Witamy w kościele św. Bernadety

“A different language is a different vision of life." Federico Fellini St Bernadette’s Catholic Primary School is a place that offers pupils an education rich in wonder and memorable experiences. Through our creative and inspiring MFL curriculum, it is our aim that children ‘learn to love and love to learn’ as global citizens. We believe that acquiring a foreign language and developing skills in communication are a necessary part of living in a multicultural society, essential ingredients to broadening our children’s horizons. Language lessons place a strong emphasis on developing the speaking and listening skills of the children: expressing their ideas and thoughts as they interact and communicate with others orally is at the heart of our MFL curriculum. The bespoke KS2 curriculum is organised around a wide range of engaging and relevant topics and themes; it aims to teach language that is purposeful and of high interest as well as nurture linguistic curiosity. MFL Overview Assessment Statements for MFL Intent, Implementation & Impact Statement Language Ambassadors At Saint Bernadette’s we have Language Ambassadors who promote the school’s positive ethos in language learning. These children have been chosen to represent our school as great role models, promoting the importance of language and the diverse world we live in. What an amazing job they do- thank you so much for sacrificing all those lunch times and giving your class a voice! Pupil Voice The children at Saint Bernadette’s really enjoy their French lessons and the experiences the French curriculum provides. Here are some of their comments: “I love my French lessons as there are so many activities to do and I know I am progressing because I can do the recaps without any help” Y6 pupil. “This is only the second time I have cooked in my life and now I learnt how to make crepes” Y5 pupil “I enjoyed going on the Mrs Colclough’s plane because it felt real and exciting to fly to France. I have never been on a plane before” Y1 pupil “French is important for our lives so we can meet new people, go on holiday, speak to people and not offend them” Y6 pupil French Day Every year at Saint Bernadette’s, we hold a special French Theme Day to celebrate France’s Bastille Day. Each class across school is involved in a vast range of fun and practical French related activities where they learn about the country’s geography, history, food, art and culture. All children are invited to come into school dressed in a French theme and get the opportunity to cook and taste selected French cuisine, re-create the work of well-know French artists and architects, as well as participate in a variety of workshops and experiences such as ballet, Cirque Du Soleil, pétanque, Tour de France, a Journey to Paris to name but a few. Take a look… Learning Outside the Classroom We know that reviewing and consolidation new vocabulary and grammatical structures is an integral part of learning and memorising a new language. As well as looking out for the ‘Réviser Votre Français’ section on the school newsletter, below are some web links to support your child’s language learning journey. Enjoy! https://www.french-games.net/ https://www.topmarks.co.uk/Search.aspx?q=french https://www.bbc.co.uk/bitesize/subjects/z39d7ty Why not join in on your child’s language learning journey by downloading Duolingo, the fun, free app for learning 40+ languages (including French) through quick, bite-sized lessons. Practice speaking, reading, listening, and writing to build your vocabulary and grammar skills. https://www.duolingo.com

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.

Learn to love, love to learn Curriculum Overview Curriculum All learning experiences are planned to offer the broadest educational opportunities to pupils. Everyday offers opportunities to acquire new skills and knowledge. Learning is delivered through assemblies, visits, themed weeks, after school clubs, as well as through timetabled lessons for particular subjects. We employ a combination of setting and mixed ability grouping depending on the subject area. A range of strategies are used to motivate and address the needs of all learners. Whole class teaching, group work, paired work and individual study is used at appropriate times. Pupils are given the opportunity to take the initiative, make decisions, work co-operatively and sometimes independently, supported by the class teacher. Resources are varied and include textbooks, worksheets, audio-visual, ICT and interactive materials, all of which are intended to support learning. Foundation Stage Children may enter Nursery in the school year in which they will be four years old and may start Reception in the school year in which they will be five years old. The Nursery and Reception Years follow the Foundation Stage of the National Curriculum, which is based on seven areas of learning: Prime Areas Personal, Social & Emotional Development Communication & Language Physical Development Specific Areas 4. Literacy 5. Mathematics 6. Understanding the World 7. Expressive Arts and Design In order for new pupils to settle into school, we ensure that the Nursery and Reception children have their own: Early lunch sitting Outdoor play area Induction day. KS1 & KS2 Children in KS1 (age 5-7, Yr1 and Yr2) and KS2 (age 7-11, Yr3- Yr6) follow the National Curriculum. The National Curriculum Consists of: Religious Education Core Subjects (English, Mathematics & Science) Foundation Subjects (Art & Design, Citizenship, Computing, Design & Technology, French, Geography, History, Music, Physical Education) Delivery of these subjects ranges from discrete lesson time, cross curricular elements through other subjects and in dedicated curriculum days. EYFS Core Subjects English Maths RE Science Foundation Subjects Art MFL Computing History Geography PE Music DT English Maths PE Science Intent, Implement, Impact Computing EYFS MFL Topic Curriculum

KS2 ENGLISH Co-ordinator & Class Teacher KS2 English Coordinator & Class Teacher.zip KS2 English Coordinator and Class Teacher (with Class Teaching Responsibility) Job Description This post is subject to the current School Teachers’ Pay and Conditions Document (STPCD) and the Teachers’ Standards (DfE). This job description may be reviewed and amended in consultation with the postholder to reflect the changing needs of the school. Job Purpose To carry out the professional duties of a teacher in accordance with the Teachers’ Standards under the direction of the Headteacher. To provide high-quality teaching and learning that enables all pupils to achieve their best within a caring, inclusive Catholic environment. To lead and develop English across KS2, ensuring high standards of teaching, learning and achievement in reading, writing and spoken language. To actively support and uphold the Catholic ethos and values of St Bernadette’s Catholic Primary School. Key Responsibilities 1. Teaching and Learning · Plan and deliver high-quality lessons that engage, challenge and support all learners · Teach a designated Key Stage 2 class · Set high expectations for pupils’ learning, behaviour and presentation · Ensure lessons are well-structured and maximise learning time · Adapt teaching to meet the needs of all pupils, including those with SEND, EAL and disadvantaged backgrounds · Promote independence, resilience and positive attitudes to learning · Make effective use of support staff and other adults · Use educational technology purposefully to enhance learning · Create a safe, positive and stimulating classroom environment · Model excellent classroom practice for colleagues 2. English Leadership · Lead the strategic development of English across KS2 · Work collaboratively with EYFS/KS1 English coordinator and faculty lead · Promote a whole-school culture that fosters a love of reading, writing and language · Develop and implement the English curriculum in line with national expectations and school priorities · Monitor and evaluate standards in English through: o lesson visits o work scrutiny o pupil voice o planning reviews o assessment analysis · Identify strengths and areas for development and contribute to the School Development Plan · Prepare and implement an English action plan · Support colleagues to improve teaching through guidance, coaching and sharing best practice · Lead or contribute to professional development related to English · Ensure consistency and progression in English across Key Stage 2 · Oversee the quality of teaching resources and learning environments linked to English · Support assessment and moderation processes across the school · Keep up to date with national developments in English education and disseminate relevant information to staff · Report to senior leaders and governors on standards and developments in English 3. Assessment, Recording and Reporting · Use assessment effectively to inform planning and teaching · Monitor pupil progress and attainment in English and across the curriculum · Analyse assessment information to support improvement in outcomes · Maintain accurate records of attainment and progress · Provide constructive feedback that supports pupil improvement · Contribute to statutory assessment arrangements · Report on pupil progress to parents and carers in line with school policy 4. Curriculum and Professional Practice · Deliver the National Curriculum and Religious Education curriculum effectively · Contribute to whole-school curriculum development · Maintain secure and up-to-date subject and pedagogical knowledge · Engage positively with professional development opportunities · Support whole-school priorities and improvement initiatives 5. Catholic Ethos · Support and promote the Catholic ethos of the school · Contribute to the prayer life, liturgy and values-based education of the school · Model the school’s values through professional conduct and relationships 6. Behaviour and Relationships · Establish clear expectations for behaviour in line with school policy · Build positive and respectful relationships with pupils · Promote inclusion, respect and equality · Foster a classroom culture where all pupils feel valued and safe 7. Safeguarding and Wellbeing · Safeguard and promote the welfare of all pupils · Follow school safeguarding policies and procedures at all times · Report concerns promptly in line with statutory guidance · Contribute to a culture that prioritises pupil and staff wellbeing 8. Professional Responsibilities · Work collaboratively with colleagues, parents and governors · Communicate effectively with families about learning and wellbeing · Participate in meetings, training and school events · Contribute to the wider life of the school community · Manage workload effectively and support a positive staff culture · Maintain high standards of professional conduct at all times General · Undertake any reasonable duties requested by the Headteacher appropriate to the role · Comply with all school policies and procedures · Support the school’s commitment to equality, diversity and inclusion EYFS Class Teacher EYFS Class Teacher (temporary post) MPR/UPS Temporary contract for one term Required from September 2026 to December 2026 Join a school where people come first and children love to learn Are you an enthusiastic and nurturing teacher with a passion for Early Years education? Do you believe every child deserves the very best start to their school journey? At St Bernadette’s Catholic Primary School, our children are happy, curious and eager to learn. We are proud of our caring Catholic ethos, inclusive community and supportive staff team. We are seeking an excellent EYFS teacher to join us for the Autumn Term and help provide a warm, inspiring and high-quality learning environment for our youngest learners. We are looking for a teacher who: Has experience of teaching within EYFS or a strong understanding of the Early Years Framework Creates engaging, purposeful and creative learning opportunities through play and exploration Has high expectations for learning, behaviour and personal development Builds strong relationships with children, families and colleagues Understands the importance of early language, communication and personal development Is reflective, organised and committed to achieving the best outcomes for every child Supports and respects the Catholic ethos of our school We can offer you: Happy, enthusiastic children who love learning A welcoming and supportive staff team who work collaboratively A caring and inclusive Catholic school community Well-resourced indoor and outdoor EYFS provision A strong commitment to staff wellbeing and manageable workload Opportunities for professional development and support An inclusive school community built on mutual respect and strong relationships Come and see us in action Visits to the school are warmly encouraged — we would love to meet you and show you what makes St Bernadette’s special. Please contact the school office to arrange a visit. Website: www.stberns.co.uk Instagram: @StBernsPrimary How to apply Application forms are available via the school office, our website or eteach. Please complete a CES application form. Closing date: 13th May at 9am We reserve the right to close this vacancy early should a high volume of applications be received. Early application is therefore encouraged. Join our St Bernadette’s family and make a real difference every day. Safeguarding Statement St Bernadette’s Catholic Primary School is committed to safeguarding and promoting the welfare of children and young people. All staff are expected to share this commitment. An enhanced DBS check is required for successful applicants. Online checks will be carried out on shortlisted candidates. Applicants must provide evidence of their right to work in the UK. St Bernadette's Catholic School Temp EYFS Class Teacher.zip

Report a Concern If you have any concerns about the safety or welfare of a child, please contact school immediately. Jak wybierani są nauczyciele? Nasi nauczyciele przechodzą rygorystyczny proces selekcji oparty na ich kwalifikacjach, doświadczeniu oraz zaangażowaniu w zapewnianie edukacji i wsparcia naszym uczniom. If you believe a child is at immediate risk of harm, contact the Children's Advice and Support Service (CASS): Telephone: 0121 303 1888 Secure Email: CASS@birminghamchildrenstrust.co.uk Out of Hours Emergency Duty Team: 0121 675 4806 Jak wybierani są nauczyciele? At St. Bernadette’s, we are committed to supporting every child and family. We know that from time to time, families may need some extra help or advice. Early Help is about getting the right support, at the right time, before worries become bigger concerns. Asking for help is a positive step, and our school team is here to listen, support and work alongside you. What is Early Help? Early Help means providing support as soon as a need or concern is identified. This could be support for your child in school, or wider support for your family through the Local Authority and partner agencies. Jak wybierani są nauczyciele? “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.” At St Bernadette's School, in line with our Catholic ethos, we believe that all our children are individuals and unique. We constantly endeavour to meet the needs of every child in our care. We aim to develop children into confident and resilient learners, to develop a love of learning and to encourage them to explore opportunities to step outside of their comfort zone whilst not neglecting the need to develop wider life skills that they can use to underpin their future development. Jak wybierani są nauczyciele? Online Safety Policy At St. Bernadette’s, online safety is an important part of safeguarding. We want all children to feel safe, confident and responsible when using technology both in school and at home. Children are taught how to stay safe online through Computing, PSHE and wider curriculum work. This includes learning about respectful online behaviour, keeping personal information private, knowing what to do if something worries them, and telling a trusted adult. In school, we use appropriate filtering and monitoring systems to help protect children when they access the internet. Staff also receive safeguarding training so they understand online risks and know how to respond to concerns. We encourage parents and carers to talk regularly with their children about what they are doing online, who they are communicating with, and how they are feeling when using games, apps and social media. If you have any concerns about your child’s online safety, or something they have seen, shared or experienced online, please contact a member of the safeguarding team. We are here to help and support you. Jak wybierani są nauczyciele? Jak wybierani są nauczyciele? At St. Bernadette’s, every child has the right to feel safe, respected and valued. We do not tolerate bullying or any form of child-on-child abuse. Child-on-child abuse is when a child harms another child. This may include bullying, cyberbullying, physical harm, name-calling, hurtful comments, exclusion, intimidation or inappropriate behaviour. This can happen in school, outside of school or online. We teach children to treat others with kindness, respect and dignity through our Catholic ethos, PSHE, Computing, assemblies and daily school life. All concerns are taken seriously. We listen to children, support those affected and work with families to help keep everyone safe. If you are worried that your child is being bullied, has experienced child-on-child abuse, or may have hurt another child, please contact a member of the safeguarding team. We are here to help and support you. Jak wybierani są nauczyciele? At St. Bernadette’s, safeguarding is at the heart of everything we do. As part of this, we have a duty to help protect children from the risk of radicalisation and extremism. Prevent is part of the Government’s wider safeguarding approach and aims to stop people from becoming involved in terrorism or supporting terrorism. Schools have a responsibility to notice concerns early and provide support where needed. Through our Catholic ethos, curriculum, assemblies and pastoral support, we teach children about respect, kindness, tolerance, and making safe choices. Staff are trained to recognise and respond to any concerns. If you are worried that your child, or another child, may be at risk of radicalisation or extremism, please contact a member of the safeguarding team. We are here to help and support you. Jak wybierani są nauczyciele? Safeguarding Policy Jak wybierani są nauczyciele? Safegaurding leaflet Jak wybierani są nauczyciele? Policies

Admissions Policy 25-26 Admissions Policy 26-27 Nursery Admissions 26-27 In Year Application Form Supplementary Application Form Appeal Timetable 2025 Admission Arrangements If you would like your child to attend St Bernadette’s Catholic Primary School, please read the information below and follow the steps for the relevant entry point. School Visits We hold school tours in November. If you are unable to attend, please contact Mrs Smallwood to arrange a visit. Miss Finnegan, our Headteacher, will be delighted to show you around. Tel: 0121 783 7232 Email: admissions@stberns.co.uk Nursery (ages 3 and 4) How to Apply · Nursery applications are made directly to the school. · Please complete the online Nursery Application Form or get a hard copy from the school office. · We currently offer 52 full-time places (30 hours per week). Documents needed: · Child’s Birth Certificate (copy) · Proof of address · Baptismal Certificate (if applicable) Reception How to apply (September intake): · Applications are coordinated by Birmingham City Council (BCC). Please submit your Reception application via the BCC School Admissions portal by the published deadline. Catholic Supplementary Information Form (SIF) · In addition to your BCC application, please complete our Supplementary Information Form (SIF) so that the correct Catholic admissions criteria can be applied. · Provide proof of Baptism (if applicable) with the SIF and return it to the school office. · Documents to include with SIF · Child’s Birth Certificate (copy) · Proof of address · Baptismal Certificate (if applicable) In-Year Applications (Reception – Year 6) You can apply at any time outside the normal Reception admissions round. Children will be admitted where places are available. How to apply: · Complete the In-Year Application Form (available at stberns.co.uk), or request a hard copy from the office (Tel 0121 783 7232 | Email admissions@stberns.co.uk ). · Return completed forms to: Mrs M. Smallwood, St Bernadette’s Catholic Primary School, Hob Moor Road, Yardley, Birmingham, B25 8QL, or email admissions@stberns.co.uk . If there are more applications than places: · We will apply our published oversubscription criteria (see the full Admission Arrangements). · If no places are available, your child will be placed on the waiting list. Details will be included in your outcome letter. Appeals If your application is unsuccessful, you have the right to appeal to an independent appeal panel. · Late appeals will be heard at the same time as previously scheduled appeals or within 30 school days of the appeal being lodged. · Decision letters are normally sent within seven school days of the hearing. Key Contacts Contact: Mrs M. Smallwood, admissions@stberns.co.uk 0121 783 7232 Consultation: Proposed Admissions Policy 2027–2028 We are consulting on our proposed Admissions Policy for 2027–2028 If you have any comments, please email Mrs Smallwood at admissions@stberns.bham.sch.uk Parish Boundaries for the Archdiocese of Birmingham

Absence Form Every Day Counts At St. Bernadette's, we believe that every child deserves the opportunity to learn, thrive and succeed. Regular attendance at school is one of the most important factors in helping children achieve their full potential. Children who attend school regularly are more likely to: Make strong academic progress. Develop positive friendships and social skills. Feel connected to their school community. Build confidence, resilience and independence. Develop positive habits that support future success. Attendance is everyone's responsibility and we are committed to working in partnership with families to ensure every child attends school regularly and on time. Why Attendance Matters Even small amounts of absence can quickly add up and have a significant impact on learning. When attendance falls below 90% are classed as Persistently Absent by the Department for Education. Punctuality Matters Too Arriving late to school can have a significant impact on learning. Just 15 minutes late every day results in almost two weeks of learning lost over the course of a school year. Being on time helps children settle quickly, begin learning with their peers and develop positive habits for the future. Our Attendance Expectations We expect all pupils to attend school every day unless they are genuinely unwell or there are exceptional circumstances preventing attendance. We encourage families to aim for attendance of at least 96%. Where attendance begins to fall, we will work with families to identify any barriers and provide appropriate support. Reporting an Absence If your child is unable to attend school, please inform us as soon as possible on the first day of absence. Attendance Form If we do not receive a reason for absence, we will contact parents and carers to ensure children are safe and accounted for. Illness and Medical Appointments We understand that children will occasionally be unwell. Parents and carers are encouraged to use NHS guidance when deciding whether a child is too ill to attend school. Whenever possible, medical and dental appointments should be arranged outside school hours. Where this is not possible, children should attend school before and after appointments whenever appropriate. Holidays During Term Time The Department for Education does not allow schools to authorise holidays during term time except in exceptional circumstances. Parents and carers should submit a Leave of Absence Request Form before making any travel arrangements. Every day of learning matters. A two-week holiday during term time can result in more than 50 lessons being missed which cannot be replicated. Further information can be found in our Attendance Policy. Attendance Pollicy Absence Form How We Support Attendance We recognise that attendance difficulties can arise for many different reasons and that every family is unique. Research shows that the most effective approach to improving attendance is understanding individual barriers and providing tailored support. Our attendance team works closely with pupils and families to identify challenges and provide support where needed. Support We Can Offer Wellbeing and Emotional Support Morning wellbeing groups. Daily check-ins with trusted adults. Pastoral support. Referrals to Compass and other support services where appropriate. Family Support Attendance meetings with parents and carers. Early Help assessments. Multi-agency support. Signposting to external services. Practical Support Breakfast club places. Support with establishing morning routines. Advice and guidance for families experiencing difficulties. We encourage families to contact us early if they are experiencing any difficulties which may affect attendance. Celebrating Attendance At St. Bernadette's, we believe that recognising improvement is just as important as celebrating high attendance. Throughout the year we celebrate attendance through: Attendance certificates. Attendance prizes. Most Improved Attendance awards. Afternoon Tea celebrations for pupils showing significant improvement. Positive attendance messages sent home to families. Our aim is to create a positive culture where attendance is valued, recognised and celebrated. Attendance in Nursery and Reception Good attendance habits begin from the very start of a child's educational journey. Although Nursery children are not yet of statutory school age, regular attendance helps children: Establish positive routines. Build friendships. Develop confidence and independence. Access important early learning experiences. Research suggests that attendance habits developed in the early years often continue throughout a child's school career. For this reason, we encourage strong attendance from the moment children join our school community. Working Together The most successful attendance outcomes happen when schools and families work together. If you have concerns about your child's attendance, wellbeing or any circumstances affecting school attendance, please contact us as soon as possible. We are here to help. Together, we can ensure every child is in school, on time, every day and ready to learn. Absence Form Absence Form Name of Child* Class* Date of Absence* Reason for Absence* Parent \ Carer Name* Email Address* Contact Phone Number* Submit Pupil Absence Support & Well Being School Information Communication Attendance Admissions

Liturgy and Prayer at St Bernadette’s School “The first task in life is this: prayer. But not the prayer of words, like a parrot; but prayer of the heart; gazing on the Lord, hearing the Lord, asking the Lord.” Pope Francis. As a Catholic primary school, collective worship is a vitally important part of life at St Bernadette’s. In worship we acknowledge God’s presence in our lives and we respond to this through prayer. Growing Closer to God In its simplest form, prayer is defined as “talking to God.” It is a personal time of opening our hearts to our Heavenly Father and bringing everything in our hearts to Him. Prayer can be a powerful force for change in our lives, and the importance of doing it on a daily basis is instilled in our children. Communication is the foundation for success in any relationship. When we communicate openly and freely with each other, we learn to know each other as individuals. This principle also applies to our relationship with God. By talking to God, we can learn more about who He is and what plan He has for us. Prayer Has a Purpose It is important that our children and our staff understand that there is a purpose to prayer. Jesus frequently prayed during His life on Earth. He had a reason for doing so. Our prayers are something that God deeply desires. But our prayers are not for His benefit; as a perfect Divine Being, God is complete in His power and knowledge. Catholic Meditation Meditation is a valuable skill for children, helping them find stillness and peace in today’s busy world. Catholic meditation encourages children to pause, listen, and reflect, allowing them to grow closer to God. This practice is more than just calming the mind; it’s a way for children to focus their thoughts, feelings, and imagination to connect with God’s presence within them. At our school, children will have the opportunity to participate in Catholic meditation as part of their class prayer services. These sessions will help children become familiar with meditation, starting with a shared prayer: Dear Lord, Help us to meet you in the silence. Holy Spirit, teach us to be still and know that you are God. Jesus, may our meditations and reflections lead us closer to you. Amen After this prayer, we’ll play gentle music or a guided meditation video. During this time, children may be invited to draw or write their thoughts, connecting to the prayer service theme. At the end, they can share their reflections if they choose. We hope this experience will help our children find peace, deepen their faith and listen to God speaking within their hearts. Pupil Prayer Children will pray four times daily in school. They are expected to learn a variety of traditional prayers as they move through school, but they are also expected to write their own prayers and have an understanding that prayers fall into five main categories: praise, adoration, thanksgiving, intercession and prayers of petition. Children will have the opportunity to take the class prayer bag home each week, to encourage families to pray together. The expectations for each year band can be seen below. Year Band Prayers EYFS Prayers Y1 Prayers Y2 Prayers Y3 Prayers Y4 Prayers Y5 Prayers Y6 Prayers Liturgical Year The Liturgical Year, also known as the Church Year or Calendar. It consists of the cycle that determines when different Seasons of the Church, holy days, feast days, including celebration of Saints, are observed, and which portions of Scripture are to be read either in an annual cycle or in a cycle of several years at Mass for the Gospel and other readings. Aside from the readings, the Liturgical Calendar also determines the interior decoration of a Church, the Priest's vestment colours (distinct liturgical colours are used in connection with different Seasons), the timing of spiritual seasons and practices such as Lent, and much more. The Year is divided into seven main parts. The shortest but most holy being the Sacred Pascal Triduum. (The three days leading up to Easter.) The Churches year starts with Advent in November or December and ends the following November or December with the Feast of Christ the King. Stations of the Cross As a school community, our prayers and liturgy can have a different focus throughout the liturgical year. Catholic Life & Mission Our Parish Sacraments Saints Prayer & Liturgy Gospel Virtues Catholic Social Teaching