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Parent Questionnaire Parent Questionnaire 2024 Results Previous Results Each year we encourage feedback from our parents by asking them to complete an annual questionnaire. These questionnaires give parents the chance to suggest ways in which school can improve as well as letting us know what we are doing well, so that we can continue to provide an enriching, exciting curriculum and learning experience for our pupils. 2021 2022 2015 2016 2017 2018 2019

Catholic Social Teaching Catholic Social Teaching (CST) underpins the work of the school and the principles are interwoven within our curriculum and wider school life. As members of the Catholic Church, we are called upon to preserve the dignity of all human beings, to care for creation and to reach our sisters and brothers in need. These principles form part of Catholic Social Teaching, a body of work developed by Church leaders over the centuries. Pope Francis emphasizes that it is our duty to work together to bring about a more just and peaceful world: to put love into action. At St. Bernadette’s we place great emphasis on the importance that our children can articulate the connection between Jesus’ teaching and doing good deeds. We teach our children about the importance of putting the needs of others before ourselves, respecting the dignity of all people and how we are stewards of God’s beautiful creation with a duty to do all we can to preserve it for future generations. We use the CAFOD CST characters with our children to help them recognise CST within lessons. The following video is useful to watch to become familiar with the seven principles: CST in the Science Curriculum Click here for an Overview of 'CST in the Science Curriculum' All of God’s creation is sacred and reflects something of who God is. Caring for this earth is part of what it is to be a Christian. The Catholic Church has a long tradition of teaching about the God-centeredness of the earth, which clearly focuses on the responsibility all people have for caring for creation. The golden thread of ‘Care of God’s Creation’ runs through each science unit which links to the CST principles of: The Common Good Stewardship This ensures children develop their environmental awareness and understanding of their role in protecting our God given planet. What does Scripture say? ‘Humans are commanded to care for God’s creation.’ Genesis 2:15 ‘Creation proclaims the glory of God.’ Daniel 3:56-82 ‘God loves and cares for all creation.’ Matthew 6:25-34 ‘Creation and all created things are good because they are created by God.’ 1 Corinthians 10:26 What does the Church say? Charity in Truth: Caritas in Veritate – ‘The environment is God’s gift to everyone, and in our use of it we have a responsibility towards the poor, towards future generations and towards humanity as a whole…Our duties towards the environment are linked to our duties towards the human person, considered in himself and in relation to others.’ What does Pope Francis say? “Creation is not a property, which we can rule over at will; or, even less, is the property of only a few: Creation is a gift, it is a wonderful gift that God has given us, so that we care for it and we use it for the benefit of all, always with great respect and gratitude.” Laudato Si (24th May 2015) – ‘A scientific consensus says climate change is real and caused at least in part by human activity. A very solid scientific consensus indicates that we are presently witnessing a disturbing warming of the climatic system. In recent decades, this warming has been accompanied by a constant rise in the sea level and, it would appear, by an increase of extreme weather events, even if a scientifically determinable cause cannot be assigned to each particular phenomenon.’ Loving God, We believe that the world is for everyone. We thank you for the gift of Creation. Help us to take care of the planet and all people who live on it. Lord in your mercy Hear our prayer Catholic Social Teaching (CST) is at the heart of our learning at St Bernadette’s, especially in Topic. Topic allows us to develop our historical skills, pursue geographical enquiry, express our creativity, and build valuable projects based on a purpose. However, CST allows us to approach these lessons from a wider viewpoint. We use the CAFOD CST characters with our children to help them recognise CST within lessons. Here are a few examples of where CST has been linked to our Topic lessons. A lesson focusing on how men and women were split in Athenian and Spartan society. Is it right for women to be told what they must do based on their gender? A lesson focusing on the invasion of Greece by Alexander the Great. How would God react to slavery? A lesson focusing on the Viking raids in Lindisfarne. Why is it wrong to harm our fellow man? A lesson focusing on WW2 evacuation and the Blitz. A lesson focusing on the birth of democracy in Greece. Is it right for only rich men to vote? A lesson looking at the impact of Gandhi on British rule. Why did he protest for people who were the most in need? A lesson focusing on the differences between rich and poor Tudors. What can we learn from these indifferences? A lesson focusing on rationing. Why was it important for all members of society to receive the same amount of food? A lesson focusing on natural disasters and how we can help those that have been left in disasters. How can we help those in need? In Year 2, the children learn about important people that have helped other. Including Florence Nightingale, Edith Cavell, and Mary Seacole. Why do you think these people gave up their lives to care for others? During Black History Month, we learn about inspirational black people. Why is it important we celebrate these achievements? A lesson focusing on climate and biomes. How has our impact changed God’s creation? A lesson focusing on the structure of rivers, mountains, and earthquakes. How can we better understand God’s creation? A lesson focusing on glaciers. What can the rising sea levels mean for God’s creations? A lesson focusing on sustainability; reduce, re-use, recycle. Why should we make small changes?

St. Bernadette's Policies & Admissions Admissions Admission Arrangements If you would like your child to attend St Bernadette’s Catholic Primary School, please read the information below and follow the steps for the relevant entry point. School Visits We hold school tours in November. If you are unable to attend, please contact Mrs Smallwood to arrange a visit. Miss Finnegan, our Headteacher, will be delighted to show you around. Tel: 0121 783 7232 Email: admissions@stberns.co.uk Nursery (ages 3 and 4) How to apply: · Nursery applications are made directly to the school. · Please complete the online Nursery Application Form or get a hard copy from the school office. · We currently offer 52 full-time places (30 hours per week). Documents needed: · Child’s Birth Certificate (copy) · Proof of address · Baptismal Certificate (if applicable) Reception How to apply (September intake): · Applications are coordinated by Birmingham City Council (BCC). Please submit your Reception application via the BCC School Admissions portal by the published deadline. Catholic Supplementary Information Form (SIF) · In addition to your BCC application, please complete our Supplementary Information Form (SIF) so that the correct Catholic admissions criteria can be applied. · Provide proof of Baptism (if applicable) with the SIF and return it to the school office. · Documents to include with SIF · Child’s Birth Certificate (copy) · Proof of address · Baptismal Certificate (if applicable) In-Year Applications (Reception – Year 6) You can apply at any time outside the normal Reception admissions round. Children will be admitted where places are available. How to apply: · Complete the In-Year Application Form (available at stberns.co.uk ), or request a hard copy from the office (Tel 0121 783 7232 | Email admissions@stberns.co.uk ). · Return completed forms to: Mrs M. Smallwood , St Bernadette’s Catholic Primary School, Hob Moor Road, Yardley, Birmingham, B25 8QL , or email admissions@stberns.co.uk . If there are more applications than places: · We will apply our published oversubscription criteria (see the full Admission Arr angements). · If no places are available, your child will be placed on the waiting list. Details will be included in your outcome letter. Appeals If your application is unsuccessful, you have the right to appeal to an independent appeal panel. · Late appeals will be heard at the same time as previously scheduled appeals or within 30 school days of the appeal being lodged. · Decision letters are normally sent within seven school days of the hearing. Key Contacts Contact: Mrs M. Smallwood, admissions@stberns.co.uk 0121 783 7232 Admissions 2025-2026 Admissions 2026-2027 Nursery Admissions 2026-2027 In Year Application Form Supplementary Application Form Appeal Timetable 2025 Consultation: Proposed Admissions Policy 2027–2028 We are consulting on our proposed Admissions Policy for 2027–2028 If you have any comments, please email Mrs Smallwood at admissions@stberns.bham.sch.uk Parish Boundaries for the Archdiocese of Birmingham

St Bernadette's Curriculm Curriculum All learning experiences are planned to offer the broadest educational opportunities to pupils. Everyday offers opportunities to acquire new skills and knowledge. Learning is delivered through assemblies, visits, themed weeks, after school clubs, as well as through timetabled lessons for particular subjects. We employ a combination of setting and mixed ability grouping depending on the subject area. A range of strategies are used to motivate and address the needs of all learners. Whole class teaching, group work, paired work and individual study is used at appropriate times. Pupils are given the opportunity to take the initiative, make decisions, work co-operatively and sometimes independently, supported by the class teacher. Resources are varied and include textbooks, worksheets, audio-visual, ICT and interactive materials, all of which are intended to support learning. Curriculum: Student Life Foundation Stage Curriculum Developing creative, confident learners Children may enter Nursery in the school year in which they will be four years old and may start Reception in the school year in which they will be five years old. The Nursery and Reception Years follow the Foundation Stage of the National Curriculum, which is based on seven areas of learning: Prime Areas Personal, Social & Emotional Development Communication & Language Physical Development Specific Areas 4. Literacy 5. Mathematics 6. Understanding the World 7. Expressive Arts and Design In order for new pupils to settle into school, we ensure that the Nursery and Reception children have their own: Early lunch sitting Outdoor play area Induction day. Curriculum: Academics KS1 & KS2 Children in KS1 (age 5-7, Yr1 and Yr2) and KS2 (age 7-11, Yr3- Yr6) follow the National Curriculum. The National Curriculum Consists of: Religious Education Core Subjects (English, Mathematics & Science) Foundation Subjects (Art & Design, Citizenship, Computing, Design & Technology, French, Geography, History, Music, Physical Education) Delivery of these subjects ranges from discrete lesson time, cross curricular elements through other subjects and in dedicated curriculum days. Curriculum: Text Curriculum: List Intent, Implement, Impact Curriculum Maths Science Topic Computing English PE MFL EYFS

Earth Ambassadors Welcome to the Earth Ambassadors! Who are we? We are an after school group who meet once a week to learn more about the effects humans are having on the planet. What do we do? We have followed the Marine Conservation Society’s Ocean-friendly Schools Award for the last 3 years. This involved meeting certain requirements which enabled us to explore, investigate, act upon and share about a given environmental problem. This year we chose to dive deeper into the affects of microfibres from clothes on the environment and the creatures that live in it. We have a link here to the different parts of our work. Would you like to join us? When you are in Year 6 you would be welcomed by Miss Corkery if you are motivated, interested, caring and want to know how to help look after our planet. Section 2 Evaluate Section 3 Act Section 1 Explore

St. Bernadette Our Patron Saint was born January 7, 1844 and baptized Marie Bernarde Soubirous. The oldest of six children, born to devout but poor parents, she was known by the pet name Bernadette. Bernadette was a sensitive, sickly child, plagued by chronic asthma. She was a notably good girl with a special devotion to the Blessed Virgin. On February 11, 1858, Bernadette, her sister and her sister’s friend went to gather wood on the bank of the Gave river in the French Pyrennes. To reach the gathering site, the three girls had to cross a small millstream. While the two younger girls went on ahead, Bernadette stopped to remove her shoes and stockings. Just then she heard a rustling sound which caused her to look up toward a small cave. There, in the opening of this little grotto, she saw “a girl in white, no taller than I, who greeted me with a light bow of the head.” The vision was very beautiful, clad in white with a blue girdle, whilst a long rosary hung over the arm. She seemed to invite the child to pray, and when Bernadette took her rosary from her pocket and began to say it, the vision also took her rosary into her hand and passed the beads through her fingers, although the lips did not move. When the five decades were finished, the vision smiled and disappeared. This was the first of 18 visions of the Blessed Virgin given to this humble peasant girl. The last one took place July 16th of the same year. The story of Lourdes is well known. Millions of people have visited this remote spot where Our Blessed Mother appeared to Bernadette almost one hundred and fifty years ago. Bernadette remained a shy, sensitive child of God, shunning the attention of the world that the apparitions afforded. She delivered the message of Our Blessed Mother only to the proper authorities of the Church and left the outcome to God. Finally, in 1866, at the age of 22, she filled one of her heart’s desires when she was accepted into the convent of the Sisters of Notre-Dame de Nevers. Her work at Lourdes was done. The shrine to the Mother of God that Mary had requested was being visited by ever increasing numbers. Mary’s message of prayer and penance had been delivered to the world. God had blessed the work with miracles. Gladly, Bernadette faded from the picture. She likened herself to Our Lady’s Broom: “Our Lady used me, they have put me back in my corner,” was her way of expressing it. But her work for souls was not done. Our Blessed Mother had asked for penance at Lourdes. While many were cured of their afflictions in the waters at Lourdes, the heavy cross of illness still lay on Bernadette’s shoulders and she suffered this penance throughout her life. On April 16th 1879, in her 36th year, she died peacefully in the arms of her sisters in religion at the convent of Nevers. Her life of suffering was over. In 1933, just 54 years after her death, Pope Pius XI added the name of this humble peasant girl to the canon of the Saints. For all time in the official records of the Church, she will be known as Saint Marie Bernarda, but in the hearts and on the lips of faithful she will always be St. Bernadette, little Bernard. May Bernadette, our glorious patroness, remember us, and with her prayers intercede for us at the throne of God, and may she direct toward us the mercy and kindness of the Immaculate Virgin Mary, the Mother of Jesus who, with the Father and the Holy Spirit, lives and reigns for ever and ever. Amen. The Grotto at Lourdes Full website for The Sanctuary of Our Lady of Lourdes can be found here https://www.lourdes-france.org/en/tv-lourdes/ Live stream from the grotto at Lourdes can be accessed below

Altar Servers ‘Let the children come to me’. (Luke 18:16) Our altar servers play an important role in the spiritual life of our Catholic school community. Being an altar server is a valuable opportunity for our pupils to grow in their faith and to serve others at the Ch urch’s liturgy. As altar servers, they have the privilege of serving the altar, assisting with the preparation of the altar and communion elements, as well as performing other duties during the Holy Mass. They also help the congregation to pray by being good role models and setting a good example. We are blessed to have such devoted pupils, willing to serve the Lord, their school and church community in the worship of God in a prayerful and reverent manner. Any child who has completed the First Holy Communion programme can become an altar server. Please talk to Fr. Fretch if your child is interested in deepening their faith and fulfilling their vocation to serve others by becoming an altar server. School Altar Servers The Guild of Saint Stephen Our altar servers have recently been enrolled into the Guild of Saint Stephen. The Guild of St. Stephen is an international organisation of altar servers, founded in England in 1904 by Fr. Hamilton McDonald. The Guild has spread and developed since then, and is active in many parishes in the Archdiocese of Birmingham. Altar servers take Saint Stephen as their patron saint. Saint Stephen is one of the first seven deacons chosen to assist the apostles in service (Acts 6) and the first martyr of the Church. The objectives of the Guild are: To encourage, positively and practically, the highest standards of serving at the Church's liturgy and so contribute to the whole community's participation in a more fruitful worship of God. To provide altar servers with a greater understanding of what they are doing so that they may serve with increasing reverence and prayerfulness and thereby be led to a deepening response to their vocation in life. To unite servers of different parishes and dioceses for their mutual support and encouragement.

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 Information SEND Policy 2025/26 sendco@stberns.bham.sch.uk SPECIAL EDUCATIONAL NEEDS AND DISABILITY INFORMATION REPORT SEND: Text 2025-2026 Our School “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.” At St Bernadette's School, in line with our Catholic ethos, we believe that all our children are individuals and unique. We constantly endeavour to meet the needs of every child in our care. We aim to develop children into confident and resilient learners, to develop a love of learning and to encourage them to explore opportunities to step outside of their comfort zone whilst not neglecting the need to develop wider life skills that they can use to underpin their future development. St Bernadette’s Catholic Primary School currently has 597children on role (May 2025). There are currently 135 children on SEND register with a range of needs. 10 children have an EHCP. We offer three main levels of support – universal, targeted and specialist. All children with SEND get universal support through high-quality teaching and most will get targeted support. Those children and young people with more complex or severe needs will also have specialist support. If your child needs specialist provision, school staff will usually need to get specialist advice. This kind of support is usually given to children and young people with long-term complex needs and/or disabilities, often with an Education Health and care (EHC) plan. Special Educational Needs and Disabilities 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. 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 Identifying and Assessing Need When pupils have an identified Special Educational Need or Disability before they join our school, we attempt to work closely with the people who already know them from their previous setting and use the information made available to identify what the possible barriers to learning are so that within our school setting we try to plan appropriate support strategies. At St Bernadette’s School, we work closely as a team and if staff have a concern about a child, staff fill in an SENDCO referral form and discuss concerns with parents. After a half-term of observations and monitoring, we will decide if further support is needed. With your consent, your child will be placed on the SEND register, and we begin to follow the Graduated Response approach of ‘Assess, Plan, Do and Review’. Targets and further information about how each child is being supported will be shared termly with parents. https://edukeyapp.com/parent/login Some children will be monitored using the Birmingham Audit Continuum; this allows the children working below key stage standards to have small step targets set in lessons to enable them to achieve and begin to work independently. Some children may require more support than is ordinarily available, and we may ask outside agencies to support us in ensuring that we offer the best support we can. Staff can access the Ordinarily Available Guidance (January 2024) to help support children’s learning within the classroom. 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. 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. Targeted/Specialist support: Interventions for small groups or individual children for additional Maths support by Teaching Assistants. Buddy systems for support during playtimes, lunchtimes, and class. Provision of specific resources and equipment, e.g. Specially designed chairs and grab rails, if advised by the Physical Difficulties Team (PDSS). Attendance and family support officers who with the families of persistent absentees offer support and guidance. Wellcomm Assessment to focus on Speech and Language Development, and subsequent implementation of support & strategies as required. Dyslexia Gold Program for KS2 pupils (dyslexia traits). Phonics Groups. Small group reading support in class through guided reading, and individual reading support (Jackanory and Lunchtime Supervisors) Precision Teaching. Support for children with EAL status –Quality First Teaching strategies provided to Teachers (English as an Additional Language) Co-ordinator Miss Bowden. Pastoral support is available for some pupils who are a high priority for 1:1 mentoring work. These services are in extremely high demand and there is often a waiting list to be seen, children are placed on the waiting list in order of priority. Third Space Learning (Maths) intervention. Happy Minds Programme implemented across the school. Gross and fine motor skills interventions. Speech and Language interventions. Sensory Circuits. Play Therapy. We use the Ordinarily Available Guidance produced by the Local Authority to complement our teaching (January 2024). Curriculum adaptations 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. Parent Consultations At St Bernadette’s School, we work closely with parents and carers and recognise they have much to contribute to our support for children with SEND. We hold coffee mornings throughout the year where parents can meet up and support each other in a safe environment. During these sessions, we gather parent feedback on the SEND provision at St Bernadette’s School, signpost parents to training courses and support groups and offer opportunities to meet up with outside agencies. For children who have an Education, Health and Care Plan or require specialist support (over and above what is ordinarily available), we will invite you in for further meetings in the year. These meetings celebrate your child’s learning, look at the progress they have made against the targets set, create new targets, and discuss the next steps. During the year, a parental questionnaire is sent to gain views on the school and the SEND provision. Child Consultations Pupils’ views are very important; they have a right to be involved in decisions about their education, and they are made aware of the support that surrounds them in school. Children are fully involved, and their views feed directly into all policies, procedures and daily teaching of children with SEND. Evaluating Provision At St Bernadette’s school, progress is reviewed in senior leadership meetings and with class teachers. The next steps are then discussed. Ideas are shared and discussed in staff meetings to ensure up-to-date research and policy is in place. Children’s individual progress towards their goals is reviewed at regular intervals (three times a year). Children are baselined before receiving interventions and the impact of these interventions are reviewed by the SENCO and staff. Children are asked if they feel the adjustment or intervention is helpful and makes a difference. Annual reviews are held for children with Education Health Care Plans. Staff Training At St Bernadette’s primary, we believe in professional development and aim to ensure all our staff have the understanding they need to enable them to support your child. When a new member of staff joins the school, we ensure they understand the systems within the school and they are given information about the children they are working with. The senior leadership team within the school are constantly moderating needs within the school and, where an area of concern is highlighted, whole school training could be organised to ensure all staff understand specific learning difficulties and appropriate teaching or support strategies that could be utilised. If your child needs specialist support from an outside agency, such as the Speech and Language Service (SALT), Educational Psychologist (EP), Occupational Therapist (OT) or school nurse, we will always discuss this with you first. Some of our staff have completed training in the following areas. When staff go on a course, they have an opportunity to give feedback to the rest of the staff during staff meeting sessions. Transition Support Nursery to Reception We hold a parent and carer session in the summer term for our new reception starters, providing parents with the opportunity to meet with the class teacher and SENDCO. We hold ‘taster’ sessions follow in the second half of the summer term in preparation for their September start. Transition to Reception, and then into each successive year-group, is supported by meetings, information leaflets, and taster sessions in each new class. End-of-Year Transition When children move up a year, the new class teachers hold a welcome meeting for parents. We hold 2 transition sessions during the summer term allowing the children to go up to their new classroom and meet their teacher. Some children may require extra transition visits to their new classroom to help reduce their anxiety and ensure that the transition is successful and positive. Class teachers and TAs meet with each other during the summer term to discuss the needs of the children and share support plans. Secondary Transition We liaise very closely with our partner schools to ensure that the transition from primary school to the secondary school is as smooth as possible. Mid-Year new starters When we are aware that pupils joining us from other settings have identified special educational needs, we arrange a meeting with the family to enable us to gain a greater understanding on the support we need to put in place. Outside Agencies We work with the following agencies to provide support for children with SEND: School Health Advisory Service Behaviour Support Service Pupil and School Support (PSS) - D Smart Communication and Autism Team (CAT) - J Clifford Birmingham Educational Psychology Service (EP) - M Walker Physical Difficulties Support Service (PDSS) – A Begum Hearing Support Team (HS) – C Hasler View the Local Offer website to find out more about the above agencies: https://www.localofferbirmingham.co.uk/send-support-and-information/specialist-send-support-services/ Traded Services or NHS Core Services: Speech and Language Therapy (SaLT) – R Rose Occupational Therapy – E Hartland We will ask your permission before we arrange for any outside agencies to come in and work with your child. Once the feedback has been received, we will share this information with you and arrange a meeting. Clubs and Trips All our extra-curricular activities and school visits are available to all our children, including our before and after-school clubs. All children are encouraged to go on our day trips and residential. All children are encouraged to take part in sports day, school competitions, school assemblies and performances, workshops, etc. All children are encouraged to apply for roles of responsibility in school e.g. school council, house group leaders, technical team etc. No child is ever excluded from taking part in these activities because of their SEN or disability. Please read the school’s accessibility plan for further information about the steps we have taken to prevent disabled children from being treated less favourably than other children and the arrangements we have made to help children with SEND access our school. Complaint Procedure Your first point of contact is your child’s class teacher and/or phase leader. If you are not satisfied that your concern has been addressed, then you may make an appointment to speak to the Assistant Heads or Deputy Head Teacher. If they cannot solve your issue, then an appointment can be made to speak to the Headteacher. If you are not happy with the response, then you may contact the governors through the school office. Mr Lenihan – Chair of Governors Mr Carroll – SEND Governor Birmingham Local Offer The Birmingham Local Authority Local Offer can be found at https://www.localofferbirmingham.co.uk/home/parents-and-carers/ It includes information about the wide range of services available to support all areas of a child’s life (0-25 years), especially those with a Special Educational Need or Disability (SEND). This includes support with education, physical and mental health, social care, leisure activities and moving towards independence and adulthood. Every local authority in England has a duty to provide children and young people (0-25 years) with support if they have Special Educational Needs and/or Disabilities - this is known as the Local Offer. Every local authority has to publish what support is available on a website: this is called the Local Offer Website. This Local Offer website gives information about the support the local authority expects to be available across education, health and social care. The information on the website is clear and easy to find. It says who a particular service is for, how to apply, and how decisions are made about who gets that service. SENAR 0121 303 0829 School Health Advisory Service 0121 465 5457 Forward Thinking Birmingham 0121 250 1560 Child Development Centre 0121 465 1582 Birmingham Children’s Trust 0121 303 1888 SEND Information Advice Support Service 0121 303 5004 Feedback ‘I would like to say thank you for all your support in helping X thrive’ (Y2 Parent, 2023). ‘Thank you to you and X for your time and support, it's really appreciated by us all’ (Y4 Parent, 2023).

Parents Inofrmation - Diary dates, Term Dates, Uniform Guide, Bedtime Stories Newsletters School Attendance - A Very Important Message for all Parents & Carers Bedtime Stories Diary Dates CALENDAR FOR THE ACADEMIC YEAR September 2024 -July 2025 Autumn Term 2024 Monday 2nd September 2024 To Friday 25th October 2024 Half Term Monday 4th November 2024 To Friday 20th December 2024 Spring Term 2025 Monday 6th January 2025 To Friday 14th February 2025 Half Term Tuesday 25th February 2025 To Friday 11th April 2025 Summer Term 20 25 Tuesday 29th April 2025 To Friday 23rd May 2025 Half Term Monday 2nd June 2025 To Friday 18th July 2025 INSET DAYS Monday 23rd September 2024 Friday 25th October 2024 Monday 24th February 2025 Tuesday 6th May 2025 Monday 21st July 2025 Bank Holiday Monday 5th May 2025 Please note that these dates may be subject to change CALENDAR FOR THE ACADEMIC YEAR September 2025 -July 2026 Autumn Term 2025 Monday 1st September 2025 To Friday 24th October 2025 Half Term Monday 3rd November 2025 To Friday 19th December 2025 Spring Term 2026 Monday 5th January 2026 To Friday 13th February 2026 Half Term Monday 23rd February 2026 To Friday 27h March 2026 Summer Term 20 26 Monday 13th April 2026 To Friday 22nd May 2026 Half Term Monday 1st June 2026 To Friday 17th July 2026 INSET DAYS Monday 1st September 2025 Wednesday 3rd December 2025 Monday 5th January 2026 Friday 22nd May 2026 Monday 20th July 2026 Bank Holiday Monday 4th May 2025 Please note that these dates may be subject to change Parent Meetings Nursery Nursery Welcome Meeting 2024 Reception Reception Welcome Meeting 2023 Reception RWI Meeting 2022 Year 1 Year 1 Welcome Meeting 2023 Year 2 Year 2 Welcome Meeting 2023 SATs Meeting 2025 Year 3 Year 3 Welcome Meeting 2024 Year 4 Year 4 Welcome Meeting 2024 Year 4 Maths Week Resources Year 5 Year 5 Welcome Meeting 2024 Year 6 year 6 FGM / CSE Meeting Year 6 Welcome Meeting 2025 Year 6 Confirmation Meeting 2024 Year 6 SATs Meeting 2025g Podcasts Wishlist If you would like to donate a book to our school, the links below contain items from our Top 20 lists and Book of the Month recommendations. Each book will be stamped with the name of the person who has donated it and will be placed on our class bookshelves. Nursery Year 3 Reception Year 4 Year 1 Year 5 Year 2 Year 6 Wishlist

Online Safety guides for parents & pupils. Online Safety Day gallery Online Safety Computing Acceptable Use Policy Online Safety Policy 2022-23 About: About Us Online Safety Guides Go to link Go to link Go to link Go to link Go to link Go to link Go to link Go to link Go to link

World Religions Throughout their time at St Bernadette’s, all pupils learn about the main religions of the World. During normal curriculum lessons, there are many comparisons made with other religions. However, it is during the annual International Week that the pupils get the opportunity to study a world religion in depth. This usually also includes the opportunity to visit the place of worship of the religion that they are studying. The World Religions that are covered during International Week are as follows: Reception - Christianity Year 1 - Hinduism Year 2 - Buddhism Year 3 - Catholicism Year 4 - Sikhism Year 5 - Judaism Year 6 – Islam