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

ACCESSIBILITY STATEMENT This statement was last updated on [enter relevant date]. We at [enter organization / business name] are working to make our site [enter site name and address] accessible to people with disabilities. What web accessibility is An accessible site allows visitors with disabilities to browse the site with the same or a similar level of ease and enjoyment as other visitors. This can be achieved with the capabilities of the system on which the site is operating, and through assistive technologies. Accessibility adjustments on this site We have adapted this site in accordance with WCAG [2.0 / 2.1 / 2.2 - select relevant option] guidelines, and have made the site accessible to the level of [A / AA / AAA - select relevant option]. This site's contents have been adapted to work with assistive technologies, such as screen readers and keyboard use. As part of this effort, we have also [remove irrelevant information]: Used the Accessibility Wizard to find and fix potential accessibility issues Set the language of the site Set the content order of the site’s pages Defined clear heading structures on all of the site’s pages Added alternative text to images Implemented color combinations that meet the required color contrast Reduced the use of motion on the site Ensured all videos, audio, and files on the site are accessible Declaration of partial compliance with the standard due to third-party content [only add if relevant] The accessibility of certain pages on the site depend on contents that do not belong to the organization, and instead belong to [enter relevant third-party name] . The following pages are affected by this: [list the URLs of the pages] . We therefore declare partial compliance with the standard for these pages. Accessibility arrangements in the organization [only add if relevant] [Enter a description of the accessibility arrangements in the physical offices / branches of your site's organization or business. The description can include all current accessibility arrangements - starting from the beginning of the service (e.g., the parking lot and / or public transportation stations) to the end (such as the service desk, restaurant table, classroom etc.). It is also required to specify any additional accessibility arrangements, such as disabled services and their location, and accessibility accessories (e.g. in audio inductions and elevators) available for use] Requests, issues, and suggestions If you find an accessibility issue on the site, or if you require further assistance, you are welcome to contact us through the organization's accessibility coordinator: [Name of the accessibility coordinator] [Telephone number of the accessibility coordinator] [Email address of the accessibility coordinator] [Enter any additional contact details if relevant / available]

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

SEND & Inclusion Policies Including Local Offer Identification & Support Parent Partnership Graduated Approach Interventions Masking The Hub FAQ Inclusion Contact Us What support can a child receive at St. Bernadette’s? Support for children with SEND can be organised into these three categories: Quality first teaching is the foundation of our inclusive approach for all children. Rather than lowering expectations, we remove barriers so that every child can access an ambitious curriculum. Adaptations may include: We believe in providing scaffolds, not ceilings, enabling every child to achieve their full potential. How are children selected for interventions? At St. Bernadette’s School, we use a range of information to identify children who may benefit from additional support. Interventions are designed to provide targeted help with a particular area of learning or development and are usually delivered for a specific period of time. What happens if my child needs additional support? When children need additional support, we provide carefully planned provision that is matched to their individual strengths and needs. Our targeted and specialist 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.