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

Governors St Bernadette's Governing Body Our Governors are an amazing group of volunteers who serve the parish of Holy Family in Small Heath. They support our school in educating children in a happy, calm and safe environment where they feel surrounded by God’s love. Governors play an important role in the leadership and management of the school. They are involved in the recruitment of staff, formulating the school budget and ensuring the curriculum we offer to the children in school is engaging, challenging and appropriate. The Governors are regular visitors in school, offering support and challenge in equal measures and holding the Head and senior leadership team to account. The Governing Body's aim is to work closely with the Headteacher, the leadership team and the staff, in order to help the children at the school achieve their full potential. They meet as a Full Governing Body four times a year and in addition to this, will meet in smaller sub- committees to focus on finance, staffing, admissions or curriculum. Our Governing Body is made up of 7 Foundation Governors who are appointed by the diocese, two parent governors, appointed by the parents, a Staff Governor and a Local Authority Governor. All serve for a term of four years. If you would like to contact the Governing Body, please forward hard copies of mail to Mr John Lenihan c/o St Bernadette’s Catholic Primary School, Hob Moor Road, Yardley Birmingham, B258QL. Emails to be sent to m.smallwood@stberns.bham.sch.uk and given the title 'For the attention of Mr John Lenihan'. Governor Attendance

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

Gospel Values Pupils at St Bernadette’s Catholic Primary School are growing to be: Grateful for their own gifts, for the gift of other people, and for the blessings of each day; and generous with their gifts, becoming men and women for others. Attentive to their experience and to their vocation; and discerning about the choices they make and the effects of those choices. Compassionate towards others, near and far, especially the less fortunate; and loving by their just actions and forgiving words. Faith-filled in their beliefs and hopeful for the future. Eloquent and truthful in what they say of themselves, the relations between people, and the world. Curious about everything; and active in their engagement with the world, changing what they can for the better. Learned, finding God in all things; and wise in the ways they use their learning for the common good. Curious about everything; and active in their engagement with the world, changing what they can for the better. Intentional in the way they live and use the resources of the earth, guided by conscience; and prophetic in the example they set to others. Eloquent & Truthful Intentional & Prophetic Generous & Grateful Compassionate & Loving Learned & Wise Curious & Active Attentive & Discerning Faith FIlled & Hopeful Catholic Life & Mission Our Parish Sacraments Saints Prayer & Liturgy Gospel Virtues Catholic Social Teaching

Inspiring a Lifelong Love of Reading At St Bernadette’s, we are passionate about developing a lifelong love of reading. We want every child to discover the joy of books, develop their own reading identity and have opportunities to explore a wide range of authors, stories and texts. Our Reading for Pleasure approach gives children opportunities to choose books, discover new authors, share recommendations and experience reading in a variety of exciting and meaningful ways. Take a look at some of our reading initiatives… Our School Bookshop Each term, we run our very own complimentary school bookshop in partnership with The Children’s Book Project. Every child has the opportunity to visit our bookshop and choose two books to take home. This gives children the opportunity to build their own collection of books at home and encourages them to choose books that genuinely interest and excite them. Reading Ambassadors Our team of Reading Ambassadors are passionate about championing reading across our school. Our Reading Ambassadors: ● Help to lead and support reading events ● Promote our Author of the Month ● Recommend books and share their reading experiences ● Act as positive reading role models for younger children ● Help to develop pupil voice around reading and books ● Support the promotion of reading across the school Our ambassadors help to make reading visible, exciting and celebrated throughout our school community. Book Buzz In October 2026, we are excited to launch BookBuzz in partnership with the BookTrust. Our KS2 children will have a dedicated afternoon to explore a collection of brand-new texts and books. Children will have the opportunity to browse, discover new authors and choose the book that most appeals to them. Their choices will then form the basis of an exciting book club, giving children the opportunity to come together to share their thoughts, recommendations and enjoyment of their chosen books. Book Buzz 🧸 Story Suitcases Our Story Suitcases give our EYFS and KS1 children the opportunity to take the magic of reading home. Each week, a child takes home a Story Suitcase containing: ● 📕 A carefully chosen book ● 🧸 A teddy bear ● 📔 A reading journal ● 🎨 Reading activities ● ☕ Hot chocolate Children can enjoy sharing the story with their families before returning the suitcase for another child to enjoy. 🏫 Reading for Pleasure in Our Library Our new library space provides children with a welcoming environment where they can simply enjoy books. During our Reading for Pleasure afternoons, children have time to browse, discover and read books that interest them, without the pressure of reading for a particular task. We want our library to be a place where children can discover their next favourite book, share recommendations and develop their own reading preferences. Author Visits & Special Reading Experiences We believe that meeting authors and experiencing special reading events can inspire children to become enthusiastic and lifelong readers. We provide children with opportunities to meet authors and take part in exciting reading experiences both in school and online. Our children have enjoyed special events such as the Julia Donaldson livestream, giving our EYFS and KS1 children the opportunity to experience stories and authors in a different way. We also take part in national reading events and challenges, such as the upcoming National Literacy Trust’s Take 10 Record Attempt, encouraging children to celebrate the joy of reading together. Keep a look out on our Instagram for more events coming soon… What's next? We are continually developing our Reading for Pleasure provision and have lots of exciting ideas planned for the future. Coming soon, we hope to introduce even more opportunities for children to enjoy books and reading.

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 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.