St. Bernadette's Catholic Primary School & Nursery

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

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

Art Policy 25-26 Art Progression of Skills The Formal Elements Art Progression of Skills Painting IMG_FEE00259BA5A-1 IMG_D7622472B1FE-1 IMG_3BF40F51F694-1 IMG_FEE00259BA5A-1 1/11 Textiles Screenshot 2023-08-05 at 14.21.33 Screenshot 2023-08-05 at 14.21.53 IMG_7281 Screenshot 2023-08-05 at 14.21.33 1/11 Drawing IMG_7278 IMG_BD1A527A796F-1 65EB92AA-31EC-40B1-9173-E418D3A63E6F IMG_7278 1/15 Sculpture IMG_F55D1B4B7F03-1 IMG_EBC0B6755BCF-1 IMG_3C3E488A98B2-1 IMG_F55D1B4B7F03-1 1/12 Printing IMG_F55D1B4B7F03-1 IMG_EBC0B6755BCF-1 IMG_3C3E488A98B2-1 IMG_F55D1B4B7F03-1 1/12 Printing IMG_0136 IMG_0137 IMG_349E83B666BB-1 IMG_0136 1/4

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

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

Catholic Life & Mission Our Parish Sacraments Saints Prayer & Liturgy Gospel Virtues Catholic Social Teaching 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.

Catholic Life & Mission Our Parish Sacraments Saints Prayer & Liturgy Gospel Virtues Catholic Social Teaching

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

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

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

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