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

EYFS Click the image above for the EYFS Handbook 25/26 Our Learning Nursery Long Term Plan 25-26 Reception Long Term Plan 25-26 EYFS Policy 25-26 Nursery Autumn 1 Knowledge Organiser Autumn 2 Knowledge Organiser Pre-Phonics Document 25/26 Reception Maths Knowledge Organiser - Autumn 1 Literacy Knowledge Organiser - Autumn 1 Literacy Knowledge Organiser - Spring 1 Literacy Knowledge Organiser - Summer 1 Maths Knowledge Organiser - Autumn 2 Literacy Knowledge Organiser - Autumn 2 Literacy Knowledge Organiser - Spring 2 Literacy Knowledge Organiser - Summer 2 Understanding the World Overview Autum 1 Understanding the World Overview Spring 1 Understanding the World Overview Autumn 2 Understanding the World Overview Spring 2 Early Years Foundation Stage Welcome to St. Bernadette’s Early Years Foundation Stage! Our teaching team in Nursery consists of Mrs Rainey (Red Group), Miss Barron (Yellow Group), Mrs. Buchanan (Blue Group), Mrs Nield (Green Group). The teaching team in Reception consists of Mrs. Canning, Mrs. Lennon and Mrs. McCartan (REL), Miss Coley and Miss O’Neill (RLC), Miss Belcher & Mrs. Colclough (RCB). . 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 Outdoor Learning Reading Reading Tips Nursery Ryhmes Maths Pencil grip 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 will have the chance to visit the EcoPark where they can experience, hands-on, pond dipping, mini-beast hunts, explore the seasons and build dens to name a few. Outdoor 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. Play 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. 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. Please refer to our Maths Knowledge Organisers above. Literacy We believe that literacy and communication are key life skills. We will help children to develop the skills and knowledge that will enable them to communicate effectively and creatively in both spoken and written language. We want the children to enjoy and appreciate a rich variety of literature. Literacy skills permeate the curriculum and are vital in ensuring progress across all subjects. We aim to develop pupils’ abilities within our core programme of reading, writing, speaking and listening. The children have opportunities to use and improve their skills in other subject areas. We are committed to engaging our children with stories and rhymes from a very young age. Early language development is established through daily stories and rhymes. Children will experience quality reading, story, rhyme, talk and play on a daily basis. This is carefully planned within directed teacher led sessions and in our continuous provision. Please refer to our Literacy Knowledge Organisers above.

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

Mental Health & Well Being Mental Health and Wellbeing at St.Bernadette’s Catholic Primary School At St. Bernadette’s Catholic Primary School, we aim to promote positive mental health and wellbeing for our whole school community and recognise how important mental health and emotional wellbeing are to our lives. Our role is to ensure that everyone is able to manage times of change and stress, and that all members of our community are supported to reach their potential or access help when they need it. We also have a responsibility to ensure that our children, staff, and wider community learn how to maintain positive mental health, understand what affects their mental health, help reduce the stigma surrounding mental health issues, and know where to go for support. Therefore, we have developed a curriculum to help children become more resilient and aware of their own mental health and wellbeing. For children, mental health encompasses their emotional, social, and cognitive wellbeing. It involves how they feel, think, and act, and is crucial for their overall development. Mental health affects daily life, relationships, and learning. In childhood, good mental health includes reaching developmental and emotional milestones, learning healthy social skills, and developing strategies to cope with challenges. We encourage the following abilities through our delivery: Resilience This is the ability to bounce back from challenges and adapt to changes, which is important for long-term well-being. Children develop the ability to manage stress, learn from mistakes, and build confidence. When children build resilience they form stronger relationships, have better problem-solving skills and manage their emotions better. Healthy relationships Healthy relationships with peers and adults can foster a sense of belonging and support. Children have healthy relationships when their communication is based on respect, trust, honesty and open communication. Healthy relationships offer support and encouragement, helping children to grow and develop their confidence. Children who learn to build and maintain relationships develop empathy and can communicate effectively. Self-regulation These are abilities that help children manage their emotions, behaviours, thoughts and choices of actions especially in the face of challenging situations. It is a crucial skill as it impacts learning, social interactions and overall well-being. Children learn how to manage and regulate strong emotions like anger, frustration and sadness. It is important for children to know how to control their impulses, by resisting the urge to act on immediate desires and rather make more thoughtful decisions. Children are encouraged to maintain attention on tasks and resist distractions. What we provide your child. We have several programmes and methods we use to encourage this. These programmes are described below. Compass This company are a NHS endorsed group who offer support to your child’s mental health through Low Intensity Cognitive Behavioural Therapy (LI-CBT). This service is offered at no cost to yourselves and we have many children who have really benefitted from their time spent in sessions. They can offer one to one sessions with a child or sometimes where more appropriate they offer parent and child meetings to help you develop together. These can take place in person at school, in a community place or online. Letter for Parents Intro to MHST Pupil Voice: A Year 4 pupil said ,”I learnt ways to calm down. I use these a lot. I use Happy Breathing.” A Year 4 pupil said, “They were awesome. They taught me to take a deep breath. I could talk about what happened and my feelings.” Throughout the year we will organise one-off workshops for parents as advertised in the newsletter. Their parent worker has a lot of experience in sharing ideas and knowledge that we could use as parents when our children are experiencing difficulties. You can self-refer to Compass or ask Miss Corkery, Mrs Taylor or Miss Finn and they can talk you through the process to receive your consent for a referral. Throughout the year we will organise one-off workshops for parents as advertised in the newsletter. Their parent worker has a lot of experience in sharing ideas and knowledge that we could use as parents when our children are experiencing difficulties. You can self-refer to Compass or ask Miss Corkery, Mrs Taylor or Miss Finn and they can talk you through the process to receive your consent for a referral My Happy Minds Children are led through a weekly informative programme where they are shown how parts of our brain drive how we feel. They watch short videos, play games, hear short stories for each section. hm1 hm2 hm7 hm1 1/7 My Happy Mind Happiness Heroes This is a group of KS2 children who meet regularly to share how to help their year band sort out little issues in the playground or the classroom. They will start the important role of Playground Ambassadors and will be trained in how to watch out for children that are sad or lonely on the playground. They will be trained in how to start a conversation to help others explain what they are feeling and what to do to help.

MFL at St. Bernadette's “A different language is a different vision of life." Federico Fellini St Bernadette’s Catholic Primary School is a place that offers pupils an education rich in wonder and memorable experiences. Through our creative and inspiring MFL curriculum, it is our aim that children ‘learn to love and love to learn’ as global citizens. We believe that acquiring a foreign language and developing skills in communication are a necessary part of living in a multicultural society, essential ingredients to broadening our children’s horizons. Language lessons place a strong emphasis on developing the speaking and listening skills of the children: expressing their ideas and thoughts as they interact and communicate with others orally is at the heart of our MFL curriculum. The bespoke KS2 curriculum is organised around a wide range of engaging and relevant topics and themes; it aims to teach language that is purposeful and of high interest as well as nurture linguistic curiosity. MFL Overview Assessment Statements for MFL Intent, Implementation & Impact statement Language Ambassadors At Saint Bernadette’s we have Language Ambassadors who promote the school’s positive ethos in language learning. These children have been chosen to represent our school as great role models, promoting the importance of language and the diverse world we live in. What an amazing job they do- thank you so much for sacrificing all those lunch times and giving your class a voice! Pupil Voice The children at Saint Bernadette’s really enjoy their French lessons and the experiences the French curriculum provides. Here are some of their comments: “I love my French lessons as there are so many activities to do and I know I am progressing because I can do the recaps without any help” Y6 pupil. “This is only the second time I have cooked in my life and now I learnt how to make crepes” Y5 pupil “I enjoyed going on the Mrs Colclough’s plane because it felt real and exciting to fly to France. I have never been on a plane before” Y1 pupil “French is important for our lives so we can meet new people, go on holiday, speak to people and not offend them” Y6 pupil French Day Every year at Saint Bernadette’s, we hold a special French Theme Day to celebrate France’s Bastille Day. Each class across school is involved in a vast range of fun and practical French related activities where they learn about the country’s geography, history, food, art and culture. All children are invited to come into school dressed in a French theme and get the opportunity to cook and taste selected French cuisine, re-create the work of well-know French artists and architects, as well as participate in a variety of workshops and experiences such as ballet, Cirque Du Soleil, pétanque, Tour de France, a Journey to Paris to name but a few. Take a look… Learning Outside the Classroom We know that reviewing and consolidation new vocabulary and grammatical structures is an integral part of learning and memorising a new language. As well as looking out for the ‘Réviser Votre Français’ section on the school newsletter, below are some web links to support your child’s language learning journey. Enjoy! https://www.french-games.net/ https://www.topmarks.co.uk/Search.aspx?q=french https://www.bbc.co.uk/bitesize/subjects/z39d7ty Why not join in on your child’s language learning journey by downloading Duolingo, the fun, free app for learning 40+ languages (including French) through quick, bite-sized lessons. Practice speaking, reading, listening, and writing to build your vocabulary and grammar skills. https://www.duolingo.com

Pupil Absence Name of Child(Wymagane) Class(Wymagane) Date of Absence(Wymagane) Reason for Absence(Wymagane) Name of Parent(Wymagane) Email Address(Wymagane) Contact Phone Number(Wymagane) Submit Click the link below to see the local authority advice for parents School attendance, advice for parents.

Maths Policies Sequence of Work Bar Modelling KIRFs Mathematics is a life skill. It helps us to make sense of our world, providing a precise means of communication using numbers, symbols and shapes. It is a powerful, universal language used to explain, predict and represent events and tackle problems in everyday life. At St. Bernadette’s Catholic School, our aim is for the children to Learn to Love, Love to Learn and to develop an ability to solve problems, to reason and think logically, to work systematically and accurately and most importantly to be curious and resilient learners. New mathematical concepts are introduced using the ‘Concrete, Pictorial and Abstract’ (CPA) approach; enabling all children to experience hands-on learning when exploring new concepts. This allows all children to have clear models and images to aid their understanding. Time is devoted, daily, to teach and practise arithmetic and basic maths skills which ensures key mathematical facts and concepts are embedded and children can recall them accurately. Our mathematics curriculum is designed so that it is accessible and engaging for all pupils to maximise their full potential and make rich connections across other areas of the curriculum, preparing them for their future lives and careers. EYFS Calculation Policy Year 3 Calculation Policy Policies Mathematics Policy 24/25 Year 1 Calculation Policy Year 4 Calculation Policy Year 2 Calculation Policy Year 5 Calculation Policy Year 6 Calculation Policy Sequence of Work Sequence of Work at St. Bernadette’s Catholic School The National Curriculum lies at the heart of Mathematics at St. Bernadette’s. We use the National Curriculum and White Rose to base medium term planning on. The National Curriculum for Mathematics aims to ensure that all pupils: become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately. reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions. The KS1 and KS2 Curriculum specifies ten strands of mathematics, namely: Number - number and place value Number - addition and subtraction Number - multiplication and division Number - fractions (including decimals and percentages) Ratio and proportion Algebra Measurement Geometry – property of shape Geometry – position and direction Statistics The EYFS curriculum specifies two strands of mathematics: Number Numerical Patterns Here you will find our sequence of work for the academic year 2024-25. Reception EYFS/KS1 KIRFs Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Policies Sequence Bar Modelling Bar modelling is a key element when considering teaching for mastery. An amazing and powerful pictorial representation for revealing the structure and patterns within a maths problem, Bar Modelling promotes profound mathematical understanding and insight. The bar model method draws on the Concrete, Pictorial and Abstract Approach — an essential maths mastery concept. The process begins with pupils exploring problems via concrete objects. Pupils then progress to drawing pictorial diagrams, and then to abstract notations such as the +, -, x and ÷ symbols. Bar modelling is a versatile maths model strategy that can be used across a wide range of concepts and topics. It gives pupils a powerful and adaptable strategy for solving increasingly challenging problems that draws on the Concrete, Pictorial, Abstract approach. Below you will find more information on Bar Modelling for each mathematic concept. Addition & Subtraction Multiplication & Division Algebra Other Problems Fractions Ratio Bar KIRFs KIRFs (Key Instant Recall Facts) Y3 Spring 1 Y4 Spring 1 Y5 Spring 1 Y6 Spring 1 Y3 Spring 2 Y4 Spring 2 Y5 Spring 2 Y6 Spring 2 Y3 Summer 1 Y3 Summer 2 Y4 Summer 1 Y4 Summer 2 Y5 Summer 1 Y6 Summer 1 Y5 Summer 2

Vocations Welcome from Fr Fretch Ballesteros I was born in the Phillipines in 1989 and was raised by my mother and Father with my brothers and sisters. At the age of 16 I joined the seminary after deciding I wanted to become a priest. Later I travelled to the UK and completed my theological studies at St Mary’s College Oscott. I was ordained a deacon on 29th September 2016 and was ordained a priest at Corpus Christi Church in Stechford. In January 2023 I became the Parish Priest of Holy Family Church in Small Heath and work closely with the two schools in the parish, Holy Family School and St Bernadette’s. As a Vocationist Father, I live in a community and took the vows of poverty, chastity and obedience. Our Founder was Father Justin Russolillo. On 20th September 1913, Justin was ordained a Priest. While kneeling before the Bishop for the ordination, he vowed to the Lord to found a religious Congregation to cultivate vocations to faith, priesthood and holiness. On 15th May 2022, Pope Francis canonised 10 new saints of the Catholic church during a Mass in St. Peter’s Square including Blessed Justin Russollilo. Sister Maura Halpin A Sister of Mercy When I joined the Sisters of Mercy in London 60 years ago I had no idea what ‘JOB’ I would be doing. I could have been working in the convent or parish, as a nurse or as a teacher because our Foundress, Venerable Catherine McAuley founded our Religious Order to give education, healthcare and support to the poorest families in Dublin in mid-19th Century. It was a shock to leave rural Ireland and find myself in a very busy city. Becoming a teacher was my second Vocation as being a Sister came firs t. I taught in a number of secondary schools throughout my teaching years. I was called away from teaching 30 years ago to do pastoral work within our Religious Order. This ministry took me to some countries that I would otherwise never have visited as some of our Sisters were working abroad. Now that I am ‘retired’ I feel so grateful to God for all the Blessings I have experienced. I have learned so much from saintly Sisters who are no longer with us. They were women of prayer and were totally committed to the people among whom they worked. Teaching colleagues too have inspired me and now I have time to reflect on how much the Church and society owe to all who work in education. Nowadays prayer has a special place in my day. It always was important but when I was busy I was often distracted in my prayer, always planning ahead. Now I value Mass daily and in particular I listen more attentively to the Word of God, to hear what God is saying to me each day, how much He cares for me and all his people. I hope this makes me a more compassionate and attentive Sister of Mercy when I meet people. I meet people in the local Care Homes and those who are housebound when I visit with Holy Communion because these people cannot come to Church. I am privileged to feel welcome when I visit our schools, especially St Bernadette’s & Holy Family where I join them at their Masses. I support them in their joys & sorrows with my prayer and occasionally do home visits if asked by the Head Teacher. Another ministry that is very special to me is support for the bereaved both in giving a listening ear and in helping them plan the funeral Masses and Services for their loved ones. This ministry sometimes reconnects me with former pupils in their time of grieving. Perhaps I could sum up my life as a religious Sister in the words ‘availability’ and ‘prayer’ and I am grateful to all who have supported me in my vocation over the past 60 years. If you would like support I can be contacted on the following email address: mhalpinrsm@hotmail.co.uk

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.

Home Learning School subscription services that are providing guidance and resources to support with school closures Accelerated Reader Students are able to access Accelerated Reader from home using their normal accounts. Times Tables Rockstars Oxford Owl Spelling Shed Maths and Science Topmarks Times Tables Rockstars A great bank of interactive games! www.topmarks.co.uk/ Try ‘Hit the Button ’ for your times tables or ‘Daily 10 ’ BeeBot App Free App for computing Explorify For Science Number Blocks Prodigy Maths Free App for maths Science Fun at Home New content every Wednesday LET’S GO LIVE with Maddie and Greg 30-minute sessions with Maddie and Greg exploring the natural world. Streamed every day at 11am. Dr. Chips Join Dr Chips every day at 10am for a daily dose of science, engineering and technology. Solar System Scope Check out Solar System Scope to visit the Earth and other planets, see where stars are now and speed up time to see where they will be in a month. Mindfulness and Keeping Active Go Noodle Smiling Mind BBC Supermovers Newsround Premier League Stars YouTube (More videos on their own website) Hundreds of ‘brainercise’, dancing, strength and mindfulness videos—as well as videos that are ‘just for fun’. Short audio sessions to help with mindfulness. Interactive videos to support with KS1 and KS1 Maths, Literacy and PSHE and PE learning. Great for times tables—as well as videos that are ‘just for fun’. Keeping children up to date with the world around them— creating opportunities to talk about the news with children. Videos and activities to support with Maths, Literacy, PSHE and PE. French KS2 French A compilation of short clips and memorable songs for beginners learning French. KS1 / KS2 French French Games Everton trio Morgan Schneiderlin, Kurt Zouma and Lucas Digne are on hand to help Ben Shires teach pupils all about French greetings Fun French games online for kids + adults to learn + practice beginner French vocabulary with audio Primary Languages This material has been developed to assist Primary teachers to develop and integrate an element of language teaching into their classroom.

School Meals At St Bernadette's our school meals are provided by Cityserve. They provide a nutritionally balanced meal for our children who have a school meal at lunchtime. The menu provided runs on a 4 weekly rolling cycle and includes healthy and nutritious options each day. If your child has a school meal please complete the menu choices below. Please only complete this once as this information will be used by the cook to order ingredients and produce the correct number of meals Dear Parents/Carers I am writing to introduce myself as the Schools new Catering Supervisor. My name is Sharon Worth and I have twenty four years experience in this role. I am passionate about providing our children with a tasty, healthy school lunch. Almost all of the food we serve is cooked from scratch using fresh locally sourced ingredients. We provide a salad cart with fresh bread daily. I am developing a new menu for 2022 and have lots of ideas for the coming months which include tasting sessions at parent evenings and regular theme days. If you would like to contact me about your child’s dietary needs, or for any queries about school lunches please email me at sharon.worth@birmingham.gov.uk Kind Regards Sharon Worth

Updates on the Corona Virus and it's impact on pupils, parents & staff. CORONA VIRUS - Updates and Information Risk Assessment Covid Catch Up Premium Remote Education Provision Blended & Remote Learning Covid Management Plan For the latest information relating to Corona Virus, please visit the Government website and World Health Organisation. https://www.gov.uk/government/topical-events/coronavirus-covid-19-uk-government-response https://www.who.int/emergencies/diseases/novel-coronavirus-2019/advice-for-public For any urgent queries regarding Corona Virus, you can contact the Department of Education Helpline using the contact information provided below. This is for Staff members and Parents. Department for Education Helpline: Phone: 0800 046 8687 Email:DfE.coronavirushelpline@education.gov.uk Opening hours: 8am to 6pm (Monday to Friday) NHS Information: NHS 111 has an online coronavirus service that can tell you if you need medical help and advise you what to do. Use this service if: you think you might have coronavirus in the last 14 days you’ve been to a country or area with a high risk of coronavirus – see travelling advice you’ve been in close contact with someone with coronavirus enquiry@stberns.bham.sch.uk What are Covid 19 Symptons? The main SYMPTOMS OF Covid-19 are: - A new continuous cough and/or - Fever (temperature of 37.8 degrees or higher) - Loss of or change in, normal sense of taste of smell (anosmia) What is the mode of transmission? Covid-19 is passed from person to person mainly by large respiratory droplets and direct contact (close unprotected contact, usually less than one metre). These droplets can be directly inhaled by the person or can land on surfaces which another person may touch which can lead to infection if they then touch their nose, mouth or eyes. When is a person infectious? A person is thought to be infectious 48 hours before symptoms appear, and up to seven days after they start displaying symptoms. Are pupils at risk of infection? Pupils of all ages can catch the infection, but pupils make up a very small proportion of Covid-19 cases with about 1% of confirmed cases in England aged under 19 years. Pupils also have a much lower risk of developing symptoms or severe disease. If setting has been notified of symptomatic pupil/staff member, should the rest of the class/bubble be excluded? No, the class/bubble should continue to attend the education setting as normal. The symptomatic case should stay at home and follow the stay at home guidance: the staff member/pupil’s parents encouraged to get tested. Any siblings of the pupil attending the setting/staff’s household member should self-isolate for 10 days. Should a pupil/staff member come to School if a member of their household is unwell? No. If a member of the pupil’s/staff member’s household is unwell with COVID-19 symptoms then the pupil/staff member should isolate for 10 days starting from the day after the household member(s) became ill. If the pupil subsequently develops symptoms then they should isolate for 10 days from the date. Can the siblings of a pupil who is self-isolating because they are a contact of a case attend the education? Yes, other household members of the contact do not need to self-isolate unless the pupil, young person or staff member they live with in that group subsequently develops symptoms. If a pupil has Covid-19 symptoms, get tested and tests negative, can they return to the education setting even if they still have symptoms? If the pupil is NOT a known contact of a confirmed case the pupil can return to the education if the result is negative, provided they feel well, and they have not had a fever for 48 hours. Should close contacts of a positive case get tested? No, they are not required to get tested unless they develop symptoms during the 14 days of isolation. Key Worker Contact Form A message to all the children at St. Bernadette's