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  • EYFS | St Bernadette's Cath

    EYFS Early Years Foundation Stage ​ Welcome to St. Bernadette’s Early Years Foundation Stage! Our teaching team in Nursery consists of Miss Finnegan (Red Group), Miss Barron (Yellow Group), Mrs. Buchanan (Blue Group) and Mrs. O’Brien (Green Group). The teaching team in Reception consists of Miss Deards and Miss O’Neill (RSD), Miss Fullerton and Mrs. Heeley (RPF) and Mrs. Dawood and Mrs. Robbins (RND). ​ Our school is a beacon of hope and a place that offers children in the EYFS an education rich in wonder and memorable experiences. We want our children to succeed in our ever-changing world; we hope our education gives our children the best chance to become happy and well-rounded individuals, reaching their full potential and fostering our school motto, ‘Love to Learn, Learn to Love ’. At St Bernadette’s School, we are committed to the Catholic faith, recognising and valuing every individual as special and unique, created in the image and likeness of God. We welcome and celebrate differences and our curriculum is designed to recognise children’s diverse range of experiences and prior learning from their previous settings and their home environment. We know the crucial role that early years education has to play in providing firm foundations upon which the rest of a child’s education is successfully based. Our EYFS curriculum is driven by our four fundamental EYFS curriculum drivers: Learn to Love, Love to Learn We want children’s curiosity and creativity to be nurtured so their love for learning is ignited. Through developing learning behaviours, such as: playing and exploring, active learning and creating and thinking critically, we want children to be autonomous with their own learning and resilient. We want them to plan, implement and review this process and do it with integrity and become successful, lifelong learners. Communication Communication and language skills are the cornerstone of learning. We want our children to be able to speak clearly and process speech sounds, express their ideas and to understand and interact with others. We want them to develop an enriched vocabulary and a love for reading. Communication is the vehicle for learning, making friends and succeeding in life. Community We want our children to develop a sense of pride in themselves and respect and tolerance for others in their immediate and school community, as well as the world that is beyond their local environment. They need opportunities to experience the richness of our diverse community and show they care about its management and sustainability. We want to cultivate partnerships with families and engagement in their child’s lifelong learning journey. We want children to develop a sense of citizenship in line with British Values. We follow the Values and Virtues from the Archdiocese of Birmingham's Catholic Schools’ Pupil Profile; we see them in action in our lives and in the lives of others and we work on how to encapsulate these values in our lives. Possibilities We are passionate about broadening the horizons of our children, providing rich learning opportunities and experiences to develop imagination, curiosity, creativity and ingenuity. Our children cannot aspire to things that they have never encountered; we want to expand their knowledge of the world in which we live. Play Based Learning Parents As Partners Outdoor Learning Maths Topic Overviews Reading Play Based Learning Play underpins the Early Years Foundation Stage at St. Bernadette’s Catholic Primary School. When children play, they are learning at the highest level and through play, children develop language skills, their emotions and creativity, social and intellectual skills. Play takes place indoors and outdoors and it is in these different environments that children explore and discover their immediate world, practise new ideas and skills, take risks, show imagination and solve problems on their own or with others. We provide high quality planned and unplanned experiences for children’s play and our teaching team support children’s learning so that it is both enjoyable and challenging. Outdoor Learning “The best kept classroom and the richest cupboard are roofed only by the sky” Margaret McMillan (1925) The outdoors provides young children with one of the best possible environments in which to learn. ​ Why is learning outdoor important: Physical development is the pre-requisite for the children’s growth. It enhances the development of gross and fine motor skills, develops co-ordination, balance and body awareness. It develops a life-long good habit of daily exercise, encouraging them to be active and healthy. It provides the opportunity for assessed ‘risky’ freedom, where children can play and socialise freely and use their own imagination an initiative. All the areas of learning can be achieved outside while the children’s long-term social, emotional and mental health are being enhanced. Learning outside the classroom gives children contact with the natural world and offers them experiences that are unique to outdoors, such as direct contact with the weather and the seasons. Playing and learning outside also helps children to understand and respect nature, the environment and the interdependence of humans, animals, plants, and lifecycles. Outdoor play also supports children’s problem-solving skills and nurtures their creativity, as well as providing rich opportunities for their developing imagination, inventiveness and resourcefulness. The outdoor environment offers space and therefore is particularly important to those children who learn best through active movement. Very young children learn predominately through their sensory and physical experiences which supports brain development and the creation of neural networks. For many children, playing outdoors at their early years setting may be the only opportunity they have to play safely and freely while they learn to assess risk and develop the skills to manage new situations. At our school we have two well equipped outdoor areas, as well as a garden where the children can explore, learning and play. In addition to this, the children regularly visit the local EcoPark where they can experience, hands-on, pond dipping, mini-beast hunts, explore the seasons and build dens to name a few. Topic Overviews Autumn 1 Nursery Autumn 1 Reception Our EYFS curriculum is judiciously balanced, with a focus on the knowledge and skills children need to flourish. It is based on wonder and awe, delivered through topics which engage the children. Each half term, children will cover a new topic. Topic overviews are created which stipulate real life experiences, key texts, rhymes and poems, parental involvement, Cultural Capital links, key festivals and events, as well as key skills and knowledge that will be covered during the topic. However, our children are given the opportunity to influence and plan the direction of their own learning by identifying what they already know, understand and would like to know about each new topic of work. Each topic is then flexibly delivered, incorporating an initial ‘Sparky Start’ to ‘hook’ the children’s imagination in their new topic. Here you will find our Topic Overviews: Parents as Partners At our school we aim to build positive relationships with parents and to keep them informed of their child’s learning. We encourage parents to have an input in their child’s learning by asking them to complete regular Proud Clouds, informing us of the wonderful triumphs their children have achieved at home. Parents are welcomed each Friday to storytelling sessions with their children, where they can choose storybooks to borrow and share at home. In addition to this, we provide many workshops and parent events throughout the year such as; Phonics Open Week, A Journey to Writing Workshop (gross and fine motor skills), Maths Open Week, Stay and Play sessions, Bedtime Story Session, Christmas Craft Workshop, Christmas Nativity Play, Mother’s Day Picnic, Father’s day Den Building, Parent and child Prayer Services and EYFS Mass. Nursery Welcome Meeting Reception Welcome Meeting EYFS Mathematics There's more to mathematics than just counting! Children learn about maths through play and their daily experiences and the more meaningful to them and hands on it is, the better. Our Nursey and Reception (both indoors and out) is full of mathematical opportunities and has exciting things for children to explore, sort, compare, count, calculate and describe. This supports them to be creative, critical thinkers, problem solvers and to have a go and to be resilient. EYFS Mathematics Overview Click here to visit our Mathematics area of our school website for more information. Reading At St. Bernadette’s Catholic School we foster a love of reading from the onset, sharing stories, poems and rhymes to develop vocabulary and comprehension. We have selected a number of high, quality texts to support a love of reading. Nursery Reading and Rhyme Spine Reception Reading and Rhyme Spine Nursery Rhymes in EYFS We also follow Pie Corbett’s ‘Talk for Writing’, this is a multi-sensory approach, introducing a simple way to inspire young children's language development through storytelling. Our children learn language through memorable, meaningful repetition. The ‘Talk for Writing’ approach enables children to internalise the language of story so that they can imitate it, innovate on it and create their own effective stories independently, allowing their language development and creativity to flourishes. We have a secure, systematic, synthetic phonics programme taught from the beginning of Reception, with phase 1 listening and attention activities being the focus in our Nursery. Our children have many opportunities to read and reread books that match their phonics stage. We also have a robust assessment system in place to quickly pick up children falling behind and thus we are able to give these children targeted support. Check out our Reading area on our school website for more information.

  • Topic Week Videos | St Bernadette's Catholic Primary School

    Topic St Bernadette’s Catholic Primary School is a beacon of hope and a place that offers children an education rich in wonder and memorable experiences. Through our diverse and inspiring ‘topic’ curriculum our children learn to love and love to learn. At St. Bernadette’s School, we take a ‘topic’ approach when teaching. ​ History, Geography, Art and Design & Technology. Each term, every year band studies a common theme through these four foundation subjects. This enables the children to develop their key skills as well as gain a deeper understanding of the world. It is our hope that our curriculum develops children’s curiosity and fascination about the world, which will remain with them for the rest of their lives. ​ Art Art, craft and design embody some of the highest forms of human creativity. Our art and design education engages, inspires and challenges our pupils, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design. Design and Technology Design and technology is an inspiring, rigorous and practical subject. Using creativity and imagination, our pupils design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. History Our history provision helps our pupils to gain a coherent knowledge and understanding of Britain’s past and that of the wider world. It inspires our pupils’ curiosity to know more about the past and helps them to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time. Geography Our geography lessons equip our pupils with knowledge about diverse places, people, resources and natural and human environments, together with developing a deeper understanding of the Earth’s key physical and human processes. St Bernadette’s Topic Overview 2022-23 What do our children say about topic at St Bernadette’s School? “We got to make lots and lots of stuff. We even got to do some painting!” Parent: “Seeing our children on the trip was amazing. Their knowledge showed what good teachers they have.” “The trip was very good. We learnt lots.” “We loved working together.” ​ “Today is going to be the best day. It’s topic.” “This week felt like a once in a lifetime opportunity. We did so much that we don’t normally get a chance to do and we loved it.” Topic ​ www.googlearth.com . www.googlemaps.com www.world-geography-games.com Continents song- https://www.youtube.com/watch?v=K6DSMZ8b3LE Ocean song- https://www.youtube.com/watch?v=X6BE4VcYngQ ​

  • Education | St Bernadette's Catholic Primary School | West Midlands

    St. Bernadette's Catholic Primary School Learn to love, love to learn. Parent Pay Newsletter Reception Class of 2022 Is your child born between September 2017 - August 2018? You MUST apply for your child's reception school place at: www.birmingham.gov.uk/schooladmissions For more information please contact the school office on 0121 783 7232 ​ Admission policy applies A quick reference guide for parents and staff (Sept 2021) Covid-19 Related Pupil Absence Changes to Isolation Periods - January 22 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 Learn More Upcoming Events

  • Parents | St Bernadette's Catholic Primary School

    Parents Newsletters Diary Dates Uniform Online Safety Parent Meetings Bedtime Stories Wishlist Newsletters Previous Newsletters Bedtime Stories Diary Dates ​ Autumn Term 2021 Thursday 2nd September to Friday 22nd October Half Term Monday 1st November to Wednesday 22nd December Spring Term 2022 Monday 10th January to Friday 18th February Half Term Monday 28th February to Friday 8th April Summer Term 2022 Monday 25th April to Friday 27th May Half Term Monday 6th June to Thursday 21st July Please note these dates may be subject to change Uniform WINTER UNIFORM Girls – Grey skirt Boys – Grey Trousers Grey jumper/cardigan/sweatshirt (stocks with logo available from the school office) White hard collar shirt School tie (available from the school office) Black flat shoes (not boots, plimsolls or trainers) Grey, black or white socks or tights. ​ SUMMER UNIFORM Girls – Blue and white checked dress Boys – Grey shorts/trousers Black flat shoes NURSERY UNIFORM Girls – grey skirt Boys – grey trousers White polo shirt and red sweatshirt/cardigan (stocks with logo available from the school office) SUMMER UNIFORM Girls – red and white checked dress Boys – grey shorts PE Kit Uniform Policy Sept 2021 (Does not Apply until September 2021) Parent Meetings New Nursery Parents 2021 Nursery Welcome Meeting 2020-2021 Nursery Induction 2021 Reception Welcome Meeting 2021 Read Write Inc Parents Meeting 2021 Year 1 Welcome Meeting 2021 Year 2 Welcome Meeting 2020 Read Write Inc 2020 New Reception Parents 2020 Year 3 Welcome Meeting 2021 Year 4 Welcome Meeting 2021 Year 5 Welcome Meeting 2021 Year 6 Welcome Meeting 2021 RSE Meeting 2020 year 6 FGM / CSE Meeting 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

  • Our School | St Bernadette's Catholic Primary School

    Ethos Pupil Premium The McNally Award Staff List Head Teacher's Welcome Welcome Choosing the right school for your child is one of the most important decisions you will make in their early years. As a parent you want your child to feel safe, secure and happy at school. At St Bernadette’s School all children are encouraged, supported and challenged to become the best that they can be. St Bernadette’s is a Catholic school and our motto “Learn to Love, love to learn” is at the heart of everything we do. St Bernadette’s is much more than an educational establishment it is a place where the children are offered stability and enrichment to learn effectively and develop into well rounded, responsible and respectful young people. On a recent Ofsted inspection the school was classed as outstanding for personal development and welfare, this is something we as a school are very proud of, the Ofsted inspection is available on the school website and I would encourage you to read it. A Cowings Headteacher Ofsted Report The Archdiocese of Birmingham Education Service Cognitive Load Theory SIP Action Plan SIP Reading Action Plan SIP Writing Action Plan 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 School Tour 2020 /21 The Pupil Premium The pupil premium is additional funding given to publicly funded schools in England to raise the attainment of disadvantaged pupils and close the gap between them and their peers. See the pdf document below for detailed information on our Pupil Premium impact for 2018/19 and the action plan for 2019/20 PP Strategies Impact 2020 PP Strategies Plan 2020-21 Pupil Premium Policy The McNally Award DSC_9907 2019 2019 2017 2017 2016 2016 Show More The McNally Award Every year in the summer term, one child from each year band, Nursery to year 6, is nominated to receive the McNally award. Staff within the year band, choose a child who has displayed an exceptional attitude towards school life throughout the academic year. Typically, these children will display impeccable manners on a daily basis. They will give their very best in every lesson and will be supportive of their peers and their teachers. The award was introduced in 2015, following the death of Mr John McNally who had been the charismatic Head Teacher of St Bernadette’s School until 2005. Mr McNally saw the school grow from 180 pupils to 700 pupils over a period of years. He was well respected in the local community due to his strong leadership and continuous drive to achieve high standards of discipline and academic success. St. Bernadette's Staff Miss Cowings – Head Teacher Mr Carroll – Assistant Head / Science Faculty Leader Miss C Connaire - Assistant Head / Humanities Faculty Leader ​ Miss K Lakin – 6KL Year 6 Teacher / English Co-ordinator KS2 Miss Z Boron - 6ZB Year 6 Teacher Mr A Markham-Jones – 6AMJ Year 6 Teacher / PE Co-ordinator Mrs M Kerrigan – Year 6 Teaching Assistant ​ Miss C Grant - Year 5 & 6 English Teacher / MFL Co-ordinator Mrs K Harston – 5KH Year 5 Teacher / Topic Co-ordinator Mr E Baker - 5EB Year 5 Teacher Mrs L Canning – Year 5 Teacher / Assistant Head Mrs McCartan – Year 5 Teaching Assistant ​ Miss A Hulse - 4AH Year 4 Teacher / ICT Co-ordinator Mrs C Brownhill – 4CB Year 4 Teacher / Science Co-ordinator KS1 Miss C Manders - 4CM Year 4 Teacher Mr R Wayne - 4RW Year 4 Teacher Mrs Colclough – Year 4 Teaching Assistant ​ Mrs T Kelly – 3TK Year 3 Teacher Mrs E Lennon – 3EL Year 3 Teacher Mrs E Hill - 3EH Year 3 Teacher / RE Co-ordinator Ms Corkery – Year 3 Teacher / Science Co-ordinator KS2 Mrs Yakoob - Year 3 Teaching Assistant ​ ​ Miss O’Toole – Year 2 Teacher / English Co-ordinator KS1 Mrs S Hussain - 2SH Year 2 Teacher Miss S Fiddler - 2SF Year 2 Teacher Mrs L Gray – Year 2 Teaching Assistant Mrs J Robinson – Year 2 Teaching Assistant ​ ​ Miss Gibbs - 1EG Year 1 Teacher Miss O Bowden - 1OB Year 1 Teacher Mrs Clarke – Year 1 Teaching Assistant Miss McGrath – Year 1 Teacher / Topic Co-ordinator Ms Baker – Year 1 Teaching Assistant Mrs Begum – 1SJ Year 1 Teaching Assistant ​ Miss Deards – RSD Reception Teacher Mrs Dawood - RND Reception Teacher Ms T O'Neil – RSD Reception Teaching Assistant Mrs Devlin – RPF Reception Teacher Mrs Heeley – RPF Reception Teaching Assistant Mrs A Robbins - REF Reception Teaching Assistant ​ Miss Finnegan – Nursery Teacher / Assistant Head Miss E Barron – Nursery Teaching Assistant Ms O’Brien – Nursery Teaching Assistant Mrs S Buchanan - Nursery Teaching Assistant ​ Mrs R Kelly – SENCO Mrs Jones - PPA / PSHE Co-ordinator Mrs Docker – Support Teacher Ms Ryan - PPA ​ Mrs Shalvey – Learning Mentor / PSA Mrs Payne – Learning Mentor ​ Mrs Smallwood – Office Mrs Byng – Office Miss K O'Neil – Office ​ Mrs J Lewis – SEN Support Mrs Apted – Technician Mr Abbott – ICT Operations Manager Mr Malone – Building Site Supervisor Mrs Worth - School Cook ​

  • Science | St Bernadette's Cath

    Science At St. Bernadette’s, we are in the process of writing and developing a bespoke curriculum based on the National Curriculum. “…careful curriculum design, where new knowledge is broken down into meaningful components and introduced sequentially, can support all pupils to learn scientific concepts. This includes those with special educational needs and/or disabilities.” Research Review Series: Science. Ofsted, 2021. Science Curriculum Overview 22/23 Prior Knowledge “Assessing students' prior knowledge allows an instructor to focus and adapt their teaching plan. For students, it helps them to construct connections between old and new knowledge.” Assessing Prior Knowledge, Cornell University, 2022 Each unit with a prior knowledge check – this aids both teachers and learners. A focused flashback helps pupils to retain prior knowledge on the topic and make links between old and new content. Each planning grid outlines prior knowledge in order to support teaching. Retrieval “Sufficient curriculum time must be allocated for pupils to embed what they have learned in long-term memory through extensive practice before moving on to new content.” Research Review Series: Science. Ofsted, 2021. Each lesson begins with three flashback activities: The idea is that this: Will help to transfer information into pupils’ long term memories Will act as a ‘pre-teach’ for key concepts and vocabulary Will address common misconceptions before they arise Will lead to greater understanding as we progress through a topic as effective links can be made. Vocabulary “Vocabulary plays a crucial role in science because it is at the heart of science learning and knowledge building. To discuss and build knowledge, students need to have access to the vocabulary of science.” National Science Teaching Association, 2020 ​ ​ Each unit contains: A discrete lesson on vocabulary that is taught at the start of the unit, this pre teaches new scientific words. A selection of key vocabulary showcased on classroom science display boards. Each lesson contains: Scientists “Researchers have found that the sense of belonging in science matters more than grades and background when it comes to keeping students in science majors and careers. Creating a more equitable, inclusive, and leakproof STEM pipeline requires helping more students feel like scientists.” Helping students (re)think of themselves as scientists. C&EN, 2020. Each unit has a key scientist linked to it. These scientists have been reviewed to ensure our curriculum is more diverse and relevant to our pupils. Many units also have a ‘Just Like Me’ scientist also included, helping pupils learn about people like them working in different careers within the field of science today. When learning about scientists, we will focus on: the impact that scientist had on the world whose ideas that scientist built upon the barriers some scientists faced and how they successfully overcame these to make a significant difference to the world around them which of our ‘Working Scientifically’ skills these scientists utilized. Here are examples of a few modern and diverse scientists included in our science curriculum: Environmental Awareness “Environmental education promotes critical and creative thinking skills and inspires kids to become more engaged with their communities. It helps kids understand why the environment is important and provides them with the building blocks they need to live eco-friendly and sustainable lives.” Why Environmental Education is Important for Kids. Rubicon, 2021. The golden thread of environmental awareness runs through each unit in school. Each unit has a linked environmental focus – ‘Care of God’s Creation’ (linked to Catholic Social Teaching). This makes our curriculum more relevant to issues faced today, which should engage pupils and help them to see the real-world purpose of their learning. Enquiry Types Throughout school, children are exposed to five types of enquiry: Comparative/fair testing Research Observation over time Pattern seeking Identifying, grouping and classifying Working Scientifically A set of characters have been created to represent each of the ‘Working Scientifically’ skills that the children will utilise within their investigations and enquiries. These characters are displayed in every classroom and appear in many science lessons, even when the focus is not directly linked to enquiry. Reading At St. Bernadette’s, we believe that reading is a cornerstone of each and every curriculum area. As such, opportunities to share picture books, as well as fiction and non-fiction texts, have been planned into each unit. A range of books related to each science topic have also been purchased for each classroom in order to allow children to extend their learning outside of lesson time. Reading as part of the Curriculum (sample): Wider reading material (sample):

  • Knowledge & Skills | St Bernadette's Cath

    Knowledge & Skills Year 1 Topic Y1 Autumn Science Science Y1 Y1 Spring Y1 Summer Gymnastics Gymnastics Y1 Computing Computing Y1 Year 2 Y2 Autumn Topic Y2 Spring Y2 Summer Computing Computing Y2 Gymnastics Gymnastics Y2 Science Science Y2 Year 3 Topic Y3 Autumn Y3 Spring Y3 Summer MFL French MFL French Y3 Computing Computing Y3 Science Science Y3 Gymnastics Gymnastics Y3 Year 4 Topic Y4 Autumn Y4 Spring Y4 Summer MFL French MFL French Y4 Computing Computing Y4 Science Science Y4 Gymnastics Gymnastics Y4 Year 5 Topic Y5 Autumn Y5 Spring Y5 Summer MFL French MFL French Y5 Science Science Y5 Computing Computing Y5 Gymnastics Gymnastics Y5 Year 6 Topic Y6 Autumn Y6 Spring MFL French MFL French Y6 Science Science Y6 Computing Computing Y6 Gymnastics Gymnastics Y6

  • Curriculum | St Bernadette's Catholic Primary School

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

  • Governors | St Bernadette's Catholic Primary School

    School Governors Governor Portal Admissions Committee Pupil Discipline Committee School Hearings Committee Curriculum & Standards Committee St Bernadette's Governor Attendance Governor Information Terms Of Reference Dismissal Appeal Terms of Reference Curriculum & Standards Terms of Reference Resources Committee Terms of Reference Admissions Terms of Reference Pupil Discipline 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 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 Cllr Zafar Iqbal Foundation Governor Leon Denis Foundation Governor After a tenure as an elected Parent governor I was fortunate to be appointed as one of the Foundation Governors. I am currently Vice Chair of the Full Governing Board. I have children at the school and am proud to be involved in school life and take my role seriously. Through my varied life experiences and working career, I acknowledge and appreciate the power of education and the transformative ability that it has. There is immense value to our children of having a safe, consistent and rewarding education experience. I know the importance and necessity of having options in life and the growth opportunities that these can generate. A key element to support these options is a sound intellectual, emotional and spiritual foundation that I believe St Bernadette’s provides. I am excited about the future and look forward to seeing how our children will change the world Report to Governors 2017 Science Computing Pastoral Arts Faculty PE Music RE Art & Design DT

  • Reading | St Bernadette's Catholic Primary School

    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; share a reading newsletter monthly with parents; 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 Phonics ​ We begin this journey with RWInc phonics and the teaching of letter names. 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. ​ 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. ​ Book of the Month Top 20 Lists Reading Newsletter 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 School Library