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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

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

Remote Education Attendance is essential for pupils to get the most out of their school experience, including for their attainment, wellbeing, and wider life chances. There are, however, certain circumstances when it is not possible for a child to attend and it is in these circumstance where an offer of Remote Education can be made. Remote education should not be viewed as an equal alternative to attendance in school. For this reason schools may only consider it as a last resort when the alternative would be no education, and only after it has been established that the pupil is, or will be, absent from school. In such cases, remote education can have the benefit of allowing absent pupils to keep on track with their education and stay connected to their teachers and peers. The priority is always ATTENDANCE. Scenarios where remote attendance should be considered. Where schools have to close, or there are restrictions on attendance for pupils (i.e. during COVID) Providing remote education does not change the imperative to remain open or to reopen as soon as possible. Every effort will be made to ensure pupils can be taught in person by attending school or if appropriate and possible, attending a safe alternative site. After exploring all options to ensure the school remains open to all pupils, there may still be some exceptional occasions when school leaders or the local authority decide that it is not possible to open safely, or where opening would contradict guidance from local or central government. If restricting attendance for pupils is the only viable option, we will consider providing remote education to help pupils stay on track with the education they would normally receive. In individual cases where a child is unable to attend school but is able to learn. There should only be limited circumstances where a pupil is unable to attend school but is able and well enough to continue their education remotely. These circumstances should only involve a short-term absence and might include: pupils recovering from short-term infectious illnesses, pupils preparing for or recovering from some operations, or pupils recovering from injuries where attendance might inhibit recovery. In some exceptional cases, these circumstances might also include pupils whose attendance has been affected by a special educational need or disability (SEND) or a mental health issue. In these circumstances, and after the pupil’s absence from school has been established, we will consider providing pupils with remote education on a case-by-case basis. This will be part of a plan to reintegrate back to school, and only when it is judged that providing remote education would not adversely affect the pupil’s return to school. Provision of remote education is a short-term solution allowing absent pupils to keep on track with their education and stay connected to their teachers and peers. Pupils with long-term medical conditions or any other physical or mental health needs affecting attendance may require additional support to continue their education. At Captain Webb Primary School we refer our parents to the Oak National Academy website, as this provides high quality lessons that are meaningful, ambitious, and cover an appropriate range of subjects to enable pupils to keep on track with their education. We will work with the parent/s so they understand which elements of learning their child will need. We will provide additional support in cases of SEND, and work collaboratively with families to support the children/parents accessing the learning successfully. We will help to overcome barriers to digital access by loaning school owned devices, accompanied by a user agreement, if and where necessary and/or possible. The senior leader with overarching responsibility for the quality and delivery of remote education is Mrs Sarah Passey (Headteacher).

Writing Curriculum Statement Intent At Captain Webb Primary School, we intend for our children to leave as confident, capable and independent writers, who not only understand the purpose and importance of writing but also enjoy the writing process. We intend for children to use their writing skills across the curriculum. 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 want all children to be able to communicate their knowledge, ideas and emotions confidently through their writing. Unapologetically ambitious, our writing curriculum focuses on excellence by learning from outstanding writers. We want our children to draw upon a rich exposure to quality literature so that throughout the writing process, they can write as a reader and read as a writer. We recognise the importance of nurturing a culture where children take pride in their writing, can write clearly and accurately and adapt their language and style for a range of contexts, audiences and purposes. We believe in setting high standards in the presentation of writing along with setting the important foundations in spelling and grammar. 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. Within English lessons, we are teaching all children to have a deep and secure understanding of the concepts that they are being taught. In order to do this, our curriculum is designed to reduce cognitive load by ensuring we structure and design lessons in small coherent steps, which organically allows opportunity for the promotion of retention. This allows for an inclusive learning environment where all children are supported to transfer learning from short-term to long-term memory. Please see the link below for the whole school writing progression knowledge and skills grids. Spoken language is the first and most important resource that young writers have. Our writing curriculum, places quality literature and spoken language at the forefront of all writing units. Children need to have a wide experience of story, knowledge of written language and how this works and knowledge of how print works as a means of communication. Young children can compose long before they can transcribe and many teaching approaches at this stage focus on easing the burden of transcription and enabling children to compose more freely. Therefore, initially a child needs the help and support of another person, usually an adult, in order to write conventionally. This support can be gradually withdrawn as transcription becomes easier and the child increases in independence, finding their voice as a writer. Our teaching of writing across the school is linked to a class text, carefully chosen to inspire and excite the children. All writing units will start with a stimulus, which could be a high quality reading text or a memorable experience. Our teacher’s plan exciting memorable experiences every half term. These class visits provide the children with meaningful experiences to support them in writing for a range of purposes and illustrate how their writing skills can be applied to real life contexts. Children are expected to transfer their key topic knowledge and vocabulary into their writing and vice versa to transfer their spelling, grammar and punctuation knowledge into their topic work. We expect the high standards for writing in Literacy lessons to be evident within the work in all books. At Captain Webb Primary School, we believe that writing is strengthened by instilling a love for reading within our pupils. In EYFS, Key Stage 1 and Key Stage 2 English is taught on a daily basis. Every year group has a Yearly Curriculum Map that outlines where narrative or non-narrative are taught and links to other curriculum areas such as reading and humanities. Detailed Medium Term planning supports teachers to plan a sequence of progressive weekly lessons and over time, giving the children time to master new concepts. Within this document, key objectives and vocabulary are outlined. Whole School Writing Progression Grids 24 - 25 2 Year Old Provision Read More Pre-School Read More Reception Read More Year 1 Read More Year 2 Read More Year 3 Read More Year 4 Read More Year 5 Read More Year 6 Read More Medium Term Plan Example The Writing Process We organise intended learning into units of writing. These group the knowledge, skills and understanding that we want children to remember, do and use. We start with a high quality and inspiring text , identifying points within the text at which a piece of extended writing could be crafted, building lessons from this point up. For extended pieces, teachers use key skill checklists to support the writing process. • PRIOR ASSESSMENT & TARGET SETTING – Using the previous writing unit to determine what the pupils need to develop, gaps in learning and any objectives that need specifically focusing on in this next unit. • GENRE – This is the text type. We consider what we want pupils to write and why (purpose, audience and intended impact). • CONTEXT – This includes any hooks into writing and any knowledge or experience that pupils require to write a particular piece. (Quality texts, memorable experiences or cross curricular links) • TEXT / READINIG ANALYSIS – This requires effective models of the genre to build up pupils’ understanding of texts in this particular style. Opportunities to unpick modelled texts, consider the author’s choice of language and vocabulary and identify any SPAG features. • ORGANISING IDEAS – This may include speaking and listening opportunities including drama. For example – retelling a text orally, hot seating a character, acting in role. Children will begin to organise ideas for their writing through lists, flow charts and / or writing frames. Teachers should be careful with the format used so we don’t limit ideas to small boxes which are not useful to follow when composing. Tools and approaches should enable pupils to plan ideas for the composition and the vocabulary they will use within the writing. Scaffolds to support this are useful. • VOCABULARY DEVELOPMENT – Consider words that will support pupils to improve their composition, draw attention to any taught spelling patterns. These should be taught within context with opportunities for pupils to apply within the composition of sentence structures. • SENTENCE COMPOSITION – Plan for sentence composition linked to the genre type. Composition practice should link to the end outcome piece so pupils can draw on this practice to support independent composition. Sentence types, grammar knowledge and skills should be taken from the progression document. • PUNCTUATION – Plan for punctuation linked to the genre. Practice composition should link to the end outcome piece so pupils can draw on this practice to support independent composition. Knowledge and skills should be taken from the progression document and assessment of pupils’ previous writing. • MODELLED WRITING – Teachers usually prepare the models to support the compositional and transcriptional skills, and component knowledge being developed in the sequence. Using the model teachers diagnose the model with pupils so that they understand how this was composed. This builds their understanding of what a good one looks like. These models of writing are displayed on our classroom washing lines. • SHARED WRITING – Using the planning and model how to compose the piece (parts of the piece) with the pupils. Teacher modelling is really important to develop writer’s voice and promote thinking. (Thinking out loud – articulating the processes of a writer.) • GUIDED WRITING – Working with groups of pupils to specifically guide their writing skills. Assessment is key to delivering guided writing. Identifying the needs of the pupils, for example developing transcriptional skills for our lowest attaining pupils and providing challenge for our higher attainers. For example: teachers to guide writing to understand how to critically shape sentences for effect. • INDEPENDENT WRITING - Pupils compose their own piece. This can be in parts as they work through paragraphs of the text or as a full piece. Redrafting and editing can be of sections to lead to more focused impact. • RE-DRAFT AND EDIT – Teacher modelling of these skills is really important. Pupils are often not shown how to undertake this process effectively and therefore it can lose impact. After composition pupils may redraft sections of the writing to up level skills and improve the piece. Editing writing – pupils read through the writing and make correction in the writing. The pupils use the COMB materials to build their independence with proof – reading skills. • PUBLISHED PIECE – Writing can be published in a range of ways. It is really important to develop pride in writing and allow pupils opportunities to make choices on how they want to publish material. • APPLY TO A NEW CONTEXT – Pupils should have the opportunity to apply the style of writing to new context as this allows them to practise the skills. Teachers must ensure pupils have the knowledge to write in this context. Pupils should use and apply taught skills for subjects across the curriculum. • ASSESSMENT & FEEDBACK – Teachers should analyse pupils’ writing against the writing moderation documents / termly targets for the year group. They should provide feedback to pupils on their successes and next steps. (Target Setting) Staff follow our Marking and Feedback policy, to provide pupils with live feedback as much as possible so that children are actively involved in drafting, editing and improving their writing. From an early age, children are encouraged to proofread their work carefully to check for spelling and punctuation errors. By the time children get to Key Stage 2, they will plan, draft and edit independently, enabling them to fully take part in the writing process. Modelled Writing using our washing lines. The Importance of Vocabulary We recognise the vital importance of exposing our pupils to a rich and varied vocabulary and understand that their acquisition and command of vocabulary are key to their learning and progress across the whole curriculum. We use model texts and class novels to teach vocabulary in context and encourage discussion around word choices when writing. Dictionaries, thesauruses and word mats are readily available throughout all writing lessons. Guided writing sessions are used to target specific needs of both groups and individuals. All children are given focus spellings and are encouraged to integrate these into their writing. The weekly spellings are taken from the spelling rules being taught in their discrete RWI spelling session. (Refer to the spelling section below for more information.) The children are given the opportunity to write at length daily and all pupils complete an extended, independent piece of writing at the end of a unit of work known as their hot write. Teachers use the hot writes to measure the progress made within a unit of writing and targets are set in readiness for the next piece of writing. Here is an example from Year 2 Staff follow our Marking and Feedback policy, to provide pupils with live feedback as much as possible so that children are actively involved in drafting, editing and improving their writing. From an early age, children are encouraged to proofread their work carefully to check for spelling and punctuation errors. By the time children get to Key Stage 2, they will plan, draft and edit independently, enabling them to fully take part in the writing process. Early Years Our curriculum maps are carefully planned to have breadth and depth and introduce quality core concepts, bodies of knowledge and key concepts which will be built on in Year 1. The ambitious curriculum is a carefully devised sequential offer to ensure the children become fluent in essential foundational knowledge necessary for writing. This enables our pupils to know more and remember more ready for future learning. End points are identified in the EYFS writing progression document. The teachers plan effective writing units based on high quality writing texts. The plans include rich opportunities (through self-initiated learning and taught lessons) for pupils to develop their understanding of phonics application through Read, Write, Inc. Their writing involves transcription (spelling and handwriting) and composition of sounds that they have previously been taught - articulating ideas and structuring them in speech, before writing. Reception and Year 1 are taught spelling patterns as part of their daily phonics lesson. EYFS Curriculum At Captain Webb, we identify children who need additional support and provide intervention in the most effective and efficient way that we can. We run phonics, reading and writing intervention groups and ensure that our lessons are effectively differentiated to maximise each child’s potential. Spelling The ability to write ideas down fluently requires a good understanding of spelling. In Reception and Key Stage 1, we follow the Read Write Inc Phonics programme to teach pupils how to write phonemes as graphemes. Please click on this link to find out more about Read Write Inc Phonics Spelling. From Year 2 to Year 6, we use the follow on programme Read Write Inc. Spelling. These schemes ensure full coverage of, and progression within the National Curriculum requirements. To find out more about the Read Write Inc Spellings programme please click on this link. Read Write Inc Spelling Programme Handwriting Handwriting is taught in line with the National Curriculum objectives. In the Early Years, pupils complete fine motor activities to develop hand/finger strength and are taught how to hold a pencil correctly. In Reception, all pupils are taught how to form their letters correctly using the Read Write Inc Phonics programme. For more information, please click on the links below. Read Write Inc. Phonics From Year 2 onwards, through daily handwriting lessons, we begin to explicitly teach correct joins, consistent letter size and clear ascenders and descenders. We follow the Nelson Handwriting scheme. Additional support is given through handwriting interventions where needed. Please refer to the handwriting policy below for more information on how handwriting is taught at Captain Webb Handwriting Policy 24 - 25 Impact In order to identify the impact our curriculum is having on our pupils; we check the extent to which learning has become permanently embedded in children’s long-term memory in addition to looking for excellence in their outcomes. When undertaking these we ask the following key questions: • How well do pupils remember the content that they have been taught? • Do books and pupil discussions radiate excellence? • Does learning ‘travel’ with pupils and can they deliberately reuse it in more sophisticated contexts? Each year group has writing assessment criteria that aligns with the whole school writing progression map. We make assessment judgements termly. Three pieces of writing will be assessed every term throughout the year using the assessment grids. These grids match the termly targets set out in the year groups progression map. Evidence of the core knowledge and skills for each term will demonstrate if a child is working towards, at or above age related expectations. Teachers record the summative assessments on O Track. These assessments are moderated by SLT each term. Formative and Summative Assessments End of unit assessments (Hot Writes) End of term assessments (3 pieces of writing evidence) Internal Moderation of termly assessments. Internal Monitoring Termly Pupil Progress Meetings Lesson Monitoring and Book scrutiny Pupil Voice External Moderation Cluster Group Moderation. Assessment data shows that.. 77% reached ARE at KS2 with 2% reaching greater depth. Writing 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

OUR SCHOOL STAFF Senior Leadership Team: Headteacher - Mrs Sarah Passey Deputy Head - Mrs Nicola Weston-Blakey Assistant Head (KS1) - Miss Natalie Manns Assistant Head & SENCO (KS2) - Mr Chris Pilling EYS Lead - Mrs S Brannon Early Years: Reception Class 1- Mrs K McGee (Teacher), Mrs S Cecil (TA) Reception Class 2- Mrs Brannon (Teacher), Mrs K Jones (TA) Preschool - Miss L Hallybone (Teacher), Miss E Burns (TA) Nursery Manager - Miss S Cox Daycare - Mrs Amy Lewis (Room Lead), Mrs H Anthony (TA), Miss A Halford (TA), Key Stage 1: Year 1 Class 1- Mrs K Longmore (Teacher), Miss D Evans (TA) Year 1 Class 2- Miss E Robinson (Teacher), Mrs S Reynolds (TA) Year 2 Class 1- Mr A Davies (Teacher) Year 2 Class 2- Miss S Jenkins (Teacher) KS1 Support - Mrs G Limer (TA), Miss M Lloyd (TA) Key Stage 2: Year 3 Class 1- Miss N Manns (Teacher), Mr R Harris (Teacher) Year 3 Class 2- Miss J Roberts (Teacher) Year 3 Support - Mrs C Watkins (TA & Pastoral Support), Miss A Farley (TA) Miss K Willets (TA) Year 4 Class 1- Miss T Read (Teacher) Year 4 Class 2- Miss R Hill (Teacher) Year 4 Support - Mrs C Withers (TA) Year 5 Class 1- Mr C Pilling (Teacher), Mrs F Tranter (Teacher) Year 5 Class 2- Mr S White (Teacher) Year 6 Class 1- Mrs Weston (Teacher) , Miss K Wootton (Teacher) Year 6 Class 2- Miss M Saville(Teacher) KS2 Children's Support - Mrs J Davies (TA), Mrs M Abbey-Offland (TA), Mrs L Fewtrell (TA), Mrs I Perry (TA) Mrs J Garrard (TA) SENCO: Mr C Pilling (Teacher/SENCO) Speech and Language Support : Mrs J Walker (TA) Pastoral: Mrs G Boden (DSL &Pastoral Lead), Mrs C Watkins (Pastoral Support), Mrs J Wheatley (Pastoral Support) Administration: Miss L Sanderson (School Business Manager), Miss J Mansell (Finance Admin), Mrs G Hanafin (Reception and Communications Admin). Caretaker: Mr J Featherstone

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

School Games Mark Award 2023.25 Captain Webb received the top accolade for school sport and games: The School Games PLATINUM Award ! This Government led scheme rewards schools for their commitment to the development of competition across their school and into the community. We have achieved this award for 4 years running (excluding COVID years). AWARD WINNING PROVISION OF PE. P.E 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 Implementation Physical Education is taught at Captain Webb Primary School as an area of learning, as well as being integrated where possible with other curriculum areas such as Maths where we provide a contextual opportunity for time and measure. We have implemented a curriculum where pupils from the age of 2 to the age of 11 not only enjoy but also allows them to experience a range of activities that broaden their knowledge and experience. PE consists of two hourly lessons per week. During the summer term Year 5 and 6 receive high quality swimming lessons where there is also a focus on performing lifesaving strokes. The key knowledge and skills of each topic are mapped across each year group. This ensures that children develop their knowledge of games, dance, gymnastics, athletics and outdoor and adventurous activity 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. We teach lessons so that children develop fundamental movement skills, become increasingly competent and confident and access a broad range of opportunities to extend their agility, balance and coordination, individually and with others. Every lesson requires the children to think of the importance of preparing their body for physical activity, acquiring and developing new knowledge and skills and also evaluating and improving their performances and the performance of others. As part of the Telford School Sport Partnership children are given a wide range of opportunities to engage in inter and intra competitions throughout the year. This allows them to communicate, collaborate and compete against each other on a consistent basis. At Captain Webb we acquire an outside agency to teach PE alongside class teachers. This ensures that every child receives high quality PE and that teachers receive specialist training on a regular basis. This guarantees sustainability. They also provide opportunities for children to extend their school day by taking part in a variety of activities thus supporting their health and well being during the current pandemic crisis. Our PE Curriculum, along with PSHE and science, teaches children about the importance of healthy living and learning about the need for good nutrition. We aim for children to develop the necessary knowledge and skills which will have a positive impact on their future by becoming physically active citizens to benefit their long-term health and well-being. This is delivered during Health Awareness Week which focus on cross curricular links with PSHE and Science. Impact In order to increase our children’s cultural capital, we provide opportunities for the children to; Inter sporting competitions such as the Crossbar cup. A range of intra sporting competitions such as Archery, Boccia and New Age Curling. Arthog Outreach where children experience canoeing, caving and climbing. Arthog residential visit where children experience a variety of outdoor activities such as, orienteering, mining, mountain walk as well as team building activities where children focus on problem solving. France residential visit where children experience survival skills, scavenger hunt and take part in Chateaux Olympics. The school achieves well in a number of sporting activities and achieved a School Games Mark Gold Award in recognition of its PE provision and children’s access to competitive sports which the school has maintained since 2017. The use of external agencies such as West End Dance also demonstrates the positive impact of the Pe curriculum. We are now working towards achieving an AFPE Quality Games Mark Award which acknowledges and celebrates outstanding practice and innovation in Physical Education, School Sport and Physical Activity. Physical Education Policy 2024.25 P.E. Long Term Plan 2024.25 Athletics Skills and Knowledge Progression Plans Dance Skills and Knowledge Progression Plans Gymnastics Skills and Knowledge Progression Plans Invasion Games Skills and Knowledge Progression Plans Net Games Skills and Knowledge Progression Plans Striking and Fielding Skills and Knowledge Progression Plans Swimming Skills and Knowledge Progression Plans Target Games Skills and Knowledge Progression Plans PE SEND Captain Webb Primary School provides a holistic whole school approach to delivering more than the minimum CMO guidelines of 60 minutes of activity every day. We have achieved this in many ways. Within the school week, we provide all children with 2 hours of timetabled PE. A minimum of 1 hour is delivered by a qualified sports coach with the other hour being delivered by the class teacher. During these lessons children aren’t only taught knowledge about the sport they are playing, they are also taught how to warm up and why this is important. PE is also used as a cross curricular link to support the children’s learning. An example of this is the maths unit which focuses on measure, ordinal numbers and time. Here the measure the length of a jump, order where their friends came in a race and time how long it takes their friends to complete a race. In PSHE children are taught how to keep healthy, this includes knowing how to eat a balanced diet and why this is important. In this current financial crisis, we aim to support the parents as much as possible. So to ensure that all children are able to participate in PE with the correct clothing, we provide them with a universal PE kit. This creates an inclusive environment where everyone feels involved. At Captain Webb we also understand the importance of brain breaks. We engage the children in physical activity during the start of a lesson. This usually takes place in EYFS and KS1 where an introductory video to a lesson that promotes movement is shared. The Jack Hartman channel, which is one of our favourites to use, involves maths skills alongside singing and physical movement. Go Noodle is also used, this can range from dancing, yoga and call and respond movement songs. Our Daily Mile track is used in the afternoons in between lessons as a brain break. Children complete laps around the track and complete activities at different stations during their lap. Our swimming programme changed venues this year as our local swimming pool had closed so this meant finding alternative provision further afield. Although this was stressful and more costly to the school it was worth it seeing the enjoyment on the children’s faces and their amazing progress. Due to COVID our swimming percentage of children who can swim 25 metres unaided plummeted to 20%. We therefore prioritised this and spent extra funding and by the end of the sessions, this had increased to 70%. This is our highest percentage to date. Including the statutory two hours of PE we are very proud that we also provide a range of physical lunch time activities. Children can take part in the following carousel activities: daily mile, football, parachute games, adventure playground, acting out stories in forest school and basketball. In addition to this, we have appointed sports leaders throughout the school. Two children represent each year group. These children attend regular meetings with the PE coordinator. During these meetings the leaders have contributed to the breadth of curriculum and after school club activities. They also supported the coordinator with organising Sports Day and with activities on the day. We also offer a range of other sports clubs after school with the aim of appealing to all children; these include netball, hockey, dance, cricket, athletics, and dodgeball. These clubs are provided by teachers, external sports coaches, and local club volunteers. This year the attendance at these clubs has been higher than ever. Our after-school club (wrap around provision) also offer physical activities and games every evening, as well as access to the climbing frame, hall and the playground. To increase our children’s cultural capital and physical activity, we provide these unique opportunities for the children to take part in; Arthog Outreach where Year 3 and Year 5 students experience canoeing and caving. Arthog residential visit where Year 4 pupils experience a variety of outdoor activities such as, orienteering, mining, mountain walking as well as team building activities where children focus on problem solving. France residential visit where Year 6 children experience survival skills, scavenger hunting and take part in Chateaux Olympics. Furthermore, we have established a wide range of links with clubs and sports centres in our local area which have encouraged children to continue to be active outside of the school environment. These links include secondary schools, Shropshire Cricket Board, Hexagon Telford Tigers Schools Partnership, Tennis Shropshire Schools, Multicultural Development Telford & Wrekin, Bikeability and Sports for Champions. As a school, we also advertise and offer taster sessions and assemblies, where coaches come in and allow the children to experience these sports in the school environment. We have recently acquired a new partnership in Sports for Champions. This partnership offers the children of Captain Webb Primary School the opportunity to raise money whilst exercising alongside a Team GB athlete. Bikeability provides children the opportunity to take part in a practical cycling training course, delivered by Telford & Wrekin Council’s Bikeability Team. Bikeability is a national standard cycle training programme designed to give cyclists the skills and confidence to cycle in modern road conditions. Finally, our association with the Telford School Sports Partnership continues to have a positive impact on our PE curriculum. They provide important CPD opportunities for our school staff to upskill and to ensure the quality of lessons they deliver are at a high level. They also provide engaging sporting festivals and transition events. They arrange inter school sport competitions for all abilities and ages. We have entered many all-inclusive competitions including dodgeball, archery, athletics, kwik cricket, new age kurling and football. We also regularly enter more than one team into competitions, ensuring that we offer not only competition for competing, but also competition for participation. This enables a larger proportion of children to experience a competitive environment and ensures that they are exceeding the minimum requirement of being active for 60 minutes a day. In conclusion, through our provision of lunchtime and afterschool clubs, sports leaders, community links, timetabled PE sessions and a wide range of competitions for all abilities, we provide at least the minimum CMO guidelines of 60 minutes of activity per day. As a result of this, children in our school have active lifestyles and they understand the importance of looking after their body and being healthy. This is something that they take forward with them as they leave Captain Webb Primary School environment and transition into secondary school.

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

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 >

Безопасность в Интернете Safer Internet Day 2023 This year we once again took part in Safer Internet Day! Our teachers made sure we had space to talk about what devices we use to access the internet, what we do when we are online, what we like about using the internet and what our worries are. We recorded our thoughts and added them to the Safer Internet Day ‘Video Wall’ where industry leaders and online safety experts will listen to our voices! Click here to watch the videos on what each class did for Safer Internet Day Наши дети сейчас живут в «глобальной деревне», и нам важно работать вместе, чтобы обеспечить нашим детям безопасность как в реальном мире, так и в Интернете. Взаимодействие с другими людьми Взаимодействие с другими людьми Как мы обеспечиваем безопасность детей в Интернете Взаимодействие с другими людьми В начальной школе капитана Уэбба дети узнают, как оставаться в безопасности в сети, зная о своем поведении (собственном поведении в сети), зная, что представляет собой подходящий контент и как его найти, а также о рисках контакта как со знакомыми, так и с людьми, которых они не знаю. Взаимодействие с другими людьми Интернет-безопасность связана с каждым разделом нашей учебной программы по вычислительной технике (см. Ниже). Мы блокируем целую неделю тематической работы для детей, чтобы они узнали о возрастных аспектах онлайн-безопасности во время «Недели безопасного Интернета», а школу посещают несколько сторонних агентств (таких как NSPCC, Google и местная полиция), чтобы узнать о текущих событиях. проблемы онлайн-безопасности. Наш Студенческий совет играет активную роль в обсуждениях и принятии решений по всем аспектам безопасности, включая безопасность в Интернете. Взаимодействие с другими людьми Мы играем активную роль с родителями, регулярно встречаясь со всеми, кто может беспокоиться о безопасности своего ребенка в Интернете. Если у вас есть какие-либо опасения по поводу безопасности в Интернете, не стесняйтесь связаться с одним из наших экспертов по безопасности в Интернете. Взаимодействие с другими людьми Взаимодействие с другими людьми Взаимодействие с другими людьми Взаимодействие с другими людьми Взаимодействие с другими людьми Взаимодействие с другими людьми Взаимодействие с другими людьми Взаимодействие с другими людьми Взаимодействие с другими людьми Советы по обеспечению безопасности вашего ребенка в Интернете: Взаимодействие с другими людьми Знайте, что ваши дети делают в Интернете и с кем разговаривают. Попросите их научить вас пользоваться любыми приложениями, которыми вы никогда не пользовались. Хранение компьютера в семейной комнате означает, что вы можете поделиться опытом своего ребенка в сети - и что они с меньшей вероятностью будут действовать ненадлежащим образом (например, через веб-камеру). Помогите своим детям понять, что они никогда не должны сообщать личные данные друзьям в сети - личная информация включает их идентификатор в мессенджере, адрес электронной почты, номер мобильного телефона и любые фотографии себя, своей семьи или друзей. Если ваш ребенок публикует изображение или видео в Интернете, любой может изменить его или поделиться им. Напомните им, что на их изображения может смотреть кто угодно, и однажды это сможет сделать будущий работодатель! Если ваш ребенок получает спам / нежелательную электронную почту и текстовые сообщения, напомните ему, что нельзя им верить, отвечайте на них или используйте их. Вашему ребенку не рекомендуется открывать файлы от людей, которых он не знает. Они не будут знать, что в них содержится - это может быть вирус или, что еще хуже, несоответствующее изображение или фильм. Помогите своему ребенку понять, что некоторые люди врут в сети, и поэтому лучше держать друзей в сети онлайн. Им никогда не следует встречаться с незнакомцами без взрослого, которому они доверяют. Всегда держите общение открытым, чтобы ребенок знал, что никогда не поздно сказать кому-нибудь, если что-то заставляет его чувствовать себя некомфортно. Научите молодых людей, как заблокировать кого-либо в сети и как сообщить о них, если они чувствуют себя некомфортно. Взаимодействие с другими людьми Полезные сайты Вы можете найти эти веб-сайты полезными, если хотите узнать больше о безопасности в Интернете: www.ceop.gov.uk - Центр эксплуатации детей и защиты в Интернете (CEOP) занимается искоренением сексуального насилия над детьми. Это правительственное агентство, которое участвует в полицейской деятельности Великобритании и занимается отслеживанием и привлечением к ответственности правонарушителей напрямую или в партнерстве с местными и международными силами. www.thinkuknow.co.uk - Центр эксплуатации детей и защиты в Интернете (CEOP) создал собственный образовательный веб-сайт, который был разработан и написан специально для детей, молодежи, учителей, родителей и опекунов. www.kidsmart.org.uk - Kidsmart - это отмеченный наградами веб-сайт по безопасности в Интернете для родителей и тех, кто работает с детьми. Он был разработан детской интернет-благотворительной организацией Childnet International и содержит отличную информацию о многих технологиях, используемых детьми, а также рекомендации о том, как «оставаться в безопасности» в Интернете. http://parents.vodafone.com/ - Vodafone разработал этот веб-сайт совместно с mumsnet. Он очень доступен и содержит информацию и рекомендации для родителей о понимании цифрового мира своего ребенка и о том, как принимать более активное участие. Есть даже онлайн-тест, чтобы узнать, как много вы знаете! Physical Security Systems we have in place In addition to teaching our children how to stay safe online we have installed, on our internet and IT systems, several security systems to block and filter out any inappropriate content. The following are some of the in-built security protection systems put in place, on our behalf by T&W: 1. Password management: This is critical, as this is where we all need to play our part. Passwords can be hacked easily if they do not have a good level of complexity, so to help protect your data we use a good, complex passwords. We never share password or leave them lying around. 2. Email protection – All emails go through a filtering system (Sophos) to ensure they do not contain a virus or from a known phishing source. Sophos is a tool that checks the content of the email very quickly and will let us know if it is safe to open. 3. Internet Filtering – We use a product called Smoothwall, this protects against access to certain internet sites and content that you would not want your children to see. 4. Monitoring of activity - Senso is a cloud based, real time monitoring of activity on school owned devices, designed to highlight [to school staff] users who may be vulnerable or at risk to themselves, at risk to others or behaving inappropriately. Senso indicates a potential concern by raising a “violation” when a keyword, acronym or phrase typed, matches against those found within our libraries. It sends automated alerts to the DSL’s. 5. Anti-Virus Software – Windows Defender. This is designed to detect and remove viruses and other kinds of malicious software from schools computers or laptops. 6. A Firewall - At its most basic, a firewall is essentially the barrier that sits between a private internal network and the public Internet, it monitors and filters incoming and outgoing network traffic based on our organisation's previously established security policies 7. Multifactor Authentication (MFA) – This is where you not only have a password but use a secondary device (like an app on a phone) as additional confirmation of the users identity. This increases security because even if one credential becomes compromised, unauthorized users will be unable to meet the second authentication requirement and will not be able to access the system. 8. Geofencing - This helps protect devices and accounts from access from certain ‘high risk’ geographical areas. Online Safety Workshops Y ear 5 and Year 6 took part in workshops run by a lady who works with the GK Consultant Services (who specialise in safeguarding for children). The workshops were aimed specifically at teaching the children to understand about online friendships, consents, sharing images and videos, and how to access help when online. Below is a copy of the PowerPoint used in the workshops. Online Safety Policy 2023.25 Computing Policy 2022.25 Online Safety Audit 2023.24 Online Safety Parents Meeting Minutes 12/07/2023 March 2025 Read More Dec 2024 Read More Nov 2024 Read More October 2024 Read More September 2024 Read More July 2024 Read More June 2024 Read More May 2024 Read More April 2024 Read More March 2024 Read More Feb 2024 Read More Jan 2024 Read More

Финансы школы Делегированный правительством бюджет начальной школы капитана Уэбба: Ниже вы найдете ссылку на Службу финансового анализа DfE Schools. Взаимодействие с другими людьми Этот сайт позволит вам оценить, как мы тратим выделенный нам бюджет и насколько они эффективны для обеспечения наилучших результатов для наших учеников. Взаимодействие с другими людьми Вы также можете использовать информацию, представленную на этом сайте, чтобы увидеть, как мы сравниваем доходы и расходы с другими аналогичными учебными заведениями. Взаимодействие с другими людьми Gov.uk - сайт финансового сравнительного анализа школ Взаимодействие с другими людьми Счет школьного фонда начальной школы капитана Уэбба: Ниже вы найдете копию последних учетных записей школьного фонда. В этом аккаунте мы управляем всем родительским доходом, собранными деньгами и пожертвованиями в школу. Financial Policies Attendance Policy - Sept 24 - Sept 25 Read More School Fund Audit (Sep 23 - Aug 24) Read More Governors and Staff Allowance Policy - Nov 23 - Nov 24 Read More Unreasonable Complaints Policy - Nov 21 Read More Debt Policy - Nov 23 - Nov 24 Read More Complaints Policy - Oct 21 Read More Gifts and Hospitality Policy - Oct 21 Read More Charges and Remissions Policy - Oct 23 - Oct 24 Read More We are required to publish the following information: How many school emloyees (if any) have a gross annual salary of £100,000 or more in increments of £10,000. Annual Salary Number of Staff £100,000 – £110,000 0 £110,000 – £120,000 0 £120,000 – £130,000 0