43 results found
- How To Be a Hero
Year 5 were lucky enough to be sent some advance proof copies of How to Be a Hero by Cat Weldon. Thank you to Reading Zone for asking for our opinions on this brilliant book! Mrs Canning: A heroically good read from Cat Weldon! Meet Whetstone, a most unheroic thief. When his efforts to steal a talking cup take an unexpected turn, he finds himself in the company of Lotta, a trainee Valkyrie. Together they embark on a rip-roaring adventure that spans several worlds. Will Whetstone be remembered for all the wrong reasons or will he finally learn that being different is sometimes the very best thing you can be? I thoroughly enjoyed this unpredictable and humorous quest story. The characters were likeable, the story fast paced and I loved how the two worlds collided in this unlikely friendship. Not only did it help to educate me on different aspects of Viking lore, it also carries an important message about staying true to oneself. I would highly recommend it to pupils aged 7+, particularly if they are studying the Vikings. It is the perfect book for fans of How to Train Your Dragon and would be a great addition to any bookshelf. David: I would rate this book 5/5 because it's one of those comedy books: I LOVE THEM and the illustrations are extraordinary! It's like How to Train Your Dragon but more comedic. I would recommend this book and want more people to experience Cat Weldon's writing. If you like funny books, or adventure stories, then you would like this. Hanna: I was reading How to be A Hero by Cat Weldon. It's a beautifully told story by a wonderful author. I loved this book and I couldn't put it down! I felt like I was on a journey with Lotta and Whetstone (the protagonist). I rated this book 4.75 out of 5 - it was really close to a 5! It is a mythological fantasy adventure. I would recommend it to people who love mythology and want to learn more about it, or people who like fantasy. It's not a book I would normally read but I really enjoyed it. Caoimhe: I would rate this book 4.5/5 because it is adventurous and different to other books. I would recommend this book to my friends because I feel like they would like it. My favourite part was when Flee and Flay got in trouble at the end and my favourite character was Lotta. Hermon: I love this book. I would give it five stars. Whetstone and a trainee Valkyrie called Lotta go on a quest to get the golden cup. It is a Viking book that I really enjoyed. I would recommend it for How to Train your Dragon lovers. Noel: This book is an amazing book about Vikings, Gods and lots more. It is about a boy called Whetstone and a companion (a trainee Valkyrie called Lotta). They embark on an adventure through different worlds. I would recommend this to people age 8 or over, who are fans of How to Train Your Dragon. This book was adventure-packed and pretty satisfying.
- Interview with Emma Carroll
Year 6 were delighted to have the opportunity to interview our Book of the Month author, Emma Carroll. Emma has written many historical fictions books, aimed at Upper Key Stage 2, such as the Somerset Tsunami, Secrets of a Sun King and Letters from the Lighthouse. We would like to say a massive thank you to Emma for taking the time to answer our questions. Where does your interest in historical fiction stem from?I love reading books set in the past, so I think this is my biggest influence. I love hearing about everyday details like what people wore, what food they ate, how they travelled, things like that. What made you write about a tsunami? It's a true story- well, part of it is. A huge wave travelled up the Bristol Channel in 1608, causing terrible floods in which 2000 people died. In 2004, geologists researching the event, claimed written accounts of the time and the aftermath of the flood all pointed to it being a tsunami. It was then down to me to make up characters who might've lived through such a disaster. Is there a follow-on from this particular book? Though the ending suggests there might be a sequel, there aren't any plans for one, currently! What is the best part of being an author and why? There are so many! I love that I get to write stories all day, read books, talk about books and meet lots of brilliant people. It's the best job in the world. Ever since I was a child I've wanted to be an author. Sometimes I have to pinch myself! Are you interested in superstitious activity in real life? I confess I do love spooky stories and old traditions, yes. And I always say 'morning sir' to single magpies!
- Book Spree
Book Spree We were so lucky to win a book spree from the Siobhan Dowd Trust charity! We had a budget of £400 to spend on new books for our classrooms. We split this money between each year group in Key Stage 2 so each year had £100 to spend. The only rule was that the children had to do the choosing! Year 3: Year Three had great fun this afternoon. A group of us were given the very important job of choosing some new books for our classroom bookshelves. We worked together to look at the list of books that we could choose from and thought about the type of books that we enjoy reading and the books that we felt we needed most in our classes. We chose a list of books and calculated how much we had spent. Luckily we had stayed within budget so we did not have to cross any books off our list. We were delighted that we could keep all of the books we had chosen. Thank you to the Siobhan Dowd Trust for your generosity in funding these books and we are really looking forward to their arrival. Year 4: Year 4 have had so much fun this week! We felt privileged to be given the opportunity to choose our very own books for our class bookshelves. As we knew this was a very important job, we took lots of time to discuss what types of books we like to read in year 4 and what we felt our bookshelves were lacking. We made sure that our choices were varied in order to cater for our whole year band. The tricky part was trying to stay within our £100 budget, as there were just SO many books we liked the look of! Our poor calculators have never worked so hard! Eventually, we came up with a list of books that we were all excited about. Year 4 would like to say a humongous THANK YOU to the Siobhan Dowd Trust for funding our book spree and for giving us this opportunity. We can’t wait for our books to arrive! Year 5: Today was the best day ever! A team of Year 5 children were selected from different setting groups and got together to make some tough decisions. We looked through lists from Peters bookshop and we used the Reader Teacher website for inspiration too. Working in pairs, we selected the books we liked and then rotated the lists so we all had a chance to look at them. We then put together a list of the most popular and we had spent over £186! We had to then vote to reduce this list so we weren’t spending over our budget. When we were picking books, we thought carefully about representing the whole year band. We had to think about what books others would enjoy and we tried to pick across a range of genres. We had lots of discussion and debate and finally agreed on 21 books. We CANNOT wait to receive our books and would like to say a big thank you to the Siobhan Dowd Trust for giving us this fantastic opportunity! Year 6: We have just completed the best job ever, choosing new books for our year group! We felt very lucky to be able to do this and we are very grateful to the Siobhan Dowd Trust for allowing us to have this much fun! Our approach was well considered! Our small group firstly discussed what books we enjoy then what books we feel we lack in our classrooms. We thought about others as well as ourselves. We calculated costs as we went along and feel really happy that we have spent our money wisely. Thank you again – we really do appreciate it and we can’t wait for our books to arrive!
- Parents | St Bernadette's Catholic Primary School
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- Our School | St Bernadette's Catholic Primary School
Ethos Pupil Premium The McNally Award Staff List Head Teacher's Welcome Welcome Choosing the right school for your child is one of the most important decisions you will make in their early years. As a parent you want your child to feel safe, secure and happy at school. At St Bernadette’s School all children are encouraged, supported and challenged to become the best that they can be. St Bernadette’s is a Catholic school and our motto “Learn to Love, love to learn” is at the heart of everything we do. St Bernadette’s is much more than an educational establishment it is a place where the children are offered stability and enrichment to learn effectively and develop into well rounded, responsible and respectful young people. On a recent Ofsted inspection the school was classed as outstanding for personal development and welfare, this is something we as a school are very proud of, the Ofsted inspection is available on the school website and I would encourage you to read it. A Cowings Headteacher Ofsted Report The Archdiocese of Birmingham Education Service SIP Action Plan SIP Reading Action Plan SIP Writing Action Plan Ethos St. Bernadette’s is much more than just an educational establishment; it is a beacon of hope and a place which has to offer: Children: The stability and enrichment they need to become well rounded individuals who are well prepared for the life ahead of them. Staff: A sense of fulfilment and achievement. Parents: A school which assists them in the religious formation of their children and offers them support and advice to develop their children socially, morally and academically. Implications Therefore we need to provide: Children: A broad and exciting curriculum which engages all. A safe and secure stimulating environment in which children are nurtured and supported. A set of moral values, which inform the choices they make. Staff: Quality professional development based on assessment of needs. Opportunities to network with other educational establishments. Parents: Up to date information on curriculum and pastoral matters. Opportunities to develop parenting skills Prospectus School Tour 2020 /21 The Pupil Premium The pupil premium is additional funding given to publicly funded schools in England to raise the attainment of disadvantaged pupils and close the gap between them and their peers. See the pdf document below for detailed information on our Pupil Premium impact for 2018/19 and the action plan for 2019/20 PP Strategies Impact 2020 PP Strategies Plan 2020-21 Pupil Premium Policy The McNally Award 2019 2019 2017 2017 2016 2016 2015 2015 The McNally Award Every year in the summer term, one child from each year band, Nursery to year 6, is nominated to receive the McNally award. Staff within the year band, choose a child who has displayed an exceptional attitude towards school life throughout the academic year. Typically, these children will display impeccable manners on a daily basis. They will give their very best in every lesson and will be supportive of their peers and their teachers. The award was introduced in 2015, following the death of Mr John McNally who had been the charismatic Head Teacher of St Bernadette’s School until 2005. Mr McNally saw the school grow from 180 pupils to 700 pupils over a period of years. He was well respected in the local community due to his strong leadership and continuous drive to achieve high standards of discipline and academic success. St. Bernadette's Staff Miss Cowings – Head Teacher Mr Lavin – Deputy Head Teacher Mr Carroll – Assistant Head / Science Faculty Leader Miss C Connaire - Assistant Head / Humanities Faculty Leader Miss K Lakin – 6KL Year 6 Teacher / English Co-ordinator KS2 Miss Z Boron - 6ZB Year 6 Teacher Mr A Markham-Jones – 6AMJ Year 6 Teacher / PE Co-ordinator Mrs M Kerrigan – Year 6 Teaching Assistant Miss C Grant - Year 5 & 6 English Teacher / MFL Co-ordinator Mrs K Harston – 5KH Year 5 Teacher / Topic Co-ordinator Mr E Baker - 5EB Year 5 Teacher Mrs L Canning – Year 5 Teacher Mrs McCartan – Year 5 Teaching Assistant Miss A Hulse - 4AH Year 4 Teacher / ICT Co-ordinator Mrs C Brownhill – 4CB Year 4 Teacher / Science Co-ordinator KS1 Miss C Manders - 4CM Year 4 Teacher Mrs A McDaniel - Year 4 Teacher Mrs Colclough – Year 4 Teaching Assistant Mrs T Kelly – 3TK Year 3 Teacher Ms Ryan - 3JR LC Year 3 Teacher Mrs E Hill - 3EH Year 3 Teacher / RE Co-ordinator Ms Corkery – Year 3 Teacher / Science Co-ordinator KS2 Mrs Yakoob - Year 3 Teaching Assistant Mr R Wayne - 2RW Year 2 Teacher Miss O’Toole – Year 2 Teacher / English Co-ordinator KS1 Mrs E Lennon – 2EL Year 2 Teacher Miss S Fiddler - 2SF Year 2 Teacher Mrs L Gray – Year 2 Teaching Assistant Mrs J Robinson – Year 2 Teaching Assistant Miss Gibbs - 1EG Year 1 Teacher Miss O Bowden - 1OB Year 1 Teacher Mrs Clarke – 1SF Year 1 Teaching Assistant Miss McGrath – 1SMcG Year 1 Teacher / Topic Co-ordinator Ms Baker – 1SMcG Year 1 Teaching Assistant Mrs Begum – 1SJ Year 1 Teaching Assistant Miss Deards – RSD Reception Teacher Mrs Dawood - RND Reception Teacher Ms T O'Neil – RSD Reception Teaching Assistant Miss P Fullerton – RPF Reception Teacher Mrs Heeley – RPF Reception Teaching Assistant Mrs A Robbins - REF Reception Teaching Assistant Miss Finnegan – Nursery Teacher / Maths KS1 Miss E Barron – Nursery Teaching Assistant Ms O’Brien – Nursery Teaching Assistant Mrs S Buchanan - Nursery Teaching Assistant Mrs R Kelly – SENCO Mr Kingston – PPA Mrs Jones - PPA / PSHE Co-ordinator Mrs Docker – Support Teacher Mrs Shalvey – Learning Mentor / PSA Mrs Payne – Learning Mentor Mrs Smallwood – Office Mrs Byng – Office Miss K O'Neil – Office Mrs J Lewis – SEN Support Mrs Apted – Technician Mr Abbott – ICT Operations Manager Mr Malone – Building Site Supervisor Mrs Benton – School Cook
- Reading | St Bernadette's Catholic Primary School
Reading The Five Plagues From Nursery to Year 6, children study the 'Five Plagues' in whole class reading sessions. These five plagues represent five different challenges presented in literature: Archaic texts (stories written in older language) Non-linear time sequence (books which treat time in an unusual way) Complexity of the narrator (stories which are challenging because of the narration) Complexity of story (books with a challenging plot) Resistance texts (texts which are written to be deliberately difficult to understand) We believe a steady exposure to these different challenges will help to prepare our pupils as life-long readers. Reading tricky texts provides our students with a toolkit for future reading. Within these lessons, children will also explore a range of non-fiction texts; develop their understanding of new and challenging vocabulary; listen to their teacher's 'thoughts' as they read and improve their fluency. Non-Fiction Texts We believe that pairing non-fiction texts with fiction books helps to increase absorption rate of both texts. Children are more likely to remember the non-fiction because they are then applying it within the story they are reading, and they are more likely to understand the story because they then have the non-fiction background. Across the school, children are given the opportunity to explore a wide variety of non-fiction texts in conjunction with their plague text on topics such as: asthma, bullying, dementia, refugees, deaf awareness, and the holocaust. They also explore non-fiction texts and poems which link to the science, history and geography curricula. Reading Culture Reading for pleasure is of paramount importance and we work hard to ensure that all pupils develop a love of reading. We publish Book of the Month recommendations; have reading challenges within every year band; create links with authors, through visits and video calls; share a reading newsletter monthly with parents; have timetabled story sessions throughout the school and build a reading community through constant book talk. Reading at Home It is vitally important that children are heard read every night at home. We recommend that parents work with their children for at least twenty minutes a day on their reading. Research states that children who are heard read at home for this length of time will hear 1,800,000 words per year and will, on average, fall in the 90th percentile. Reading at home may involve your child reading to you or you reading part of a story to them. This could involve sharing a book or reading a magazine or newspaper. Try to promote book talk as much as possible in the home. Accelerated Reader We use the Accelerated Reader system as our home-school reading system for Key Stage 2. Children will complete a 'Star Assessment' termly and are given a ZPD score. Books in our school library are organised by ZPD and pupils may choose their own books from the selection within this range. When they have finished a book, children take a quiz to see if they have thoroughly read and understood it. Passing these quizzes gives them points and they can get certificates based on their reading achievement. Accelerated Reader: Parents Guide At Saint Bernadette’s, we recognise that being part of a child’s early reading journey is a privilege. We as staff understand that we are teaching and building a skill that our pupils will rely upon day after day throughout their lifetime. We encourage our children to view reading as a gift, a gateway to worlds that are different to theirs, a source of knowledge and empowerment. We begin this journey with RWInc phonics and the teaching of letter names. Staff teach children to use their knowledge of sounds to decode and blend words enabling children to access phonically matched reading books from the RWInc programme. We develop the children’s love of stories, poems and other genres through daily story sessions and book talk. It is through book talk that we develop the children’s comprehension skills in their EYFS years before they move onto written comprehension tasks in KS1. Through the combination of learning to read with RWInc phonics and listening to and discussing a range of stories, above a level that can be independently read, we aim to foster a love and enjoyment of reading in our pupils. Book of the Month Top 20 Lists Reading Newsletter Reading Tips for Parents We ask that parents listen to their children read every night at home. With the younger children, this will help them to improve their word recognition, therefore building up their sight vocabulary and fluency. However, for those children who are fluent readers, parents should concentrate on developing their child’s understanding of the text. It may not be necessary to listen to fluent readers every night, but instead to question them about the text that they have read. Reading with children and helping them practice specific reading strategies can dramatically improve their ability to comprehend. We have included a number of questions that parents can use with their children to develop their comprehension skills. It is not expected that parents cover all of these questions every night, but rather that they concentrate on two or three questions each day. At St Bernadette’s School we adopt a strategy based approach whereby pupils are exposed to a variety of texts, question types and are taught strategies (tips) to support them to fully comprehend challenging texts. What is the two-week cycle? In week one pupils read the text and focus on identifying any links to the text, retrieving information from the text, clarifying new vocabulary as well as summarising the text. In week one pupils are also taught how to make sensible predictions based on prior knowledge. How do we ensure reading is an active process? Before reading the text, pupils are set a challenge so that they read the text with intent and are actively engaged throughout. What happens during the reading process? Strategies for following the text are modelled by the teacher -for example pupils may be encouraged to follow the text with their reading finger. A variety of approaches are used to read the text and these include the teacher reading the text aloud, pupils filling in word-gaps as the teacher reads as well as independent reading. At St Bernadette’s School we stop at key points in the text and encourage pupils to think aloud. During this process, they may consider how a character is feeling or they may even make a sensible prediction about what may happen next. After reading, pupils summarise the text . This is a key skill. Once pupils have been submerged in the text, we model how to be selective and retell the text in our own words –sequencing the events as they occurred. Did you know 1/5 of the 2018 paper tested vocabulary? After reading we return to the words pupils may have been puzzled by and clarify their meaning. We teach the pupils how to methodically skim and scan for key words or phrases and give them strategies to make this process efficient. We model how each question starter gives the reader a hint as to the response required. Pupils are encouraged to circle the key word in the question and other key words so they carry the information in their head. Pupils are exposed to all the question types. We ensure that pupils are presented with questions in different formats so they become increasingly familiar with the many question styles. Our role is not only to expose them to all the question types but to give them strategies to answer each question type, ensuring that they annotate the text first Once the pupils are familiar with the text it means that in week two they can dig deep and be text detectives (they realise the answers are not explicitly in the text) and infer information. This mind set means they grasp inference and are quite excited about the challenges ahead. In addition, pupils consider how the text is organised and discuss why the author has used certain language choices and their effect. Assessment to inform planning. During the two-week cycle, key objectives are assessed and should the need arise pupils will have a drill down lesson whereby they close the gap in a specific area to ensure the skill or strategy is secure before moving on. School Library