SEND & Inclusion Policies Including Local Offer Identification & Support Parent Partnership Graduated Approach Interventions Masking The Hub FAQ Inclusion Contact Us At St Bernadette's Catholic School, we believe that working in partnership with families is fundamental to achieving the best outcomes for every child, particularly those with Special Educational Needs and Disabilities (SEND). Parents and carers know their children best. By working together, sharing knowledge and maintaining open, honest communication, we can develop a shared understanding of each child's strengths, interests and needs. This enables us to provide the right support at the right time, helping every child to flourish academically, socially and emotionally. We are committed to listening to the views of children and their families and ensuring that parent voice plays an important role in shaping and developing our SEND provision. We value feedback and regularly use it to inform improvements across our school. Parent Coffee Mornings We hold regular Parent Coffee Mornings, providing an opportunity for parents and carers to meet with the SEND team, external professionals and other families in an informal and welcoming environment. Each session is supported by one of our external agencies and is themed around the needs of our pupils and the topics that parents have told us they would like to know more about. Previous sessions have included communication and language, neurodiversity, emotional wellbeing, sensory needs and understanding the graduated approach. These sessions provide opportunities to: learn practical strategies to support your child at home; hear from specialist professionals; ask questions in a relaxed environment; meet other families and share experiences; and help shape future SEND provision at St Bernadette's. Recommended Parent Resources We understand that receiving new information about your child's needs can sometimes feel overwhelming. Access to high-quality, trusted information can make a real difference. We recommend the Neurodiversity Booklet produced by the Birmingham Parent Carer Forum. It provides practical advice, information and guidance for families of neurodivergent children and young people. The Birmingham Parent Carer Forum works to ensure that the voices of parent carers influence local SEND services and improve outcomes for children and young people. You can access the resource here: Birmingham Parent Carer Forum Resources What Our Families Say We are incredibly proud of the relationships we build with our families. Some recent feedback from parents includes: "Great attention and response whenever required. The overall willingness, care and commitment shown by the school and teachers has been very significant to my child's wellbeing and sense of belonging." "For the first time, I don't feel like it's a battle. Every one of my child's needs has been taken seriously and I feel that I am being heard. The school has helped to ensure he has the support he needs, such as sensory breaks. Any questions we have are answered, staff are approachable and always do their best to help. The workshops for parents have also been invaluable, giving us the opportunity to have our voices heard and learn how we can support our children both at home and at school." "The SEND team has helped my child so much. Since they became involved, so many positive changes have been put in place. I can't thank the school enough for all the help and support we have received." "I am very happy with the support I have received regarding my child. The SEND team understands and listens to all of our struggles and has helped both my child and our family enormously. Thank you for your continued support." "I feel listened to whenever I have concerns regarding my child and their potential SEND needs." "The school has helped a lot by making changes for my child in school and offering support whenever he is having a difficult time." Share Your Feedback Your feedback helps us to celebrate what is working well and continually improve our SEND provision. If you have positive feedback, a SEND success story or suggestions about how we can further improve our provision, we would love to hear from you. Please complete the Microsoft Form using the QR code below.

Privacy Policy A legal disclaimer The explanations and information provided on this page are only general and high-level explanations and information on how to write your own document of a Privacy Policy. You should not rely on this article as legal advice or as recommendations regarding what you should actually do, because we cannot know in advance what are the specific privacy policies you wish to establish between your business and your customers and visitors. We recommend that you seek legal advice to help you understand and to assist you in the creation of your own Privacy Policy. Privacy Policy - the basics Having said that, a privacy policy is a statement that discloses some or all of the ways a website collects, uses, discloses, processes, and manages the data of its visitors and customers. It usually also includes a statement regarding the website’s commitment to protecting its visitors’ or customers’ privacy, and an explanation about the different mechanisms the website is implementing in order to protect privacy. Different jurisdictions have different legal obligations of what must be included in a Privacy Policy. You are responsible to make sure you are following the relevant legislation to your activities and location. What to include in the Privacy Policy Generally speaking, a Privacy Policy often addresses these types of issues: the types of information the website is collecting and the manner in which it collects the data; an explanation about why is the website collecting these types of information; what are the website’s practices on sharing the information with third parties; ways in which your visitors and customers can exercise their rights according to the relevant privacy legislation; the specific practices regarding minors’ data collection; and much, much more. To learn more about this, check out our article “Creating a Privacy Policy ”.

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. Early Help Safeguarding SEND & Inclusion Pastoral Support Online Safety Support & Well Being School Information Communication Attendance Admissions

St Bernadette's Catholic Primary School Hob Moor Road B25 8QL 0121 783 7232 Please Contact Miss O'Neill: 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 Follow us on Instagram @stbernsprimary Load more

Support & Well Being School Information Communication Attendance Admissions

SEND & Inclusion Policies Including Local Offer Identification & Support Parent Partnership Graduated Approach Interventions Masking The Hub FAQ Inclusion Contact Us The Hub is St Bernadette's specialist provision for a small number of pupils with the most complex communication and interaction needs. It provides a highly structured, nurturing and communication-rich environment where children receive personalised support to develop the skills they need to communicate, learn, regulate their emotions and participate in school life. The Hub is led by our Specialist SEND Teacher, Miss Corkery and benefits from a high adult-to-pupil ratio. Every child follows an individualised programme based on their strengths and identified areas of need. Teaching and support focus on developing communication and language, emotional regulation, social interaction, sensory processing and independence. Our provision has been developed in collaboration with specialist professionals, including the Communication and Autism Team (CAT), Speech and Language Therapy (SaLT) and Educational Psychology services. The environment is designed as a Total Communication setting, incorporating strategies such as Makaton, Widgit symbols, visual supports and personalised communication systems to ensure every child can access learning and express themselves in ways that are meaningful to them. Admission to The Hub The Hub is a specialist provision with a limited number of places. Admission is carefully considered by the school, in partnership with families and relevant professionals, to ensure that the provision is able to meet a child's individual needs. Typically, children considered for a Hub place will: have completed the Early Years Foundation Stage (EYFS); have significant communication and interaction needs and be currently pre-verbal or minimally verbal; have a diagnosis of a neurodevelopmental condition, or be undergoing assessment; have received extensive support through the school's graduated approach alongside specialist advice from external agencies. As places are limited, there may be times when The Hub operates a waiting list. Pathways Through The Hub The Hub is intended to provide targeted, specialist support that enables children to make the best possible progress. Outcomes are reviewed regularly through close collaboration between families, school staff and external professionals. For some children, this intensive support enables them to successfully transition into mainstream classes with appropriate ongoing provision by Year 3. For others, continued specialist provision may be identified as the most appropriate long-term placement, and the school will work closely with families and the Local Authority to support this process. Our priority is always to ensure that every child receives the right provision to meet their individual needs and help them flourish.

SEND & Inclusion Policies Including Local Offer Identification & Support Parent Partnership Graduated Approach Interventions Masking The Hub FAQ Inclusion Contact Us Graduated Apporach Graduated Approach At St Bernadette's Catholic School, we believe that every child should receive the right support, at the right time, in order to achieve their full potential. When a child experiences barriers to learning, we follow the Graduated Approach, as outlined in the SEND Code of Practice (2015) and the Birmingham Ordinarily Available Inclusive Provision (OAIP) guidance. This ensures that support is carefully planned, regularly reviewed and adapted to meet each child's individual strengths and needs. The Graduated Approach is a continuous cycle of Assess, Plan, Do and Review. This process allows us to work in partnership with children, families and professionals to ensure that support remains effective and responsive. Assess The first step is to build a clear understanding of a child's strengths, needs and any barriers to learning. Information may be gathered from: discussions with parents and carers; the child's views and experiences; teacher observations and assessments; progress and attainment data; attendance and wellbeing; advice from external professionals, where appropriate. This helps us identify what support may be needed and ensures that decisions are based on a full understanding of the child. Plan Using the information gathered, we agree the outcomes we want the child to achieve and the support that will help them get there. This may include: adaptations to classroom teaching; targeted interventions; additional resources or equipment; environmental adaptations; advice from specialist services. Parents are involved throughout this process and are encouraged to contribute to the planning of their child's support. Do The agreed provision is then put into practice. The class teacher remains responsible for the progress of every child in their class and works closely with the SENDCo, support staff and external professionals to ensure that strategies are implemented consistently. Support may take place within the classroom, through targeted intervention or a combination of both, depending on the child's individual needs. Review The impact of the support is reviewed regularly. Together with parents, we consider: whether the child is making progress towards their outcomes; which strategies have been successful; whether any changes are needed; and what the next steps should be. This ongoing cycle ensures that support continues to reflect the child's changing needs and promotes the best possible outcomes. Working in Partnership The Graduated Approach is most effective when school and home work together. We value the knowledge and expertise of parents and carers and believe that strong partnerships are key to helping children succeed. Throughout the process, we will keep you informed, listen to your views and work collaboratively to make decisions about your child's support. Find Out More The Birmingham Graduated Approach provides further information about the support available for children and young people with SEND within mainstream schools. You can explore the guidance by scanning the QR code below or visiting the Birmingham Local Offer. You can also find out more about how St Bernadette's identifies and supports pupils with SEND by visiting our Identification, Support and Assessment page.

SEND & Inclusion Policies Including Local Offer Identification & Support Parent Partnership Graduated Approach Interventions Masking The Hub FAQ Inclusion Contact Us Vision Every child belongs. Every child matters. Every child can flourish. "God created mankind in His own image." Genesis 1:27 At St Bernadette's Catholic Primary School, we believe that every child is a unique gift from God. We want every child to feel known, valued and loved , and to flourish academically, socially, emotionally and spiritually. For us, inclusion means removing barriers while maintaining high expectations for every child . We recognise that children have different strengths and may need different support to succeed. By working closely with children, families and professionals, we aim to provide the right support at the right time. Our diverse school community is one of our greatest strengths. We celebrate what makes each child unique and work together to ensure that everyone can belong, participate and succeed . At St Bernadette's, inclusion is not simply something we do – it is who we are. Inclusion is for everyone. Children can experience barriers for many different reasons. This might relate to SEND, disability, language, disadvantage, attendance, wellbeing or circumstances at home. Our role is not to label children, but to understand what they need to participate, belong and flourish. What Inclusion Means What Inclusion Means at St Bernadette's "Accept one another, then, just as Christ accepted you." Romans 15:7 Inclusion is woven through every part of school life. It shapes how we know our children, how we teach, how we remove barriers and how we create opportunities for every child to participate and succeed. Support Children How We Support Children "The right support, at the right time, for every child." At St Bernadette's, every child receives high-quality teaching. When a child needs something extra, we identify barriers early, work closely with families and provide support that helps them flourish. We don't wait for a diagnosis before helping. We get to know every child as an individual and carefully monitor learning, wellbeing, attendance and development so that support can begin early. Early support helps prevent small difficulties becoming bigger barriers. Parents know their children best. We work alongside families through regular communication, SEND Clinics, workshops with specialist services and pastoral support. Every teacher is a teacher of every child. High-quality teaching is our first response. We adapt learning so every child can access an ambitious curriculum alongside their peers. Some children need additional support for a short time. Others benefit from longer-term personalised provision. Support is matched to individual strengths and reviewed regularly. Children grow and change, so support does too. We regularly review provision with families, teachers and specialist professionals to make sure it continues to meet each child's needs. Every child's journey is unique. Whether support lasts for a few weeks or throughout a child's time at St Bernadette's, our commitment remains the same. We notice. We listen. We adapt. We support. We flourish together. Well Being Pastoral Care Well Being, Pastoral Care & Belonging Every child deserves to feel safe, valued and ready to learn. Rooted in our Catholic faith, our approach to wellbeing is built on strong relationships, emotional understanding and a deep sense of belonging. When children need something more, we provide pastoral and specialist support matched to their individual needs. Equality & Accessibility Every child deserves the opportunity to thrive. Rooted in our Catholic faith, we celebrate the uniqueness of every individual. We are committed to ensuring that everyone in our school community feels welcomed, respected, represented and able to participate fully. Equality doesn't always mean giving everyone the same. It means removing barriers so everyone has the opportunity to belong, participate and flourish. Equality Our statutory commitments Our Equality Objectives and Accessibility Plan set out how we continue to promote equality, remove barriers and improve access to our curriculum, environment and information. Equality Objectives Accessibility Plan Attendance Support Every day matters because every day brings new opportunities to learn, belong and flourish. We know that attending school regularly is not always straightforward. When attendance becomes a concern, we work with children and families to understand the barriers, provide support and celebrate progress. Attendance Support Parent Partnership Working together to help every child flourish Working together to help every child flourish Parents and carers know their children best. We value their knowledge, experience and voice. By sharing information, listening to one another and working together, we can provide consistent support for every child. Parent Partnership Adaptive Teaching Adaptive Teaching Every child deserves access to ambitious learning. We adapt teaching to remove barriers while maintaining high expectations. Our aim is to provide the right scaffold at the right time, then build children’s confidence and independence. Scaffolds, not ceilings. Support & Guidance Support & Guidance Helpful information for families Looking for advice or support? Explore the resources below or contact us if you are unsure where to start. We are always happy to help. Helpful Documents SEND Informaton Report Accessibility Plan Equality Objectives Attendance Information Parent Workshop Resources Inclusion Team Meet Our Inclusion Team Here to support every child and every family. Our Inclusion Team works alongside children, families, staff and specialist professionals. Not sure who you need? Start with your child's class teacher or contact us and we'll help you find the right person.

OŚWIADCZENIE O DOSTĘPNOŚCI Ostatnia aktualizacja niniejszego oświadczenia miała miejsce dnia [wprowadź odpowiednią datę]. My w [wpisz nazwę organizacji/firmy] pracujemy nad tym, aby nasza witryna [wpisz nazwę i adres witryny] była dostępna dla osób niepełnosprawnych. Czym jest dostępność internetowa Dostępna witryna pozwala odwiedzającym z niepełnosprawnościami przeglądać ją z taką samą lub podobną łatwością i przyjemnością, jak inni odwiedzający. Można to osiągnąć dzięki możliwościom systemu, na którym działa witryna, oraz technologiom wspomagającym. Dostosowania dostępności na tej stronie Dostosowaliśmy tę witrynę zgodnie z wytycznymi WCAG [2.0 / 2.1 / 2.2 – wybierz odpowiednią opcję] i uczyniliśmy ją dostępną na poziomie [A / AA / AAA – wybierz odpowiednią opcję]. Zawartość witryny została dostosowana do obsługi technologii wspomagających, takich jak czytniki ekranu i klawiatura. W ramach tych działań [usuń nieistotne informacje]: Użyłem Kreatora ułatwień dostępu, aby znaleźć i rozwiązać potencjalne problemy z dostępnością Ustaw język witryny Ustaw kolejność treści stron witryny Zdefiniowano przejrzyste struktury nagłówków na wszystkich stronach witryny Dodano tekst alternatywny do obrazów Wdrożono kombinacje kolorów, które spełniają wymagany kontrast kolorów Zredukowano wykorzystanie ruchu na stronie Zapewniono dostępność wszystkich filmów, plików audio i innych materiałów na stronie Oświadczenie o częściowej zgodności z normą ze względu na zawartość pochodzącą od osób trzecich [dodać tylko jeśli dotyczy] Dostępność niektórych stron witryny zależy od treści, które nie należą do organizacji, lecz do [wprowadź nazwę odpowiedniej strony trzeciej] . Dotyczy to następujących stron: [wymień adresy URL tych stron] . W związku z tym deklarujemy częściową zgodność ze standardem dla tych stron. Ustalenia dotyczące dostępności w organizacji [dodać tylko jeśli dotyczy] [Wprowadź opis rozwiązań dotyczących dostępności w biurach/oddziałach Twojej organizacji lub firmy. Opis może obejmować wszystkie aktualne rozwiązania dotyczące dostępności – od początku świadczenia usługi (np. parking i/lub stacje komunikacji miejskiej) do jej zakończenia (np. punkt obsługi klienta, stolik w restauracji, sala lekcyjna itp.). Należy również określić wszelkie dodatkowe rozwiązania dotyczące dostępności, takie jak usługi dla osób niepełnosprawnych i ich lokalizacja oraz dostępne akcesoria ułatwiające dostęp (np. w indukcjach audio i windach).] Prośby, problemy i sugestie Jeśli na stronie znajdziesz problem z dostępnością lub potrzebujesz dalszej pomocy, możesz skontaktować się z nami za pośrednictwem koordynatora ds. dostępności danej organizacji: [Imię i nazwisko koordynatora ds. dostępności] [Numer telefonu koordynatora ds. dostępności] [Adres e-mail koordynatora ds. dostępności] [Wprowadź wszelkie dodatkowe dane kontaktowe, jeśli są istotne lub dostępne]

SEND & Inclusion Policies Including Local Offer Identification & Support Parent Partnership Graduated Approach Interventions Masking The Hub FAQ Inclusion Contact Us Solihul Masking Supporting a Child Who Masks: Parent Guide Avoid Questions About the Day Asking “How was school?” or “What did you do today?” can increase anxiety. Focus on observing, listening gently and offering choices instead. Attend Workshops & Courses Attend school or external workshops on emotional regulation, masking and neurodiversity. Learning more equips you to respond calmly and supportively. Structured Routines Create consistent daily routines from morning to evening. Include all activities: meals, hygiene, independent play, homework, evening wind-down. Use visual timetables to make the day predictable. Remove completed activities from the schedule to give a sense of control and achievement. Visual Supports & Communication Boards Use consistent colours: one for directions, one for choices. Show simple images for each activity. Keep images clean: white background, no distractions. Place at child’s height for independence. Let the child choose or handle images for comfort and autonomy. Safe, Independent Activities Encourage activities your child can do alone or quietly: Counting, drawing, building, puzzles Running, skipping, movement Focus on activity and engagement, not discussion about the day. Observe & Respond to Stress Recognise outbursts, tears, or withdrawal as normal stress responses. Provide a calm, predictable environment to help your child regulate emotions. At school, we use zones of regulation Validate feelings without judgment: “I can see this is hard for you.” “It’s okay to feel frustrated or tired.” Offer multiple ways to communicate: talking, writing, drawing. Supporting Your Masking Child Emotionally Children need acceptance, predictability, and understanding. Remind them: It’s okay to be themselves. It’s okay to ask for help. They are not alone. Your child’s masking is not their fault—home should be a safe place to recharge. Supporting a masking child takes patience, understanding, and consistency. Using structured routines, visual supports, safe independent activities, and gentle emotional guidance can reduce stress and help your child feel secure and understood.