Early Help at St. Bernadette’s 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. There are two types of Early Help that families may hear about: Early Help in School Support provided by school staff to help your child with their learning, wellbeing and school life. Early Help from the Local Authority Support provided by the council and partner agencies to help your whole family. Both types of Early Help are valuable and can make a big difference. Early Help in School Early Help in school is focused on your child’s education, wellbeing and experience in school. This support may help with: Learning needs Attendance Friendships Behaviour in school Emotional wellbeing Changes at home that may be affecting school life Confidence, self-esteem or anxiety Communication between home and school Support in school may include: Regular check-ins with a trusted adult Pastoral support Support with friendships or behaviour Adjustments in class Referrals to school nurse Meetings with parents and carers Signposting to other services if needed School-based support is usually flexible and can often be put in place quickly. Early Help from the Local Authority Sometimes families may need wider support that goes beyond what school can offer. Early Help from the Local Authority is focused on the whole family and may involve other professionals or services. This support may help with: Family routines and behaviour at home Parenting support Housing worries Financial concerns Emotional wellbeing Health needs Speech and language support Special educational needs Access to community services Support during difficult family circumstances This support is planned with families and may involve a team working together to help for as long as needed. How We Work With Families We believe that the best outcomes happen when school and families work together. Early Help is: Supportive Voluntary Based on your family’s needs Planned with you Treated sensitively and confidentially We will always talk to you about any concerns and work with you to decide what support may be helpful. When Should I Ask for Help? You do not need to wait until a problem becomes serious. You can ask for support whenever you feel your child or family may need some help. You may wish to speak to us if: Your child seems worried, anxious or unhappy Attendance is becoming difficult Your child’s behaviour has changed Your child is finding friendships difficult There have been changes at home You are finding routines or behaviour difficult at home You are worried about your child’s wellbeing You are unsure where to go for advice Who Can I Speak To? If you would like advice or support, please speak to our Pastoral Team: Miss Finn Mrs Canning Mrs Taylor You can also speak to any member of the Leadership Team. Please contact the school office if you would like to arrange a conversation or fill in the online form: Request Support from Our Pastoral Team – Fill in form Useful Documents Please see our Early Help guide, which explains the difference between Early Help in school and Early Help from the Local Authority. You may also wish to read: Safeguarding and Child Protection Policy SEND Information Report Attendance Policy Behaviour Policy Local Authority Early Help information Our Commitment At St. Bernadette’s, we want every child to feel safe, supported and able to thrive. We are here to work in partnership with families and help children get the support they need as early as possible. We believe in walking alongside our families with care, compassion and understanding. “Carry each other’s burdens, and in this way you will fulfil the law of Christ.” — Galatians 6:2 Early help. Every family. Every team. 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 SEND Policy 26/27 SEND Information Report 26/27

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.

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

Our Mission 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. Our Behaviour Expectations & Values Our Catholic ethos promotes positive relationships based on respect; pupils are helped to make moral choices about their behaviour and their contribution to the school community. Our behaviour expectations are based on Christian values. We expect children to be polite, co-operative and considerate of others. Staff are committed to creating a school environment where these qualities are seen to be important and are positively encouraged and reflected in their own conduct. Classroom behaviour is based on simple expectations and values that the children can understand and have confidence in and which relate to all aspects of school life. Below are the 8 positive behaviour statements that are displayed around the school and prominently in classrooms.

Maths Learn to love, love to learn 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. English Maths PE Science Intent, Implement, Impact Computing EYFS MFL Topic Curriculum

Maths Learn to love, love to learn 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. English Maths PE Science Intent, Implement, Impact Computing EYFS MFL Topic Curriculum