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Reading Curriculum Statement Reading Curriculum Statement Intent At Captain Webb, we value reading as a key life skill and are dedicated to enabling our pupils to become lifelong readers. We want all of our children to be confident fluent readers who read widely, read often, read for pleasure and read to learn. We want them to be exposed to a variety of literature, genres and authors. We believe that the teaching of reading is integral to a child’s understanding and appreciation of the world around them. We aim to provide children with experiences that will lead to rich language development so that at the end of their primary education with us, they are empowered with a breadth of vocabulary that they can build on in their future prospects. Our reading curriculum strives to foster a love for reading and we believe that that all children should experience an abundance of quality, engaging texts across the curriculum. We want reading to be the golden thread running through a child’s journey at Captain Webb. When they leave us, we want pupils to possess the reading skills and love of literature which will help them to enjoy and access any aspects of learning they encounter in the future. Implementation (Planning an inclusive curriculum). Our inclusive knowledge-based curriculum plans for success. We teach the National Curriculum, supported by a clear skills and knowledge progression. This ensures that skills and knowledge are built on year by year and sequenced appropriately to maximise learning for all children. This enables our pupils to know more and remember more. End points within objectives are identified for each year group through a whole school reading progression plan. Please click the link below for further information. We feel passionately that developing a love of reading from an early age will benefit our children hugely: personally, socially and educationally. Therefore, reading is at the heart of everything we do. Through the use of carefully chosen texts, we expose our children to literature that will spark their passions and develop a love of English. Click the link below to find out the rationale behind our Reading curriculum. Phonics & Reading Through the delivery of our reading curriculum we ensure a consistent and robust teaching and learning of early reading and phonics in the Early Years and Key Stage One, so that pupils are able to read with increased speed and fluency and access the wider curriculum. We follow the Read, Write Inc Phonics programme; a systematic, synthetic phonics scheme that is validated by the Department for Education. Skilled staff deliver daily sessions to ensure rapid progression. Children’s progress through the scheme is assessed continuously to ensure that gaps are addressed quickly and effectively. Books that children read match their level of phonetic knowledge. Skilled reading depends on both fluency and phonic knowledge alongside language comprehension. For more information on the teaching of Phonics, please click on the link below which will transfer you to our Phonics curriculum page. Reading Knowledge and Skills 24 - 25 Whole School Reading Spine 24 - 25 Phonics Curriculum Once children have graduated from the RWI scheme, and are able to decode accurately and speedily, reading a lot is the principal way they develop as readers. Putting in the ‘reading miles’ allows pupils to practise their reading, building experience with increasingly complex texts, encountering new knowledge, gaining new language, including vocabulary, and developing their fluency. Over the course of year 2 and into key stage 2, the focus of the teaching of reading therefore shifts from decoding towards ensuring pupils get this print experience and support with spoken language, both through teacher-led whole class reading sessions and independent reading. Children explore a broad range of challenging texts including fiction, non-fiction and poetry by having purposeful and in-depth discussions with the teacher and their peers to enable them to access the vocabulary, themes and content. Please click on the Year 2 and KS2 reading long term overview below to find out more about the texts your child will be reading. Year 2 & KS2 Reading Overview KS2 Reading Learning Sequence Book Warmers At the beginning of our reading units, we explore the main themes, contexts and background information to help the pupils have a foundational understanding of the text before they begin reading. For example, when the text was written, any settings / countries the text takes place and any cultural and social conventions that may be outlined within a text. These introductory sessions are called 'book warmers' and the pupils have an opportunity to read facts and information about the text as well as use iPADs to access QR codes that link to webpages to further videos and explanations. Most importantly, the book warmers will introduce the pupils to tier 3 vocabulary (subject specific words) that they will come across in subsequent lessons. Vocabulary Lab The teaching of vocabulary is at the forefront of all our daily reading lessons. Tier 2 and tier 3 vocabulary is identified within texts and definitions are provided with picture examples to enhance pupil's understanding of these words. The vocabulary is explored and discussed as the pupil's read to enhance pupil's language development and comprehension. Teaching Prosody All reading sessions focus on improving reading fluency and pupils will listen to the teachers read aloud with expression and intonation. The pupils are taught prosody through a variety of fluency strategies such as echo read, choral read and reader's theatre. They have daily opportunities to re-read the text on their own or with a partner. Fluent and expressive reading (prosody!) is inextricably linked to comprehension. Why? Because prosody helps children build a more complete and accurate picture of what’s being conveyed on the page. How we adapt the pace, emphasis, phrasing and intonation of our reading helps communicate the broader and deeper meaning of what we read. Recent research from the EEF backs this up, finding that prosodic reading improves a child’s comprehension and overall literacy achievement in school. The pupils also have an opportunity to re-read the text at home as part of their reading homework. Understanding of the text On day 1 of our 2 day sequence, the teacher ask questions and models thought processes as they read to enhance pupil's comprehension. The dialogic talk between the adult and pupils is a priority for this session, the teacher explicitly teaches comprehension skills relevant to the extract. These specific comprehension skills are taught using VIPERS reading domains (vocabulary, inference, prediction, explanation, retrieval and summary) On day 2 of our sequence, the teacher models the answering of written comprehension questions based on the extract they have previously read on day one. Teachers plan questions focusing on mixed domains. Pupils complete the questions independently. Quick Quiz and Summarise The reading lessons also include quick quizzes with the focus predominantly upon the quick recall of key facts/key information. (retrieval questions) The pupils talk with a partner to talk about what has happened, what they already know and summarise any key events or facts. Daily Story Time We place reading at the heart of the curriculum, so it is prioritised allowing pupils to access the full curriculum offer. All pupils receive daily story time sessions with an adult modelling fluency and intonation. The pupils listen to a wide range of stories that have all been carefully selected and chosen for their year groups. All texts are outlined in our whole school reading spine, at the top of this webpage. Puffin Keeper Book Warmer Reading for Pleasure Embedding a school culture that values and supports reading for pleasure is extremely important to us. Pupils develop a love of reading; a broad knowledge of authors and understand more about the world in which they live to widen their horizons and raise their aspirations. To enable this, we set aside time for pupils to enjoy and read books independently, discuss texts they are reading and share recommendations. The love2read session is timetabled for all classes once a week and also sets time for pupils to visit our newly refurbished school library. The children can enjoy the freedom of enjoying texts in a tranquil, child centred environment. All classrooms have attractive book corners where the children have access to 100 quality books, both fiction, non-fiction and poetry books to help embed their love of books, stories and reading. Around school, you will find displays which celebrate authors - including our author of the term displays, pupil’s favourite books, authors and recommended reads. Reading across the curriculum Reading is prioritised across our broad and balanced curriculum allowing pupils to read and understand all subjects. Pupils are also expected to read in other subjects to access new information and build their subject knowledge. This reading will also contribute to reading miles and fluency. All subject areas have a recommended text list for all year groups attached to their subject curriculum map. Poetry and Rhymes Through sharing, reading, writing and performing rhymes and poems, we aim to build children’s emotional connection to language and the world around us. Poems are used throughout our curriculum to develop vocabulary, fluency and prosody, imagination and empathy. We also encourage children to review poetry – to form opinions about their own likes and dislikes and to understand and explain their preferences and respect the thoughts and feelings of others. We are committed as a school to developing a love of reading and to reading aloud each day. Alongside our class reading texts, we have four class poetry books to be shared throughout the year. Of course, teachers can add to the core books to further develop children’s exposure and enjoyment of poetry. We have identified a core set of poems for each year group. Each year group will learn by heart poems to be performed for assembly or to be shared with parents or visitors. Children will also be encouraged to revisit poems previously learnt. Each year group will also study a varied selection of poems during guided reading lessons, where vocabulary and meaning can be explored and explained, together with the development of children’s wider reading skills. Poetry also forms part of our writing curriculum and each year group has different forms of poetry to explore and create. This allows children the opportunity to learn more about particular structures of poetry and allows them to write their own poems using a wide range of poetic devices. Children are encouraged to perform their own poetry alongside the poems learnt by their year group. We also seek opportunities throughout the year for children to watch or hear poets reciting and discussing their own work. Please see our Poetry Curriculum Map for further information. Poetry Curriculum 24 - 25 Assessment At all stages, reading attainment is assessed to ensure that gaps are addressed quickly and effectively so that pupils’ progress is accelerated. Targeted support and intervention for reading is a priority – we have a dedicated reading team who ensure any child falling or a risk of falling behind their peers is identified. RWI Fast Track tutoring breaks phonics into small steps to support every child with decoding, including those with SEND. There is a sharp focus on ensuring pupils gain fluency and phonic knowledge alongside language comprehension as modelled by the Scarborough Reading Rope (2001). In KS2, reading fluency is assessed at the beginning of each half term using oral reading fluency (ORF) measures. ORF assessments measure reading rate and accuracy and are expressed in terms of the number of words read correctly per minute (wcpm). On average, pupils should read at least 90 words per minute. Any pupils who require further support with their reading fluency are provided with additional reading practice. During this interventions, the pupils re-read passages using strategies such as echo read and timed reads. Our aim is to ensure all pupils leave our school fluent, confident readers as we know oral reading fluency has consistently been found to have a high correlation with reading comprehension. During whole class reading sessions, formative assessment takes place daily, while termly summative assessment takes place in the form of NFER testing which allows analysis of gaps in comprehension knowledge to be quickly addressed. All pupils are also assessed on their reading of the common exception words for their year group. Please see the spelling curriculum page for these word lists. How do we enrich the curriculum? Book recommendation boards are displayed throughout school to inform pupils of new and popular texts across the age ranges. The children are given the opportunity to loan these books from Mrs Passey and write reviews on these books for our school newsletter. At Captain Webb, we also have a range of opportunities within the academic year to further enhance reading opportunities for our children. Regular trips to the local library, engaging with national reading events including World Book Day, Roald Dahl Day and National Poetry day. Each year we invite external theatre companies into school to deliver whole school productions and drama workshops for our pupils, recent examples of which are Christmas Carol and Jack and the Beanstalk. We have also had Dance workshops based on 'Bringing Books to Life'. Year 3 story focus was Charlie and the chocolate factory, Year 4 focus was Alice in Wonderland and Year 5 focus was The Jungle Book. How can you help your child? EYFS and KS1 To support their reading journey your child will bring home two books home. The first book will be a fully decodable book matched to your child’s phonic knowledge. When your child is in the early stages of learning to read you can help by encouraging them to sound out the letters in words and then to ‘blend’ the sounds together to make a whole word. Please refer to the Phonics Curriculum page on the school website for further support on early reading strageties. The second book will be a picture book for you to share at bedtime. This is an opportunity to share a love of reading with your child, talk about the story and offer opinions. KS2 All pupils in KS2 will bring home a copy of their whole class novel to read at home. The class teacher will provide information in regards to homework expectations for reading the guided reading text. E.g. We would like you to read chapters 1 – 3 tonight. We also encourage all pupils to loan books from our school library to enjoy at home. In response to a recent parent's survey, we will also be sending home an additional text from our 100 books for our pupils to read at home. The school’s Homework Policy states that all children are expected to read at home every day. This is for a maximum of 10 minutes. Reading regularly at home helps to develop children’s reading skills. Making the time to talk to your children about the books they choose and listening to them reading aloud regularly can make all the difference. Children need to understand why we read. They need to experience the range of feelings that a book can create or the power that can be gained from accessing information. Reading must not only be confined to stories. Many children love reading comics, magazines, newspapers, information books and poetry. All of these reading activities should be encouraged. Children in Key Stage 2 will all be at very different stages of development, but even for the most fluent readers there is a need for parental support. Most parents or carers are able to create quality time to share a book individually with one child. This is the time when children can develop a much deeper understanding of the books that they are reading. Rather than reading at home being ‘reading practice’, it should extend and enrich the reading experiences of school. One of the most powerful ways in which parents can do this is to show real enthusiasm themselves. Your sense of excitement about books and stories, your anticipation about what will happen next in a story and a discussion about your own likes and dislikes, will greatly influence your child. Teachers will check the Home School Reading Record daily and record for our end of term reading rewards including books, book vouchers or an author visit . This year we celebrated National Poetry Day with a very special guest. A well-known poet called James Carter. He worked with all year groups to create different types of poetry including rhyme, similes, kennings and cinquains. Please see the video clips below of our wonderful work. Impact By the time children leave Captain Webb, they are competent readers who can recommend books to their peers, have a thirst for reading a range of genres including poetry, and participate in discussions about books, including evaluating an author’s use of language and the impact this can have on the reader. They can also read books to enhance their knowledge and understanding of all subjects on the curriculum, and communicate their research to a wider audience. ‘I go to Phonics every day to learn my sounds. I can now read words and I’ve just moved to Yellow phonics books.’ – Year 1 pupil. ‘I’ve read many books since I’ve been at Captain Webb. Some of my favourite texts are Stig of the Dump by Clive King, Harry Potter by JK Rowling and Street Child by Berlie Doherty.’ –Year 6 pupil. ‘This year, I’ve enjoyed reading lots of different non-fiction texts. I’m currently reading a non-fiction text on the heart and circulatory system which has helped me answer questions in Science.’ Year 5 pupil. Attainment in reading is measured using statutory assessments such as the end of EYFS and Key Stage 2 and following the outcomes in the Year 1 Phonics Screening check. Assessment data shows that.. 90% of children passed the Year 1 Phonics Screening check in 2023. 72% reached ARE at KS2 with 28% reaching greater depth. The impact of this implementation was also noted in our 2019 OFSTED: The teaching of reading is done very well. Staff are trained in how to teach phonics and daily routines and systems make sure everyone gets what they need. Whether reading in class or at home, staff check that pupils have books they understand. If any pupil needs a helping hand, adults find extra time straight away and this stops them from falling behind. As pupils’ confidence grows, teachers introduce them to new books and authors. Most days, teachers read to the class during ‘page-turner time’. They encourage pupils to talk about books and share their views. Reading Policy 24-25

Как мы управляем и защищаем ваши данные Общие правила защиты данных (GDPR) Взаимодействие с другими людьми Общий регламент по защите данных (GDPR) - это часть законодательства ЕС, которая определяет, как личные данные людей обрабатываются и хранятся в безопасности, а также юридические права, которыми обладают люди в отношении их собственных данных. Взаимодействие с другими людьми «Персональные данные» - это информация, позволяющая идентифицировать живого человека. Взаимодействие с другими людьми Основные принципы Взаимодействие с другими людьми GDPR устанавливает ключевые принципы, в соответствии с которыми должны обрабатываться все персональные данные. Взаимодействие с другими людьми Данные должны обрабатываться на законных основаниях, справедливо и прозрачно; собираются для конкретных, явных и законных целей; ограничивается тем, что необходимо для целей, для которых он обрабатывается; точные и актуальные; надежно удерживается; хранится только до тех пор, пока это необходимо по причинам, по которым он был собран Взаимодействие с другими людьми Есть также более сильные права для физических лиц в отношении их собственных данных. Взаимодействие с другими людьми Права человека включают: получать информацию о том, как используются их данные, иметь доступ к своим данным, исправлять неверную информацию, удалять свои данные, ограничивать использование своих данных, перемещать свои данные из одной организации в другую. , и возразить против использования их данных Взаимодействие с другими людьми Новые требования Взаимодействие с другими людьми GDPR аналогичен Закону о защите данных (DPA) 1998 года (который школы уже соблюдают), но усиливает многие принципы DPA. Основные изменения: Взаимодействие с другими людьми Школы должны назначить сотрудника по защите данных, который проконсультирует по вопросам соблюдения GDPR и других соответствующих законов о защите данных. Уведомления о конфиденциальности должны быть на ясном и понятном языке и включать некоторую дополнительную информацию - «правовые основы» школы для обработки, права человека в отношении их собственных данных. У школ будет только месяц на выполнение запросов на предметный доступ, и в большинстве случаев они не могут взимать плату. Если школе требуется индивидуальное согласие на обработку данных, это согласие должно быть дано свободно, конкретно, осознанно и недвусмысленно. Добавлены новые специальные средства защиты данных детей. Офис Комиссара по информации должен быть уведомлен в течение 72 часов с момента утечки данных. Организации должны будут продемонстрировать, как они соблюдают новый закон. Школам необходимо будет провести оценку воздействия на защиту данных при рассмотрении вопроса об использовании данных новыми способами или внедрении новых технологий для наблюдения за учениками. Взаимодействие с другими людьми Как мы стремимся к этому Взаимодействие с другими людьми В начальной школе капитана Уэбба мы серьезно относимся к защите данных и стремимся обеспечить полное соблюдение как Закона о защите данных, так и нового законодательства GDPR. В этой связи мы предприняли следующие действия: Взаимодействие с другими людьми Мы зарегистрированы в качестве контроллера данных в Управлении уполномоченных по информации - наш регистрационный номер Z6446791. Мы наняли сотрудника по защите данных по контракту с местными властями. Мы обновили нашу Политику защиты данных и ежегодно пересматриваем ее на предмет соответствия законодательству (см. Ниже). Политика включает новые правила запроса данных и процедуры, которым должны следовать родители / опекуны. Мы обновили нашу Политику свободы информации и ежегодно пересматриваем ее на предмет соответствия законодательству (см. Ниже). Мы завершили аудит данных всей информации, полученной, хранящейся или переданной школой. Это включает в себя указание лица, которое несет ответственность за каждый поток данных, анализ того, как данные получены, хранятся, их актуальность, есть ли у нас законная цель для хранения данных и что они удаляются / уничтожаются в надлежащее время. Мы подтвердили, что организации, с которыми мы делимся данными, также соблюдают правила GDPR и защиты данных. Мы обновили наше Уведомление о конфиденциальности (см. Ниже) Мы организовали ежегодное обучение по защите данных и новому GDPR для всех сотрудников, которые занимаются обработкой данных (т.е. имеют доступ к информации, которую мы храним). Мы рассмотрели наши правовые цели хранения и использования данных. Хотя большая часть данных, которые мы используем, выполняются в соответствии с законом (например, в соответствии с Законом об образовании 1996 г. или « Обеспечение безопасности детей в образовании» (DfE, 2016) и позволяет нам выполнять нашу публичную задачу, некоторые используемые нами данные не выполняются. мы всегда будем запрашивать согласие родителей. Мы обновили нашу форму согласия родителей (см. ниже), чтобы родители могли четко видеть, что запрашивается, и иметь возможность положительно согласиться. Взаимодействие с другими людьми Согласие может быть отозвано родителем в любое время, используя форму согласия ниже или связавшись с офисом школы. Хотя образование вашего ребенка не зависит от вашего согласия, мы также просим его дать согласие на определенные действия. Хотя это не подпадает под действие GDPR, отказ дать согласие на определенные запросы (например, поездки и посещения, просмотр видео) может повлиять на включение вашего ребенка в определенные образовательные мероприятия . Parental Consent Form and Information Governance Policies Pupil/Parent Privacy Notice Read More Parental Consent Form Read More Information Sharing Policy - Mar 23 -Mar 24 Read More Mobile Phone Policy - Sep 23 Read More Data Protection Policy - Sep 24 Read More FOI Policy - Sep 21 Read More FOI Model Publication Scheme Read More

Незабываемые впечатления Предоставление детям значимых «незабываемых впечатлений» - ключевой элемент обучения в начальной школе Капитана Уэбба. В начале каждой полугодовой темы группа ежегодно либо отправляется с визитом, либо проводит тематический день под руководством эксперта в этой области. Это позволяет детям на собственном опыте познакомиться с важными элементами каждой области тематического обучения; слышать и использовать ключевую лексику; контекстуализировать их письмо и математику и развить твердое понимание соответствующих исторических, географических или научных концепций. Мы также предоставляем нашим детям множество возможностей для обучения на свежем воздухе посредством однодневных посещений центра поддержки Arthog Outreach Center в Уэльсе и поездки во Францию в шестом классе! Наша цель - обеспечить, чтобы (посещая местные и региональные музеи и места, представляющие исторический и географический интерес) дети покидали нашу школу в конце ключевого этапа 2 с культурным капиталом и глубоким пониманием того, откуда они родом. Взаимодействие с другими людьми Ребенок, который проводит свои годы в начальной школе в начальной школе Капитана Уэбба, пережил в школе два тематических дня под руководством учителя; было четыре поездки в местное сообщество; посетил пять мест, представляющих интерес для местных жителей; учился у четырнадцати специалистов в своей области; посетили восемь географических и исторических достопримечательностей, а также познакомились с экспонатами и выставками из девяти разных музеев! Reception познакомился с целым рядом экзотических животных в рамках своей темы «Что происходит, когда мы засыпаем?» Второй год посещает ферму Парк Холл в начале своей темы «Грязь, беспорядок и смеси». Четвертые классы построили типи на «День коренных американцев» во время темы «Поездка в США» и посетили Департамент науки Лэнгли во время своей темы «Зелья». 5-й класс был Тюдоров во время семинара на тему «Отрубить ей голову!» 6-е классы посетили Бирмингемский центр морской жизни в рамках своей темы «Замороженное королевство». Вот что наш студенческий совет должен сказать о незабываемых впечатлениях капитана Уэбба из начальной школы: Взаимодействие с другими людьми Что такое незабываемый опыт? Взаимодействие с другими людьми «Когда к нам приезжают опытные посетители или когда мы отправляемся в поездки, которые мы обязательно запомним» Почему мы делаем незабываемые впечатления? Чтобы хорошо провести время и навсегда запомнить эти впечатления, даже когда мы станем старше Чтобы помочь вам в обучении - увидеть вещи в реальной жизни Чтобы помочь нам в написании - чтобы мы знали, о чем пишем. Это делает это реальным для нас. Вы можете представить вещи более ясно, когда узнаете о них. Чтобы помочь нам и со всеми другими предметами. Они вкладывают словарный запас в реальные жизненные ситуации. Иногда мы используем его для контекстной работы в математике - в прошлом году мы пошли в зоопарк Честера и нам нужно было спроектировать новый парк, когда мы изучали местность. Мы можем хорошо провести время и вспомнить прекрасные времена в нашей школе. Когда приходит специалист, он может нам помочь. Они помогают нам учиться. Если вы идете в музей, вы не можете задавать вопросы об объектах… но вы можете задать вопрос опытному посетителю! Помогают ли вам в обучении незабываемые впечатления? Да ... особенно по письму, математике, темам, естествознанию, чтению, истории, географии и RE (когда мы ходим в церковь) «Если бы мы больше не делали памятных опытов, мы бы не увидели ничего в реальной жизни, и это повлияло бы на наше обучение. Школа была бы далеко не такой хорошей. Как вы думаете, что было вашим лучшим памятным опытом на данный момент? Взаимодействие с другими людьми Сафари-парк Уэст-Мидлендс, потому что нам нужно было покататься на аттракционах, которые помогли нам написать повествование, действие которого происходило в тематическом парке. Western Park, потому что мы должны делать игрушки и изучали игрушки. Парк Холл Фарм, потому что мне удалось увидеть всех животных, о которых мы узнали. Шоу «Золотой билет», потому что мы должны увидеть клоуна. Увидеть, как ученый рассекает сердце, потому что это показало нам, как выглядели все камеры сердца. Пицца Экспресс, потому что нам действительно нужно приготовить пиццу! Мы пошли на ферму, и это было здорово, потому что мы увидели скачки свиней. Незабываемо! Изготовление настоящего типи, когда мы узнавали о коренных американцах, потому что мы узнали, как они жили на самом деле. Центр каменного века, потому что нам действительно пришлось использовать настоящий древесный уголь для художественных работ, как люди каменного века. Взаимодействие с другими людьми Взаимодействие с другими людьми

PROTECTED CHARACTERISTICS PROMOTING THE NINE PROTECTED CHARACTERISITICS The Equality Act became law in 2010. It covers everyone in Britain and protects people from discrimination, harassment and victimisation. The Equality Act protects people against discrimination because of the protected characteristics that we all have. Under the Equality Act, there are nine protected characteristics: Age Disability Gender reassignment Race - including colour, nationality, ethnic or national origin Religion or belief Marriage or civil partnership Sex Sexual orientation Pregnancy and maternity No form of discrimination is tolerated at Captain Webb Primary School and our pupils show respect for those who share the protected characteristics. We do not teach about all the protected characteristics in every year group. The curriculum is planned and delivered so that our pupils develop age appropriate knowledge and understanding during their time at Captain Webb Primary School (see below). Each year group also have a selection of books to support in the delivery of the nine Protected Characteristics. Protected Characteristics - Content by year group. Nursery Reception Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Captain Webb Primary School Equality Policies Pupil Equality Policy Staff Equality Policy

Intent At Captain Webb Primary School, our overarching principle about learning is: ‘Knowing more and Remembering more’. We have designed our curriculum so that more time is given to embed key knowledge, make connections and be ready for the next stage of a child’s learning journey. Through their growing knowledge and understanding, we aim to make all our children confident and competent mathematicians, who can make links in their maths learning to other areas of the curriculum. We aim to provide all pupils with a challenging mathematics curriculum and high-quality teaching to produce individuals who are numerate, creative, independent, inquisitive, enquiring and confident. We also aim to provide a stimulating environment and adequate resources so that pupils can develop their mathematical skills to the full. Through our well-planned maths learning journeys, we provide opportunities which cater for the needs of all individuals and empowers them with the necessary skills and knowledge to become successful in their future adventures. We incorporate sustained levels of challenge through varied and high-quality activities and ensure that children are on track at each stage of their education in fluency, reasoning and problem solving. Thus, in turn will prepare them for the next stage of their education and a successful working life. Implementation (Planning an inclusive curriculum). Our inclusive knowledge-based curriculum plans for success. Through small, well-sequenced steps (as outlined in our medium-term plans) new mathematical concepts are introduced using a ‘Concrete, Pictorial and Abstract’ approach. This enables all children to experience hands-on learning when discovering new mathematical knowledge and allows them to have clear models and images to aid their understanding. This also ensures that models of proof are constructed to exemplify mathematical laws and principles. The Concrete-Pictorial-Abstract model also allows children to build on their knowledge of key concepts in small steps and allows all learners to keep up with the curriculum demands. This approach to Maths is reflected in our calculation policy and pedagogy, with Teachers modelling and exploring key knowledge through the I-We-YOU approach. At Captain Webb the scope of our curriculum is inclusive and ambitious. Through declarative, procedural and conceptual knowledge, teacher’s use a curriculum ,engineered by the National Curriculum and White Rose, to ensure that children are exposed to mathematical knowledge and concepts which will prepare them for their next stage in education. It is our belief that mathematicians are best developed through memorisation of core facts and formula. In EYFS, Key Stage 1 and Key Stage 2 Maths is taught on a daily basis. In each aspect of the Maths Curriculum and throughout each key phase, the children embark on a contextualised mathematical journey. This ensures that there is breadth and depth to the curriculum offer. Each journey consists of the following: 1) Activating Prior Knowledge Use of a variety of assessments to revisit and build on pupils’ existing knowledge and understanding. 2) Instruction Use of well-planned manipulatives and representations which the children can then draw upon independently in the future. (See Jottings Policy) 3) Modelling of strategies The teaching of methods and procedures in order for the children to solve calculations in preparation for reasoning and problem solving (See Calculation Policy). 4) Guided Practice Opportunities for the children to make connections between mathematical facts, procedures and concepts, thus developing a rich network of mathematical knowledge. 5) Independent Practice The development of independence and motivation in order to develop metacognition-the ability to independently plan, monitor and evaluate their thinking and learning. 6) Structured reflection The use of contextualised tasks and resources which challenge and support pupils’ mathematics; deepening their thinking with models of proof, generalisation and conjectures. Through our creative curriculum approach, we also seek to explore and utilise further opportunities to use and apply mathematics across all subject areas which is promoted during our Theme work in the afternoon. Early Years The 2024 Development Matters, which supports the statutory framework, is used to drive the curriculum and is supported by Number sense. It is widely accepted that early acquisition of core maths facts is a significant indication of future success. In reflection of this, Number sense was introduced in Reception in September 2023. This program is reflective of phonics. Its rigorous and repetitive approach ensures children retain knowledge in order for them to move on to the next stage of their learning. The curriculum in Early years focuses on depth over breadth. Pupils are encouraged to develop their Problem Solving, Reasoning and fluency in a broad range of contexts in which they can explore, learn, enjoy, practise, discuss and extend their skills. Pupils are encouraged to exploit their mathematical potential in both indoor and outdoor enabling environments. They are provided with a wide range of activities that promote regular active participation, exploration of real-life problems, development of imaginative play and early experience of mathematical language. All pupils are supported positively and encouraged to gain confidence and competence in their skills. It is essential that children leave Early Years with a strong sense of number so that children are ready for the Year 1 curriculum. This is achieved through: A sequenced, progressive learning journey. Ensuring children are emersed in maths so that times like snack time and play are incidental opportunities to revisit knowledge. Planning activities are in place with a clear intent for each session. Ensuring independent activities consolidate prior learning or pre-teaching concepts to come. Parental engagement and opportunities for families/carers to engage in the curriculum both in school and at home. Enquiry based sessions which embedded through play. Key Stages 1 and 2 The scope of our curriculum design ensures that: There are systematic opportunities for retrieval, practice and overlearning. The learning journey allows children to practice and revisit key knowledge (as stated in our progression documents). Children revisit to the point of automaticity. Testing secures facts and methods into the long-term memory. Planning for Success Declarative Knowledge Declarative knowledge (fluency) is taught daily so that pupils know useful facts and formulae and develop an understanding of relationships and familiar patterns. Every child’s maths learning journeys start with revisiting previous knowledge in order to make connections with the new knowledge to be taught. Sufficient time and resources allow children to gain knowledge and be able retain key information at this stage. Procedural knowledge Procedural knowledge is the teaching of procedures and algorithms and is a fundamental part of the learning journey. The school has a clear calculation policy which ensures that there is a reliable, accurate and consistent forward projecting approach. This stage of the learning journey enables our pupils to process mathematical information accurately and at speed. Conceptual Knowledge At this stage, the children will know a combination of methods and facts in order to be exposed to a variety of problems and reasoning. These are taught using the variation model so that the children are exposed to a strategy and can over learn this in order to have a get way into solving a range of challenging, rich and sophisticated problems. Practice A core element of our curriculum design is to allow children sufficient time to practice to the point of automaticity. Practice and revisiting of key knowledge is completed daily as part of morning activities; during our KIRF time (Key Instant Recall Facts) where children focus on knowing key facts in order to access the curriculum and be fluent in key skills and in lesson time. Assessment NCETM states that: ‘ If a pupil fails to grasp a concept or procedure, then this needs to be identified quickly and gaps in understanding addressed systematically to prevent them falling behind.’ In reflection of this, assessment grids of non-negotiables are used to ascertain what must be known at this point to stay on the long -term trajectory. Success Children can identify and talk about their success against the targets given to them at the start of the unit. These are then shared with parents along with next steps. The Use of Knowledge Grids At Captain Webb we have introduced the use of knowledge organisers to support children in their lessons and at home. These have proved a valuable tool in making children resourceful and independent learners. This is because: The knowledge organisers include judiciously selected tier 2 and tier 3 vocabulary. This vocabulary will be taught explicitly to students. The knowledge organisers incorporate the building blocks for learning in that subject that all students are entitled to know and understand. The knowledge organisers are designed to aid retrieval practice and metacognitive learning. Here are some examples of the knowledge organisers that we are currently using in different areas in maths: Knowledge Organisers are used to promote planning, teaching and retrieving previous learning that will have the intended positive impact on our pupils’ outcomes, experiences and future opportunities. Due to the fact that pupils can access their maths knowledge organisers at any time, pupils are supported to become resilient and independent learners. An Inclusive Approach-Adaptive Teaching Curriculum Considerations Adaptive teaching is when teachers “adapt teaching to respond to the strengths and needs of all pupils”. Specifically, adaptive teaching requires teachers to: Know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively. Have a secure understanding of how a range of factors can inhibit pupils’ ability to learn and how best to overcome these. Demonstrate an awareness of the physical, social and intellectual development of children and know how to adapt teaching to support pupils’ education at different stages of development. Have a clear understanding of the needs of all pupils – including those with SEND, those of high ability, those with English as an additional language – and be able to use and evaluate distinctive teaching approaches to engage and support them. Scaffolding We understand that pupils are likely to learn at different rates and to require different levels and types of support from teachers to succeed. As a result of this, we seek to understand pupils’ differences, including their different levels of prior knowledge and potential barriers to learning. We adapt teaching in a responsive way, including providing targeted support to pupils who are struggling and offering the opportunity to think deeply within the concept for those who are ready for challenge. This will increase pupil success. At Captain Webb we follow the mastery curriculum which ensures every learner is confident with a concept before moving onto the next stage. With the mastery approach, most learners will be working towards the same outcome, with teaching being tailored and scaffolded to meet individual needs. We do acknowledge that there maybe some learners who may require a more personalised approach, including specific learning outcomes and provision to develop fundamental skills. We believe all learners should work alongside their peers. Research by EEF states that ‘the best mass learning happens when learners can talk through their ideas with a teacher or a partner and therefore it is encouraged this productive discussion through lessons when planning opportunities talk we ensure that all learners have the support they need to access these discussions which include scaffolding such as sentence frames, visual support and all peer partners’. We believe it is important that all learners are given the equal chance to learn core knowledge appropriate to their age. These are highlighted as end points in our Assessments and are crucial so that children can keep up, not catch up. Key Stage 1 Learners should have 1-1 correspondence when counting Learners should develop automaticity in addition and subtraction facts to and within 10. Ensure learners have a concept of ‘more than’ and ‘less then’ and can describe the relative sizing of number. Encourage learners to represent numbers in many different ways in pictures, as calculation, in words. Ensure learners can explain the place value of 10s and ones. Use resources such as 10s frames numicon and base 10 blocks confidently to support learning where needed. Key stage 2 Ensure learners are secure with all times tables by the end of year four as this acts as a foundation for other maths and concepts. Learners should have secure understanding of place value up to 10,000 and beyond. Learners begin to apply their knowledge of number and written methods to reasoning problems. Strategies to Scaffold learning. At Captain Webb, we support learners in a range of ways to help them to keep up with the curriculum demands. Our adapted lessons consider how all learners can: Retain vocabulary. Access the Maths curriculum despite literacy difficulties. Allocate time to develop conceptual understanding. Be fluent in number facts. Teachers refer to the ‘Whole School SEND Teacher Handbook’ ,the local Maths Hub and Captain Webb’s Strategies for Supporting SEND Document for guidance and support. https://www.wholeschoolsend.org.uk/resources/teacher-handbook-send ) Impact We measure the impact of our curriculum through: Formal and Summative assessments: Reception Baseline Data/ELGs Optional SATs KS1 and Teacher’s Assessment using the framework. Multiplication Check Yr 4 Key Stage Two SATs. Formative and Internal Assessment Numbersense assessment tracks progress in key facts. White Rose Assessments are used to track the progress across the sequence of learning. Must Have/Now Need Tracking Internal Monitoring Termly Pupil Progress Meetings Lesson Monitoring and Book scrutiny Pupil Voice External Moderation Cluster Group Moderation. Read More Nursery - Medium Term Plans Read More Year R - Medium Term Plans Read More Year 1 - Medium Term Plans Year 1 - Long Term Plans Read More Year 2 - Medium Term Plans Year 2 - Long Term Plans Read More Year 3 - Medium Term Plans Year 3 - Long Term Plans Read More Year 4 - Medium Term Plans Read More Year 5 - Medium Term Plans Read More Year 6 - Medium Term Plans Year 4 - Long Term Plans Year 5 - Long Term Plans Year 6 - Long Term Plans Mathmatical Vocabulary Progression Document 2023-25 Key Knowledge Skills - Conditional Knowledge Grids Key Knowledge Skills - Geometry - Position and Direction Key Knowledge Skills - Statistics Key Knowledge Skills Geometry - Properties of shape Key Knowledge Skills - Measure Key Knowledge Skills - Calculation Key Knowledge Skills - Algebra Key Knowledge Skills - FDPRP Key Knowledge Skills - Place Value Key Knowledge Skills - Calculation Maths Policy 2023-2025 Maths - Number Formation Policy 2022 - 2025 Calculation Policy 2022 - 2025 Pre-Calculation Policy 2022 - 2025 Jottings Policy 2022 - 2025 Declarative Knowledge: The Importance of being fluent in Maths. At Captain Webb we prioritise core declarative knowledge from an early age, so that pupils are familiar with the facts and methods that will form the strategies taught and applied later in the learning sequence.’ We strongly believe that mathematical fluency skills help pupils to think faster and more clearly; giving them a formative start in order to tackle complex problem-solving and reasoning questions. The school follows the Numbersense program which systematically teaches factual fluency and provides a progressive approach to achieve factual fluency in additive and multiplicative facts for each and every child. Numbersense Progression Document 2022 - 2025 YEAR 4 MULTIPLICATION PROGRESS CHECK “Leaving primary school with a fundamental grasp of basic numeracy is as important as leaving being able to read. And just as the phonics check has helped more children learn to read, this will ensure more pupils know their times tables.” Nick Gibb, schools minister. In June each year, Year 4 pupils are required to sit a multiplication tables check (MTC). This test is online and will require the children to answer 25 questions on their multiplication knowledge from two to twelves times table. Pupils are given 6 seconds per question with three seconds rest between each question, so the test should last less than 5 minutes. The MTC will establish which pupils’ times table knowledge is at the expected level and will also help identify which pupils are struggling with their times tables so they can get extra support. To help your child prepare for these checks, we progressive introduce multiplication facts from year 1 with the expectation that all facts will be known by the end of Year 4. (See the multiplication Planner). As a school, we also use Time Table Rock Stars. This is an interactive online program which allows your child to practice key facts at speed and allows the teacher to see which facts the children are having difficulty with. Questions on the six, seven, eight, nine and twelve times table are more likely to come up most often and as these are the hardest for most children to learn, it is a good idea to focus on learning these tables with your child. For more information regarding the multiplication tables check, please click the link below. https://www.gov.uk/government/publications/multiplication-tables-check-information-for-parents Archived home-work can be found at Captain Webb Primary - YouTube

Art Curriculum Statement Intent Our intent is to provide our children with an engaging, exciting and empowering curriculum that allows them to develop as confident responsible citizens equipped with the skills that will allow them to be successful in our ever-changing world, both in the present and the future. We believe that childhood should be a happy, investigative and enquiring time in our lives. We constantly provide enrichment opportunities (memorable experiences) to engage learners and develop their cultural capital which has been recognised as essential if children are to succeed. We believe that our children should not only reach their best academically, but also develop a thirst for knowledge, foster a love of learning and leave our school with exceptional independent learning skills. We are fully committed to developing each child's unique potential within a secure and caring environment. We use our Captain Webb Values to promote positive attitudes to learning: Listen Encourage Achieve Respect Nurture Our school believes that art is a vital part in children’s education as it can give children the opportunities to express their individual interests, thoughts and ideas. A high-quality art education – along with sequential and progressive lessons - will help to engage, excite and empower our children as well as equipping them with the knowledge and skills to experiment and create their own artwork and crafts. From this children are able to make links with their learning to produce amazing art! As pupils progress throughout our school, they will have a strong understanding of the key art elements (line, tone, texture, colour, pattern, shape, 3D forms), to be able to effectively plan and create pieces of art and evaluate it. Children will also recognise how art has changed throughout the years as they are exposed to many artists and art movements. The art curriculum will develop children’s critical abilities, as well as an understanding of their own and others’ cultural heritages through the study of a diverse range of artists. An example of this is in Year 3, children take inspiration from cubism artist Paul Klee and African American artist Alma Thomas. Finally in Year 4, who look at sculpture and the work of Alberto Giacometti, also study the works of Richard Hunt who is an African American sculptor. In Year 6, children study the Mexican artist Frida Kahlo. All children will be exposed to artists from many cultural heritages from out ‘Art in the Moment’ displays. Implementation The teaching of art at Captain Webb Primary School is based on the National Curriculum and is also linked to class topics to ensure a well-structured approach. Knowledge and Skills that the children will develop, are effectively mapped out across each year group and are progressive throughout the school. Children are given the knowledge to help them understand the context of the artwork as well as the artist they are learning about. With this knowledge and the skills that follow they are able to take inspiration and produce individual pieces of artwork on their own Children are also given the chance to develop their artistic skills by being given opportunities to practise and master them. Every year group at Captain Webb Primary School follows the same art journey: Art Gallery – Looking at many pieces of art from a focus artist Exploration of other artists Introduction to new knowledge or skill (experimentation) Evaluation of mediums or methods Creating a plan Creating their final piece Evaluating Acting upon evaluation Comparing Artists (KS2 Only) Our high-quality art curriculum is supported by a wide variety of art resources and mediums. These are used to help children experiment and develop confidence as they progress through the school. Staff at Captain Webb Primary have also received high quality CPD training on the effective use of sketchbooks. This ensures all children at Captain Webb can use sketchbook effectively. Impact The structure of the art curriculum ensures that children are able to develop their knowledge and understanding of the work of artists, craftspeople and designers from a range of times and cultures and apply this knowledge to their own work. Our curriculum is well thought out and is planned to demonstrate progression. Children learn to understand the key principles of art: line, tone, texture, shape, form, space, pattern, colour, contrast, proportion and perspective. Children have the chance to refine their skills as they progress through year groups. This also supports children having age related expectations at the end of their year. Art is celebrated around the school with artwork being displayed throughout the school e.g. work displayed in classes, sculptures being displayed around the school. We measure the impact of our curriculum through the following methods: Images of the children’s practical learning. Asking the pupils about their learning (pupil voice). Moderation staff meetings where pupil’s books are scrutinised and there is the opportunity for a dialogue between teachers to understand their class’s work. Verbal feedback of work throughout the course of the lessons. Art Policy 24.25 Art Skills and Knowledge Progression Plans Art Skills and Knowledge Progression Plans EYFS Art and Design - Skills and Medium Term Plans Art and Design - Medium Term Plans Art and Design - Artist Throughout School

Newsletters At Captain Webb Primary School we run a weekly newsletter which is called 'Captains Catch Up '. We use the newsletter to inform you about events we are running, let you know dates for diaries, and showcase some of the work being done by our children. The newsletter is created by Mrs Hanafin (Admin) so if your child has won any awards, or taken part in anything exciting outside of school, please let her know so she can share the good news with our other parents. Below are the newsletters from the past few months - if you have missed a previous edition and would like a copy then please contact Mrs Hanafin and she will be happy to help you (genna.hanafin@taw.org.uk ). Captain's Catch Up - 17th Jan 2025 Read More Captain's Catch UP - 10th Jan 2025 Read More Captain's Catch Up - 20th Dec 2024 Read More Captain's Catch Up - 13th Dec 2024 Read More Captain's Catch Up - 29th Nov 2024 Read More Captain's Catch Up - 22nd Nov 2024 Read More Captain's Catch Up - 15th Nov 2024 Read More Captain's Catch Up - 8th Nov 2024 Read More Captain's Catch Up - 25th October 2024 Read More Captain's Catch Up - 18th October 2024 Read More Captain's Catch Up - 11th October 2024 Read More Captain's Catch - 4th October 2024 Read More

Особые образовательные потребности: школьное предложение Inclusion in Our School In the Spring term of 2024, all of our school stakeholders worked together to build a shared definition of inclusion in our school. This is what they decided: “At Captain Webb Primary School, inclusion means we are always changing our school and the way we work so that everyone in our community can be present, participate and achieve. We work hard to reduce exclusion from the learning, culture and community of our school. It involves the constant restructuring of our cultures, policies and practices so they respond to the changing diversity of students”. В Captain Webb наша главная цель - предоставить инклюзивную учебную программу, которая дифференцирована и учитывает потребности ребенка и способность предоставлять доступ ко всем разделам учебной программы наравне с их сверстниками. Мы считаем, что этого можно успешно достичь за счет тщательного группирования и планирования с учетом, при необходимости, рекомендаций внешних агентств. Мы понимаем, что каждый ребенок индивидуален и учится по-своему, а методы обучения должны быть адаптированы для всех стилей обучения. Наше школьное предложение подчеркивает, что мы можем предоставить детям с помощью SEND, и тесно связано с нашей политикой SEN. Взаимодействие с другими людьми Идентификация: Взаимодействие с другими людьми Наша политика SEND подчеркивает, как дети выявляются и тщательно контролируются, когда возникает озабоченность по поводу особых образовательных потребностей или инвалидности. Это соответствует рекомендациям Кодекса поведения SEND (2015 г.) и тесно связано с местным предложением Telford and Wrekin. http://www.telford.gov.uk/send Любые опасения относительно вашего ребенка следует сначала обсудить с классным руководителем, который свяжется с SENDco. Затем классный руководитель и SENDco могут встретиться с родителями, чтобы обсудить поддержку вашего ребенка и дальнейшие шаги. Взаимодействие с другими людьми Вмешательства: Взаимодействие с другими людьми Раннее вмешательство должно быть основой стратегии вмешательства школы - это требует от школы проведения текущих оценок в дневном уходе, яслях, приеме и первом классе, а также отслеживать успеваемость детей. Рекомендуется ограничить количество программ вмешательства, чтобы обеспечить высокое качество программ, хорошее управление и влияние на достижения. Взаимодействие с другими людьми Волна 1 - Инклюзивное обучение всего класса Качественное обучение в первую очередь для всех детей. Эффективное включение всех детей в ежедневное высококачественное обучение грамоте и математике. Под руководством учителей при поддержке ТА Волна 2 - Целевое обеспечение Целевое обеспечение - это обеспечение, которое дети получат, если они добьются меньшего, чем ожидалось, прогресса в рамках положения волны 1. Он может быть основан на рекомендациях сторонних агентств и потребует карту условий, чтобы выделить точные вмешательства, включая исходные данные, чтобы гарантировать измеримость прогресса. Дети могут получать некоторые из этих вмешательств, часто в небольших группах, в зависимости от их потребностей. Под руководством учителей или под руководством учителей и под руководством технических специалистов Обеспечение повышенных потребностей волны 3 Обеспечение более высоких потребностей - это обеспечение, которое получит небольшое количество детей, если обеспечение второй волны не позволит им добиться постоянного прогресса. Он будет основываться на рекомендациях внешних агентств и потребует подробной индивидуальной карты обеспечения, чтобы выделить точные вмешательства, включая исходные данные для обеспечения измеримости прогресса. Это очень индивидуальное положение. Под руководством учителей или под руководством учителей и под руководством технических специалистов Четыре области потребности: В Captain Webb мы следуем кодексу поведения SEN (2014 г.), чтобы определить четыре основные области, в которых мы нуждаемся. Эти: Общение и взаимодействие Познание и обучение Социальное, эмоциональное и психическое здоровье Сенсорное и физическое развитие Мы понимаем, что у детей может быть более одной области потребностей, и они могут быть взаимосвязаны. В местном предложении Telford and Wrekin подчеркивается, как местные органы власти стремятся удовлетворить потребности детей с SEND, с подробным описанием ресурсов и услуг, доступных тем, у кого есть особые образовательные потребности или инвалидность в той или иной форме: http://www.telford.gov.uk/send Услуги, доступные родителям: В Captain Webb мы стремимся построить позитивные, поддерживающие отношения с родителями, чтобы обеспечить детям и их семьям все самое лучшее. Чтобы помочь в этом, мы предлагаем: Дни консультации с родителями на условно Доступны встречи с классным руководителем / SENDco для обсуждения родительских проблем Предоставление карт для родителей на ежеквартальной основе, и обсуждение прогресса Родители полностью информированы о поддержке, которую дети получают в школе и от внешних агентств. Возможности для родителей и детей поделиться идеями и обсудить условия в школе Идеи, как поддержать детей дома Встречи с SENDco / классным руководителем и родителями для обсуждения участия стороннего агентства, например, после посещения LSAT Следующие услуги могут быть полезны родителям, нуждающимся в поддержке. BEAM http://beeu.org.uk/self-help/ Местное предложение Телфорда и Рекина http://www.telford.gov.uk/send МАСС http://www.telfordsendiass.org.uk Родители открывают двери (POD) http://www.podstelford.org/ Ican2 http://www.ican2.org.uk/ занятия для детей с ограниченными возможностями Взаимодействие с другими людьми Участие учеников Взаимодействие с другими людьми В Captain Webb мы считаем крайне важным вовлекать детей в процесс принятия решений, включая их самих, и решения в отношении всей школы. Дети полностью информированы о своих целях, и им предлагается поделиться своим мнением о них и оценить свой прогресс в их достижении. Все дети в реестре ОТПРАВИТЬ также заполнят одностраничный профиль, рассказывая о том, что для них важно, о том, что им сложно, и о том, как их лучше всего поддержать. У учеников есть возможность присоединиться к школьному совету, где они могут высказать мысли и идеи своих одноклассников. Школьный совет собирается на регулярной основе, принимая предложения одноклассников для обсуждения на собраниях. Взаимодействие с другими людьми Право на учебную программу Свод правил SEN (2015 г.) гласит: Все дети и молодые люди имеют право на соответствующее образование, соответствующее их потребностям, способствующее высоким стандартам и раскрытию потенциала. Это должно позволить им: • добиваться наилучшего • стать уверенными в себе людьми, живущими полноценной жизнью, и • совершить успешный переход во взрослую жизнь, будь то работа, дальнейшее или высшее образование или обучение В Captain Webb мы стремимся обеспечить всем детям доступ к полной учебной программе, и дифференциация является ключевым инструментом для этого. Текущее оценивание помогает учителям определить возможные области трудностей и, таким образом, решить, как их можно свести к минимуму, внося изменения, чтобы учебная программа была доступна для всех. Мы обеспечиваем дополнительные потребности различными способами, в том числе: поддержка в классе для небольших групп малая группа или отказ 1-1 индивидуальная поддержка класса / индивидуальный отказ дифференциация ресурсов специализированные ресурсы Воспитание поддержки Карта обеспечения всей школы (см. Приложение) школа предлагает волны вмешательства.docx Особые удобства и доступ Взаимодействие с другими людьми Мы стремимся обеспечить всем детям возможность доступа ко всем сферам школьной жизни, гарантируя, что они смогут полностью реализовать свой потенциал. Во всех зданиях есть удобства для инвалидов. Поручни, пандусы и тщательный выбор классных комнат обеспечивают доступ для всех. При необходимости будут запрашиваться консультации у родителей и сторонних агентств, чтобы обеспечить полное удовлетворение потребностей детей. Для обеспечения доступа детей к полной учебной программе могут использоваться дифференциация, ресурсы и специальное оборудование. Стили обучения являются важным фактором при планировании уроков, обеспечивая удовлетворение всех потребностей. Все дети включены во все сферы школьной жизни, где будут задействованы необходимые альтернативные способы работы, чтобы все могли участвовать. Внешние агентства / услуги школы поддерживают связь с Взаимодействие с другими людьми В Captain Webb мы опираемся на опыт ряда сторонних агентств, которые поддерживают и консультируют нас, чтобы помочь нам удовлетворить потребности детей, у которых есть ОТПРАВИТЬ. Это включает: Команда Telford and Wrekin SEN Панель справедливого доступа Служба поддержки поведения (BSS) Раннее вмешательство Консультативная группа по поддержке обучения (LSAT) Педагогическая психология (EP) Логопеды (СОЛТ) Трудотерапия (ОТ) Служба сенсорной инклюзии (SIS) Школьная медсестра Семейная связь Служба психического здоровья и благополучия Bee U Советники МАСС SENDco также регулярно посещает встречи по обновлению сети и поддерживает связь с другими SENDco за советом и поддержкой. Взаимодействие с другими людьми Переходные меры Когда ребенок прибывает или покидает школу Captain Webb, мы будем поддерживать тесную связь с родителями и предыдущей обстановкой, чтобы обеспечить хорошее понимание потребностей ребенка и того, как его лучше всего поддержать, включая следующие шаги. При смене класса в начале нового учебного года у детей будет больше дней, чтобы познакомиться со своим новым учителем и обстановкой в классе. Если это будет сочтено необходимым, у детей могут быть дополнительные дни, чтобы поддержать процесс и укрепить доверие. Учителя детально обсудят детей, в том числе поделятся последней картой снабжения и успехами, достигнутыми за год. Все дети, зарегистрированные в реестре SEND, также заполнят одностраничный профиль, рассказывая о том, что для них важно, о своих трудностях и о том, как, по их мнению, лучше всего их поддержать. Ребенку может потребоваться информационная книга об их новом классе и способностях, чтобы поговорить об этом с семьей и, таким образом, минимизировать беспокойство перед началом новогодней группы. Переход в среднюю школу предполагает тесную связь между капитаном Уэббом и новой школой. Вся информация SEND о ребенке будет отправлена в новую школу, и SENDco / классный руководитель обсудит текущие потребности ребенка и следующие шаги, включая лучший способ поддержать ребенка. Для детей с EHCP мы гарантируем, что SENDco из принимающей школы будет приглашен на ежегодный обзор летнего семестра, чтобы получить представление и информацию о потребностях ребенка, чтобы обеспечить плавный переход. Полезные ссылки: Совет Telford & Wrekin http://www.telford.gov.uk/send ОТПРАВИТЬ свод правил https://www.gov.uk/government/publications/send-code-of-practice-0-to-25 Взаимодействие с другими людьми Взаимодействие с другими людьми Взаимодействие с другими людьми SEND Policies SEND Information Report - June 23 June 24 Read More Accessibilty Plan Read More SEND Brochure Read More SEND Policy - Jul 24 -Jul 25 Read More СЕНКО Контакт: Элисон Фини Гэвин Дик Тел: 01952 386770 Взаимодействие с другими людьми Взаимодействие с другими людьми Взаимодействие с другими людьми

SMSC at Captain Webb SMSC- (Spiritual, Moral, Social, and Cultural) At Captain Webb, we ensure that our curriculum is a vehicle for SMSC education. SMSC stands for spiritual, moral, social and cultural education. The following explores each aspect of SMSC and outlines how pupils may demonstrate their development in each area. Spiritual Exploring beliefs and experience; respecting values; discovering oneself and the surrounding world; using imagination and creativity; reflecting. Our children's spiritual development is shown by their beliefs, religious or otherwise, which inform their perspective on life and their interest in and respect for different people’s feelings and values sense of enjoyment and fascination in learning about themselves, others and the world around them, including the intangible use of imagination and creativity in their learning willingness to reflect on their experiences. Moral Recognising right and wrong; understanding consequences; investigating moral and ethical issues; offering reasoned views. Our children's moral development is shown by their ability to recognise the difference between right and wrong and their readiness to apply this understanding in their own lives understanding of the consequences of their actions interest in investigating, and offering reasoned views about, moral and ethical issues. Social Using social skills in different contexts; working well with others; resolving conflicts; understanding how communities work. Our children's social development is shown by their use of a range of social skills in different contexts, including working and socialising with pupils from different religious, ethnic and socio-economic backgrounds willingness to participate in a variety of social settings, cooperating well with others and being able to resolve conflicts effectively develop interest in, and understanding of, the way communities and societies function at a variety of levels. acceptance of and engagement with the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs. They will develop and demonstrate skills and attitudes that will allow them to participate fully in and contribute positively to life in modern Britain Cultural Appreciating cultural influences; participating in culture opportunities; understanding, accepting, respecting and celebrating diversity. Our children's cultural development is shown by their: understanding and appreciation of the wide range of cultural influences that have shaped their own heritage willingness to participate in, and respond to, for example, artistic, musical, sporting, mathematical, technological, scientific and cultural opportunities interest in exploring, understanding of, and respect for cultural diversity and the extent to which they understand, accept, respect and celebrate diversity, as shown by their attitudes towards different religious, ethnic and socio-economic groups in the local, national and global communities. knowledge of Britain’s democratic Parliamentary system and its central role in shaping our history and values, and in continuing to develop Britain SMSC and Religious Education It is our aim that Religious Education should contribute to the spiritual, moral and social and cultural development of our pupils. Religious Education can help children develop their own informed values, religious and non-religious. Children should learn to respect themselves and be sensitive to the needs and experiences of others, including considering the effect our actions have upon others. Religious Education can also help develop pupils’ understanding of social issues like stewardship of the Earth’s resources, our citizenship within local, national and global communities and a genuine respect for persons and sensitivity to their values and beliefs. Religious Education should also equip pupils to challenge inequalities and disadvantages associated with race, gender, class and ability. SMSC and PSHE Jigsaw brings together SMSC, emotional literacy, mindfulness, social skills and spiritual development. A variety of teaching strategies are used and are mindful of each child’s preferred learning style. Jigsaw is designed as a whole school approach, with all year groups working on the same theme (Puzzle) at the same time. This enables each Puzzle to start with an introductory assembly, generating a whole school focus for adults and children alike. There is a Weekly Celebration that highlights a theme from that week’s lesson across the school, and encourages children to reflect that learning in their behaviour and attitudes. HOW WE PREPARE CHILDREN FOR LIFE IN MODERN BRITAIN AT CAPTAIN WEBB RETURN TO CURRICULUM SUBJECTS >

Cultural Capital What is a Cultural capital? Cultural capital is the accumulation of knowledge, behaviours, and skills that a pupil can draw upon and which demonstrates their cultural awareness, knowledge and competence; it is one of the key ingredients a student will draw upon to be successful in society, their career and the world of work. Cultural capital promotes social mobility and success in our stratified society. Cultural capital gives a student power and it helps them achieve goals, become successful, and rise up the social ladder without necessarily having wealth or financial capital. Cultural capital is having assets that give students the desire to aspire and achieve social mobility whatever their starting point. Our Cultural Capital At Captain Webb Primary School, our curriculum is designed to instil high aspirations in all of our children and to encourage them to become resilient, life-long learners who embrace challenges and continue to grow and develop their cultural capital. Our children will be inspired to follow whichever path they choose whilst being well-rounded, conscientious global citizens. Our 6C values, understanding of SMSC and British Values enrich and underpin our curriculum to ensure Captain Webb children are prepared and equipped to succeed in their futures in an ever changing world. “Education for global citizenship helps enable young people to develop the core competencies which allow them to actively engage with the world, and help to make it a more just and sustainable place.” - Oxfam.org.uk We are working hard to be Global Citizens at Captain Webb Primary School. ENRICHMENT AT CAPTAIN WEBB > SMSC AT CAPTAIN WEBB > At Captain Webb, we ensure that our curriculum is a vehicle for SMSC education. SMSC stands for spiritual, moral, social and cultural education. Please click to find out more about our SMSC grids which outline how we intergrate SMSC into our learning across the school. BRITISH VALUES AT CAPTAIN WEBB > At Captain Webb we actively take opportunities to teach British values and feel this is embedded through our weekly assemblies and interwoven in our enriching curriculum. Please click to find out how this is taught across the school. PROTECTIVE CHARACTERISTICS >

Over the past two years we have been working towards achieving a prestigious Artsmark Award which recognises a settings contribution towards the arts. We are delighted to announce that during half term we found out that we have been awarded an Artsmark Gold Award. The Artsmark Award is the only creative quality standard for schools, accredited by Arts Council England. It supports schools to develop and celebrate arts and cultural education, putting creativity and wellbeing at the heart of the curriculum. Artsmark ensures every young person can be creative and access a diverse, high-quality cultural education. We have seen a huge impact upon both children and staff at Captain Webb with initiatives such as Indian drumming on World Music Day as well as extra-curricular dance clubs. Here is some of the feedback we were given by the Artsmark assessors: “You clearly value the arts and recognise their contribution to supporting your pupils' emotional well-being and self-confidence.” “You have used your Artsmark journey to develop children's cultural capital by commissioning various theatre groups, including Loud Mouth Theatre, Hobgoblin Theatre Company and Image Theatre Company, so that every child has enjoyed watching live performances.” “Music is a growing strength within your overall arts offer with lessons provided by specialist music teachers throughout the whole school, including EYFS sessions delivered by 'Music Minors.” “It is great to hear that you are beginning to develop pupil voice through your Arts Committee, and that they have relished the opportunity to work with your new partner, 'Primary Workshops' to plan and deliver Indian drumming workshops throughout the school in celebration of World Music Day.” “Teachers' confidence has increased because of working alongside music specialists. They have also strengthened their fine art skills by participating in training on the use of sketch books, led by Go Sketch.” “Clearly, the dance club specifically for boys was also a successful initiative, with their performance at a local theatre supporting positive learning behaviours.” Captain Webb Primary - Arts Mark Statement of Impact Captain Webb Primary - Arts Mark Statement of Commitment

Music Curriculum Statement Intent Our intent is to provide our children with an engaging, exciting and empowering curriculum that allows them to develop as confident responsible citizens equipped with the skills that will allow them to be successful in our ever-changing world, both in the present and the future. We believe that childhood should be a happy, investigative and enquiring time in our lives. We constantly provide enrichment opportunities (memorable experiences) to engage learners and develop their cultural capital which has been recognised as essential if children are to succeed. We believe that our children should not only reach their best academically, but also develop a thirst for knowledge, foster a love of learning and leave our school with exceptional independent learning skills. We are fully committed to developing each child's unique potential within a secure and caring environment. We use our Captain Webb Values to promote positive attitudes to learning: Listen Encourage Achieve Respect Nurture Music and singing are integral to the life of a Captain Webb child. We provide a vibrant musical experience for all children with fun and enjoyment at its heart. Our objective at Captain Webb is to develop a curiosity for the subject, as well as an understanding and acceptance of the validity and importance of all types of music, and an unbiased respect for the role that music may wish to be expressed in any person’s life. We are committed to ensuring children understand the value and importance of music in the wider community, and are able to use their musical skills, knowledge, and experiences to involve themselves in music in a variety of different contexts. We provide opportunities for all children to compose, play, perform and enjoy music. Through our music curriculum pupils will gain self-confidence and a sense of achievement. Children will develop their capacity to express ideas and feelings through the medium of sound. Extra-curricular clubs such as our school choir, musical theatre club and instrumental lessons enhance our curriculum offer. Implementation Music is firmly embedded into everyday life at Captain Webb. We deliver a clear and comprehensive scheme of work in line with the National Curriculum. Music is taught for one hour weekly. Music lessons in both Key Stage 1 and Key Stage 2 are taught by a specialist teacher from Telford and Wrekin Music. EYFS have music sessions delivered by Music Minors. Utilising specialist teachers ensures knowledge and skills are progressive from the age of 2 to the age of 11 as well as giving our children the opportunity to experience learning instruments from experienced tutors. This also ensures that children receive high quality music provision and that teachers receive valuable, regular CPD. Charanga is also used to support key concepts and includes many examples of music styles and genres from different times and places. These are explored through the language of music via active listening, performing and composing activities, which enable understanding of the context and genre. In doing so children gain an understanding into different methods of creating notes, as well as how to read basic music notation. They also learn to compose focussing on different dimensions of music, which in turn feeds their understanding when playing or appraising music. Weekly music lessons are just the start here at Captain Webb. Singing and music underpin everything that we do which is evidenced in our Gold Award from Artsmark. One of our popular extra-curricular clubs is our Key Stage 2 Young Voices Group where we make community links and sing at our local Dawley Christmas Light Switch On. We also perform in homes for the elderly which both the children and adults thoroughly enjoy. Our extra-curricular clubs and ‘Music of the Month’ enhance our cultural capital and children hear music from Beethoven right through to Ed Sheeran. Singing is also embedded in our weekly singing assemblies and we are proud to say we are a Sing Up school that supports children in finding their voices. Telford and Wrekin Music also deliver high quality small group and 1:1 tutoring sessions for Pupil Premium children in keyboard and guitar weekly. There is plenty of opportunity for children to sing and play instruments as part of our Captain Webb’s Got Talent showcase every summer. Children at Captain Webb regularly experience live music in the form of theatre shows and live bands. Live performances add to the music offer all children receive and provide opportunities for Pupil Premium children that they might not otherwise experience. Impact All children will benefit from a high-quality music education which engages and inspires them to develop a love of music and their talent as musicians. It will increase their self-confidence, creativity and sense of achievement. As pupils progress, they will develop a growing musical vocabulary that allows them to critically engage with music. Teaching and learning of music is a reflective process for the children as they are given the opportunities to assess themselves and their peers. The children also celebrate their success and skills with their peers and wider audiences. Assessment is used to help teachers to help children. We assess through ongoing teacher questioning and observation. Video evidence which captures each child’s progress throughout the year is taken 3 times per year so time isn’t taken away from children’s learning. Children also complete a termly vocabulary check assessment against the musical elements. All assessment is used to ensure children are progressing appropriately and where they are not adjustments are made to our curriculum to ensure these gaps are plugged before moving on. We utilise pupil voice regularly as a means of engaging children in their own learning and what they would like to see in their Captain Webb music journey. As part of our music provision, we achieved an Excellence in Music Provision Award from The Music Partnership and our Year 3 pupils received a Distinction in Music Performance from the University of West London. Music of the Month September – Elton John October – Whitney Houston November – Mozart December – Hans Zimmer January – Bob Marley February – Florence Prince March – Beethoven April – Zoe Keating May – Carole King June – Tchaikovsky July - Coldplay Music Policy 2024.25 Music Skills and Knowledge Progression Plans EYFS Musical Progression Plans Music Development Plan