maths skills which ensures key mathematical facts and concepts are embedded and children can recall them accurately. Our mathematics curriculum is designed so that it is accessible and engaging for all pupils to maximise their full potential and make rich connections across other areas of the curriculum, preparing them for their future lives and careers. Policies EYFS Calculation Policy EYFS Calculation Policy EYFS Calculation Policy EYFS Calculation Policy EYFS Calculation Policy EYFS Calculation Policy EYFS Calculation Policy EYFS Calculation Policy EYFS Calculation Policy Sequence of Work The National Curriculum lies at the heart of Mathematics at St. Bernadette’s. We use the National Curriculum and White Rose to base medium term planning on. The National Curriculum for Mathematics aims to ensure that all pupils: become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately. reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions. The KS1 and KS2 Curriculum specifies ten strands of mathematics, namely: Number - number and place value Number - addition and subtraction Number - multiplication and division Number - fractions (including decimals and percentages) Ratio and proportion Algebra Measurement Geometry – property of shape Geometry – position and direction Statistics The EYFS curriculum specifies two strands of mathematics: Number Numerical Patterns Bar Modelling Bar modelling is a key element when considering teaching for mastery. An amazing and powerful pictorial representation for revealing the structure and patterns within a maths problem, Bar Modelling promotes profound mathematical understanding and insight. The bar model method draws on the Concrete, Pictorial and Abstract Approach — an essential maths mastery concept. The process begins with pupils exploring problems via concrete objects. Pupils then progress to drawing pictorial diagrams, and then to abstract notations such as the +, -, x and ÷ symbols. Bar modelling is a versatile maths model strategy that can be used across a wide range of concepts and topics. It gives pupils a powerful and adaptable strategy for solving increasingly challenging problems that draws on the Concrete, Pictorial, Abstract approach.

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 Funding Allocation Categories of Grant Spending Opportunities, Impacts & Sustainability School Declarations Grant

Reading At Saint Bernadette’s, we recognise that being part of a child’s early reading journey is a privilege. We as staff understand that we are teaching and building a skill that our pupils will rely upon day after day throughout their lifetime. We encourage our children to view reading as a gift, a gateway to worlds that are different to theirs, a source of knowledge and empowerment. From Nursery to Year 6, children study the 'Five Plagues' in whole class reading sessions. These five plagues represent five different challenges presented in literature: Archaic texts (stories written in older language) Non-linear time sequence (books which treat time in an unusual way) Complexity of the narrator (stories which are challenging because of the narration) Complexity of story (books with a challenging plot) Resistance texts (texts which are written to be deliberately difficult to understand) We believe a steady exposure to these different challenges will help to prepare our pupils as life-long readers. Reading tricky texts provides our students with a toolkit for future reading. Within these lessons, children will also explore a range of non-fiction texts; develop their understanding of new and challenging vocabulary; listen to their teacher's 'thoughts' as they read and improve their fluency. Non-Fiction Texts We believe that pairing non-fiction texts with fiction books helps to increase absorption rate of both texts. Children are more likely to remember the non-fiction because they are then applying it within the story they are reading, and they are more likely to understand the story because they then have the non-fiction background. Across the school, children are given the opportunity to explore a wide variety of non-fiction texts in conjunction with their plague text on topics such as: asthma, bullying, dementia, refugees, deaf awareness, and the holocaust. They also explore non-fiction texts and poems which link to the science, history and geography curricula Reading Culture Reading for pleasure is of paramount importance and we work hard to ensure that all pupils develop a love of reading. We publish Book of the Month recommendations; have reading challenges within every year band; create links with authors, through visits and video calls; have timetabled story sessions throughout the school and build a reading community through constant book talk. Reading at Home It is vitally important that children are heard read every night at home. We recommend that parents work with their children for at least twenty minutes a day on their reading. Research states that children who are heard read at home for this length of time will hear 1,800,000 words per year and will, on average, fall in the 90th percentile. Reading at home may involve your child reading to you or you reading part of a story to them. This could involve sharing a book or reading a magazine or newspaper. Try to promote book talk as much as possible in the home. Accelerated Reader We use the Accelerated Reader system as our home-school reading system for Key Stage 2. Children will complete a 'Star Assessment' termly and are given a ZPD score. Books in our school library are organised by ZPD and pupils may choose their own books from the selection within this range. When they have finished a book, children take a quiz to see if they have thoroughly read and understood it. Passing these quizzes gives them points and they can get certificates based on their reading achievement. Accelerated Reader: Parents Guide Phonics We begin this journey with RWInc phonics and the teaching of letter sounds. Staff teach children to use their knowledge of sounds to decode and blend words enabling children to access phonically matched reading books from the RWInc programme. We develop the children’s love of stories, poems and other genres through daily story sessions and book talk. It is through book talk that we develop the children’s comprehension skills in their EYFS years before they move onto written comprehension tasks in KS1. Through the combination of learning to read with RWInc phonics and listening to and discussing a range of stories, above a level that can be independently read, we aim to foster a love and enjoyment of reading in our pupils. Comprehension At St Bernadette’s School we adopt a strategy based approach whereby pupils are exposed to a variety of texts, question types and are taught strategies (tips) to support them to fully comprehend challenging texts. While the children are reading RWInc books, they will have weekly comprehension lessons based on the RWInc book they are reading. In these lessons they will answer a range of questions including literal retrieval, inference and deduction, vocabulary and summarising. What is the two-week cycle? In week one pupils read the text and focus on identifying any links to the text, retrieving information from the text, clarifying new vocabulary as well as summarising the text. In week one pupils are also taught how to make sensible predictions based on prior knowledge. How do we ensure reading is an active process? Before reading the text, pupils are set a challenge so that they read the text with intent and are actively engaged throughout. What happens during the reading process? Strategies for following the text are modelled by the teacher -for example pupils may be encouraged to follow the text with their reading finger. A variety of approaches are used to read the text and these include the teacher reading the text aloud, pupils filling in word-gaps as the teacher reads as well as independent reading. At St Bernadette’s School we stop at key points in the text and encourage pupils to think aloud. During this process, they may consider how a character is feeling or they may even make a sensible prediction about what may happen next. After reading, pupils summarise the text . This is a key skill. Once pupils have been submerged in the text, we model how to be selective and retell the text in our own words –sequencing the events as they occurred. Did you know 1/5 of the 2018 paper tested vocabulary? After reading we return to the words pupils may have been puzzled by and clarify their meaning. We teach the pupils how to methodically skim and scan for key words or phrases and give them strategies to make this process efficient. We model how each question starter gives the reader a hint as to the response required. Pupils are encouraged to circle the key word in the question and other key words so they carry the information in their head. Pupils are exposed to all the question types. We ensure that pupils are presented with questions in different formats so they become increasingly familiar with the many question styles. Our role is not only to expose them to all the question types but to give them strategies to answer each question type, ensuring that they annotate the text first Once the pupils are familiar with the text it means that in week two they can dig deep and be text detectives (they realise the answers are not explicitly in the text) and infer information. This mind set means they grasp inference and are quite excited about the challenges ahead. In addition, pupils consider how the text is organised and discuss why the author has used certain language choices and their effect. Assessment to inform planning. During the two-week cycle, key objectives are assessed and should the need arise pupils will have a drill down lesson whereby they close the gap in a specific area to ensure the skill or strategy is secure before moving on. Reading Tips for Parents We ask that parents listen to their children read every night at home. With the younger children, this will help them to improve their word recognition, therefore building up their sight vocabulary and fluency. However, for those children who are fluent readers, parents should concentrate on developing their child’s understanding of the text. It may not be necessary to listen to fluent readers every night, but instead to question them about the text that they have read. Reading with children and helping them practice specific reading strategies can dramatically improve their ability to comprehend. We have included a number of questions that parents can use with their children to develop their comprehension skills. It is not expected that parents cover all of these questions every night, but rather that they concentrate on two or three questions each day.

Computing Policy 25-26 Computing Acceptable Use Policy 25-26 Computing Intent, Implement, Impact 25-26 Online Safety Policy 26-26 Key Figures Each year, our computing curriculum highlights a key figure in the field of technology, offering students a chance to explore their life, achievements, and contributions to the digital world. Through engaging activities and projects, students learn about the impact these pioneers have had on the development of computing, helping them understand the diverse career paths and opportunities available in this dynamic field. This approach not only inspires curiosity but also fosters an appreciation for the innovative spirit driving the world of technology.

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.