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St Bernadette's Vacancies Vacancies St Bernadette’s Catholic Primary School, Hob Moor Road, Yardley, Birmingham B25 8QL, Tel: 0121 783 7232 Email: applications@stberns.bham.sch.uk Headteacher: Miss Emma Finnegan Class Teacher MPR/UPS (There may be the possibility of a TLR for subject leadership for a candidate with relevant experience and expertise.) Required for September 2026 Early Career Teachers are warmly encouraged to apply We provide supportive mentoring, structured guidance and development opportunities to help you grow with confidence. We also welcome applications from experienced teachers and those returning to the profession. Join a school where people come first and children love to learn Are you a teacher who believes every child deserves an exceptional education within a caring and values-led community? At St Bernadette’s Catholic Primary School, our pupils are kind, enthusiastic and eager to learn. Our staff are supportive, welcoming and committed to helping each other thrive. We are proud of our strong Catholic ethos, our inclusive culture and our focus on the whole child. We are looking for a passionate and dedicated class teacher to join our team and help us continue to provide high-quality education in a nurturing environment. We are looking for a teacher who: · Delivers engaging, high-quality teaching that supports strong pupil progress · Has high expectations for learning, behaviour and personal development · Builds positive relationships with pupils, colleagues and families · Is reflective and keen to develop their practice · Supports and respects the Catholic ethos of our school · Brings enthusiasm, creativity and a love of teaching We can offer you: · Happy, well-behaved pupils who enjoy school and want to succeed · A genuinely supportive and friendly staff team who collaborate and share ideas · A strong commitment to staff wellbeing and manageable workload · High-quality CPD tailored to your career stage · Opportunities to develop subject leadership and areas of interest · A welcoming and caring Governing Body · A well-resourced learning environment · An inclusive school community built on mutual respect and strong relationships Come and see us in action Visits to the school are warmly encouraged — we would love to meet you and show you what makes St Bernadette’s special. Please contact the school office to arrange a visit. Website: www.stberns.co.uk Instagram: @StBernsPrimary How to apply Application forms are available via the school office, our website or eteach. Please complete a CES application form. Closing date: 15th April at 9am We reserve the right to close this vacancy early should a high volume of applications be received. Early application is therefore encouraged. Join our St Bernadette’s family and make a real difference every day. Safeguarding Statement St Bernadette’s Catholic Primary School is committed to safeguarding and promoting the welfare of children and young people. All staff are expected to share this commitment. An enhanced DBS check is required for successful applicants. Online checks will be carried out on shortlisted candidates. Applicants must provide evidence of their right to work in the UK. Mainscale Teacher Job Description.doc Person Specification - Main Scale - Class Teacher.doc Teacher - Application Form.docx Teacher - Disclosure Form.docx Teacher - Model Recruitment Monitoring Information Form KS2 English Coordinator and Class Teacher (with Class Teaching Responsibility) Job Description This post is subject to the current School Teachers’ Pay and Conditions Document (STPCD) and the Teachers’ Standards (DfE). This job description may be reviewed and amended in consultation with the postholder to reflect the changing needs of the school. Job Purpose To carry out the professional duties of a teacher in accordance with the Teachers’ Standards under the direction of the Headteacher. To provide high-quality teaching and learning that enables all pupils to achieve their best within a caring, inclusive Catholic environment. To lead and develop English across KS2, ensuring high standards of teaching, learning and achievement in reading, writing and spoken language. To actively support and uphold the Catholic ethos and values of St Bernadette’s Catholic Primary School. Key Responsibilities 1. Teaching and Learning · Plan and deliver high-quality lessons that engage, challenge and support all learners · Teach a designated Key Stage 2 class · Set high expectations for pupils’ learning, behaviour and presentation · Ensure lessons are well-structured and maximise learning time · Adapt teaching to meet the needs of all pupils, including those with SEND, EAL and disadvantaged backgrounds · Promote independence, resilience and positive attitudes to learning · Make effective use of support staff and other adults · Use educational technology purposefully to enhance learning · Create a safe, positive and stimulating classroom environment · Model excellent classroom practice for colleagues 2. English Leadership · Lead the strategic development of English across KS2 · Work collaboratively with EYFS/KS1 English coordinator and faculty lead · Promote a whole-school culture that fosters a love of reading, writing and language · Develop and implement the English curriculum in line with national expectations and school priorities · Monitor and evaluate standards in English through: o lesson visits o work scrutiny o pupil voice o planning reviews o assessment analysis · Identify strengths and areas for development and contribute to the School Development Plan · Prepare and implement an English action plan · Support colleagues to improve teaching through guidance, coaching and sharing best practice · Lead or contribute to professional development related to English · Ensure consistency and progression in English across Key Stage 2 · Oversee the quality of teaching resources and learning environments linked to English · Support assessment and moderation processes across the school · Keep up to date with national developments in English education and disseminate relevant information to staff · Report to senior leaders and governors on standards and developments in English 3. Assessment, Recording and Reporting · Use assessment effectively to inform planning and teaching · Monitor pupil progress and attainment in English and across the curriculum · Analyse assessment information to support improvement in outcomes · Maintain accurate records of attainment and progress · Provide constructive feedback that supports pupil improvement · Contribute to statutory assessment arrangements · Report on pupil progress to parents and carers in line with school policy 4. Curriculum and Professional Practice · Deliver the National Curriculum and Religious Education curriculum effectively · Contribute to whole-school curriculum development · Maintain secure and up-to-date subject and pedagogical knowledge · Engage positively with professional development opportunities · Support whole-school priorities and improvement initiatives 5. Catholic Ethos · Support and promote the Catholic ethos of the school · Contribute to the prayer life, liturgy and values-based education of the school · Model the school’s values through professional conduct and relationships 6. Behaviour and Relationships · Establish clear expectations for behaviour in line with school policy · Build positive and respectful relationships with pupils · Promote inclusion, respect and equality · Foster a classroom culture where all pupils feel valued and safe 7. Safeguarding and Wellbeing · Safeguard and promote the welfare of all pupils · Follow school safeguarding policies and procedures at all times · Report concerns promptly in line with statutory guidance · Contribute to a culture that prioritises pupil and staff wellbeing 8. Professional Responsibilities · Work collaboratively with colleagues, parents and governors · Communicate effectively with families about learning and wellbeing · Participate in meetings, training and school events · Contribute to the wider life of the school community · Manage workload effectively and support a positive staff culture · Maintain high standards of professional conduct at all times General · Undertake any reasonable duties requested by the Headteacher appropriate to the role · Comply with all school policies and procedures · Support the school’s commitment to equality, diversity and inclusion KS2 English Coordinator & Class Teacher.zip

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

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.

Prospectus I warmly welcome you to St Bernadette’s Catholic Primary School. Choosing the right school for your child is one of the most important decisions you will make. At St Bernadette’s, we provide a safe, secure and happy environment where every child is supported and challenged to achieve their full potential. Our school motto, ‘Learn to Love, Love to Learn’, is at the heart of all we do. Our curriculum places Jesus at its centre and reflects Gospel values, nurturing a sense of purpose and faith in our children. We are delighted to share that our recent Catholic Schools Inspection report praised the exemplary behaviour of our children, recognising their deep understanding of Christian values. The report also highlighted that our staff are outstanding role models, creating a loving and nurturing environment where children are happy, confident and proud to be part of the St Bernadette’s family. We celebrate the uniqueness of each child, recognising every individual as created in the image and likeness of God. Alongside academic achievement, we offer a wealth of enrichment opportunities, encourage pupil leadership, and support the spiritual and social development of our children. Our talented and dedicated staff work closely with families, our parish and the local community. We believe that education is a true partnership and greatly value your involvement and support in your child's educational journey. We look forward to welcoming you and your child to St Bernadette’s. Miss E. Finnegan Headteacher Ethos St. Bernadette’s is much more than just an educational establishment; it is a beacon of hope and a place which has to offer: Children: The stability and enrichment they need to become well rounded individuals who are well prepared for the life ahead of them. Staff: A sense of fulfilment and achievement. Parents: A school which assists them in the religious formation of their children and offers them support and advice to develop their children socially, morally and academically. Implications Therefore we need to provide: Children: A broad and exciting curriculum which engages all. A safe and secure stimulating environment in which children are nurtured and supported. A set of moral values, which inform the choices they make. Staff: Quality professional development based on assessment of needs. Opportunities to network with other educational establishments. Parents: Up to date information on curriculum and pastoral matters. Opportunities to develop parenting skills Prospectus

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

Pastoral Support Please take a look at the following websites where you will be able to access support from various organisations if needed. BARNARDO’S – Support for children, young people and families in need. Contact details: www.barnardos.org.uk , Helpline telephone: 0121-550-5271. SHELTER - Housing advise and homelessness. Contact details: www.shelter.org.uk , Telephone helpline number 0300-330-1234 MIND - Adult support for mental health, benefits and housing. Contact details: Birmingham mind.org.uk, Telephone 0121-262-3555 Support for key worker practical advice for staying at home taking care of your mental health support for work, benefits, and housing talking to children about coronavirus how to talk to your anxious child or teen about Coronavirus and much more WOMEN’S AID - Provides front line domestic violence and abuse support to women and children in Birmingham and Solihull area. Contact details: https://bswaid.org/ Contact telephone number: 0800 800 0028 (freephone helpline)/   07891 492327 for anyone who would have accessed the drop-in centres. Any women at risk of homelessness as a result of domestic violence and abuse in Birmingham can call the Housing Options HUB. Telephone number:  0800 169 9604   EDWARDS TRUST - Support for Children and Families facing loss and surviving bereavement across the West Midlands. Contact details: admin@edwardstrust.org.uk Bereavement telephone: 0121-454-1705 CRUSE BEREAVEMENT CARE - Support for Children and Families facing loss and surviving bereavement. Open Monday to Friday 9am – 5pm Contact Telephone number: 0808 808 1677 Email: www.cruse.org.uk BIRMINGHAM CHILDREN'S TRUST - https://www.@birminghamchildrenstrust.co.uk COMMUNITY EDUCATIONAL PSYCHOLOGY - Offer family telephone support for those living in Solihull - 5 days a week  Contact telephone number: 0121 779 1734 Email: socialsolihull.org.uk How best to look after your own and/or your child mental and emotional wellbeing on a daily basis How to talk with children about COVID - 19 and their worries relayed to it How to support children to engage with learning at home How best to maintain social connections whilst complying with social distancing How to manage behaviour that can be challenging or difficult to manage  FOOD BANK VOUCHERS - These can be obtained from school. Your local Children’s Centre will also be able to offer you advice and may sign post you to other appropriate organisations. We also know that lots of children will be over hearing adult conversations, listening to the news, and have access to social media etc. all of which may leave them feeling confused and frightened. Please have a look at these links with your children to help them understand about coronavirus, social distancing and self-isolation as they may benefit from a simple explanation; https://nosycrow.com/wp-content/uploads/2020/04/Coronavirus_INSwith-cover.pdf Further support can also be accessed through: CHILDLINE- 0800 1111 SHOUT 24/7 - free text service for children- text to 85258 CHILDMIND HTTPS://CHILDMIND.ORG/ARTICLE/HOW-MINDFULNESS-CAN-HELP-DURING-COVID-19/ provides simple mindfulness activities to do with children PAUSE - is a drop in mental health and emotional well-being service for under 25s it is currently offering telephone support from 10 am - 6 pm 7 days a week for children and their parents. contact no: 0207 841 4470  email: askbeam@childrenssociety.org.uk OUR ROOTS CIC offers free telephone counselling (CBT or talk therapy) info@ourrootscic.co.uk Telephone : 0121 439 9045  For support, advice and information in a crisis please contact one of the following: - YOUR GP or out of hours service - SAMARITANS on 116 123 free 24hr support - POLICE -Call 111 (open 24 hours a day, 365 days a year) - SANELINE on 0845 767 8000 (open 4:30 pm – 10:30pm every day) - CALM HELPLINE 0800 58 58 58 open 5pm – Midnight 365 days a year

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

Sisters of Mercy The Congregation of the Sisters of Mercy was founded in 1831 in Dublin by Catherine McAuley, now Venerable Catherine. She worked as a carer for a Quaker couple called Mr & Mrs Callaghan. This gave her access to a bible and led to eighteen years of bible reading and this together with the example of her own father gave her a deep compassion for poor families, especially women and children in Dublin City. During her eighteen years as carer to the Callaghans she was free to share some of the household’s food with the poor of the area. On the death of Mr & Mrs Callaghan Catherine received a large legacy which would amount to more than a million pounds now. Now she had the opportunity to do something really special for the poor. She had a huge house built in Baggot Street, Dublin. Some women joined her and the house was used to give shelter to the homeless, food to the hungry, medical care to the sick and education to the children. Catherine was encouraged to become a religious Sister so she went for training and returned to the House of Mercy in Baggot Street on 12th December 1831. So began the Religious Order of the Sisters of Mercy. Due to the great poverty in Ireland Convents sprang up in almost every town across the country because the Sisters were able to fulfil the great needs of the people and to fulfil the Gospel of Jesus -to feed the hungry, shelter the homeless, cure the sick and educate the children. The first Convent of Mercy Catherine founded in England was in Bermondsey, London and the second, her last Foundation, was in Handsworth, Birmingham in August 1841. Catherine spent a month in Handsworth helping the Sisters to begin their ministry and Community life there. Not long after returning to Baggot St. Dublin she died at the age of 61. She had been a Sister for only ten years and in that short time had inspired many women to follow her example. The Sisters of Mercy spread across the world because the Mercy and Compassion they shared with people was so needed. They were women of prayer and practical action and so they fulfilled the command of Jesus to Love God and Neighbour. There is still a Community of Sisters in Bermondsey and in Handsworth five Sisters live in Community. Many of St. Bernadette’s Staff have experienced a Retreat Day in St. Mary’s Convent, Handsworth and have learned the history of that beautiful House. In Stechford there is a Community of two Sisters whose mission is the same as Catherine’s was back in Dublin in 1831. Of course we now have hospitals, schools and some support for the homeless. The needs have changed but the poor are still with us and always will be. So many are spiritually poor, poor in spirit. We feel called now to minister to all people through prayer and action, especially in compassion and Mercy. Although the number of Sisters is decreasing, we have a network of Lay Associates, people from our local parishes who love to hear the story of Venerable Catherine. They pray with the Sisters at their regular meetings and carry out the Works of Mercy in their own lives. Some of them have visited the original House in Dublin and have prayed to Mother Catherine at her grave there. Through them Mercy will live on for many years to come. There are over 20 Mercy Associates in the Stechford group and they are always ready to welcome new members.

Catholic Life As a Catholic School we are always mindful of the teachings of the Church and how we should follow in Jesus’ footsteps. The pupils’ are encouraged to follow the example set by the Saints to do Charity Work in School, in the Parish and the Local Community; through volunteering and supporting peers, fund raising or donating goods and time. Education gives people the grounding they need for life— preparing them for the opportunities, responsibilities, and experiences of later life; helping them achieve positive things and preventing many problems happening later in life. We try to ensure that all pupils have the experiences that will ensure they become valuable and fully rounded members of society who treat others with respect and tolerance, regardless of background. So that they become young people who understand the importance of respect and leave school fully prepared for life in modern Britain. The Charity Work undertaken generally comes under the RE, PHSCE or Enrichment Curriculum umbrella. We have implemented this programme because of relevant legislation. Catholic Life: Support Us The Education Act (2002) Requires all schools to teach a curriculum that is “broadly based, balanced, and meets the needs of pupils.” From this, we must promote the spiritual and vocational, moral, cultural, social, mental and physical development of pupils at school. It requires and looks for children to live ‘full active lives as part of their community’ and into adulthood. It looks for children to feel safe, be happy, fulfil their potential and appreciate others It must promote British Values (‘Prevent’ strategy in 2011.) Teaching British values means providing a curriculum which 'actively promote(s) the fundamental British values of democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs'. Pupils in each Year band take the main responsibility for Charity Work for one half term per Academic Year. The pupils are encouraged to adopt a Charity of their own choice. Autumn 1 Year 3 Autumn 2 Year 4 Spring 1 Year 1 Spring 2 Year 2 Summer 1 Year 5 Summer 2 Year 6 EYFS (Reception & Nursery) Catholic Life: Text Throughout Autumn 1 and the Summer Term a weekly Charity Enrichment Activity is held which children choose to be part of, where they undertake extra fund raising work for Charities of their choice. During Vocations and Citizenship Day, held annually around May, Yearbands often take a different charitable slant. Often this involves supporting the Homeless found in Birmingham City Centre. The Homeless are also supported at Harvest Time with donations from the Harvest Festival going to the Fireside Centre. There are also whole School Charity initiatives annually in Lent and Advent. The School always gives support to the Diocesan Charity of Father Hudson’s Care and pupils from each Yearband represent the School at the annual Good Shepherd Mass at St Chad’s Cathedral. http://www.fatherhudsons.org.uk/whoweare/history/1.htm The focus of the Advent Charity varies. Previous Advent or Academic Year Charity Fund Raising Initiatives have seen the pupils raising money for the Parish Church refurbishments. Each year the School supports Mission Together, an initiative of Pope Francis. https://missiontogether.org.uk/ The Staff of St Bernadette’s are also heavily involved in Charity Work in many forms. Supporting by donating Raffle Prizes or other goods as needed. Volunteering and giving time to support children and families outside of School. As well as undertaking personal fund raising activities. Read More Catholic Life: Text Vocations It is important that all pupils have a basic understanding that all of us are created in the image and likeness of God and although we are all very different , God loves every one of us no matter what we look like or how different we are. Our curriculum is designed to enable every pupil to reach their full potential and this is achieved through the broad and balanced curriculum on offer and the strong, pastoral support available to all children. Mission Our school mission statement is: 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. Catholic Life: Support Us Catholic Life: Gallery

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

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.

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 Mr Iqbal 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