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St Bernadette's Governors Information School Governors Governor Portal Governors: About Us 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'. The School Governors Mr John Lenihan Chair of Governors (FG) Curriculum Governor / Finance Governor / Mathematics Governor Mrs Quinlan Vice-Chair Parent Governor / Foundation Governor Mrs Gemma Wrench Chair of Finance / Curriculum Governor Mrs Maria Winters Foundation Governor / RE Governor / Chair of curriculum Fr Fretch Ballesteros Foundation Governor / R.E Governor Mrs Vas Panayiotou Parent Governor / Safeguarding Governor Mrs P Moran Foundation Governor Mr Carlos De la Cruz Foundation Governor / Finance Governor TBC Local Authority Governor Mr Carroll Staff Governor / SEN Governor / Finance Governor Services 4 Schools Clerk to Governors Admissions Committee Pupil Discipline Committee School Hearings Committee Curriculum & Standards Committee Terms of Reference Resources Committee Governor Information Terms Of Reference Dismissal Appeal Terms of Reference Curriculum & Standards Terms of Reference School Hearings Terms of Reference Admissions Terms of Reference Pupil Discipline Presentations to Governors RE KS2 English.pdf KS1 English.pdf PE.pdf Maths.pdf School Financial Benchmarking Governors: List Any correspondence to the Governors should be addressed c/o St. Bernadette’s Catholic Primary School. Miss A Cowings Head Teacher I joined St Bernadette’s School in 2002 as Deputy Head and was appointed as Head Teacher in 2006. Since my appointment I have always been a member of the Governing Body and work closely with the dedicated team of volunteers to develop provision within school. As Head teacher it is my duty to deal with the day to day management of the school. As a member of the Governing Body we provide the strategic management. We set the general direction of the school and consider ways that it can best be developed. As a team, we monitor the school’s progress and set annual targets for the school’s performance. The team of governors act as a critical friend to the Head, whilst providing me with the necessary support required to lead the school. John Lenihan Chair of Governors I was appointed as a Governor in March 2019. I am currently a member of the Resources Committee. I previously served as a Governor at Corpus Christi School in Stechford. After spending 50 years in the Printing Industry and having grandchildren in the school I am now looking forward to supporting St. Bernadettes pupils and staff in the challenging world of education. Mr C. Dela Cruz Foundation Governor I have been a school governor for a number of years and have seen a lot of changes throughout the years. I have really enjoyed being on the school governing board, and doing my best to contribute in ensuring the school provides the very best facilities, support for the teaching & non-teachingstaff, and to ensure all pupils to have opportunity and encouragement toreach their full potentials. Kristin Quinlan Foundation Governor I've been a Foundation Governor at St Bernadette's since 2016. My day job is working as Head of Legal and Company Secretary at a water company, so I have experience of working in corporate governance and I hope that I bring some of my skills and experience from that role to my role on the Governing Body. For me, the role of the Governing Body is to support and provide healthy challenge to the leadership team at St Bernadette's for the benefit of the pupils, and I really enjoy playing my part in that. G Wrench Parent Governor I have been a parent governor at St Bernadette’s Catholic Primary School since 2018. As part of my role, I am the link Governor for Literacy and also the Chair for the Resources Committee and a member of the Admissions Committee. I believe the children’s education, progress, personal welfare and development should be at the heart of all decision making at school. I am happy to be part of the Governing Body that will support the school in order to get the best outcomes for the children. T Moran Foundation Governor I was appointed as a Foundation Governor in February 2023. I was a teacher at St. Bernadette’s for thirty-three years, and I retired from St. Bernadette’s and teaching almost seven years ago. I hope that I can bring some of my skills and experience from my years of teaching to my role on the Governing Body. I look forward to supporting the pupils and staff of St. Bernadette’s in any way that I can. Fr Fretch Ballesteros Foundation Governor Vasiliki Panayiotou Parent Governor I would like to introduce myself as the new Parent Governor of St Bernadette's Catholic Primary School. My name is Vasiliki Panayiotou (please refer to me as Vas) and I joined the Board of Governor's on 20th December 2019. I am honoured and privileged to have been given this opportunity to represent the parents of the children that attend the school by Miss A Cowings. I will do my utmost for the best interests of all concerned, in connection with the school. Before I became a full time mother to our 2 girls I worked in telesales for a wholesale food distribution company for around 8 years and prior to that, I co-owned a business in floristry for around 20 years in Solihull. My eldest daughter, who is five, is in Year 1 at St Bernadette's and our youngest is 16 months old, going onto 6! I can't speak highly enough about St Bernadette's Catholic Primary School or all the staff in connection with the school. I remember when we visited the school during an open day and my first thoughts were about the impeccable behaviour of the children. Also, during the classroom visits we observed how the teachers interacted with the children and we saw the passion and commitment they have in everything they do. I turned to my husband and said, this is where I want our daughter to come and he agreed. We feel blessed that our children are and will be attending the best school Alex Carroll Staff Governor I have worked at St Bernadette's since 2001 and have been staff governor since 2020???? It is my privilege to be part of such a vibrant and hard working school community, both as a member of staff and governor. Cllr Zafar Iqbal Foundation Governor I was previously a Governor at St Bernadette’s, I have a long association with the school and was previously a Governor some years ago when my son attended. I am now an LEA appointed governor and as I live close by I have a genuine interest in supporting my local schools. Governors: List Governors: List

A-Z List of Composers A-Z of Composers A-Z of Composers: List Isaac Albéniz Isaac Manuel Francisco Albéniz y, more commonly known as Isaac Albéniz, was born on 29th May 1860 in Camprodon, Catalonia, Spain and died on 18th May 1909 in France. To classical guitarists the world over, he is known for his quintessential Spanish guitar repertoire. My younger brother, who is a professional guitarist himself, has been playing his pieces since childhood. Few realise that he was not actually a guitarist at all, but was in fact a virtuoso pianist, composer, and conductor. He is best known for his piano works often based on Spanish folk music. Despite composing mostly for the piano, it is his transcriptions for guitar that are most well known today – particularly works such as Asturias (Leyenda), Granada, Sevilla, Cadiz, Córdoba, Cataluña, Mallorca, and Tango in D. Johann Sebastian Bach Johann Sebastian Bach was a German composer and musician who was born in March 1685 and died in July 1750. This was a period of musical history known as the Baroque. He is perhaps the most well-known of the famous Bach family of musicians: Johann Christoph Bach (1642–1703), Johann Michael Bach (1648–1694), Maria Barbara Bach (1684–1720), Wilhelm Friedemann Bach (1710–1784), Carl Philipp Emanuel Bach (1714–1788) to name just a few. He is known for instrumental compositions such as the Art of Fugue, the Brandenburg Concertos, and the Goldberg Variations, and for vocal music such as the St Matthew Passion and the Mass in B minor. A master of the keyboard, Bach gifted the world such gems as The Well-Tempered Clavier and organ works too numerous to name individually. Since the 19th-century Bach Revival he has been generally regarded as one of the greatest composers of the Western art musical canon. Here are links to some of these great pieces. Mr Baker Sept 2019 Art of Fugue Brandenburg Concertos Goldberg Variations St Matthew Passion Mass in B minor The Well-Tempered Clavier Cello Suites 1 – 6 Air on the G string Chaconne, Partita No. 2 BWV 1004 (violin) Toccata and Fugue in D minor, BWV 565 Cream (Eric Clapton, Ginger Baker & Jack Bruce) The great drummer Ginger Baker died on 6th October this year aged 80 and so it seemed fitting to continue the musical A-Z with the group he was perhaps most famous for being in – Cream. Cream were a British rock band formed in London in 1966. The group consisted of bassist Jack Bruce, guitarist Eric Clapton, and drummer Ginger Baker. Bruce was the main songwriter and vocalist, although Clapton and Baker also sang and contributed songs. Formed from members of previously successful bands, they are widely regarded as the world's first supergroup as each player was considered to a master of their instrument. Their music spanned many genres of rock music, including blues rock, psychedelic rock, and hard rock. In their career, they sold more than 15 million records worldwide. The group's third album, Wheels of Fire (1968), is the world's first platinum-selling double album. In 1993, Cream were inducted into the Rock and Roll Hall of Fame. Here are links to three of their more famous songs. Mr Baker Sept 2019 White Room Sunshine of your Love I Feel Free Claude Debussy Claude Debussy was born 22 August 1862 and died aged just 55 on 25 March 1918. He is regarded as one of the greatest French composers of all time. He is sometimes seen as the first Impressionist composer, seeking to paint pictures in the mind of his listeners by the quality of the sounds they hear. Despite being born to a family of modest means and little cultural involvement, Debussy showed enough musical talent to be admitted at the age of ten to France's leading music college, the Conservatoire de Paris. He originally studied the piano, but found his vocation in innovative composition, despite the disapproval of the Conservatoire's conservative professors. Debussy is responsible for some of the most recognisable piano and orchestral music of the twentieth century. He himself was influenced by Russian and far-eastern musical styles and he in his turn was to be a great influence on later composers such as Bartok, Messiaen and George Benjamin. All his music is easy to listen to but here are some links to some of my favourites. Mr Baker January 2020 La Mer La boîte à joujoux Fantaisie for piano and orchestra Prélude à l'après-midi d'un faune Syrinx (for solo flute) Claire de Lune La fille aux cheveux de lin Deux arabesques Children's Corner Sonata for Flute, Viola and Harp Edward Elgar Sir Edward William Elgar was born 2 June 1857 and died 23 February 1934. He was an English composer who many consider to be one of our greatest. Many of his works have entered the British and international classical concert repertoire. Among his best-known compositions are orchestral works including the Enigma Variations (including the world famous ‘Nimrod’ often played during remembrance services), the Pomp and Circumstance Marches (including ‘Land of Hope and Glory’ – played every year at the Last Night of the Proms), concertos for violin and cello, and two symphonies. He also composed choral works, including The Dream of Gerontius (based on a poem by Birmingham’s Saint John Henry Newman and first performed in Birmingham’s Town Hall in the year 1900), chamber music and songs. He was appointed Master of the King's Musick in 1924. Although Elgar is often regarded as a typically English composer, most of his musical influences were not from England but from continental Europe. He felt himself to be an outsider. It is worth noting that this self-taught composer was openly Catholic in a Protestant Britain where his Roman Catholicism was regarded with suspicion in some quarters. He never forgot his humble beginnings even when he became successful and achieved recognition for his music. Elgar has been described as the first composer to take the gramophone and recorded music seriously. Between 1914 and 1925, he conducted a series of acoustic recordings of his works. The introduction of the moving-coil microphone in 1923 made far more accurate sound reproduction possible, and Elgar made new recordings of most of his major orchestral works and excerpts from The Dream of Gerontius. Mr Baker February 2020 Nimrod Enigma Variations (complete) Pomp and Circumstance Marches 1 – 4 Pomp and Circumstance March no 1 (from the proms ) Dream of Gerontius Gabriel Fauré Gabriel Urbain Fauré was born on 12th May 1845 and died on 4th November 1924 in Pamiers, Ariège, in the south of France. He was a composer, organist, pianist and teacher. He was one of the most important French composers of his generation, and his musical style influenced many 20th-century composers such as Ravel. Fauré’s was not an especially musical family, but his talent became clear when he was just a small boy. Aged nine, he was sent to the Ecole Niedermeyer music college in Paris, where he was trained to be a church organist and choirmaster. Among his teachers was Camille Saint-Saëns (himself a famous composer of such works as ‘The Swan’ ), who became a lifelong friend. After graduating from the college in 1865, he made his living as an organist and teacher, leaving him little time for composition, so he didn’t become a successful composer until his middle age years. Towards the end of his life, Fauré was recognised in France as the leading French composer of his day and a national musical tribute was held for him in Paris in 1922. Outside France, Fauré's music took many years to become widely accepted, except in Britain, where his work was greatly admired during his lifetime. Fauré's earlier works are among his most accessible and below are some YouTube links to his more famous pieces Mr Baker August 2020 Pavane Op.50 - Piano Solo Pavane Op.50 – Orchestral Version Sicilienne. Requiem Op. 48 Dolly Suite Op. 56 Cantique de Jean Racine, Op. 11 Après un rêve for cello & piano Percy Grainger Percy Grainger was born on the 8 July 1882 and died on 20 February 1961. He was an Australian-born composer, arranger and pianist who, in his adult years, lived in America and became an American citizen in 1918. During his career, he played an important role in reviving the public’s interest in British folk music in the early years of the 20th century. It is highly likely that many will be familiar with his piano and orchestral arrangements such as the folk-dance tune "Country Gardens" among others. It is these well-known folk gems and stylistically similar compositions that I will link to here. Mr Baker August 2020 Molly on the Shore Country Gardens Blithe Bells Handel in the Strand Mock Morris Colonial Song Lincolnshire Posy Shepherd's Hey Walking Tune Joe Hisaishi With Olympics and Paralympics having taken place in Tokyo this year, I thought it would be a good idea to feature a modern Japanese composer this September. Joe Hisaishi was born Mamoru Fujisawa on 6th December 1950 in Nagano – Japan. He is most well known for his film music, especially the classic anime films of Hayao Miyazaki such as Howl’s Moving Castle, Spirited Away, Kiki’s Delivery Service, My Neighbour Totoro and Princess Mononoke among others from the Studio Ghibli company. He started learning the violin and the age of just four and he knew then that music would be central to his life. He also watched about 300 movies a year with his father. These two passions naturally saw him become a film composer after attending the Kunitachi College of Music in 1969 to major in music composition. He enjoyed his first success in 1974 when he composed music for the anime series called Gyatoruzu and he has never looked back. Why does he go by the name Joe Hisaishi when he was born Mamoru Fujisawa? Well it comes down to his admiration for the work of American musician and producer, Quincy Jones. Retranscribed in Japanese, "Quincy Jones" became "Joe Hisaishi". ("Quincy", pronounced "Kuinshī” in Japanese, can be written using the same kanji in "Hisaishi"; "Joe" comes from "Jones".) Below are some links to some of his film music. There is much more to find as he has produced quite a lot! Mr Baker September 2021 From the film – Howl’s Moving Castle Merry-Go-Round of Life From the film – Spirited Away One Summer’s Day From the film – Kiki’s Delivery Service Main Theme From the film – My Neighbour Totoro The Wind Forest From the film – Princess Mononoke Sound-track Suite (1998 version) Other pieces – Asian Dream Song Jacques Ibert Jacques François Antoine Marie Ibert was born on 15th August 1890 and died on 5 February 1962. He was a French composer of classical music. Ibert took to music from a very early age and eventually studied at the Paris Conservatoire where he excelled winning its top prize, the Prix de Rome, at his first attempt- despite his studies being interrupted by his service in World War I. Ibert would go on to pursue a successful composing career, writing several operas, five ballets, incidental music for plays and films, works for piano solo, choral works, and chamber music. He is probably best remembered for his orchestral works including Divertissement (1928) and Escales (1922) – links to these and other works listed below. Mr Baker October 2021 Divertissment Escales Entr’acte (recorder & guitar version – a favourite of mine) Karl Jenkins Sir Karl William Pamp Jenkins CBE, who was born on the 17th of February 1944, is a Welsh multi-instrumentalist and composer, best known for works that include the song "Adiemus" (once used to advertise Delta Airlines), Benedictus and Requiem. Jenkins was educated in music at Cardiff University and the Royal Academy of Music. He joined the jazz-rock band Soft Machine in 1972 and became the group's lead songwriter in 1974. Jenkins continued to work with Soft Machine up to 1984. Jenkins has won the industry prize twice. Something of a musical trademark is his notable use of ‘Vocalise’ where singers sing not words, but sounds. Mr Baker November 2021 Adiemus Song of the Plains Requiem - I. Introit Benedictus (The Armed Man: A Mass for Peace) Requiem - IX. Pie Jesu I'll Make Music

Reading at St Bernadette's 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. The Five Plagues 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 Reading: About Us 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. KS2 Parent Reading Leaflet: Click image to download The school follows the Read Write Inc Phonics, which teaches children to ‘learn to read’ so they can then ‘read to learn’. In the Spring term, children in our Nursery are introduced to letter sounds and throughout the Reception year and KS1, they are exposed to new sounds until they are confident identifying all 44 phonemes. Parents can support their children throughout the scheme by reading with their children every night and revising their speed sounds on a regular basis (link to speed sounds and pronunciation ). As children become more confident in recognising the sounds they will begin to blend the sounds to form real words and nonsense words. The link attached illustrates a range of real and nonsense words for each of the set 2 and set 3 sounds. These are useful charts which will encourage children to use their phonic knowledge to decode a variety of words. Phonics Set 2 Sounds Quick Read 'oy' Quick Read 'ow' Quick Read 'ou' Quick Read 'or' Quick Read 'igh' Quick Read 'ee' Quick Read 'ir' Quick Read 'oo' as in zoo Quick Read 'oo' as in look Quick Read 'ay' Quick Read 'air' Quick Read 'ar' Anchor 1 Set 3 Sounds Quick Read 'ur' Quick Read 'u-e' Quick Read 'tious' Quick Read 'tion' Quick Read 'ow' Quick Read 'oi' Quick Read 'o-e' Quick Read 'cious' Quick Read 'ea' Quick Read 'ear' Quick Read 'er' Quick Read 'ew' Quick Read 'i-e' Quick Read 'ire' Quick Read 'oa' Quick Read 'aw' Quick Read 'ai' Quick Read 'ure' Quick Read 'are' Quick Read 'a-e' Children are encouraged to progress through the scheme at a rapid rate. They will not necessarily need to cover every book in the scheme, and may be capable of accelerating through the scheme if they demonstrate a sound knowledge of words. In every year band, children are set according to ability and assessments are conducted every 6-8 weeks. As a result of these assessments, children may move up or down into a new setting group. An example of the assessment is here . The national phonic test is administered to pupils in Year 1 in June. On average, pupils need to be able to read 32 of the 40 words in order to pass the test. If they are able to read all set 1,2,3 sounds, they are likely to pass the test. If they score below 32, they will need to repeat the test in Year 2. School Library

The Sacraments At St Bernadette’s School, the children have the opportunity to receive three of the sacraments: The Sacrament of Reconciliation in year 3 First Holy Communion in year 3 The Sacrament of Confirmation in year 6 The preparation for these sacraments takes place in school, with meetings held for parents and children in the early evening. The Sacramental Life of the School: About Us Reconciliation Reconciliation is one of the seven Sacraments of the Church. It is one of the two sacraments of healing, the other being the Sacrament of the Sick. Through the Sacrament of Reconciliation we receive God’s forgiveness for our sins, his pardon and healing and reconciliation with the Church. Baptised Catholic children in Year 3 will usually receive the Sacrament of Reconciliation for the first time during Lent. This takes place in a special Reconciliation service at Holy Family Church. Preparation for this important sacrament takes place in school through the RE curriculum and during an after school meeting, where parents meet with Fr Fretch and children work with teachers and catechists. All You Need to Know About Reconcilliation The Sacramental Life of the School: Our Mission First Holy Communion The Holy Eucharist is described as “the source and summit of the Christian life.” This is because it is at the very centre of the practice of the Catholic faith. It is one of the three Sacraments of Initiation into the Church, which are necessary for people to become full members of the Church. The other two Sacraments of Initiation are the Sacraments of Baptism and Confirmation. In receiving Holy Communion we are united with Christ in a physical way and we enter more fully in to the Body of Christ. The more we receive Christ the more Christ-like we become. At St Bernadette’s, Baptised Catholic children in Year 3 will make their First Holy Communion during a Mass held at Holy Family Church in the Summer Term. Preparation for this important sacrament takes place throughout the RE curriculum and in the form of after school meetings where parents meet with Fr Fretch and the children are supported by Catechists. All You Need to Know About The Sacrament of The Eucharist The Sacramental Life of the School: Our Philosophy Confirmation Confirmation is one of the seven Sacraments of the Church. It is one of the three sacraments of initiation into the Church which are necessary for people to become full members of the Church. The other two Sacraments of initiation are the Sacraments of Baptism and Eucharist. Through Confirmation the seven gifts of the Holy Spirit are received: wisdom, understanding, counsel, fortitude, knowledge, piety and fear of the Lord. These gifts can help a person to live as a follower of Christ. Through receiving the gifts of the Holy Spirit it is hoped that the candidate will, through their thoughts, words and actions bear the nine fruits of the Holy Spirit: love, peace, patience, kindness, generosity, gentleness, faithfulness, self-control and joy. It is a means by which the candidate publically professes their faith and shows their commitment to becoming a full member of the Church. Children at St Bernadette’s usually receive the Sacrament of Confirmation in Year 6, during the Autumn Term. Preparation for this important sacrament begins in Year 5 and is continued in Year 6 through the delivery of the RE curriculum. Children have the opportunity to work closely with Fr Fretch and Sr Maura during this time. They are encouraged to think carefully about their chosen saint’s name and opportunities are provided for them to find out more about their saint and reflect on their life. All You Need to Know About Confirmation The Sacramental Life of the School: Text

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Celebrating our Faith Throughout the academic year, we celebrate our faith with a number of special events. This academic year we have celebrated the following. Aucun post publié dans cette langue actuellement Dès que de nouveaux posts seront publiés, vous les verrez ici.

Prayer Clubs At our school, our faith journey extends beyond the classroom. Our extra-curricular prayer clubs provide a haven for our pupils to explore and embrace their faith, whilst also promoting a sense of unity. Pupils are encouraged to engage in meaningful discussions and cultivate their religious practices. We understand the importance of nurturing the whole child, and our prayer clubs play a vital role in supporting their emotional, mental and spiritual wellbeing. We invite all pupils from EYFS to Year 6, seeking a space for reflection and connection, to participate in these integral extra-curricular prayer clubs. December - Advent During Advent, we have the opportunity to gather as a KS2 family to share ideas about how we can be ready to meet Jesus. This year the children collectively created an Advent Reflection. They reflected on simple steps that they could take in their daily lives and explored how they could carry out our mission. Lent During Lent, we gather together to explore CAFOD’s Lenten calendar to help us journey through Lent. This year our Year 4 pupils reflected on Pope Francis’ Lenten message and began each session by exploring how Jesus speaks to us through the word of God. They explored daily readings and used CAFOD’s online Lent calendar to journey through Lent with their global family. The children created purple prayer cubes and encouraged each other to preform acts of prayer, fasting and almsgiving. Lenten Prayer Club Through the inspiring resources from Mission Together, we gathered together in prayer, exploring themes of repentance, sacrifice, and renewal. Our interactive sessions incorporated Lent-themed craft activities, providing hands-on experiences that reinforced the messaged shared in the weekly Gospel reading. May - The Month of Mary Our prayer club in May is dedicated to “Mary”. This year, the children were provided with the opportunity to learn about, explore and pray the mysteries of the Holy Rosary. Each week the children explored and reflected on one of the four mysteries. June - The Sacred Heart During the month of June, children from Reception and KS1 have the opportunity to take part in a Sacred Heart Prayer Club. This year the children gathered together to learn about the devotion of the Sacred Heart of Jesus. The children were encouraged to be prayerful and attentive during this special time. All children took an active role in the club; setting up the prayer table, writing and reading prayers, singing Hymns and listening to the word God. The children had the opportunity to create Sacred Hearts using a range of different materials, building upon skills they have learnt during their art lessons. They also reflected on the devotion of the Sacred Heart of Jesus and shared prayers of love and thanks.

PE at St Bernadette's Physical Education Curriculum What is our Vision for PE? 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. Physical Education Curriculum At St Bernadette’s, we offer a wide range of sports within the PE curriculum and through extra-curricular activities, catering to both boys and girls. These include: Football, Basketball, Tag Rugby, Cricket, Athletics, Fitness, Fundamental Skills, Gymnastics, Tennis, Netball, Swimming, Rounders, Yoga, Dance, and Outdoor and Adventurous Activities (OAA). Our primary focus at St Bernadette’s is promoting a healthy lifestyle and tackling obesity. Pupils are encouraged to participate in extra-curricular clubs and competitions and receive high-quality PE teaching from specialists. Each term includes at least one unit of work with a specific focus on health and fitness. Through this, we aim to see a visible improvement in pupils’ fitness levels and overall wellbeing. We are proud to have used Sports Premium funding to enhance our curriculum by purchasing specialist equipment and investing in staff training in key areas of the national curriculum. There is a genuine excitement around PE at our school and the skills pupils are developing in lessons are commendable. Inclusion is a core value at St Bernadette’s, and it is reflected in our PE provision. All children are encouraged to take part and staff regularly share expertise, attend external courses, and receive INSET training to ensure our teaching remains current and inclusive. We are active participants in various school sports associations. St Bernadette’s is a member of the Erdington and Saltley Primary Schools Football League and the East Birmingham Football Partnership and regularly takes part in inter-school competitions. Our pupils participate in events such as football, netball, hockey, SEND festivals, and basketball matches—experiences which build their confidence both on and off the field. Additionally, we are members of the BCSSA (Birmingham Catholic Schools Sports Association), through which we engage in sports including Netball, Badminton, Football, Rounders, and Cricket. Pupils at St Bernadette’s are privileged to have many opportunities to take part in competitive sports provided by outside organisations, such as the Birmingham School Games. 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: Intent, Implement, Impact PE 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.” Long Term Progression PE Progression of Skills Athletics Gymnastics Outdoor Adventurous Activities Dance Games 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 Curriculum Map How do we assess our children in PE? At St Bernadette’s Catholic Primary School, we assess PE using the objectives provided by the GetSet4PE scheme, which supports both planning and assessment across all year groups. Teachers use this framework to make informed judgements about pupil progress in physical skills, knowledge and personal development. All attainment data is recorded using Insight Tracking, rather than using the getset4PE platform, ensuring a consistent whole-school approach to the monitoring and reporting progress. This allows us to identify strengths, support areas for development and ensure every child is progressing through our PE curriculum. PE Curriculum: Projects PE Curriculum: Projects 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. 2019-2020 July Report on Primary PE & Sport Premium 2019/2020 2020-2021 July Report on Primary PE & Sport Premium 2020-2021 2021-2022 July Report on Primary PE & Sport Premium 2021/2022 2022-2023 July Report on Primary PE & Sport Premium 2022-2023 2023-2024 July Report on Primary PE & Sport Premium 2023-2024 2024-2025 July Report on Primary PE & Sport Premium 2024-2025 1. Reporting PE and sport premium grant expenditure - your funding allocation (1).pdf 2. Reporting PE and sport premium grant expenditure - categories of grant spending (1).pdf 3. Reporting PE and sport premium grant expenditure - opportunities, impacts and sustainab 4. Reporting PE and sport premium grant expenditure - your school's declarations.pdf 5. Reporting PE and sport premium grant PE Kit All children should have a white t- shirt and black shorts to wear for P.E. which are available from the School Uniform Outfitters or any local Supermarkets. All children should also have a pair of basic black pumps to wear when required. Children in KS2 are permitted to wear trainers for outside activities for health and safety reasons, however they are responsible for them while they are in School, so they should not be expensive ones, as School is not liable for any loss or damage. Trainers should only be worn during P.E. Lessons so children must have normal school shoes with them too. * If there is a problem with damaged school shoes, children will be required to wear their black pumps in and around School until they are replaced. During cold / bad weather children should have a basic black tracksuit in School to wear. For health and safety reasons long hair should also be tied up and no jewellery or watches should be worn. PE Curriculum: Image

Safeguarding Safeguarding Policy Designated Safeguarding Leads Miss E Finnegan Head Teacher Mr A Carroll Deputy Head Teacher Miss DiPierri Assistant Head Teacher Mrs Hill Assistant Head Teacher Mrs Taylor SENco If you have any concerns about the safety and/or welfare of a child or young person please contact school. Miss Finnegan is the Designated Safeguarding Lead, Mr Carroll, Miss Di Pierri, Mrs Taylor & Mrs Hill are the Deputy Designated Safeguarding Leads. You can make a referral directly to Children's services by calling the Children's Advice & Support Service (CASS) on 0121 303 1888 or via secure email; ehst@birminghamchildrenstrust.co.uk

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. Click play below Our Behaviour Expectations and 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.

We are delighted to announce that St Bernadette’s School has achieved the Live Simply Award, having successfully demonstrated that we are living simply, sustainably and in solidarity with the world’s poorest communities. The assessor stated: It was wonderful to hear how the children were able to relate the actions they have been taking to the principles of Catholic Social Teaching and how we are entrusted to look after God’s world. It was lovely to hear how praying helps them to feel calm, peaceful, safe, happy and grateful. The action you have been undertaking to build links with the Aaran Court care home and with the local parishioners was lovely to hear about and it was clear the children are enjoying interacting with the older generation. It was great to hear about the fundraising you are doing to support young people in Rwanda and how one of the children is now at Manchester university studying engineering. The children were knowledgeable about climate change and how the world’s poorest countries are the most impacted, it was fabulous to hear of the initiatives you are doing to make a difference. It was very interesting to see the difference in energy usage during your “digital down day”. We have decided as a school to pursue the CAFOD Live Simply award. This is an opportunity for us to respond to Pope Francis’ invitation to “work with generosity and tenderness in protecting this world which God has entrusted to us.” To earn this award, we need to show as a school we are living: Simply- how we encourage our families to consume less in our daily lives. Taking the time to be more reflective, prayerful and considerate to others. In solidarity with the poor- being aware that other people might be experiencing difficulties, vulnerabilities, injustice or exclusion. Sustainably with creation- learning ways that can help rebalance our relationship with the environment. Remembering that God gave us this Earth for us to care for. We already do so much as a school to fulfil these objectives, but this year we have planned some special events which we will have a positive impact upon our global, local and school communities. The action plan is as below, some of the highlights are: Engaging with the vulnerable in our local community by writing Christmas cards to older people, inviting them in to watch our Christmas performances. Developing links with our local foodbank by taking collection of food and hygiene items from staff and children to donate regularly. Working towards the Oceans Friendly School Award, making concerted steps to reduce our waste in school and electing members of an eco-team to monitor this. Live Simply Action Plan Food bank collection This Lent we demonstrated how we can be ‘Generous and Grateful’ ‘Compassionate and Loving’ by inviting parents/carers to donate to a food bank that Mrs Buchannon had heard about The food bank is run by Teresa at the back of her café called Lily’s Tea Parlour. Every Friday a collection bin was placed at the Nursery and the gates at the front of school, with a list of items that were most needed. Mrs O’Brien, Mrs Robbins and Mrs Bchannon looked after the Nursery collection and Mr Wayne collected in the donations from the gate. Our parents/carers were extremely generous in donating plenty of items and these were then picked up by Teresa and given out to members of the community in need. We would like to give our thanks to all who felt that they could spare some provisions, especially at this time when costs of our own food and provisions is rising. Living in Solidarity We have been demonstrating our virtues of ‘Compassionate and Loving’, and ‘Generous and Grateful’ by inviting residents of Aran Court to our seasonal celebrations this year. On Wednesday 7th December 2023, we had extra members in the audience for the Christmas Performance of ‘Born in a barn’. The ladies and men really enjoyed their performances as can be seen below in the tweets and photos on the day. They loved getting to meet the cast of the play and our children were delighted to be able to get to chat to them in their costumes. The Wellbeing staff, Katie and Sharon sent us this lovely message when they got back to the home. We also had Year 4 making Christmas cards for the 80 residents of the home. "We had a lovely afternoon, thank you very much for inviting us. We felt very welcome in your school and your children were so well behaved too. Thank you for our refreshments - the ladies love a good cuppa!" When reception held their Easter Bonnet Parade on 29th March 2023, we invited the Aran Court residents in to watch the children proudly displaying their beautiful bonnets. Nursery and Reception were delighted to have an extra special audience. After the parade we invited our visitors to have tea and biscuits. As can be seen below they really entered into the spirit of the day and came with their own beautiful bonnets! Sharon and Katie who are staff members of Aran Court are pictured here having a well-earned cup of tea. They have always been delighted to join us in our celebrations. Our visitors also took a tour around our Easter egg competition entries and were really impressed with the effort put in to making the Religious Stories entries. We are also inviting the residents for an afternoon tea on Friday 26th May 2023 as this is our Vocations Day for the whole school. We will have some Mini Vinnies attending this tea, having a chat with them to find out more about their previous life, where they worked and just getting to know them better. Check back here soon for how this goes! Waste Management Results from the parent/carer environmental survey Many thanks for the replies to the environmental survey we sent out recently. We had 85 replies and this shows that there is an awareness and care for our local and world environment within our community. Below is a pie chart demonstrating how you consider single-use plastic when out shopping. Living Sustainably This shows there is a care towards using less but we all know sometimes the most convenient solution can be heavily plastic based eg, apples in a plastic wrapper or milk in plastic bottles. The pie chart above shows that it has sometimes been a decision for you to walk/take public transport instead of using the car. This shows you consider the effect of pollution on the air we breathe, and the cost of petrol makes this decision make sense. When asked what concerns you where you live 43 out of 85 people said litter/flytipping/waste management. It is all our responsibility to ensure we reduce our waste. When asked what your concerns were for the global environment some people said pollution. Some said plastic waste, others mentioned global warming/climate change. Our children are so environmentally aware and knew that we needed to do something as a school community about the plastic we dispose of. Although great efforts were made in our classrooms to recycle paper and card we did not have a dedicated recycling system in place for plastics. That all changed this academic year. Special plastic recycling bins were ordered and installed at key places within school. These were clearly labelled with the items which could be recycled within them. The Eco-wardens check the bins in their particular zone weekly and when these are full help Mrs Lennon empty these into the larger plastics bin for refuse workers to collect. Through the work we are doing for our Live simply award, the Eco-wardens and the Earth Ambassadors are all working together to help make our school more environmentally aware. We are grateful for your support to your children achieving this aim. Digital Down Day You may remember that on Monday 20th March, children and staff participated in Digital Down Day. During this day, teachers taught their lessons without laptops and interactive whiteboards, the staff in the kitchen switched off the ovens and served cold lunches and children arrived in bright clothing to light up our classrooms since the lights were switched off. We were so impressed with how this day was embraced by children, parents and staff members. We wished to highlight how making small changes to our everyday routines could have a massive impact upon our energy consumption and thus our impact upon the environment. The charts below show our electricity usage during the month of March. You can clearly see our reduced electricity usage on the 20th March, which was very similar to Friday 10th March – a snow day, where no children and a limited number of staff were in school. We are so proud, thank you for your support. The Eco-team

St. Bernadette's Policies & Admissions Policies Safeguarding and Child Protection Policy 2025 (1) .pdf Télécharger PDF • 493KB 2025 2. Behaviour Policy 2025 2026 updated2 .pdf Télécharger PDF • 341KB 2025 Complaints Procedure 2025 2026 .pdf Télécharger PDF • 344KB 2025 4. Charging and Remission 2025 2026 .pdf Télécharger PDF • 100KB 2025 5. Special Educational Needs and Disabilities Objectives Policy 2025-26 .pdf Télécharger PDF • 53KB 2025 Admissions Policy 26-27 .pdf Télécharger PDF • 181KB 2026 Accessibility Plan 2025 2026 .pdf Télécharger PDF • 48KB 2025 Parent Code Of Coduct 2025 2026 .pdf Télécharger PDF • 78KB 2025 Computing Policy 2025 - 2026 .pdf Télécharger PDF • 122KB 2025 Online Safety Policy 2025 - 2026 .pdf Télécharger PDF • 126KB 2025 PE policy 2025-2026 .pdf Télécharger PDF • 495KB 2025 Mathematics Policy 2025 2026 .pdf Télécharger PDF • 103KB 2025 1. EYFS Calculation Policy .pdf Télécharger PDF • 1.45MB 2025 2. Year 1 Calculation Policy .pdf Télécharger PDF • 1.20MB 2025 3. Year 2 Calculation Policy .pdf Télécharger PDF • 1.60MB 2025 4. Year 3 Calculation Policy .pdf Télécharger PDF • 1.63MB 2025 5. Year 4 Calculation Policy .pdf Télécharger PDF • 6.25MB 2025 6. Year 5 Calculation Policy .pdf Télécharger PDF • 6.51MB 2025 7. Year 6 Calculation Policy .pdf Télécharger PDF • 7.31MB 2025 Geography policy 2025-2026 .pdf Télécharger PDF • 186KB 2025 History policy 2025-26 .pdf Télécharger PDF • 195KB 2025 Design Technology policy 2025-26 .pdf Télécharger PDF • 199KB 2025 English Policy 2025-26 with HWr Progression .pdf Télécharger PDF • 563KB 2025 Art policy 2025-2026 .pdf Télécharger PDF • 195KB 2025 Science Policy 2025-2026 .pdf Télécharger PDF • 209KB 2025 MFL Policy 2025- 2026 .pdf Télécharger PDF • 174KB 2025 35. Homework Policy 2025 2026 updated Feb 2026 .pdf Télécharger PDF • 69KB 12. Supporting Pupils with Medical Conditions 25-26 .pdf Télécharger PDF • 351KB 2026 38. Equality and Diversity Policy 2025-26 .pdf Télécharger PDF • 65KB 2026 49. Anti-Bullying Policy 2025-2026 .pdf Télécharger PDF • 64KB 2026 50. Safer Recruitment Policy .pdf Télécharger PDF • 77KB 2026