Search Results

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.

St. Bernadette's Catholic Primary School, Yardley, Birmingham Scan or click image St Bernadette's Catholic Primary School St Bernadette's Catholic Primary School St Bernadette's Catholic Primary School St Bernadette's Catholic Primary School 1/10 Parent Pay Newsletter School opening hours Monday to Thursday 8.30am -3.15 pm Friday 8.30am- 2.00pm Total time 32.5 hours Pupil Absence Staff Email

SEND Information SEND Policy 2025/26 sendco@stberns.bham.sch.uk SPECIAL EDUCATIONAL NEEDS AND DISABILITY INFORMATION REPORT SEND: Text 2025-2026 Our School “At St Bernadette’s Catholic School, you will find us caring, hardworking and co-operative. We follow the ways of Jesus, using our talents and gifts to make our school special. We show respect to all and welcome you.” At St Bernadette's School, in line with our Catholic ethos, we believe that all our children are individuals and unique. We constantly endeavour to meet the needs of every child in our care. We aim to develop children into confident and resilient learners, to develop a love of learning and to encourage them to explore opportunities to step outside of their comfort zone whilst not neglecting the need to develop wider life skills that they can use to underpin their future development. St Bernadette’s Catholic Primary School currently has 597children on role (May 2025). There are currently 135 children on SEND register with a range of needs. 10 children have an EHCP. We offer three main levels of support – universal, targeted and specialist. All children with SEND get universal support through high-quality teaching and most will get targeted support. Those children and young people with more complex or severe needs will also have specialist support. If your child needs specialist provision, school staff will usually need to get specialist advice. This kind of support is usually given to children and young people with long-term complex needs and/or disabilities, often with an Education Health and care (EHC) plan. Special Educational Needs and Disabilities At St Bernadette’s School, we support children with a variety of differing Special Educational Needs and Disabilities, and we pride ourselves on being a highly inclusive school with an ethos which encourages and celebrates diversity and difference. SEND is categorised into the following areas in the SEN code of practise 2014: Cognition and Learning Communication and Interaction Social, Emotional and Mental Health Sensory and Physical Identifying and Assessing Need When pupils have an identified Special Educational Need or Disability before they join our school, we attempt to work closely with the people who already know them from their previous setting and use the information made available to identify what the possible barriers to learning are so that within our school setting we try to plan appropriate support strategies. At St Bernadette’s School, we work closely as a team and if staff have a concern about a child, staff fill in an SENDCO referral form and discuss concerns with parents. After a half-term of observations and monitoring, we will decide if further support is needed. With your consent, your child will be placed on the SEND register, and we begin to follow the Graduated Response approach of ‘Assess, Plan, Do and Review’. Targets and further information about how each child is being supported will be shared termly with parents. https://edukeyapp.com/parent/login Some children will be monitored using the Birmingham Audit Continuum; this allows the children working below key stage standards to have small step targets set in lessons to enable them to achieve and begin to work independently. Some children may require more support than is ordinarily available, and we may ask outside agencies to support us in ensuring that we offer the best support we can. Staff can access the Ordinarily Available Guidance (January 2024) to help support children’s learning within the classroom. Our approach to teaching children with SEND At St Bernadette’s School, we offer smaller setting groups with a tailored curriculum and a focus on closing gaps in English and Maths skills in most year groups. Teachers adapt their high-quality teaching to cater for their pupils’ needs and plan individual timetables where necessary. When appropriate, staff are deployed to give children additional interventions in small groups outside the classroom, or to provide one-to-one support. We use the EEF guidance ‘Five-a-day’ and embed the key principles into all our lessons. At St Bernadette’s School, we offer smaller setting groups with a tailored curriculum and a focus on closing gaps in English and Maths skills in most year groups. Teachers adapt their high-quality teaching to cater for their pupils’ needs and plan individual timetables where necessary. When appropriate, staff are deployed to give children additional interventions in small groups outside the classroom, or to provide one-to-one support. We use the EEF guidance ‘Five-a-day’ and embed the key principles into all our lessons. Targeted/Specialist support: Interventions for small groups or individual children for additional Maths support by Teaching Assistants. Buddy systems for support during playtimes, lunchtimes, and class. Provision of specific resources and equipment, e.g. Specially designed chairs and grab rails, if advised by the Physical Difficulties Team (PDSS). Attendance and family support officers who with the families of persistent absentees offer support and guidance. Wellcomm Assessment to focus on Speech and Language Development, and subsequent implementation of support & strategies as required. Dyslexia Gold Program for KS2 pupils (dyslexia traits). Phonics Groups. Small group reading support in class through guided reading, and individual reading support (Jackanory and Lunchtime Supervisors) Precision Teaching. Support for children with EAL status –Quality First Teaching strategies provided to Teachers (English as an Additional Language) Co-ordinator Miss Bowden. Pastoral support is available for some pupils who are a high priority for 1:1 mentoring work. These services are in extremely high demand and there is often a waiting list to be seen, children are placed on the waiting list in order of priority. Third Space Learning (Maths) intervention. Happy Minds Programme implemented across the school. Gross and fine motor skills interventions. Speech and Language interventions. Sensory Circuits. Play Therapy. We use the Ordinarily Available Guidance produced by the Local Authority to complement our teaching (January 2024). Curriculum adaptations We use a range of strategies across our lessons to ensure we offer an inclusive approach to learning and allow all children to access the classroom environment. We also seek advice and equipment from outside agencies as and when the need arises. Parent Consultations At St Bernadette’s School, we work closely with parents and carers and recognise they have much to contribute to our support for children with SEND. We hold coffee mornings throughout the year where parents can meet up and support each other in a safe environment. During these sessions, we gather parent feedback on the SEND provision at St Bernadette’s School, signpost parents to training courses and support groups and offer opportunities to meet up with outside agencies. For children who have an Education, Health and Care Plan or require specialist support (over and above what is ordinarily available), we will invite you in for further meetings in the year. These meetings celebrate your child’s learning, look at the progress they have made against the targets set, create new targets, and discuss the next steps. During the year, a parental questionnaire is sent to gain views on the school and the SEND provision. Child Consultations Pupils’ views are very important; they have a right to be involved in decisions about their education, and they are made aware of the support that surrounds them in school. Children are fully involved, and their views feed directly into all policies, procedures and daily teaching of children with SEND. Evaluating Provision At St Bernadette’s school, progress is reviewed in senior leadership meetings and with class teachers. The next steps are then discussed. Ideas are shared and discussed in staff meetings to ensure up-to-date research and policy is in place. Children’s individual progress towards their goals is reviewed at regular intervals (three times a year). Children are baselined before receiving interventions and the impact of these interventions are reviewed by the SENCO and staff. Children are asked if they feel the adjustment or intervention is helpful and makes a difference. Annual reviews are held for children with Education Health Care Plans. Staff Training At St Bernadette’s primary, we believe in professional development and aim to ensure all our staff have the understanding they need to enable them to support your child. When a new member of staff joins the school, we ensure they understand the systems within the school and they are given information about the children they are working with. The senior leadership team within the school are constantly moderating needs within the school and, where an area of concern is highlighted, whole school training could be organised to ensure all staff understand specific learning difficulties and appropriate teaching or support strategies that could be utilised. If your child needs specialist support from an outside agency, such as the Speech and Language Service (SALT), Educational Psychologist (EP), Occupational Therapist (OT) or school nurse, we will always discuss this with you first. Some of our staff have completed training in the following areas. When staff go on a course, they have an opportunity to give feedback to the rest of the staff during staff meeting sessions. Transition Support Nursery to Reception We hold a parent and carer session in the summer term for our new reception starters, providing parents with the opportunity to meet with the class teacher and SENDCO. We hold ‘taster’ sessions follow in the second half of the summer term in preparation for their September start. Transition to Reception, and then into each successive year-group, is supported by meetings, information leaflets, and taster sessions in each new class. End-of-Year Transition When children move up a year, the new class teachers hold a welcome meeting for parents. We hold 2 transition sessions during the summer term allowing the children to go up to their new classroom and meet their teacher. Some children may require extra transition visits to their new classroom to help reduce their anxiety and ensure that the transition is successful and positive. Class teachers and TAs meet with each other during the summer term to discuss the needs of the children and share support plans. Secondary Transition We liaise very closely with our partner schools to ensure that the transition from primary school to the secondary school is as smooth as possible. Mid-Year new starters When we are aware that pupils joining us from other settings have identified special educational needs, we arrange a meeting with the family to enable us to gain a greater understanding on the support we need to put in place. Outside Agencies We work with the following agencies to provide support for children with SEND: School Health Advisory Service Behaviour Support Service Pupil and School Support (PSS) - D Smart Communication and Autism Team (CAT) - J Clifford Birmingham Educational Psychology Service (EP) - M Walker Physical Difficulties Support Service (PDSS) – A Begum Hearing Support Team (HS) – C Hasler View the Local Offer website to find out more about the above agencies: https://www.localofferbirmingham.co.uk/send-support-and-information/specialist-send-support-services/ Traded Services or NHS Core Services: Speech and Language Therapy (SaLT) – R Rose Occupational Therapy – E Hartland We will ask your permission before we arrange for any outside agencies to come in and work with your child. Once the feedback has been received, we will share this information with you and arrange a meeting. Clubs and Trips All our extra-curricular activities and school visits are available to all our children, including our before and after-school clubs. All children are encouraged to go on our day trips and residential. All children are encouraged to take part in sports day, school competitions, school assemblies and performances, workshops, etc. All children are encouraged to apply for roles of responsibility in school e.g. school council, house group leaders, technical team etc. No child is ever excluded from taking part in these activities because of their SEN or disability. Please read the school’s accessibility plan for further information about the steps we have taken to prevent disabled children from being treated less favourably than other children and the arrangements we have made to help children with SEND access our school. Complaint Procedure Your first point of contact is your child’s class teacher and/or phase leader. If you are not satisfied that your concern has been addressed, then you may make an appointment to speak to the Assistant Heads or Deputy Head Teacher. If they cannot solve your issue, then an appointment can be made to speak to the Headteacher. If you are not happy with the response, then you may contact the governors through the school office. Mr Lenihan – Chair of Governors Mr Carroll – SEND Governor Birmingham Local Offer The Birmingham Local Authority Local Offer can be found at https://www.localofferbirmingham.co.uk/home/parents-and-carers/ It includes information about the wide range of services available to support all areas of a child’s life (0-25 years), especially those with a Special Educational Need or Disability (SEND). This includes support with education, physical and mental health, social care, leisure activities and moving towards independence and adulthood. Every local authority in England has a duty to provide children and young people (0-25 years) with support if they have Special Educational Needs and/or Disabilities - this is known as the Local Offer. Every local authority has to publish what support is available on a website: this is called the Local Offer Website. This Local Offer website gives information about the support the local authority expects to be available across education, health and social care. The information on the website is clear and easy to find. It says who a particular service is for, how to apply, and how decisions are made about who gets that service. SENAR 0121 303 0829 School Health Advisory Service 0121 465 5457 Forward Thinking Birmingham 0121 250 1560 Child Development Centre 0121 465 1582 Birmingham Children’s Trust 0121 303 1888 SEND Information Advice Support Service 0121 303 5004 Feedback ‘I would like to say thank you for all your support in helping X thrive’ (Y2 Parent, 2023). ‘Thank you to you and X for your time and support, it's really appreciated by us all’ (Y4 Parent, 2023).

British Values Statement Promoting British Values The DfE have reinforced the need “to create and enforce a clear and rigorous expectation on all schools to promote the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs.” As a Catholic Primary School we believe that everyone is made and loved by God as unique individuals, made in His image. Our Mission Statement and Catholic ethos embeds the foundations of British values: 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. British Values & SMSC Policy British Values: About Us Democracy We encourage our children to actively take part in democratic activities, throughout the school. Each class has an annually democratically elected school councillor, who form part of the School Council which meet regularly throughout the school year. In Year 6, pupils vote for their Head Boy and Girl. These opportunities are used as an avenue to promote and teach about the democracy and electoral process. Children in Key Stage 2 are also given the opportunity to visit the council house in Birmingham and a group of children visit Parliament and Downing Street. Our local MP also visits school and brings their role to life through a question and answer session, annually, with Year 5 and 6 pupils. Democracy is also taught in the curriculum (e.g. through historical research of Ancient Greek civilisation and looking at how Historical figures influenced democracy). Pupils’ opinions are highly valued at St. Bernadette’s School and their views and ideas are sought via their school councillor and through the annual Pupil Questionnaires. The Behaviour Policy identifies both rewards and sanctions, both of which the children and parents (through our Parents’ Forum) have contributed to. There is a strong ethos of pupils volunteering in and out of school time. This includes activities such as Nursery Prefects, school prefects, rabbit prefects, buddy partners. adette's Catholic Primary School. We’ve created a safe and accessible environment where students are encouraged to discuss ideas, collaborate on projects, share their work and receive feedback with pride. We give students the foundation to reach their potential and gain confidence both academically and socially. British Values: Student Life Rule of Law The importance of laws, whether they be those that govern the class, the school, or the country are constantly reinforced at St Bernadette’s. We have high expectations of behaviour in school and this is observed throughout the school. Our behaviour policy reflects our expectations and has been influenced by pupils contributing to our school rules, rewards and sanctions. Pupils have created an Anti-Bullying Charter, displayed in our dining hall. Pupils and parents have suggested rewards such as: behaviour badges, behaviour assemblies, Head Teacher, class and year band certificates, stationery rewards, star pupil and star table. Sanctions include missed play time or missed equipment time. Weekly discussions take place in class regarding behaviour and pupils self-evaluate their own and their peers performance and responsibility throughout the week. British Values: Text Individual Liberty At St Bernadette’s, pupils are actively encouraged to make choices, knowing that they are in a safe and supportive environment. As a school we educate and provide boundaries from where pupils can make informed choices. Pupils are encouraged to know, understand and exercise their rights and personal freedoms and are advised how to do these safely, for example through our e-safety and PSHE lessons, Whether it be through choice of challenge, of how they record work, of participation in our numerous extra-curricular activities clubs and opportunities, pupils are given the freedom to make choices. Children are taught about personal responsibility, choices, ambition and aspirations. They are encouraged to have broad horizons and the opportunities provided include, theatre visits, theatre performances, musical instrument lessons, a rich breadth of PE in and out of the curriculum and art. Our school values its local environment and pupils are given opportunities to explore and visit the local recreation area, Eco Park and playing fields. During these visits road safety, stranger danger and life skills are reinforced. Children are taught the importance of keeping safe and taking responsibility for their safety on line and in reality. They are given opportunities to explore this through annual Life Bus visits, regular ICT teaching, NSPCC assemblies, emergency service visits, visits to Safeside and visits from our school nurse. British Values: Text Mutual Respect Mutual respect is at the heart of our Mission Statement. Children learn that their behaviours have an effect on their own right and the rights of others. All members of the school community treat each other with respect. Pupils are taught to respect their school, adults, peers, other pupils and themselves through our ethos, RE and PSHE curriculum and behaviour policy. Pupils are taught to have morals and will inform staff if they feel there is discrimination evident in school. Our school has strong links with a local school for children with a wide range of learning difficulties, encompassing moderate learning difficulties and increasingly more complex needs including autistic spectrum disorders (ASDs), behavioural issues, sensory impairment and language disorders. We celebrate the breadth of talents and support the needs that our own pupils have and children are encouraged to recognise effort and achievement. British Values: Text Tolerance of those of Different Faiths and Beliefs Pupils demonstrate an understanding and awareness that people in school and our community have different faiths and beliefs to the individual pupil and to the Catholic faith. They understand that these differences are part of our liberty and should not be the cause of prejudice or discriminatory behaviour. We value our local community links and children annually visit a many places of worship. The children, each year, visit at least one place of worship. This has been timetabled so that children will visit a place of worship for each major religion by the time they leave our school. Our school celebrates and recognises many faith festivals and we encourage children and parents from a range of faith and cultural backgrounds to share experiences and knowledge with our children. We encourage our children to interact with children from other schools, through organised activities and events. There are clear procedures and guidance in school for pupils who demonstrate a lack of respect or racist behaviour. British Values: Portfolio

Jubilee 2025: Pilgrims of Hope We are excited to share that this year marks a special Jubilee Year, celebrated by people around the world as a journey of faith, hope, and renewal. Every 25 years, the Catholic Church celebrates a Holy Year of Jubilee, and Pope Francis has called this Jubilee Year ‘Pilgrims of Hope’. Pope Francis is inviting us all to reflect on our own life journeys and the hope we carry with us along the way. It’s a very special, holy, year of forgiveness and mercy, a time to reset, and to renew our relationship with God, with one another, and with all of creation. In school, we will celebrate the Jubilee Year with a range of events, which we will share through our newsletter, on X, and here, on the school website. "Hope does not disappoint, because God's love has been poured into our hearts through the Holy Spirit that has been given to us." (Rom 5:1-2.5) What is a pilgrim? Pilgrims are people who travel to holy places on a journey that helps them grow closer to God. Even if we can’t travel far away, the Jubilee Year will still be a journey for all of us - a journey of hope. The beginning of the Jubilee Year The Holy Door, very special door at St. Peter’s Basilica in Vatican City., was opened by Pope Francis on Christmas Eve to mark the beginning of the Jubilee Year. This is a big event because the Holy Door shows that God is always ready to welcome everyone with love and forgiveness. When the Pope opened it, it’s like a sign that everyone is invited to come closer to God.So, when the Pope opened the Holy Door on Christmas Eve, it reminded us that we can always find hope and love with God, and that He is always there for us, no matter what. Click on the image below to watch the Holy Door being opened on Christmas Eve 2024. The Holy Door will be bricked up at the end of the Jubilee Year. For the 2025 Year of Hope, the Holy Door will be closed after the year ends, which will be on 6th January 2026, the feast of the Epiphany of the Lord. On that date, the Pope will officially close the Holy Door to mark the end of the special time of grace, forgiveness, and pilgrimage. The door will remain sealed until the next Jubilee Year. Catholic Social Teaching and the Jubilee Year Pope Francis asks us to be signs of hope for others, by putting Catholic Social Teaching into action through caring for our common home and supporting our sisters and brothers who are experiencing war, hunger or poverty. The Jubilee Prayer Friday 10th January To mark the start of the Jubilee Year, on Friday 10th January, all classes planted a ‘Seed of Hope’. Throughout the year, the children will nurture their seed, reminding us that just as a seed needs sunlight, water, and care to grow, hope grows when we trust in God’s love and share kindness with others. St. Bernadette’s Jubilee Celebrations The children in Year 1 and Year 2 create ‘Trees of Hope’. We will reflect on these at the end of the Jubilee year. Monday 27th January Pilgrimage of Hope: Refugee Journey On Monday 27th January, classes in KS2 and Year had the opportunity to take part in a Pilgrimage of Hope, reflecting on the journey of refugees. Station 1 Packing for a Journey : The children put themselves in a refugee’s shoes and imagined what they would pack if they had to flee their home at short notice. Station 3 The Long Journey : The children imagined the exhausting and dangerous journey, often across deserts, mountains, and forests, in search of safety. Station 5 Final Journey : The children reflected on the final stage of a refugee’s journey, where emotions mixed between relief, excitement, and nervousness as they arrived at their new home. Station 2 Emotional Goodbyes : They thought about the emotional goodbyes that refugees must face as they leave everything behind. Station 4 Refugee Camps : They paused to consider life in refugee camps, where some refugees wait years before being granted asylum. Station 6 A New Home : At the final station, they discussed what it might be like to arrive in a foreign land with a new language and culture. This pilgrimage was linked to the Jubilee Year's theme of Pilgrims of Hope, encouraging us all to walk alongside those who are displaced, offering empathy, support, and a shared journey of hope. It also reminded us to keep our hope in God, trusting that He was with us on every journey, and that with faith, we could bring hope to others. Watch this video capturing the pilgrims in 4KL.

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

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

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 St Bernadette’s Catholic Primary School, Hob Moor Road, Yardley, Birmingham B25 8QL TEL: 0121 783 7232 Email: m.smallwood@stberns.bham.sch.uk Head teacher: Miss Emma Finnegan Level 3 Teaching Assistant Full Time - TTO Email Address: m.smallwood@stberns.bham.sch.uk Telephone Number:0121 783 7232 Job Start Date: September 2026 Salary range: Salary range: £28,598 to £34,434 - Grade B Closing Date: 20th March 2026 This vacancy may close earlier than advertised depending on the level of applications received. Teaching Assistant St Bernadette’s Catholic Primary School is seeking to appoint a committed and enthusiastic Level 3 Teaching Assistant to support teaching and learning in school. The successful candidate will work closely with class teachers to support pupils’ learning, deliver targeted interventions, and contribute to a positive and inclusive learning environment. We are looking for someone who: Has experience working with children in a school setting Can support learning in the classroom and in small groups Works well as part of a team Is committed to inclusion and supporting all learners Has strong communication and interpersonal skills You will be: Patient, positive and nurturing Proactive and adaptable Committed to high expectations for all pupils Supportive of the Catholic ethos of the school The successful candidate will join a school that: A warm, inclusive and welcoming school community Supportive and experienced staff A strong commitment to professional development Pupils who are well-behaved and eager to learn A leadership team committed to staff wellbeing For further details and an application form please visit www.stberns.co.uk in the vacancy section. Visits to the school are warmly welcomed and can be arranged by contacting our office staff on 0121 783 7232 or emailing m.smallwood@stberns.bham.sch.uk This school is committed to safeguarding and promoting the welfare of children and expects all staff to share this commitment. An online search will be carried out as part of due diligence on all short-listed candidates. The successful candidate will be subject to all necessary pre-employment checks, including: Enhanced DBS Childcare Disqualification (where applicable) Qualifications (where applicable) Medical fitness Identity and right to work. St Bernadette’s Catholic Primary School, Hob Moor Road, Yardley, Birmingham B25 8QL, TEL: 0121 783 7232 Email: m.smallwood@stberns.bham.sch.uk Head teacher: Miss Emma Finnegan Level 3 Teaching Assistant Apprenticeship Full Time – Term Time Only Email Address: m.smallwood@stberns.bham.sch.uk Telephone Number: 0121 783 7232 Start Date: September 2026 Contract: Fixed-term (linked to apprenticeship duration) Salary: Apprenticeship rate (in line with national apprenticeship guidelines) Closing Date: 27th March 2026 This vacancy may close earlier than advertised depending on the number of applications received. Level 3 Teaching Assistant Apprenticeship St Bernadette’s Catholic Primary School is seeking to appoint a motivated, caring and enthusiastic individual to join our team as a Level 3 Teaching Assistant Apprentice. This is an excellent opportunity for someone who is passionate about working with children and wishes to develop their skills and qualifications while gaining hands-on experience in a supportive school environment. The successful candidate will work under the direction of the class teacher and experienced staff, supporting pupils’ learning, development and wellbeing while completing a recognised Level 3 Teaching Assistant apprenticeship qualification. We are looking for someone who: Is enthusiastic about supporting children’s learning and development Has a positive, patient and nurturing approach Is committed to inclusion and meeting the needs of all pupils Can work effectively as part of a team and follow guidance from teachers and senior staff Is keen to learn, reflect and develop professionally Demonstrates good communication skills with children and adults Previous experience of working with children is desirable but not essential, as full training and support will be provided as part of the apprenticeship. Minimum Requirements Applicants must meet the following criteria in order to be eligible for the Level 3 Teaching Assistant Apprenticeship: GCSEs (or equivalent) in English and Maths at grade 4/C or above Ability to provide evidence of English and Maths qualifications Must not already hold a Teaching Assistant qualification at Level 3 or above Must have lived in the UK for at least the last 3 years, in line with apprenticeship funding requirements Eligibility to work in the UK As a Teaching Assistant Apprentice, you will: Support pupils individually and in small groups, under teacher direction Assist with classroom activities, resources and learning environments Help promote positive behaviour and engagement with learning Support pupils’ social, emotional and personal development Contribute to a safe, inclusive and nurturing learning environment Complete all elements of the Level 3 Teaching Assistant apprenticeship, including off-the-job training and assessment We can offer: A warm, inclusive and welcoming school community A supportive and experienced staff team High-quality training and mentoring throughout the apprenticeship Opportunities to gain valuable classroom experience across the school A strong commitment to professional development A school that values the role of Teaching Assistants as key contributors to pupil progress and wellbeing For further details and an application form please visit www.stberns.co.uk in the vacancy section. Visits to the school are warmly welcomed and can be arranged by contacting our office staff on 0121 783 7232 or emailing m.smallwood@stberns.bham.sch.uk This school is committed to safeguarding and promoting the welfare of children and expects all staff to share this commitment. An online search will be carried out as part of due diligence on all short-listed candidates. The successful candidate will be subject to all necessary pre-employment checks, including: Enhanced DBS Childcare Disqualification (where applicable) Qualifications (where applicable) Medical fitness Identity and right to work. Apprentice TA- Person Specification.docx Apprentice TA - Job Description.docx Recruitment Monitoring Form.docx Application Form - Support Staff.docx

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

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