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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

Computing Curriculum Statement Computing Curriculum Statement Intent Our intent is to provide our children with an engaging, exciting and empowering computing curriculum that allows them to develop as confident, experienced and responsible users of technology. We want our children to be equipped with the knowledge and skills that will allow them to be successful in our ever-changing world, both in the present and in the future. We believe that childhood should be a happy, investigative and enquiring time in our lives and so, where appropriate, computing knowledge and skills are applied to theme-based tasks to make learning creative, accessible and engaging. We want our pupils to be fluent with a range of devices, applications and hardware and aim that by Upper Key Stage 2, children have the independence and confidence to choose the best tool to fulfil whatever task or challenge they may encounter. We understand that the use of technology brings with it inherent risks. We believe that our children should be equipped with the knowledge, skills and understanding to use technology safely and respectfully, in order to become positive contributors to our world’s ‘global village’. 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. Implementation Computing is taught at Captain Webb Primary School as an area of learning, as well as being integrated, where appropriate, through cross curricular links. We have implemented a curriculum where pupils from the age of 2 to the age of 11 not only enjoy but also experience a range of activities that broaden their knowledge and understanding. Computing consists of one unit per half term, which is either taught in a weekly lesson or as ‘Computing Days’, where children are able to immerse themselves in the progression of knowledge and skills of a particular area of learning and apply them within a given context. The key knowledge and skills of each topic are mapped across each year group. This ensures that children develop their knowledge of computer systems and networks, various forms of digital media, data and information, and programming, progressively throughout the whole school. The skills in these areas are also developed systematically, with the programme of study for each year group building on previous learning and preparing for subsequent years. Knowledge and skills are informed and linked to enable achievement of key stage end points, as informed by the 2014 National Curriculum. Throughout the Computing units taught in each year group, children learn to use and express themselves and develop their ideas. For example, when writing and presenting with desktop publishing or exploring art and design using digital media. Children develop practical skills in the safe use of computers and the internet, and the ability to apply these skills to real-life scenarios. For example, understanding safe use of social media, computer networks and email. We teach children to understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation. Children are also taught to analyse problems in computational terms and have repeated practical and progressive experience of writing computer programs in order to solve such problems. We also teach a progression of computing vocabulary to support children in the development of their computing knowledge. Online safety is taught broadly and regularly at Captain Webb Primary School. We understand that Online Safety concerns not only digital tools and spaces, but also behaviour. Where appropriate, Online Safety is taught within Computing lessons. For example, when children learn about computer systems and networks, they learn about the importance of how data on networks can be copied and shared, and the importance of securing data on networks. In addition, Online Safety is taught during PSHE lessons. For example, when children learn about bullying, cyber bullying is included in context. Children are also taught Online Safety during a blocked ‘Online Safety Week’, where the eight strands of ‘Education for a Connected World’ (self-image and identity, online relationships, online reputation, online bullying, managing online information, health well-being and lifestyle, privacy and security, copyright and ownership) are taught in depth to key phases across the whole school. The evaluated impact of ‘Online Safety Week’ is used to direct further opportunities to develop our children’s knowledge and understanding of Online Safety, such as additional PSHE lessons, assemblies delivered by online agencies and targeted displays. Impact The implementation of this curriculum ensures that when children leave Captain Webb Primary School, they are safe, competent and creative users of technology. They will have developed skills to express themselves creatively using a range of digital media and be equipped to apply their skills in programming to different challenges and scenarios. Our children will know the risks of using digital technology and will be able to use it safely, respectfully and positively. They will have a secure and comprehensive knowledge of the opportunities and potential for the use of technology and digital systems in our world, both now and in the future. This is important in a society where technologies and trends are rapidly evolving. Children will be able to apply the British values of democracy, tolerance, mutual respect, rule of law and liberty when using digital systems. They will have increased cultural capital by seeing how computer networks, systems, devices, applications and hardware are used in real-life situations for their own benefit, and the benefit of wider society. The pictures below show examples of computing curriculum progression through the years: Online Safety Policy 2023.25 Online Safety Audit 2023.24 Computing Policy 2024.25 Device and Technology Acceptable use Agreement for pupils Computing Skills and Knowledge Progression Plans 2024.25 Year 1 Year 2 Year 3 Year 4 Year 5 Year 6

Enrichment Experiences At Captain Webb 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. Our children will be inspired to follow whichever path they choose whilst being well-rounded, conscientious citizens of our community as well as understanding how they can be 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. Our curriculum gives children opportunities to develop enquiring minds and a life long love of learning. We believe in celebrating every success and preparing our children for the future. We pride ourselves on giving our children a range of experiences to bring their learning to life, from hands on workshops, performances and trips to our two residentials a year including our Y6 trip to France, where we see our children develop and become ready for the next step in their journey. Please find below an overview of our enrichment opportunities. Pupil Voice: How would you describe our curriculum at Captain Webb Primary? Pupil Voice: How would you describe our educational visits at Captain Webb Primary? CURRICULUM SUBJECTS >

EAL - English as an additional language What is EAL in education Teaching English as an Additional Language involves supporting learners to access a mainstream curriculum taught in English. For those learners, English is not their first language – they are acquiring proficiency in the language while also learning subjects through English (Sharples, 2021). Who might be an EAL learner There are various contexts in which EAL provisions are offered. At Captain Webb we may provide such provision for learners arriving from abroad (such as children of migrants, refugees, etc), or perhaps to learners who speak a language or languages other than English at home and therefore need some support to acquire this additional language. What is “EAL provision” in practice Accessing the curriculum EAL learners need support to access curriculum content that is delivered in English. Typically, they are learning the same content as other learners. Gaps in language knowledge may be barriers to accessing content due to their current level of English. The role of an EAL specialist teacher is to identify those gaps and to support learners in overcoming them. Those gaps could relate to any skill (reading, listening, speaking…), or system (vocabulary, grammar, pronunciation), and are not mutually exclusive. The EAL teacher works alongside the class teachers. They help learners to access subject content “in the moment” during class. In practice, that might mean clarifying instructions, supporting with a reading text, teaching and concept checking keywords for the topic, or providing sentence stems or ‘process language’ to help learners articulate their thoughts… At a planning level, the EAL teacher may adapt content to make it more accessible. For example, they might grade a text or use text enhancement techniques to draw attention to important features of the language, bring accompanying visuals to build context, create scaffolded tasks to help learners process the content, create consolidation tasks, provide graphic organisers to help record learning, plan tasks to help develop learners’ knowledge of word formation, and so much more. Developing general communication skills EAL support is not just about accessing the academic aspects of a curriculum. EAL learners may also need to develop their general level of communication in English, which can help them on a day-to-day basis. School is a place for building friendships, expressing oneself, developing interests, and much more besides just acquiring academic skills and qualifications. In order to better integrate into a school community, EAL learners need to feel confident to communicate in and out of the classroom. The role of an EAL teacher is also to facilitate learners in developing such skills. EAL Policy 2024.25

Geography 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 Within geography, we believe that children should develop an understanding, and love of, the world around them. Our geography curriculum is designed to encourage children to ask and enquire about the natural and the human world. Throughout their time at Captain Webb, children are given opportunities to explore the world around them through memorable experience visits and fieldwork. These experiences, along with lessons within school, ignite an enthusiasm to learn. Geography is embedded in the processes and people around us that form our environment. At Captain Webb, we want our pupils to develop a deep understanding of the natural and human environments, alongside an understanding of the physical and human processes which form these. By providing pupils with the key knowledge, we enable them to develop the skills required to understand and navigate our world. Implementation Our pupils leave Captain Webb with all of the knowledge and skills required to be competent and enthusiastic geographers. Our curriculum has been rigorously planned to ensure that the knowledge children have is built upon not only each year, but each term and within every geography lesson. Knowledge within our geography curriculum is split into locational, place, human and physical. These are mapped out across the year groups to ensure progression. From this knowledge, children can also develop the key skills in each strand of the geography curriculum. These skills are applied during fieldwork both on site and during memorable experience visits. Children carry out fieldwork in every year at Captain Webb. Not only does this develop their geographical skills, but also their understanding of the world around them. Based on their fieldwork, children produce maps which also develops their sense of the key concepts of place, space and environment. Geography at Captain Webb is taught through blocks which supports children to develop mastery of the subject. Children working at greater depth are able to revisit their learning and delve deeper into the topic. At the beginning of each topic, initial assessments are completed to determine prior knowledge and ensure that progression is consistent. Children also ask 6 ‘big questions’ about their topic to inform teachers’ planning and guarantee that learning is driven by children’s interests. This further develops their enthusiasm for the topic. Impact As well as monitoring of attainment, the impact of effective geography teaching is clear in the children’s ability to apply their knowledge to fieldwork in each year group. The impact of geography is also evident within the opportunities we provide to develop cultural capital. We do this across the curriculum and throughout the school by: Investing in digital mapping technology to help children develop a sense of place and scale. Incorporating memorable experiences into every topic, which allow exploration of people and landscapes Fieldwork in the local area Topics regarding current global issues, such as climate change and plastic in the oceans A residential visit to France, enabling pupils to experience differing cultures Geography Policy 2024.25 Geography SEND Geography Skills and Knowledge Progression Plans

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

How to apply for your child a place at Captain Webb Primary School and Nursery Подача заявки на место в начальной школе и детском саду капитана Уэбба Если вы хотите подать заявление о приеме вашего ребенка в начальную школу или детский сад Captain Webb, вам рекомендуется связаться со школой и записаться на прием для себя и своего ребенка. Таким образом вы сможете осмотреть наш сайт, познакомиться с сотрудниками и задать любые вопросы, которые могут у вас возникнуть. Взаимодействие с другими людьми Пожалуйста, позвоните Джули по телефону 01952 386770, и она организует это для вас. Взаимодействие с другими людьми Если вы решите отправить своих детей к капитану Уэббу, вы можете подать им заявку на место. Следуйте приведенным ниже инструкциям: Начальная школа Взаимодействие с другими людьми Чтобы подать заявку на место в начальной школе капитана Уэбба, вы должны связаться с приемной комиссией местных властей. В качестве обслуживаемой школы политика приема в начальную школу капитана Уэбба определяется местными властями, Советом Телфорда и Рекина, и они устанавливают критерии приема и распределяют места, будь то приемные или переводы в середине года (т. Е. Из другой школы ). Таким образом, они также несут ответственность за рассмотрение любых апелляций, в которых заявки были отклонены. Взаимодействие с другими людьми Для получения информации о подаче заявления на место в школе и о порядке приема посетите их веб-сайт . Взаимодействие с другими людьми Лос-Анджелес сообщит нам, что вы запросили место, а затем сообщит нам, если вы добились успеха. Взаимодействие с другими людьми После того, как вы успешны в школе будет просить вас , чтобы завершить наш в доме школа Форма заявки, это дает нам информацию о всех контактах, медицинских потребностей и согласий мы требуем. Мы также попросим вас предоставить удостоверение личности для себя (обычно водительские права или паспорт) и для вашего ребенка (свидетельство о рождении). Затем эта информация записывается и сохраняется в соответствии с законом о защите данных .... см. Защита ваших данных Ранние годы Взаимодействие с другими людьми Прием в наш детский сад определяется школой. Наша установка «Ранние годы» принимает детей от 2 лет на прием. Мы предлагаем места, финансируемые как государством, так и из частных источников, и продаем защитное покрытие для тех, кому требовалось дополнительное время. Взаимодействие с другими людьми Чтобы подать заявку на участие в программе Early Years, заполните форму заявки ниже и отправьте ее по электронной почте или отправьте в нашу школу . В качестве альтернативы вы можете связаться с Джули (01952 386770), и она организует доступ к форме заявки, которую можно забрать или отправить вам. Взаимодействие с другими людьми Для получения дополнительной информации о финансируемых местах свяжитесь со школьным офисом по телефону 01952 386770, и вас направят к Джемме, которая занимается приемом и администрацией яслей. Как только будет определено, что у нас достаточно места для удовлетворения ваших потребностей, Джемма обсудит с вами дату начала. Мы также попросим вас предоставить удостоверение личности для себя (обычно водительские права или паспорт) и для вашего ребенка (свидетельство о рождении). Затем эта информация записывается и сохраняется в соответствии с законом о защите данных .... см. Защита ваших данных Взаимодействие с другими людьми Дополнительную информацию о праве на получение финансирования для детей в возрасте 2 и 3 лет также можно найти на сайте www.telford.gov.uk , Nursery Application Form EYFS Admissions Policy Sept 2023 See More

PSHE Curriculum Statement Intention At Captain Webb our aim 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 PSHE curriculum develops learning and results in the acquisition of knowledge and skills which will enable children to access the wider curriculum. It also, prepares them to be global citizens now and in their future roles within a global community. It promotes the spiritual, moral, cultural, mental and physical development of pupils, preparing them for the opportunities, responsibilities and experiences for later life. Our Relationships and Sex Education enables our children to learn how to be safe, and to understand and develop healthy relationships, both now and in their future lives. Implementation EYFS - In the Foundation Stage, PSHE and citizenship is taught as an integral part of topic work and is embedded throughout the curriculum. The objectives taught are the Personal, Social and Emotional Development statements from ‘Development Matters in the EYFS’ and the PSED Early Learning Goals. Reception also uses the Jigsaw Scheme of Work materials. (See below) Key Stage 1 and Key Stage 2 - At Key Stage 1 and 2, pupils are taught PSHE using ‘Jigsaw’ which is a spiral, progressive scheme of work, covering all of the above and aims to prepare children for life, helping them to know and value who they are and understand how they relate to other people in this ever-changing world. There is a strong emphasis on emotional Literacy (having self-awareness and recognition of your own feelings and knowing how to manage them), building resilience and nurturing mental and physical health. It includes mindfulness to allow children to advance their emotional awareness, concentration and focus. We teach about different kinds of relationships, including same sex relationships, and gender identity because it is important that our children should have an understanding of the full diversity of the world they live in and be prepared for life in modern Britain. The Sex Education aspects of PSHE are also taught through the ‘Jigsaw’. Alongside this in KS2 children have access the Expect Respect materials, which focus on healthy relationships and also deals with sensitive issues such as domestic abuse. PSHE also identifies links to British Values such as the rule of law and democracy. SMSC taught throughout the Jigsaw scheme of work and ensures that the development of children’s values plays a significant part in their ability to learn and achieve. To develop our pupil’s cultural capital at Captain Webb, we have visits from the local emergency services, Fire brigade, Lifeguards, Police and the RAF. We also give the children the opportunity to have visitors from Crucial Crew, Star, NSPCC to learn about ‘PANTS’ and ‘Helping hands. The children also get to experience other cultures by visiting places of worships to see how we are all different. All of these helps our children to experience the essential knowledge that they need to prepare them for their future success. PSHE is taught, every Monday morning throughout the whole school, through Jigsaw’s six half termly themes with each year group studying the same unit at the same time. The knowledge and skills of each unit progresses through each year. Autumn 1: Being Me in My World Autumn 2: Differences (including anti-bullying) Spring 1: Dreams and Goals Spring 2: Healthy Me Summer 1: Relationships Summer 2: Changing Me (including Sex Education) Impact The impact of following this programme will be that the standards of attainment across the school will meet or exceed those which are expected of our children nationally. We continuously assess the implementation and impact of our PSHE curriculum in order to achieve the highest outcomes possible across all year groups and ensure we provide the support that is necessary for all children to achieve. Through our PSHE curriculum, we believe we can enhance children’s education and help them to become caring, respectful, responsible, and confident individuals and citizens. By the time our children leave our school they will: be able to approach a range of real life situations and apply their skills and attributes to help navigate themselves through modern life be on their way to becoming healthy, open minded, respectful, socially and morally responsible, active members of society appreciate difference and diversity be able to understand and manage their emotions be able to look after their mental health and well-being be able to develop positive, healthy relationship with their peers both now and in the future. understand the physical aspects involved in RSE at an age appropriate level have respect for themselves and others. have a positive self esteem PSHE Policy 2024-2025 PSHE Skills and Knowledge Progression Plans 2024.25

MFL 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 Learning a foreign language is a liberation from insularity and provides an opening to other cultures. The 2014 National Curriculum for Modern Foreign Languages Appendix A aims to ensure that all children receive: A high-quality languages education which should foster pupils’ curiosity and deepen their understanding of the world. Teaching should enable pupils to express their ideas and thoughts in another language and to understand and respond to its speakers, both in speech and in writing. At Captain Webb we are committed to ensuring that teaching enables pupils to express their ideas and thoughts in another language and to understand and respond to its speakers, both in speech and in writing. We recognise that competence in another language enables children to interpret, create and exchange meaning within and across cultures. We believe that by teaching MFL we provide the foundation for learning further languages, as well as the means to access international opportunities for study and work later in life. The teaching of French in KS2 provides an appropriate balance of spoken and written language and lays the foundations for further foreign language teaching at KS3. Implementation At Captain Webb we teach French as this is the first language that our feeder secondary schools start with and the language that staff are most familiar with. Children are introduced to French in the EYFS through basic classroom routines. Throughout KS1, children are included in participating in special occasions such as World French Day. This enables the children to develop early language acquisition skills that facilitate their understanding of the patterns of language and how these are similar to , or differ from English. In KS2, French is taught to each class during a weekly timetabled lesson of 45 minutes. Lessons throughout KS2 support the four skills of speaking, listening, reading and writing whilst in addition learning about Francophone cultures. Children are taught skills to enable them to listen attentively and respond by joining in with rhymes, games and songs. We emphasise the speaking and listening skills over the reading and writing skills. We follow the primary MFL Scheme of work for French provided by La Jolie Ronde which thus ensures coverage and progression across school. Knowledge and skills in French are mapped out across the school from Year 3 – Year 6. At the beginning of a new unit of learning, children have the opportunity to recall prior learning as well as what they would like to find out. This informs the programme of study and also ensures that lessons are relevant and take account of children’s different starting points. Children develop an appreciation of a variety of stories, poems, rhymes and songs (particularly action songs). These are delivered through the curriculum content, as well as through using a variety of native French speakers through the aid of recordings. As confidence grows children are encouraged to record their work through pictures, captions and sentences. Cross curricular links have been identified in PE, music, art and DT, and are taken advantage of in order to deepen learning. In Year 6, children have the opportunity to visit France in order to experience a different language and culture. An After School Club provides children with the experience of learning about Francophone cultures in a fun environment. We believe introducing a physical element into some games serves to reinforce memory. Impact We believe that by the time our children leave our school: Children will be able to communicate with adults and each other in French. Children will have become aware that a language has a structure, and that the structure differs from one language to another having developed their language through the four key skills of speaking, listening, reading and writing. Children will learn how the language skills acquired can be applied to a range of different languages. Children will have developed an understanding of Francophone customs and cultures consequently having further respect for others. Children will increase their self-esteem. Children will transfer to KS3 effectively and successfully and will be well prepared to continue and develop their language skills. MFL Policy 2024.25 MFL Skills and Knowledge Progression Plans MFL SEND Read More Year 3 - Medium Term Plans Read More Year 4 - Medium Term Plans Read More Year 5 - Medium Term Plans Read More Year 6 - Medium Term Plans

Посещаемость школы Взаимодействие с другими людьми Взаимодействие с другими людьми Взаимодействие с другими людьми Цели и задачи Руководство начальной школы им. Капитана Уэбба уделяет первоочередное внимание достижению стандартов и считает, что отличная посещаемость и пунктуальность очень важны. Чтобы дети могли реализовать свой потенциал, ученики должны иметь высокую мотивацию к учебе, а также желание и желание посещать школу. Регулярное и пунктуальное посещение занятий привит им хорошие привычки, которые будут поддерживать их на протяжении всей жизни. Для достижения этой цели управляющие и сотрудники стремятся работать в партнерстве с родителями, чтобы обеспечить МИНИМАЛЬНУЮ посещаемость в 96% по всей школе. Взаимодействие с другими людьми Правительство ожидает от нас: • Содействовать хорошей посещаемости и сокращать отсутствие на работе, в том числе постоянное отсутствие (менее 90%); • Обеспечить каждому ученику доступ к очной форме обучения, на которую он имеет право; • Действуйте заранее, чтобы устранить закономерности отсутствия. Начальная школа капитана Уэбба работает в сотрудничестве с родителями и местными властями над улучшением посещаемости школ. Взаимодействие с другими людьми Отсутствие мешает обучению отдельного ученика и всего класса. Знаете ли вы, что дети, которые не ходят регулярно: Взаимодействие с другими людьми Не успеваю на экзаменах Сложно поддерживать дружбу Более склонны к участию в преступлении Упустите возможности дальнейшего образования и работы. Взаимодействие с другими людьми Как ваш ребенок сравнивает? Взаимодействие с другими людьми Взаимодействие с другими людьми Взаимодействие с другими людьми Отсутствие может быть разрешено только директором школы в пределах, установленных Положением об образовании (регистрации учащихся) (Англия) от 2006 года. Директора школы не могут разрешить отпуск в течение семестра, за исключением исключительных обстоятельств. Сотрудник по вопросам социального обеспечения (EWO) - Хелен Каролина Attendance Policy School Opening Times The school gates open at 8:35am and classes start at 8:45am . Any child arriving after 8:45am will be marked as late. It is important to ensure your child in in school for the start of class as this is an important time to settle and prepare for the day ahead as well as receiving instructions and introductions into the first lesson. School finishes at 3:15pm . DfE - Working Together To Improve School Attendance Guidance (including changes to penalties for absence) From August 19th 2024 the Government have introduced a new ‘national framework for Penalty Notices’. (in Telford & Wrekin the changes apply from 1st September 2024). There are significant changes that parents need to be aware of: If your child has 10 sessions of unauthorised absence in a 10 school week rolling period, you may be issued with a Penalty Notice. These 10 sessions may include any unauthorised absence, including leave in term time and do not have to be consecutive. Penalty Notices are increasing to £160 from September 2024. This can be reduced to £80 but only for the first Penalty Notice issued, if paid within 21 days – this reduction does not apply to any subsequent Penalty Notice. Any 2nd Penalty Notice, to the same parent for the same child, issued within three years of the date of the first Penalty Notice will be charged at a flat rate of £160 A third Penalty Notice will not be issued within a three year rolling period, to the same parent for the unauthorised absence of the same child, - alternative action or legal measures will be utilised for subsequent offences. If in an individual case the local authority believes a Penalty Notice would be appropriate, they retain the discretion to issue one before the threshold is met. For example, when a parent purposefully tries to avoid a Penalty Notice by taking their child out of school when there is only four pupil days in school and the fifth day is for example a PD day or bank holiday attached to that week. In some circumstances a ‘Notice to Improve’ may be issued – However, a Notice to Improve will only be used in cases where support is appropriate. They will not be issued in cases of unauthorised leave in term time for holidays, where information for parents is included on school’s website or a simple warning by the school that a Penalty Notice could be issued if unauthorised leave in term time is taken will suffice. ‘Parents should always apply to the Headteacher for any request for leave in term time by completing a request form available from school. (DfE guidance states schools should not authorise leave retrospectively so any leave in term time taken without a request being submitted will be unauthorised absence)’. In developing and publishing the new national framework, the Government has renewed appeals to parents not to take their children out of school during term time. The Governors and Headteacher of this school support this and students will only be given permission to take leave in term time if there are exceptional circumstances. The DfE Guidance Working Together to Improve School Attendance (Aug 2024) states that: Generally, the DfE does not consider the need or desire for a holiday or other absence for the purpose of leisure and recreation to be an exceptional circumstance. (Paragraph 38.) Each application for leave in term time will be considered and if it is agreed and authorised the Headteacher will determine the duration of any leave. However, if the application is not agreed and the absence occurs the dates will be unauthorised. Parents will be notified of any decision in writing. This notification may be hand delivered directly to the parent or posted to the parents’ home address. As a school we are asked to inform you that in line with Telford and Wrekin Council Policy, if your child is absent for 10 school sessions within a 10 week rolling period and that absence is unauthorised, you may be subject to a Penalty Notice fine, criteria is as detailed above. Link to DfE full Guidance on 'Working together to improve school attendance - August 2024' Below is the presentation shared with parents (on the 7/10/2024) outlining the changes to Working together to Improve Attendance (released Aug 2024), and how it will affect parents. Slide1 Slide2 Slide18 Slide1 1/18 CAPTAIN WEBB PRIMARY SCHOOL ATTENDANCE DATA 6th Sept 2023- 22 July 2024

Ученик Премиум Назначение ученической премии Правительство считает, что ученический взнос, который является дополнительным к финансированию основной школы, является лучшим способом преодолеть существующее в настоящее время неравенство между детьми, имеющими право на бесплатное школьное питание (FSM), и их более обеспеченными сверстниками путем обеспечения того, чтобы финансирование для решения проблем неблагоприятного положения доходило до учеников. кому это нужно больше всего. Взаимодействие с другими людьми Для учеников из малообеспеченных семей, проживающих не в общеобразовательных школах, местные власти должны решить, как распределять школьную премию. Например, он может быть выделен месту, где они получают образование, или выделен местными властями для конкретных расходов на дополнительную образовательную поддержку для повышения уровня успеваемости этих учеников. Орган власти должен проконсультироваться с неосновными учреждениями о том, как следует использовать Премиум для этих учеников. 　 DfE говорит: Взаимодействие с другими людьми Школы могут свободно тратить ученические взносы по своему усмотрению. Однако они будут нести ответственность за то, как они использовали дополнительное финансирование для поддержки учеников из малообеспеченных семей. В таблицы успеваемости будут включены новые показатели, которые будут отражать достижения тех обездоленных учеников, на которые распространяется ученический взнос. Взаимодействие с другими людьми Как родители и опекуны могут способствовать успеху программы Pupil Premium? Взаимодействие с другими людьми Если ваш ребенок имеет право на бесплатное школьное питание, стоит зарегистрировать его, даже если он не собирается обедать в школе, и даже если он имеет право на бесплатный ужин в соответствии с государственной программой всеобщего бесплатного школьного питания для младенцев. Это окажет прямое влияние на финансирование и максимизирует поддержку, которую мы можем предоставить. Взаимодействие с другими людьми Родительская поддержка и участие - ключевой фактор в повышении стандартов. Если вам нужна помощь или совет по содержанию вашего ребенка, или если вы не знаете, как подать заявку на бесплатное школьное питание, обратитесь к г-же Жаки Дарлингтон, которая является администратором положения Pupil Premium. Кто имеет право на бесплатное школьное питание? Взаимодействие с другими людьми Ваш ребенок может иметь право на бесплатное школьное питание, если вы имеете право получать любое из следующего: Поддержка доходов Пособие для ищущих работу на основе дохода Связанное с доходом пособие по трудоустройству и поддержке Поддержка в соответствии с частью VI Закона об иммиграции и убежище 1999 г. гарантированный элемент государственного пенсионного кредита Детский налоговый кредит (при условии, что вы также не имеете права на рабочий налоговый кредит и имеете годовой валовой доход не более 16 190 фунтов стерлингов) Просрочка рабочего налогового кредита - выплачивается в течение 4 недель после того, как вы перестанете иметь право на рабочий налоговый кредит Универсальный кредит Pupil Premium Strategy Statement 2024.25 Pupil Premium Strategy Statement 2023.24 Pupil Premium Strategy Statement 2022.23 Pupil Premium Strategy Statement 2021.22