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Pupil Premium Pupil premium is funding to improve education outcomes for disadvantaged pupils in schools in England. Evidence shows that disadvantaged children generally face additional challenges in reaching their potential at school and often do not perform as well as other pupils. DFE Guidance Pupil Premium Policy 2024/25 Pupil Premium Strategies 2024-27

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

Altar Servers ‘Let the children come to me’. (Luke 18:16) Our altar servers play an important role in the spiritual life of our Catholic school community. Being an altar server is a valuable opportunity for our pupils to grow in their faith and to serve others at the Ch urch’s liturgy. As altar servers, they have the privilege of serving the altar, assisting with the preparation of the altar and communion elements, as well as performing other duties during the Holy Mass. They also help the congregation to pray by being good role models and setting a good example. We are blessed to have such devoted pupils, willing to serve the Lord, their school and church community in the worship of God in a prayerful and reverent manner. Any child who has completed the First Holy Communion programme can become an altar server. Please talk to Fr. Fretch if your child is interested in deepening their faith and fulfilling their vocation to serve others by becoming an altar server. School Altar Servers The Guild of Saint Stephen Our altar servers have recently been enrolled into the Guild of Saint Stephen. The Guild of St. Stephen is an international organisation of altar servers, founded in England in 1904 by Fr. Hamilton McDonald. The Guild has spread and developed since then, and is active in many parishes in the Archdiocese of Birmingham. Altar servers take Saint Stephen as their patron saint. Saint Stephen is one of the first seven deacons chosen to assist the apostles in service (Acts 6) and the first martyr of the Church. The objectives of the Guild are: To encourage, positively and practically, the highest standards of serving at the Church's liturgy and so contribute to the whole community's participation in a more fruitful worship of God. To provide altar servers with a greater understanding of what they are doing so that they may serve with increasing reverence and prayerfulness and thereby be led to a deepening response to their vocation in life. To unite servers of different parishes and dioceses for their mutual support and encouragement.

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

Catholic Social Teaching Catholic Social Teaching (CST) underpins the work of the school and the principles are interwoven within our curriculum and wider school life. As members of the Catholic Church, we are called upon to preserve the dignity of all human beings, to care for creation and to reach our sisters and brothers in need. These principles form part of Catholic Social Teaching, a body of work developed by Church leaders over the centuries. Pope Francis emphasizes that it is our duty to work together to bring about a more just and peaceful world: to put love into action. At St. Bernadette’s we place great emphasis on the importance that our children can articulate the connection between Jesus’ teaching and doing good deeds. We teach our children about the importance of putting the needs of others before ourselves, respecting the dignity of all people and how we are stewards of God’s beautiful creation with a duty to do all we can to preserve it for future generations. We use the CAFOD CST characters with our children to help them recognise CST within lessons. The following video is useful to watch to become familiar with the seven principles: CST in the Science Curriculum Click here for an Overview of 'CST in the Science Curriculum' All of God’s creation is sacred and reflects something of who God is. Caring for this earth is part of what it is to be a Christian. The Catholic Church has a long tradition of teaching about the God-centeredness of the earth, which clearly focuses on the responsibility all people have for caring for creation. The golden thread of ‘Care of God’s Creation’ runs through each science unit which links to the CST principles of: The Common Good Stewardship This ensures children develop their environmental awareness and understanding of their role in protecting our God given planet. What does Scripture say? ‘Humans are commanded to care for God’s creation.’ Genesis 2:15 ‘Creation proclaims the glory of God.’ Daniel 3:56-82 ‘God loves and cares for all creation.’ Matthew 6:25-34 ‘Creation and all created things are good because they are created by God.’ 1 Corinthians 10:26 What does the Church say? Charity in Truth: Caritas in Veritate – ‘The environment is God’s gift to everyone, and in our use of it we have a responsibility towards the poor, towards future generations and towards humanity as a whole…Our duties towards the environment are linked to our duties towards the human person, considered in himself and in relation to others.’ What does Pope Francis say? “Creation is not a property, which we can rule over at will; or, even less, is the property of only a few: Creation is a gift, it is a wonderful gift that God has given us, so that we care for it and we use it for the benefit of all, always with great respect and gratitude.” Laudato Si (24th May 2015) – ‘A scientific consensus says climate change is real and caused at least in part by human activity. A very solid scientific consensus indicates that we are presently witnessing a disturbing warming of the climatic system. In recent decades, this warming has been accompanied by a constant rise in the sea level and, it would appear, by an increase of extreme weather events, even if a scientifically determinable cause cannot be assigned to each particular phenomenon.’ Loving God, We believe that the world is for everyone. We thank you for the gift of Creation. Help us to take care of the planet and all people who live on it. Lord in your mercy Hear our prayer Catholic Social Teaching (CST) is at the heart of our learning at St Bernadette’s, especially in Topic. Topic allows us to develop our historical skills, pursue geographical enquiry, express our creativity, and build valuable projects based on a purpose. However, CST allows us to approach these lessons from a wider viewpoint. We use the CAFOD CST characters with our children to help them recognise CST within lessons. Here are a few examples of where CST has been linked to our Topic lessons. A lesson focusing on how men and women were split in Athenian and Spartan society. Is it right for women to be told what they must do based on their gender? A lesson focusing on the invasion of Greece by Alexander the Great. How would God react to slavery? A lesson focusing on the Viking raids in Lindisfarne. Why is it wrong to harm our fellow man? A lesson focusing on WW2 evacuation and the Blitz. A lesson focusing on the birth of democracy in Greece. Is it right for only rich men to vote? A lesson looking at the impact of Gandhi on British rule. Why did he protest for people who were the most in need? A lesson focusing on the differences between rich and poor Tudors. What can we learn from these indifferences? A lesson focusing on rationing. Why was it important for all members of society to receive the same amount of food? A lesson focusing on natural disasters and how we can help those that have been left in disasters. How can we help those in need? In Year 2, the children learn about important people that have helped other. Including Florence Nightingale, Edith Cavell, and Mary Seacole. Why do you think these people gave up their lives to care for others? During Black History Month, we learn about inspirational black people. Why is it important we celebrate these achievements? A lesson focusing on climate and biomes. How has our impact changed God’s creation? A lesson focusing on the structure of rivers, mountains, and earthquakes. How can we better understand God’s creation? A lesson focusing on glaciers. What can the rising sea levels mean for God’s creations? A lesson focusing on sustainability; reduce, re-use, recycle. Why should we make small changes?

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

St. Bernadette Our Patron Saint was born January 7, 1844 and baptized Marie Bernarde Soubirous. The oldest of six children, born to devout but poor parents, she was known by the pet name Bernadette. Bernadette was a sensitive, sickly child, plagued by chronic asthma. She was a notably good girl with a special devotion to the Blessed Virgin. On February 11, 1858, Bernadette, her sister and her sister’s friend went to gather wood on the bank of the Gave river in the French Pyrennes. To reach the gathering site, the three girls had to cross a small millstream. While the two younger girls went on ahead, Bernadette stopped to remove her shoes and stockings. Just then she heard a rustling sound which caused her to look up toward a small cave. There, in the opening of this little grotto, she saw “a girl in white, no taller than I, who greeted me with a light bow of the head.” The vision was very beautiful, clad in white with a blue girdle, whilst a long rosary hung over the arm. She seemed to invite the child to pray, and when Bernadette took her rosary from her pocket and began to say it, the vision also took her rosary into her hand and passed the beads through her fingers, although the lips did not move. When the five decades were finished, the vision smiled and disappeared. This was the first of 18 visions of the Blessed Virgin given to this humble peasant girl. The last one took place July 16th of the same year. The story of Lourdes is well known. Millions of people have visited this remote spot where Our Blessed Mother appeared to Bernadette almost one hundred and fifty years ago. Bernadette remained a shy, sensitive child of God, shunning the attention of the world that the apparitions afforded. She delivered the message of Our Blessed Mother only to the proper authorities of the Church and left the outcome to God. Finally, in 1866, at the age of 22, she filled one of her heart’s desires when she was accepted into the convent of the Sisters of Notre-Dame de Nevers. Her work at Lourdes was done. The shrine to the Mother of God that Mary had requested was being visited by ever increasing numbers. Mary’s message of prayer and penance had been delivered to the world. God had blessed the work with miracles. Gladly, Bernadette faded from the picture. She likened herself to Our Lady’s Broom: “Our Lady used me, they have put me back in my corner,” was her way of expressing it. But her work for souls was not done. Our Blessed Mother had asked for penance at Lourdes. While many were cured of their afflictions in the waters at Lourdes, the heavy cross of illness still lay on Bernadette’s shoulders and she suffered this penance throughout her life. On April 16th 1879, in her 36th year, she died peacefully in the arms of her sisters in religion at the convent of Nevers. Her life of suffering was over. In 1933, just 54 years after her death, Pope Pius XI added the name of this humble peasant girl to the canon of the Saints. For all time in the official records of the Church, she will be known as Saint Marie Bernarda, but in the hearts and on the lips of faithful she will always be St. Bernadette, little Bernard. May Bernadette, our glorious patroness, remember us, and with her prayers intercede for us at the throne of God, and may she direct toward us the mercy and kindness of the Immaculate Virgin Mary, the Mother of Jesus who, with the Father and the Holy Spirit, lives and reigns for ever and ever. Amen. The Grotto at Lourdes Full website for The Sanctuary of Our Lady of Lourdes can be found here https://www.lourdes-france.org/en/tv-lourdes/ Live stream from the grotto at Lourdes can be accessed below

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

We are delighted to have achieved the 'School of Sanctuary Award'! You can discover more about our journey towards the award by visiting stberns.co.uk/school-of-sanctuary School of Sanctuary at St Bernadette’s For some time now, our news media has been reporting stories about migrants, refugees, small boats, the expense of housing people in hotels etc. Much of this has been quite misleading and dehumanising with inaccuracies and wrong ideas taking hold in the minds of many. As a Catholic school, St Bernadette’s is looking to explore the realities of the asylum system and the experiences of people going through it right now. Our mission statement makes clear that, “… We follow the ways of Jesus using our talents and gifts to make our school special.” We must never forget that Jesus himself was a refugee. We will therefore, be seeking to gain the award of ‘School of Sanctuary’. What is a School of Sanctuary? A School of Sanctuary is a school that has received a Sanctuary Award from City of Sanctuary UK or a partner organisation in recognition of its good practice in fostering a culture of welcome, belonging and solidarity for those seeking safety. (1) How can St Bernadette’s become a School of Sanctuary? To become a School of Sanctuary, a school must take an intentional and reflective approach to reviewing and refining school practice in relevant areas and demonstrate that they have implemented three key principles: LEARN Schools help their students, staff and wider community learn about what it means to be seeking sanctuary and the issues surrounding forced migration. EMBED Schools are committed to creating a safe and inclusive culture of welcome that benefits everybody, including anyone in their community seeking sanctuary and working with people seeking sanctuary to co-produce their sanctuary efforts and practice. SHARE Schools proudly share their values and activities with their local communities and work collaboratively to build our movement of welcome. (2) As we move forward with the award, we will be partnering up with St Chad’s (who are already working hard in this endeavour), making collections for those in need and learning about the real experiences of people seeking refuge. We believe this will be of huge benefit to our children and community in an ever more precarious world. Notes (1) and (2) taken from the Schools of Sanctuary website. https://schools.cityofsanctuary.org/award Day of Action Thursday 19th June The whole school took part in our School of Sanctuary Day of Action on Thursday of this week. They took part in a number of activities which they then shared with the rest of the school in a special assembly at the end of the day. We also had a number of visitors in school. Steph from Stories of Hope and Home helped run the day as did James from the Columban Fathers. Some of the children got the opportunity to interview asylum seekers who visited us during the day and heard their very moving stories. The energy, empathy and determination of the children shone through in the different activities and developed their understanding of the asylum process. Here is some of the activities and work they produced Our Day of Action – The Lampedusa Cross By Year 4 On our Day of Action, we learned about something special called the Lampedusa Cross. It’s a cross made from old pieces of wood that came from a boat full of refugees. Refugees are people who must leave their homes because of war, danger, or poverty. The man who made the cross is called Francesco, and he lives on an island in Italy called Lampedusa. He wanted to do something kind, so he made crosses out of the broken boat wood to remember the people who had been on that journey. We started the day by acting out the journey of a refugee from Eritrea. It helped us understand how scary and difficult it must be to leave your home and not know where you're going. We imagined walking through deserts, hiding, and crossing the sea. It made us feel thankful for what we have. Then we learned about the Lampedusa Cross and how something broken can become something beautiful and full of hope. We made our own crosses out of cardboard, wood, and paper. We decorated them with words like hope, peace, family, friendship, and kindness. We also wrote shape poems to show what hope means to us, and we learned a song about looking after one another. At the end of the day, we talked about what we had learned. We said that everyone deserves to feel welcome and safe, and that even small things — like smiling, helping someone, or saying kind words — can make a big difference. We made a promise to be kind, to stand up for others, and to bring hope to our school and the world. We can all be a sign of hope. Refugee Week: Stories of Hope and Home As part of our Refugee Week celebrations, pupils took part in a special day of learning and reflection themed around the idea of seeing the people behind the label. We began the day with a whole-school assembly, followed by reading My Name is Not Refugee, which encouraged children to think about the individual stories and emotions behind the word ‘refugee’. We then explored the journeys of famous refugees, including Malala Yousafzai, and had the privilege of interviewing Danny and Virginia from Stories of Hope and Home. These moving conversations helped us understand more about them as people—not just as refugees. In the afternoon, children created powerful posters and artwork inspired by these stories, along with thoughtful cover letters to send to Members of Parliament. The day ended with a sharing assembly, where classes presented their creative work and reflections. It was a meaningful and inspiring day that deepened our understanding of compassion, dignity, and the strength of the human spirit. Dear MPs, My name is Maverick and I am writing this because I would like to ask that you consider helping refugees. At school, we have been learning about refugees and some of us have even met people who have had to unwillingly leave their homes. Before, I thought the word ‘refugee’ was just a label. But now I know better than that. They aren’t just refugees. They’re humans, people, just like you and me. They have favourite colours, songs, loved ones. Some wish to be doctors, teachers or footballers. They miss their family and their homes, but they still have hope. They are kind, funny and full of dreams. They are people like us. Please help them and treat them with equality and dignity. One way you could do this is by giving them the right to work, so they can make their families proud. How would you feel if you had no job, no proper home, no family alongside you? Thank you for reading my letter. Please consider helping these poor people because they are people just like us. Yours sincerely, Maverick (aged 11) I am Eleanor and I am writing to you to ask for your assistance in helping refugees and asylum seekers across the country. At school, we had a day of action, which is where we dedicate our day to learning about refugees and asylum seekers. People from the Columbian Missionaries charity came in with two people, who are asylum seekers, from Columbia and Kenya. In reality, their just humans like us. They have hopes, dreams and feeling too. They have hobbies, passions and people they love. Even though they miss their families and friends, they have hopes for the future by traveling to the UK. In conclusion, I hope you can help all refugees and asylum seekers feel respected and cared for in the UK. One way you can help is by allowing them to work, so they can support their own families and not being able to rely on others for support. Thank you for reading my letter. Dear Jess Phillips, My name is Lily and I am writing to you because I want to ask you help refugees. We learn about refugees in school and we know that ‘refugee’ is just a label. People cross boarders for safety aren’t just refugees, they are humans. Humans who are just like us, they miss family, home and friends but they hope for good futures. Please make sure they are treated with kindness. You can do this by giving them rights to work so they can feel proud of themselves. Nobody should ever feel unwelcome. Thank you for reading my letter. I hope you are able to help them. Yours sincerely Lily (aged 11) Dear Jess Phillips, My name is Nuala and I am writing to you because I want to ask you to help refugees. At school, we have been given the opportunity to learn more about refugees, what they’ve been through and even meet some. Before this, I only heard the word refugee and thought it was just a title, but now that I have looked beyond the label, I understand they are so much more than that. They are human beings and they have hobbies, favourite colours just like us. Some have dreams of being doctors, nurses or teachers. They miss their families and loved ones, but they also have hope for the future. They are friendly, kind and most importantly people – just like us. They deserve the dignity and respect they are entitled too, they do not need to earn it. It is unacceptable that some refugees travel across the world to finally feel safe and then be treated like rubbish and be described as spiteful things in newspapers. All I ask is for you to help refugees and treat them with kindness – you never know their backstory. Please give your time and energy to make sure refugees feel welcomed, wanted and respected. Please give them the right to work so they can feel appreciated and so they can be financially stable. Thank you for taking the time to read my letter. I’m hopeful that everyone will remember that refugees are people, not just a word. Yours sincerely. Nuala, (Aged 11). To begin our day, Nursery used Google Earth to look at some different countries. We learnt that sometimes, there are people living in those countries who need to leave. We watched a clip explaining the meaning of ‘refugee’ We talked about the feelings of refugee children and thought about the kind of things they’d need to bring when leaving their home. We discussed why things such as shoes and clothes may be important, but toys were not needed. We shared a lovely prayer together and prayed for everyone impacted. Welcome, welcome everyone, We can play and have some fun. If you’re new or if you’re shy, We will smile and say hi-hi! Everyone belongs right here, We show love and bring good cheer. Welcome welcome everyone, Let’s be kind to everyone As part of our Day of Action, our enthusiastic Year 5 children took to the local community to actively promote the Lift the Ban campaign. They confidently approached local shopkeepers and members of the public, politely asking them to display posters, wear campaign badges, and sign petitions in support of giving people seeking asylum the right to work. The children showed great teamwork, respect, and courage, engaging in meaningful conversations and explaining the importance of the campaign. They thoroughly enjoyed the experience, gaining valuable communication skills, confidence, and a deeper understanding of social justice and active citizenship. It was inspiring to see their passion and maturity as they made a real impact in their community. Year 1 made a banner – we will welcome you- for outside of school. Cards for new refugees to pass on to Steph from Stories of Hope and Home. Using the book Lubna and the pebble 1ML have discussed what it would feel like to be a refugee. We created our own pebble friend and held a prayer service together. At our school, we are proud to be working towards becoming a School of Sanctuary – a safe and welcoming place for everyone, especially those seeking refuge. In Reception, our youngest children have been learning all about what it means to be kind, caring, and inclusive. We enjoyed reading “All are welcome” by Alexandra Penfold. We shared the message that everyone is welcome in our school. The children listened to stories about refugees and talked about how we can help people feel safe, loved, and accepted when they arrive in a new place. To celebrate our unique identities, each child created a self-portrait, proudly showing that we are all different, but all equally special. We also made beautiful friendship chains, linking our names together as a symbol of unity and belonging. 2EH Loving God, Thank you for new friends. Help us to be loving and compassionate every day. Please keep safe those who are in danger and looking for a new home. Help us to welcome them with joy and kindness. Thank you for loving all people. Amen. 2EOB Dear God, Thank you for our school where everyone is welcome and safe. Please help us to open our hearts to children and families who have had to leave their homes because of danger or fear. Help us to understand how hard it can be to be new in a strange place, and to always show kindness and friendship. Give us the courage to stand up for those who feel lonely or scared and to make sure no one feels left out. Help us to make our school a place of hope, peace, and safety for everyone, no matter where they come from. Teach us to listen, to care, and to share what we have with others. Thank you for helping us be a School of Sanctuary, where everyone belongs. May we always remember to treat others with love and respect, just as you love us. Amen 2SH Loving and compassionate God, You who shelter the stranger and bind up the broken hearted, We come before You with humble hearts, Remembering all those who have been forced to flee their homes The refugees, the displaced, the weary travellers. Grant them safety and refuge, Open our eyes to their needs, And soften our hearts to welcome them with love and generosity. Teach us to be instruments of Your peace, To build bridges where there is division, To offer hope where there is despair, And to see Your face in every stranger we meet. Bless all who work to provide shelter, comfort, and justice, And inspire us to walk beside the vulnerable, Sharing our homes, our resources, and our friendship. May Your Spirit guide us to create a world where all are valued , All are safe, and all belong. In Your holy name, we pray. Amen Year 3 – Day of Action: Learning About the Lampedusa Crosses During our Day of Action, children in Year 3 learned about the Lampedusa Crosses — small crosses made from the wood of refugee boats that washed ashore on the Italian island of Lampedusa. These crosses are powerful symbols of hope, compassion, and solidarity with those fleeing conflict and hardship. Inspired by this, the children made their own Lampedusa crosses and decorated them with messages of hope and welcome. They also took part in a thoughtful prayer service, reflecting on the parable of the sheep and the goats. They linked this to the message of welcoming others, remembering the words of Jesus: “I was a stranger and you welcomed me.” (Matthew 25:35) To put their learning into action, the children made welcome cards to be given to refugees arriving in the UK, showing kindness and support to those in need. It was a meaningful and inspiring day — the children enjoyed every moment and learned so much about empathy, faith, and the importance of welcoming others. 3EG Dear God, Help us to welcome the strangers who have left their homes because there is war, sadness and disaster, Please make refugees who need to leave their unsafe homes and travel on long journeys feel safe in their new homes, Let us welcome Asylum seekers and refugees and help us to help them, We pray we can help them find shelter and warmheated friends, Help us convince the MPs to stop the ban, allowing them to find safe jobs, We ask you to give courage to asylum seekers when they need it, Please guide the refugees with courage, love and blessing Amen 3CK Dear Loving God, We pray for all refugees who are in danger. Keep them safe on their journeys and bring them to places of peace. May they feel welcome and at home when they arrive in our country. May all people treat them with the respect, kindness and compassion that they deserve. Help us to open our hearts to those in need and to remember them in our prayers. And to do as Jesus taught us, by being mindful of our thoughts and words. We ask You to bring an end to war and violence and to fill the world with peace. Amen. 3DA Dear God, Thank you for loving us and showing us how to love others. Please help us to care for people who have no homes especially refugees. They are far away from their countries and families and they need our love and kindness. This is the year of hope, and we want to brig hope to others. The Lampedusa cross reminds us that out of something broken, you can make something beautiful. May we always choose love instead of fear, and make our hearts be open, just like your arms are open to us. Amen June 2024 ‘I was a stranger and you made me welcome.’ Matt 25:35 Stories of Hope and Home is a charity that supports asylum seekers and refugees in Birmingham. They work hard to meet the needs of those they help, offering care and guidance to make life more settled and hopeful. This week’s poem is written by a refugee who has been supported by Stories of Hope and Home. It expresses the deep longing they feel for a dear friend far away, but in the final verse, they look ahead with hope for a new life—despite all they have been through. My Dear Friend My dear friend since I left you, Have passed so many years. Sitting in the kitchen, drinking tea And analysing my life. My dear friend... Winter has come and my sadness sat in my heart Spring came and flowers bloomed in my hair, As always the summer is empty in my soul, Flowers have not yet wilted in my memories. My dear friend... There was a loud laugh And cheerful tones in my eyes. But my dear friend... I hung my soul on empty walls, Like a frame waiting for an image Longing and sadness in my soul has not gone anywhere. My dear friend... There is a blank page in front of me My paint box is open again I will make life colourful again. May 2025 On Tuesday 6th May, staff at St Bernadette’s will take part in a special retreat day focused on the theme of welcoming others. We will be working with participants from Stories of Hope and Home , sharing experiences and learning how we can better support and stand alongside refugees and asylum seekers. During the day, staff will plan a range of activities for a ‘Day of Action’ on Wednesday 19th June, including letter writing, school visits, creative projects and liturgies. We are excited to be working with Emma from Asylum Matters to develop our ideas. The retreat will end with a special Mass celebrated by Fr John Boles. On 21st March, some of our Year 5 and Year 6 Mini Vinnies delivered the generous donations from families and staff to St Chad’s Sanctuary. While they were there, they also volunteered their time by helping to prepare food and hygiene packs for refugees. We are proud of their compassion and willingness to serve others in need. Easter Egg Competition 2025- Countries around the world As you know, we hold an Easter Egg decorating competition each year for children in KS1 and KS2. To celebrate our school’s cultural diversity, this year's theme was ‘Countries Around the World’. The entries were spectacular and incredibly creative! Thank you to all the families who took part, and a special thanks to Mr. Wayne and Miss Boron for organising the event. March 2025 Miss Finnegan's Family Story From Dublin to Birmingham My nan was originally from Portobello, Dublin, but her family’s roots stretch back even further - to France. They were originally Huguenot refugees who fled religious persecution and settled in Ireland. In the 19th century, my nan’s mother converted to Catholicism, a faith that became a guiding force in my nan’s life. My grandad was from Loughrea, Galway, where his family were dairy farmers. He moved to Dublin to start a job in the Military Police and that’s where fate brought him and my nan together in 1949. They were married at St. Kevin’s Church in Dublin and soon after they began dreaming of a new life in Australia. Their journey started in 1950 with a boat trip to Liverpool, followed by a stop in Birmingham, where they settled for a short time on Coventry Road in Small Heath. It was here that they heard life in Australia wasn’t as wonderful as people had made it out to be. If only they hadn’t listened, I might be sunning myself on Bondi Beach right now! My nan and grandad decided to stay in Birmingham and they made a life for themselves. They later moved to Edgbaston and then settled in Ladywood, where they raised a family of eight children. My grandad worked hard at Dunlop, while my nan owned two hairdressing salons and rented out flats on the Hagley Road. Although they were settled in Birmingham, it never truly felt like home for my nan. She would have returned to Dublin in a heartbeat if life had allowed it. Her faith remained a source of strength. She attended weekly Mass at St. Patrick’s Church on Dudley Road, where her faith and the Irish community gave her comfort and belonging. Birmingham, however, became the foundation for future generations. My mum moved from Alnwick, Northumberland, to Birmingham, where she met my dad. They were married at St. Patrick’s and I was baptised there too. Even though my grandparents’ move to Birmingham wasn’t meant to be permanent and my nan always longed to return to Dublin, I’m grateful they stayed. Even though I no longer live in Birmingham, it always feels like home to me! My grandad on the left with his brothers. My Nan and her dad. School of Sanctuary February 2025 Mrs. Begum’s Parent’s Immigration Story Hi My name is Mrs Begum. I am was born in Birmingham and I would like to share my parents Migration story. My dad was born in 1950 in Dadyal, Pakistan and was one of 6 children. I wanted to start with how my Grandad came to England first which then paved the way for my dad’s journey. My grandad came in 1950 and after working very very hard was able to buy his own house. However, he didn’t live alone, along with my dad he actually lived with 15 other men in the same house it was very crowded!!! All of the men worked different shifts and very long hours. My grandad and dad took it in turns to cook during the day and the others helped when they could in between their shifts. It was very difficult at times as they didn’t earn a lot of money and worked very long hours. Any spare money they had was very rarely spent on themselves as they were all trying to support their families back home however they did enjoy the odd trip to the cinema. My Grandad’s hard work in England all those years ago then paved the way my father’s own journey. My dad came to England with my grandad in 1963 at the age of 13. This was not an easy thing to do but due to my Grandfather’s determination to give his son a better life that journey was made possible. They made the journey from Pakistan to England on an aeroplane which was very uncommon in those days. When my dad first came to England he went straight into Secondary school where he started his education. His first job was in a factory where they made electrical items and although the pay was not a lot he still managed to support his family back in Pakistan. He then became a truck driver but he always dreamed of furthering his education. A couple of years later he achieved his dream. He attended college and through hard work and study he became a Mechanical Engineer. One of the highlights of his career was actually building his own car along with his two colleagues. Their achievements were celebrated and published in the newspaper. My father then went on to start his own business in Mechanics and opened his own garage. In this time my Father also married my mother and started their own family. We lived in a diverse community with people from all over the world. We had heard that some people had faced racial discrimination but we had not experienced this. The community we lived in was loving, caring and very supportive of one another. We were so lucky as I know this was very different for others. We played together we went to school together and supported each other. In fact, the community was that close we even cooked and shared meals with each other. My parent’s English was limited when they first came to England but because of being integrated into such a loving community their English improved and they very quickly became fluent. I would like to say that the community they lived in continued to be a wonderful and safe place but unfortunately due to people’s attitudes changing towards immigration in the 1980’s my parent’s started to experience racial abuse which up to this point they had not. It was a very difficult time for them and other families that had settled in England from different parts of the world. Despite these difficulties they showed resilience, love and respect for others. They continued to raise their family with those same values and thankfully today we are living in one of the most diverse cities in the world full of different religions and different cultures and I think I am very lucky to live here. So thank you Mom and Dad for making that journey all those years ago. Mrs Begum Thank you to Jinette, a refugee from Cameroon and Steph, from the organisation Stories of Hope, for coming in to speak to the children of Saint Bernadette’s about the plight of asylum seekers. Olivia from 5CG wanted to show her thanks by making this amazing card to say thank you. Orange Heart Campaign – Week Beginning 10th February Children from Nursery and Reception took part in the Orange Heart Campaign, showing their support and solidarity for refugees. As part of this initiative, classes created posters with messages of kindness and hope, which were displayed around the school. On Valentine’s Day, the children made orange armbands to wear as a symbol of love and compassion for those fleeing war and persecution. We are proud of our children for embracing this important cause and spreading a message of kindness. A huge thank you to all the families who took part in the Orange Heart Art Competition. We were amazed by the wonderful range of creative and thought-provoking artwork submitted. As a token of our support for refugees, the children’s artwork will be taken to St. Chad’s Sanctuary, where it will serve as a message of kindness, solidarity and hope. Well done to all the children who participated, your artwork truly makes a difference! School Council have had a very busy 2 weeks! Meeting with Asylum Seekers- Thursday 6th February School Council were lucky enough to meet with Janette, an asylum seeker who moved from Cameroon to the UK in 2023. Alongside her translator, we were able to ask some questions about her transition to the UK. We covered a broad range of topics such as her journey, change of culture, mental health and her family. School Council thought of some challenging and insightful questions and both of our visitors were impressed with the thought we put in. We looked at a map where we saw Cameroon and all the countries that bordered it. We could also see all the other countries that asylum seekers have come from and discussed why they may have chosen to move away. It was an interesting and thought-provoking lunchtime and we are grateful to our visitors for giving us a first-hand insight on what it is like to be an Asylum seeker. Orange Heart Campaign- Friday 14th February. For Valentine’s Day, we have made Orange heart cards to send to our local MPs. We wanted to show them that St Bernadette’s welcomes all and we support those who need it most. We are asking our local MPs to have more empathy and to continue to do all they can to support refugees and asylum seekers. We worked together to make cards, writing messages of support and drawing orange hearts. On Thursday, some school councillors walked to the post box to deliver these. Miss Coley and Ms Mohammad are so proud of School Council for being so mature and thoughtful whilst we explore a complex topic. They are fantastic role models for the rest of school! Mrs Hussain's Story As part of our work towards the School of Sanctuary Award, we want to share some personal stories from our staff about migration. These stories, while not about asylum seekers or refugees, offer insight into what it’s like to start a new life in a different Country. My dad moved to Birmingham when he was around 10 years old, with the intention to support his family back home in Pakistan. At such a young age, the weight of those responsibilities felt heavy as he had 4 younger siblings and his widowed mother thousands of miles away struggling to live in difficult conditions. He was the first in his family to move to England and longed to start a new life here, with the hope of inviting his family in the years to come. He had to grow up fast, working hard in school and doing whatever he could to help his family, even though he was still just a young boy who had also lost his father at such a young age. He lived in shared accommodation and at such a young age, this was a struggle. The people that he lived with were kind, but the adjustment to a new culture, language, and life wasn’t simple. My amazing dad spent hours studying, determined to make something of himself, but at times, it felt like he would never see his family again. He missed his old life in Pakistan, and the pressure to succeed was always a lingering thought in his mind. He yearned to make his family proud, but at such a young age, wasn’t quite sure how to. Both his determination and drive helped him to complete college, and he became an electrician, which provided him with somewhat of a stable income which meant he could support his struggling family back home. At the age of around 18, my brave dad made the bold decision to leave Birmingham and move to Leeds, a decision that I will be forever grateful for! This new move enabled him to begin a career and something that he is still passionate about today. It was a new chapter, one where he could build his future in the not so sunny but the incredible county of Yorkshire, a place that will always be home. After a few years he met my mum, who also made the huge move to England at the age of 19. After getting married, they eventually moved to a quiet, small village in Yorkshire. The village was a far cry from the hustle of the city, but it felt like the right place to settle down, start a family of their own, and create a life that my dad's own father would’ve been unbelievably proud of. Through it all, his journey was a testament to resilience—a young boy who had to become a man before his time, and in the end, built a life full of hope and new beginnings. My dad's humble beginnings in Birmingham will always be incredibly special to me and when I myself moved to Birmingham 5 years ago, I felt that I was continuing in his footsteps in a city he still loves to this day. I spent the first year reliving his steps, visiting the places he cherished and recreating old photographs from his youth. He still enjoys pulling out the comparison photographs and is adamant his are better, however I beg to differ! To this day, he will still tell me how to get to places and that I am completely following the wrong directions, and as always, he is entirely correct! I will be eternally grateful to both my parents for moving from their home country of Pakistan, although it is a place that will always be home for our entire family, the living conditions are still incredibly difficult to endure. If it wasn’t for their unwavering bravery, my entire family wouldn’t have the access to the incredible life that we are blessed with today. Birmingham will always be a special place to my dad, and even though my small village in Yorkshire will always be home for me, I’m glad that my amazing dad still has a connection to Birmingham through his daughter living here. January 2024 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. Miss Corkery’s Family Story As part of our work towards the School of Sanctuary Award , we want to share some personal stories from our staff about migration. These stories, while not about asylum seekers or refugees, offer insight into what it’s like to start a new life in a different country. My family’s journey to Birmingham is a story of hard work, resilience, and the pursuit of a better life. Like many families, we’ve experienced big moves and faced challenges along the way. It all began in Ireland, where both of my parents were born. My dad was one of seven children raised by a Headteacher Grandad and Granny, while my mum was the eldest of three, raised by my Granny, a housewife, and my Grandad, a sales representative. My dad graduated from Medical School in Cork 66 years ago, and my mum worked as a medical secretary at the General Hospital in Cork. They were married in 1964, and my brother was born soon after. In search of better career opportunities, my parents decided to leave Ireland and moved to London, where my oldest sister was born. Life in London wasn’t easy. Dad worked long hours, and my mum, alone in a new city, faced hostility from some of their neighbours, as Irish immigrants weren’t always welcomed. Despite the difficulties, they persevered. From London, they moved to Sheffield, where my next sister was born. But when a big opportunity came to move to Canada, my parents didn’t hesitate. They crossed the ocean, seeking a brighter future for their growing family. It was in Canada that my next eldest sister was born. Eventually, my parents returned to the UK, settling in Birmingham, where my dad became one of only six Paediatric Surgeons in the country at the time. Today, there are often that many in a single hospital! Birmingham became home, and it’s where I was born—the youngest of five siblings. My dad’s dedication to his work went beyond the hospital. He built connections with doctors from around the world, often welcoming them into our home, where my mum would cook for up to 15 people at a time! My mum was a tireless homemaker, caring for all of us and later working as a secretary at a multi-faith centre. My parents instilled a strong work ethic in us, showing us the value of family, teamwork, and perseverance. Even in difficult times, they supported each other and ensured we had a loving home. At one point, all five siblings followed in their footsteps of dedication and service, becoming teachers in Birmingham—a testament to the values they passed on to us. When my mum fell ill last year, we returned the care she had always given us, looking after her in her final days. Her passing taught me more about living than I ever imagined. Watching my dad grow older is bittersweet, but it reminds me daily of the importance of family and how blessed we are. My family’s story is one of migration, determination, and love—a testament to how hard work and hope can create a brighter future. Mrs Canning’s Migration Story. I was born and raised in Dundalk, Co. Louth, sharing a secondary school with the Corrs, interviewing Steve Staunton for my school magazine and even managing to achieve fifteen minutes of fame next to Dustin the Turkey on Den TV. After completing my degree in University College Dublin, I was offered a place on a teacher training course in Ireland, specialising in English; I was also offered a teaching position in Dubai. But no, the bright lights of Birmingham were calling and in September 2008 I moved to Bartley Green. My plan was simple: train to be a teacher, finish the course in a year, and then head back home. Just one year, I told myself. Easy, right? Well, it turns out the universe had other plans. That one year turned into something much bigger, thanks to a city I never expected to fall for: Birmingham. Let me start with my first impressions. I arrived ready to dive into my studies but completely unprepared for the Brummie accent. "Yow alright?" threw me off entirely. Was it a question? A statement? A secret code? As much as I tried to embrace this new adventure, there were things I deeply missed: my family and friends, of course, but if I’m honest my deeper yearning was for Tayto crisps, Club Orange, and, of course, a proper portion of curry chips. No amount of hunting could replace those little comforts of home so I resorted to smuggling Lyon’s tea back after every trip to Ireland. The curry chip in my pocket did not fare so well! But as I settled in, something clicked. People from every corner of the world living, working, and celebrating together. It was like a living tapestry of cultures, and I was hooked. What made it even more special was knowing that my family’s roots were intertwined with Birmingham’s story. My parents had moved here in the 1970s, looking for work and a better life. My two older sisters were born here, adding to the family legacy. After seven years, they returned to Ireland, but the connection to Birmingham never really faded. Even my brother came back here years later for work. So, in a way, I wasn’t just starting a new chapter—I was continuing a family tradition. Training to be a teacher was no walk in the park. There were moments of self-doubt, cultural adjustments (little break, copybooks and principal, for instance), and the occasional day where I questioned if I’d made the right choice. Teaching phonics was particularly challenging. As an Irish person who struggled with ‘th’ words, it felt almost cruel to teach children how to pronounce “think” when I couldn’t get it right myself! I’d break out in a cold sweat every time a school trip to the Thinktank was mentioned—the irony wasn’t lost on me. Through it all, the resilience my family instilled in me kept me going. Hard work, commitment, and service to the community weren’t just words; they were a way of life. Birmingham’s people made it easy to stay. I found friendships that felt like family and communities that welcomed me with open arms; the staff at St. Bernadette's became my extended family. The city’s heartbeat—its mix of history, progress, and endless cups of tea—became my own. By the time I finished my course, the idea of leaving felt unthinkable. Fast forward sixteen years and I’m married to a Blues fan (much to the horror of my Villa-loving family) and have a two-year-old child with a very pronounced Brummie accent. Looking back, I came to Birmingham expecting a temporary stop. What I found was a home. It’s funny how life works like that. The city, with all its quirks and charms, became part of my story. So here I am, years later, still in Birmingham, still learning, still teaching, still missing Tayto crisps, and still trying to master the art of navigating Spaghetti Junction without panicking. And you know what? I wouldn’t have it any other way. December 2024 For some time now, our news media has been reporting stories about migrants, refugees, small boats, the expense of housing people in hotels etc. Much of this has been quite misleading and dehumanising with inaccuracies and wrong ideas taking hold in the minds of many. As a Catholic school, St Bernadette’s is looking to explore the realities of the asylum system and the experiences of people going through it right now. Our mission statement makes clear that, “… We follow the ways of Jesus using our talents and gifts to make our school special.” We must never forget that Jesus himself was a refugee. We will therefore, be seeking to gain the award of ‘School of Sanctuary’. Stories of Hope and Home Stories of Hope and Home is a project focused around building a community and creating a safe space in which Asylum Seekers and Refugees can explore and share their stories. It encourages and empowers them to discover their voice, allowing them to share their narrative in their own words, and helping to realise that their stories, individually and collectively have worth and value. By taking these stories: expressed through storytelling, poetry, theatre and other media; to others, particularly in educational settings, the stories become powerful points of encounter with other sectors of the community, helping to educate, to change perceptions and to build positive relationships. This year the money raised at our Carol service will be donated to this charity. Mrs Robinson’s Migration Story This week we have a migration story from Ireland to England in 1959. It is a story of true strength and resilience that Mrs Robinson’s family became settled in England. My parents came to England from Tipperary, in Ireland. They lived in a small village called Portroe. Mom and Dad went to school together and lived doors away from each other. My two older brothers were born in Tipperarary. Mom and Dad came to England in late 1959 leaving my two older brothers with our two sets of grandparents. They travelled here to find work as Dad had lost his job at the silver mines. When they arrived, they slept on the floor in my auntie’s living room. They found life very difficult, being turned away from lodgings and Dad turned away from jobs as soon as they spoke, as they both had very broad Irish accents. This upset my mom very much and I remember her telling us people were very cruel and harsh, she often said they would shout at her and called her dirty and other names. Mom was also missing the boys who were only 2 and 1 years old but they never gave up looking for a home or jobs in which to support their family. Eventually, they found lodgings in a hostel for a few weeks and dad got a job working for the council as a bin man, a job he came to love. Not long after this, they found a home in Hockley. Mum told us it was small, but it was a home, so mom travelled back to Ireland to bring the boys over as she missed them so much. This was in the early months of 1960. When she arrived back here with the boys, she was happy and started to make a life for her young family, dealing daily with people being unkind to her but she was strong and stood her ground. She told us about her first council home, it had no glass in the windows, and the family sat on tea chests and drank out of jam jars but she was proud of that home in Ford street Hockley. She made a home for the boys and the council fitted the glass in the windows. Shortly after she discovered she was expecting my brother Tom. She was a little unsettled as she had only her sister for support. Not long after, whilst she was cooking dinner for dad and the boys, there was a knock at the front door, she opened the door to find her mother and father with suitcases in their hand, they came over to see the boys as they missed them so much. A few days later my dad’s parents also arrived. Although my parents thought it was just a short holiday for both sets of parents, they never returned home. As the family grew and mum had support, she looked for work herself and worked at Lucas in Hockley. They employed a lot of Irish people, but her supervisor was often unkind to them calling them names. The family moved to Rednal as it had grown by another two. So, my three older brothers and sister spent lots of happy times on the Lickey Hills having family picnics with mom and dad. Mom often talked about the back-to-back house she lived in and the friends they made and how life became easier for them. My parents struggled living here at times, but they stayed strong as a family. We soon became a family of 8! Miss Abdi In 2015 I moved to Bristol from Somalia on a spouse visa. My husband was living here so I came to join him. We were living in a rented home and my husband had good job. Shortly after I gave birth to my daughter we were happily family. I moved away to Birmingham with my daughter after a few years and we stayed with my aunt. I was advised to go to a homeless centre to get somewhere to stay. I was given temporary accommodation. I lived there for a few months until I got my permanent home. I did not have any bad experiences while I was settling in England. I started going to college to learn English language but this was not too much of a struggle because I was doing my degree back home. While here, I studied health and social care level 3. After that I signed up with an agency and I started working. I worked in different schools as a Special Needs teaching assistant. This brought me to St.Bernadette's in 2022. I worked in different year bands with a lot of different children. I also did some 1:1 and group work here. I am settled here now and enjoy supporting the children in their learning. One of the most special times in my life was when I went back home to visit my family, two years ago. It was lovely time to see my family again. November 2024 Year 4 Charity Fundraising – St. Chad’s Sanctuary Each half term, children in each year group take responsibility for charity work, choosing a charity to support as part of their commitment to serving others. These activities provide our children with valuable opportunities to practice selflessness, generosity, and compassion while deepening their understanding of solidarity and the responsibility we all share to care for and support members of God’s Family. This term, Year 4 has chosen to raise money for St. Chad’s Sanctuary, a voluntary project supported by many friends, including St. Chad’s Cathedral and The Salvation Army. St. Chad’s Sanctuary is a place of welcome and hospitality for asylum seekers and refugees, offering practical support, English classes, and signposting to other services. This ties closely to our work towards the School of Sanctuary Award, as we aim to foster an inclusive and supportive environment for everyone. From Monday 25th November to Friday 6th December December, Year 4 will be raffling tickets for their Holiday Hampers to support this wonderful cause. A single ticket will be £1, three tickets for £2 and five tickets for £3. Last year, the Holiday Hampers were extremely popular, filled with perfect treats for Christmas and this year’s are just as exciting! 🎄 Don’t miss your chance to participate and support such an important initiative. Below are examples of the hampers from last year! Miss Odeta's Journey – A Story of Resilience and Determination As part of our work towards the School of Sanctuary Award, we want to share some personal stories from our staff about migration. These stories, while not about asylum seekers or refugees, offer insight into what it’s like to start a new life in a different country. Miss Odeta, one of our valued teaching assistants, has an inspiring story to share. In 2006, 18 years ago, she made the brave decision to travel to England on her own. Two years earlier, Lithuania had joined the European Union, and at a young age, she sought independence and new opportunities. She had always been intrigued by England, a country she had learned about in school and seen in enticing images. While studying in Lithuania, she wanted to earn some money during the summer holidays, which led her to move here. She settled in Dorset, a place vastly different from the Lithuanian countryside she was familiar with. Living in a small seaside village, she noticed there weren’t many people or pavements around and assumed most of England was like this. Her perspective changed dramatically during her first visit to London, where she experienced the hustle and bustle of city life and realised the diversity of the UK. In her early days in England, Miss Odeta faced challenges. She worked in a laundry, travelling up a steep hill daily. Some of her colleagues displayed unwelcome attitudes, which made her feel undervalued. However, once she had talked diplomatically to the manager things improved. This shows Miss Odeta is driven by a correct, fair attitude to all people. Her life in England took a new turn when her son was born in Dorset. When he was five months old, they moved to Birmingham. In 2011 her son joined our school nursery and in 2012 Miss Odeta began volunteering at St. Bernadette’s. While volunteering in our nursery, she discovered a passion for working with children, leading her to complete Level 2 and Level 3 Teaching Assistant courses at Solihull College. During this time, she juggled her studies, work and motherhood, demonstrating remarkable perseverance. After completing her qualifications, Miss Odeta welcomed her daughter and continued to work night shifts in a care home while supporting her family. Her love for St. Bernadette’s inspired her to apply for a lunchtime supervisor role, where she worked for three years. Her enthusiasm and dedication motivated her to apply for a teaching assistant role last year, and she now works in Year 6, supporting both teachers and pupils. Miss Odeta’s story is a testament to her resilience, adaptability and passion for education. She has overcome challenges, embraced opportunities and dedicated herself to creating a positive impact in our school community. We are incredibly proud to have her as part of our team. Through these personal stories, we hope to foster greater understanding and appreciation of the diverse journeys that make up our school community as we continue working towards our School of Sanctuary Award. In support of our School of Sanctuary Award over the next few weeks, we would like to share with you some of the stories from the staff about migration. Mrs Docker has written the story about how her mum and dad came to live in England. While these are not stories of asylum seekers or refugees, the stories give us an idea of what it is like to have to start a new life in a new country. As a Catholic School we would fully embrace any new arrivals no matter what their story or past. Although the Award is about enforced migration we can relate to each other better if we respect our differences. These could be from our customs including the type of food we eat, our first language or where we worship. The aim of achieving our award is to help people live in safety with a sense of belonging where they can thrive and live with dignity as well as contributing so much to our society. Our display in the entrance hall of school shows a map of the world and identifies the many countries around the world that our pupils and their families originate from. We are very blessed to have such a varied and diverse school community with a wealth and range of different experiences, customs and religions. Mrs Docker's Story “It is with total pride and an honour that I can share my own family’s migration story with you today. My mum had spent a privileged and very happy childhood growing up on the family farm in Galway Ireland where she was educated at a convent school and recalls such beautiful and simple tales of her life delivering eggs to neighbours on her push bike and travelling to mass on a horse and cart. My dad’s mother died when he was a baby and life was difficult as his father was left with 13 children to rear single-handedly. My dad often tells us how he had to walk to school (which he went to until age 14) without shoes. Mum and Dad chose to independently leave their beloved Ireland just like so many of their family and friends. The boat journey over to Liverpool was so daunting as they recalled how they had never stepped foot out of their own home place. Like so many young Irish, they left with a suitcase, their strong faith and beautiful values and a strong work ethic believing that England could offer them a bright future and most importantly employment. After a long and lonesome journey, the boat arrived in Liverpool port and it was there they called home. Although greeted with signs that said ‘No Irish need apply’, they both recalled how they were quickly helped by other Irish people and managed to get rooms. My dad ended up in a shared house where there were many men sharing a room and my mum lived with her elder sister (who had left Ireland a few years earlier) and helped her settle in. They soon found a circle of other people who were in the same situation as themselves - missing home, feeling unwanted at times and struggling to make a life for themselves. The resilience that they showed was incredible. Armed with their faith and a determined work ethic they made their way and secured work in a factory and enjoyed meeting up with fellow Irish at dances. Eventually Birmingham, with jobs in the car factories seemed the next step to an even more positive future. They often told us how Oxford Road in Acocks Green (which became their home for 60 years) was known as Little Ireland as every house had Irish families living in it. We are incredibly proud of our mum and dad who left their home country in order to build a better life. We were so fortunate to have had so many opportunities, a fantastic education and although we had very little money at times, we knew we were loved, we knew we were safe and we were taught beautiful values- to treat all people with respect and never forget your roots as well as knowing that where there is a will there is a way. This is a faith and a belief which I am proud to share at St Bernadette’s today. It is fitting that on their headstone it says, “they asked for so little but gave so much.” October 2024 Last week we celebrated our launch assembly as we work towards the School of Sanctuary Award. The children were exposed to the terms Migrant, Asylum Seeker and Refugee and began to develop their understanding of why some people are forced to seek sanctuary in a country other than where they were born. The children will begin to look at some of the reasons why people have been displaced from their country of origin and will begin to explore some of the prejudices that they encounter. Staff will listen to the stories of some of the Refugees that Miss Cowings met last week and will consider ways in which we can support them this academic year. Dear God, It is sad to think that people today live in a world where there is persecution and extreme suffering. We pray for anyone who is facing the prospect of being uprooted to find safety in a new place. We pray for protection and safety for people who are forced to leave home to seek safety elsewhere. We pray for strength and wisdom for those people who support refugees And for charity workers and agencies here in the UK who help refugees. We pray that refugees who need safety might find welcome in a new place, so they can feel secure and thrive in their new environment. We thank you for the many ways in which the UK has benefited from the creativity and resilience shown by many refugees in the past. Amen The children in y6 who were not at Alton Castle completed lots of work on Martin Luther King as part of Black History Month. We shared our hopes and dreams for the world, like Martin Luther King Jr. did in his famous speech, and thought especially about our hopes for refugees, asylum seekers and people who live their lives in fear and danger everyday (linked to School of Sanctuary). September 2024 Working Towards the School of Sanctuary Award This year, our school is excited to work towards the School of Sanctuary Award, an initiative designed to foster understanding and support for individuals seeking safety and sanctuary. During our recent inset day, staff received valuable training from our School of Sanctuary lead, Barbara, who provided insight into the programme's objectives. The Schools of Sanctuary programme aims to raise awareness about the experiences of those seeking sanctuary, challenge misconceptions and build empathy among our children, staff, governors, parents and the wider community. It also focuses on developing staff expertise in supporting new arrivals, ensuring that all children feel safe, welcome and are able to thrive in our school environment. Furthermore, we are encouraged to connect with local charities and community organisations to strengthen our shared commitment to welcoming those in need. Throughout the year, we will participate in various initiatives to raise awareness and support refugees in our local communities. Our activities will include:  Launch Assembly: We will hold a launch assembly next week to introduce the School of Sanctuary award to the children.  Literature-Based English Unit: A dedicated unit of work in English will focus on the theme of refugees, using literature to inspire and engage our children.  Shoebox Appeal: We will take part in the Christmas shoebox appeal to provide essential items for those in need.  Pilgrimage Day: Children in KS2 will participate in a ‘Pilgrimage Day’, walking in the shoes of refugees to raise awareness and foster empathy.  Guest Speakers: We will invite refugee organisations to our school to share their work and experiences.  Refugee Day: In June, we will celebrate Refugee Day with the theme of solidarity with refugees and their contributions to society. We are looking forward to an impactful year of learning, empathy, and community support as we strive to achieve the School of Sanctuary Award!

RSE at St Bernadette's RSE Relationships and Sex Education in Schools In June 2019, the Government released the final guidance document of what schools will need to deliver around RSE as part of the basic school curriculum. This guidance replaces the SRE guidance of 2000 The new statutory requirements come into effect from September 2020, although the DFE is encouraging schools to begin teaching the new curriculum now. As a minimum, all schools will be required to cover a number of themes and topics by the end of the primary or secondary phase. Relationships education Families and people who care for me Caring relationships Respectful relationships Online relationships Being safe Physical health and mental well being Mental wellbeing Internet safety and harms Physical health and fitness Healthy eating Drugs alcohol and tobacco Health and prevention Basic first aid Changing adolescent body Delivery Many schools currently deliver these topics as part of their timetabled PSHE (personal social and health education) The content also complements national curriculum subjects such as science, PE and computing. It is a requirement that all schools have a written policy in place for RSE and this is freely available to parents and stakeholders. The policy should reflect the needs of the children, parents and the community they serve. Schools are allowed to devise a policy that reflects the faith background of their pupils. Right to withdraw There is no right of parental withdrawal from Relationships Education or Health education elements. Parents do have the right to withdraw from some or all of the sex education, outside of the mandatory requirements ie that stated in the science national curriculum. RSE at St Bernadette’s At St Bernadette’s we have subscribed to an online RSE Programme provided by a Catholic company called Ten:Ten. Ten:Ten are an award-winning theatre, film and educational organization working in Catholic Primary Schools throughout the UK. We currently use the Collective Worship and Assembly materials provided by Ten:Ten. The program provided by Ten:Ten is called Life To The Full. It is being promoted by the Birmingham Diocesan Education Service. Further information can be found by downloading the PDF presentations below. RSE - KS1 RSE - KS2 RSE: Text

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.

Charity Fundraising The total raised for charity so far this year is £6456.55 "Those who are gracious to the poor lend to the Lord, and the Lord will fully repay them." Proverbs 19:17 At St. Bernadette’s we are committed to educating the whole child which includes instilling a sense of moral and social responsibility, as well as recognising the importance of following the call of Jesus to live our lives with a commitment to the greater good. Through being committed to works of charity we are providing our children with the opportunity to practise selflessness, generosity and compassion, while teaching them the importance of serving others. This helps our children to understand the responsibility that has been placed upon us to do what we can to show our support and solidarity with all members of God’s Family. Our commitment to the support of those less fortunate than ourselves leads us to support both local, national and international organisations and charities in their work with those in need. This helps our children foster a sense of purpose and fulfilment that transcends academic achievement and helps create well-rounded individuals who are committed to making the world a better place. “So clean the inside by giving gifts to the poor, and you will be clean all over. Turn both your pockets and your hearts inside out and give generously to the poor; then your lives will be clean, not just your dishes and your hands.” Luke 11:41 Each half term, the children in each year band take the main responsibility for charity work and are encouraged to adopt a charity of their own c hoice. EYFS £944.55 Save the Children's work saves and improves children's lives around the world. They work to ensure children have healthcare, food and shelter, as well as learning and child protection services when children need it most. Nursery and Reception had a wonderful morning making Dens with our family and friends. You helped us to £208.55 for this fantastic charity. You also helped us to raise a further £736 for Nancy, a little girl in our nursery, who was recently diagnosed with leukaemia. We held a disco for Nancy, and all of her friends, and we partied the afternoon away! Thank you to everyone for your generous donations. Nancy and her family are truly grateful for the love and support they have received over the last few months. Year 1 £678 Mission Together is the Catholic Church’s official children’s charity for overseas mission. They are part of a global Catholic organisation, which helps children around the world follow the example of Jesus: praying and sharing to support all God’s children, everywhere, regardless of background or belief. Money raised through Mission Together funds children’s projects in 157 countries. Year 1 organised a disco after school and held a ‘Guess the name of the Teddy and Dog’ competition. A group of children from year 1 then attended a special celebratory Mass at St. Chad’s Cathedral on Saturday 11th March where they read the prayers of intercession. The children were also presented with a certificate, thanking Year 1 for their fundraising efforts. Year 2 £1060 The British Red Cross has been helping millions of people in the UK and around the world get the support they need when crisis strikes. They are a volunteer-led humanitarian organisation that helps people in crisis, whoever and wherever they are. They enable vulnerable people at home and overseas to prepare for and respond to emergencies in their own communities and when the crisis is over, we help people recover and move on with their lives. Thank you to everyone that bought a raffle ticket to help Year 2 raise money for the British Red Cross. Year 3 Year 3 are busy deciding on their charity for this half term! Year 4 £367.50 WaterAid work with partners in some of the toughest places in the world. Since 1981, across 28 countries, they’ve reached 28.5 million with clean water, 29 million with decent toilets, and 27.8 million with good hygiene. With these basics, entire communities have been able to unlock their potential, break free from poverty and change their lives for good. WaterAid have convinced governments to change laws, link policy makers with people on the ground, pool knowledge and resources and rally support from people and organisations around the world, making lasting change happen on a massive scale. Year 4 sold raffle tickets for their Holiday Hampers. Year 5 Birmingham Children’s Hospital is a leading, specialist paediatric centre, delivering some of the most advanced treatments, complex surgical procedures and cutting-edge research to over 90,000 children and young people from across the UK and beyond. Every patient and family benefits from their charity, but the impact of fundraising is much more than purely financial. It makes a real difference to the spaces, treatment and equipment they provide to children and their families. Year 5 held a charity disco to raise money for Birmingham Children’s Hospital! Year 6 Heartlands Hospital Charity supports patients, families and staff at Heartlands Hospital & the Birmingham Chest Clinic by funding equipment, facilities and research through donations and fundraising. Year 6 will be raising money by selling tickets for their end of year production - Matilda! At St. Bernadette’s Catholic Primary School, we also lead whole school charity events. This year we raised £158 during our MacMillan Coffee Morning. We took part in Jolly Jumper Day to raise money for Birmingham Children’s Hospital and raised £473. We asked everyone to wear their favourite festive pullover and donate £1 per person (or a donation of their choice). Over twenty members of staff from St. Bernadette's Primary School climbed Mount Snowdon in 2021 to raise money for two members of our school community. We raised £13,176. We helped Holy Family Church raise money by helping at the Christmas fayre. The children and staff from St Bernadette’s supported the church by holding a chocolate tombola! On Thursday 4th May, we celebrated the King's coronation in school. On this day the children were invited to wear red, white and blue and bring in a 50p donation and we raised £212. This money was used to raise funds for The Prince's Trust - a charity that is close to the King's heart. The Prince’s Trust believes that every young person should have the chance to succeed, no matter what their background or the challenges they are facing. Year 5 and 6 performed for a Carol Service at Holy Family Church. They asked for a £1 entry charge with all proceeds going to Holy Family Church. The Mini Vinnies from Key Stage 2 held a cake sale for Father Hudson's Good Shepherd Appeal and raised an amazing £325 in one day! We also raised an additional £403.50 through the Good Shepherd boxes. We held an ‘Own Clothes Day’ on Thursday 15th December to raise money for the bereaved families, one of whom was a pupil at St Anthony’s Catholic Primary School in Kingshurst. We aimed to raise £500 but as always, families demonstrated incredible kindness and generosity and as a result we raised £1395. This has now been sent to St Anthony’s to pass on to the families. Thank you and please continue to keep the families in your thoughts and prayers. We sold raffle tickets for our annual Easter Egg raffle week. We raised £440 which was donated to The Brain Tumour Charity in memory of our past pupil, Darcy. In many ways, the mere act of being charitable is its own reward. But being compassionate to people who are less fortunate is also something that God will reward. As part of our Lenten almsgiving, we collected food for the food bank at Lily’ Tea Parlour. Lily's is the first community project of its kind, supporting people with Dementia, Parkinson’s, Cancer and those people who need company. This project helps spreads awareness and gives support to those who may need it. Staff at school organised an afternoon tea social for the residents from Aran Court Care Home. Fun was had by all! FareShare Midlands said a big thank you to Haris and Niamh for their amazing help during our Tesco Food Collection! They helped to collect long life food, like pasta, rice and tins to be redistributed to charities across the Midlands, including food banks, homeless shelters and community cafes. FareShare Midlands relies on the dedication and generosity of volunteers, so they are very grateful for support! Nursery and Reception children decorated their own bonnet/hat to commemorate Holy Week and the coming of Easter. The children took part in a parade and were joined by some of the residents from Aran Court Care Home. We were so proud to have filled the shelves at SIFA Fireside with donations from our very generous families. SIFA Fireside support adults who are experiencing homelessness, or those who are at risk of homelessness in Birmingham and the surrounding areas. We offer coats to parents on a "Swap Shop" basis, the swapped coats can then be washed and hung ready for another parent whose child needs a new coat. “Love is not patronising and charity isn’t about pity, it is about love. Charity and love are the same — with charity you give love, so don’t just give money but reach out your hand instead.” St. Teresa of Calcutta