Search Results

Policies Safeguarding Policies Staff Equality Policy - Oct 24 Read More Child Sexual Exploitation - a Guide for Parents Read More Whistle Blowing Policy - Sep 24 Read More Pupil Equality Policy - Oct 24 Read More Child on Child Abuse Policy - Nov 24 Read More Parent Code of Conduct Policy - Sep 24 Read More Procedures for Managing safeguarding Concerns and Allegations - Apr 23 Read More Child Protection Policy - Sep 24 Read More Keeping Children Safe in Education - Sep 24 Read More Children's Emotional Health and Well being Policy - Sep 24 Read More Behaviour Principles Written Statement - Nov 23 - Nov 24 Read More Anti Bullying Policy - Nov 24 Read More Social Media Policy - Sep 24 Read More Safer Recruitment Policy - Nov 24 Read More Domestic Abuse Policy - Sep 24 Read More Behaviour Policy - Sep 24 - Sep 25 Read More Online Safety Policy - Nov 23 - Nov 25 Read More Safeguarding Supervision Policy - Nov 21 Read More Child in Care Policy - Nov 24 Read More Visitors Policy - Jan 24 Read More Suicide Intervention Policy - Sep 24 Read More Children Missing From Education Protocol - Dec 24 Read More Our Safeguarding Team 2024 Read More Physical Intervention Policy - Sep 24 Read More Finance and Admin 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/Vexatious Complaints Policy - Sep 2024 Read More Debt Policy - Nov 24 Read More Complaints Policy - Oct 24 Read More Gifts and Hospitality Policy - Oct 21 Read More Charges and Remissions Policy - Oct 23 - Oct 24 Read More 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 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 Health and Safety Policies Site Security Annual Review document 2024 Read More Asbestos Management Plan - Sep 24 - Sep 25 Read More Asthma Policy - Nov 21 Read More Supporting Children With Medical Needs Policy - Oct 21 Read More Administration of Medication Policy Nov 23 - 24 Read More First Aid Policy - Nov 23 - Nov 24 Read More Health and Safety Policy - Nov 23 - Nov 24 Read More Fire Safety Policy - Nov 23 Nov 24 Read More School's Emergency Plan - Sep 23 - Sep 24 Read More Infection Control Policy - Jan 24 - Jan 25 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/Vexatious Complaints Policy - Sep 2024 Read More Debt Policy - Nov 24 Read More Complaints Policy - Oct 24 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

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

Цели равенства В начальной школе капитана Уэбба мы стремимся обеспечить равенство возможностей для всех учеников, сотрудников, родителей и опекунов независимо от расы, пола, инвалидности, убеждений, сексуальной ориентации, возраста или социально-экономического положения. Мы стремимся развивать культуру включения и разнообразия, в которой все, кто связан со школой, гордятся своей индивидуальностью и способностью полноценно участвовать в школьной жизни. Мы боремся с дискриминацией, поощряя равенство, бросая вызов запугиванию и стереотипам, а также создавая среду, в которой уважают всех. В начальной школе Капитана Уэбба мы считаем, что разнообразие - это сила, которую следует уважать и отмечать всеми, кто учится, преподает и навещает нас. Равенство в преподавании и обучении: Мы предоставляем всем нашим ученикам возможность добиться успеха и достичь высочайшего уровня личных достижений. Мы делаем это: Обеспечение равного доступа для всех учеников и их подготовка к жизни в разнообразном обществе. Продвижение взглядов и ценностей, которые бросают вызов любому дискриминационному поведению или предрассудкам. Предоставление ученикам возможности оценить свою культуру и отметить разнообразие других культур. Стремление вовлечь всех родителей в поддержку образования своего ребенка Использование подходов к обучению, подходящих для всего школьного населения, которые инклюзивны и отражают наших учеников. Взаимодействие с другими людьми Равенство в допуске и исключении Наши правила приема являются справедливыми и прозрачными и не допускают дискриминации по признаку расы, пола, религии, убеждений, инвалидности и / или социально-экономического положения. Равные возможности для персонала Все назначения и продвижения по службе производятся на основе заслуг и способностей и в соответствии с законом. В школе действует отдельная политика равноправия, которая проверяется старшими руководителями. Пожалуйста, прочтите это для получения дополнительной информации, если хотите. Staff Equality, Equity and Diversity Policy Oct 24 Pupil Equality, Equity and Diversity Policy Oct 24

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.

Безопасность в Интернете Child Criminal Exploitation (CCE) Child Criminal Exploitation occurs where an individual or group takes advantage of an imbalance of power to coerce, control, manipulate or deceive a child or young person under the age of 18. The victim may have been criminally exploited even if the activity appears consensual. Child Criminal Exploitation does not always involve physical contact; it can also occur through the use of technology. Child Sexual Exploitation (CSE) Child Sexual Exploitation is a type of sexual abuse. When a child or young person is exploited they're given things, like gifts, drugs, money, status and affection, in exchange for performing sexual activities. Children and young people are often tricked into believing they're in a loving and consensual relationship. This is called grooming. They may trust their abuser and not understand that they're being abused. Sometimes abusers use violence and intimidation to frighten or force a child or young person, making them feel as if they've no choice. Anybody can be a perpetrator of CSE, no matter their age, gender or race. The relationship could be framed as friendship, someone to look up to or romantic. Children and young people who are exploited may also be used to 'find' or coerce others to join groups. Technology is very often used to groom victims. This may occur through mobile phones with internet access, social networking sites e.g. TikTok, Snapchat, Instagram etc. and via games consoles that connect to the internet e.g. Playstation or Xbox. Signs that someone may be a victim of CCE or CSE: Frequently absent from and doing badly in school. Going missing from home, staying out late and travelling for unexplained reasons. In a relationship or hanging out with someone older than them. Being angry, aggressive or violent. Being isolated or withdrawn. Having unexplained money and buying new things. Wearing clothes or accessories in gang colours or getting tattoos. Using new slang words. Spending more time on social media and being secretive about time online. Making more calls or sending more texts, possibly on a new phone or phones. Self-harming and feeling emotionally unwell. Taking drugs and abusing alcohol. Committing petty crimes like shop lifting or vandalism. Unexplained injuries and refusing to seek medical help. Carrying weap ons or having a dangerous breed of dog. Support/Resources PACE (Parents Against Child Sexual Exploitation) is a national charity that works with parents and carers whose children are sexually exploited. PACE offers one-to-one telephone support, national and local meet-ups with other affected parents and information on how parents can work in partnership with school, police and social care. The NSPCC has been campaigning to raise the profile of this form of child abuse. Share Aware : Help your child stay safe on social networks, apps and games. Staying safe away from home : Your guide to when your child's old enough to be out on their own, and how to teach them to keep safe while they're away. Home alone : How to decide when it's safe for your child to be home on their own, and what you can do if they're too young.

Финансирование физических и спортивных премий About the PE and sport premium Physical activity has numerous benefits for children and young people’s physical health, as well as their mental wellbeing (increasing self-esteem and emotional wellbeing and lowering anxiety and depression), and children who are physically active are happier, more resilient and more trusting of their peers. Ensuring that pupils have access to sufficient daily activity can also have wider benefits for pupils and schools, improving behaviour as well as enhancing academic achievement. The PE and sport premium has been allocated, by the government, to help primary schools achieve this commitment to make additional and sustainable improvements to the quality of the PE, physical activity and sport offered through their core budgets. It is allocated directly to schools, so they have the flexibility to use it in the way that works best for their pupils. How we use the PE and sport premium Schools must use the funding to make additional and sustainable improvements to the quality of the PE, physical activity and sport they provide. This includes any carried forward funding. This means that we must use the PE and sport premium to: develop or add to the PE, physical activity and sport that our school provides build capacity and capability within the school to ensure that improvements made now are sustainable and will benefit pupils joining the school in future years We should use the PE and sport premium to secure improvements in the following 5 key indicators. Engagement of all pupils in regular physical activity, for example by: providing targeted activities or support to involve and encourage the least active children encouraging active play during break times and lunchtimes establishing, extending or funding attendance of school sports clubs and activities and holiday clubs, or broadening the variety offered adopting an active mile initiative raising attainment in primary school swimming to meet requirements of the national curriculum before the end of key stage 2 - every child should leave primary school able to swim The profile of PE and sport is raised across the school as a tool for whole-school improvement, for example by: actively encourage pupils to take on leadership or volunteer roles that support the delivery of sport and physical activity within the school (such as ‘sports leader’ or peer-mentoring schemes) embedding physical activity into the school day through encouraging active travel to and from school, active break times and holding active lessons and teaching Increased confidence, knowledge and skills of all staff in teaching PE and sport, for example by: providing staff with professional development, mentoring, appropriate training and resources to help them teach PE and sport more effectively to all pupils, and embed physical activity across your school hiring qualified sports coaches and PE specialists to work alongside teachers to enhance or extend current opportunities offered to pupils - teachers should learn from coaches the necessary skills to be able to teach these new sports and physical activities effectively Broader experience of a range of sports and physical activities offered to all pupils, for example by: introducing a new range of sports and physical activities to encourage more pupils to take up sport and physical activities partnering with other schools to run sports and physical activities and clubs providing more and broadening the variety of extra-curricular physical activities after school in the 3 to 6pm window, delivered by the school or other local sports organisations Increased participation in competitive sport, for example by: increasing and actively encouraging pupils’ participation in the School Games organising more sport competitions or tournaments within the school coordinating and entering more sport competitions or tournaments across the local area, including those run by sporting organisations Online reporting As part of the funding agreement all schools must publish details of how they spend their PE and sport premium funding. These reports must be published online. Online reporting must clearly show: the amount of PE and sport premium received a full breakdown of how it has been spent the impact the school has seen on pupils’ PE, physical activity, and sport participation and attainment how the improvements will be sustainable in the future We are also required to publish the percentage of pupils within our year 6 cohort who met the national curriculum requirement to: swim competently, confidently and proficiently over a distance of at least 25 metres use a range of strokes effectively, for example, front crawl, backstroke and breaststroke perform safe self-rescue in different water-based situations Below are our reports Evidencing The Impact of Sports Funding PE & Sports Premium Funding Plan 2024.25 PE & Sports Premium Funding Plan 2023.24 PE & Sports Premium Impact 2023.24 PE & Sports Premium Funding Plan 2022.23 PE & Sports Premium Funding Plan 2021.2022 PE & Sports Premium Funding Plan 2020.2021 План действий по финансированию премий школьного спорта на 2019/20 Влияние финансирования спортивных премий в 2020/21 году Review of Impact of Sports Premium Funding 2020/21 Evidencing the Impact of Sports Premium Funding 2021/22

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

3 Year Old -Pre-School We provide a safe, inclusive and engaging environment indoors and outdoors that, motivates, excites and challenges our Pre-school children. We have recently refurbished our Pre-school room which boasts beautiful furniture and new equipment specifically designed for our 3 to 4 year olds. The EYFS garden has also been transformed and has now been completely renovated and is specially designed for the needs of our children. Our aim is for our children to thrive in a setting that has the children’s interests at the heart of all that is offered, resulting in high levels of motivation, where every child acquires and consolidates skills and knowledge at their highest level. Our children will take part in daily adult-directed, adult-led, and child-initiated activities. These are planned around a termly theme which you will find on our long-term overview. Our children also have the opportunity to learn through weekly forest school sessions where the children are encouraged to explore and investigate the natural world. What Our Day looks like 9:45 (12:15) – Drop off. This is an opportunity to talk to staff about their children and ensure a calm and happy handover. 9:00 (12:45) – Focus Communication and Language groups. The children will learn to regulate their behaviour, join in with singing and an activity that promotes effective communication and language. 9:15 (1:00) - Dough Disco. This session focuses on the children’s fine motor control. 9:45 (1:15) – Weekly focus story time. This is an interactive session that involves story characters, puppets and the children’s participation. This then leads into project learning. 10:00 (1:30) - Project learning and rolling snack. During this time the staff will open the outdoor environment, run a planned activity and support children to access snack independently and safely. Key workers will also use this time to develop individual’s next steps through an overarching theme which can be found on the overviews bellow. 11:00 (2:45) – Key worker groups. These sessions are specifically planned to meet next steps and therefore could be focused around maths, literacy and always delivered with high quality communication and language at the heart of the session. 11:15 (3:00) – Rhyme time, with specifically planned rhymes and an additional story that the children vote for as they enter nursery in the morning. 11:45 (3:15) – Home time. Staff will feedback to the parents about their child’s nursery session. This is an additional opportunity for parents to ask staff any questions. What you will need to provide Water is always accessible within the room but if you would like to provide your child with a water bottle please ensure it is labelled with their name. Outdoor clothing and wellies for their forest school day. We will support any potty training that has already been started. You will need to provide a bag of spare clothes (multiple pairs of pants, socks, trousers/skirts and tops). Parents sessions Across the year we will be inviting parents and carers in for ‘Stay and Play’ sessions, dates are pre-planned and you can find their here (Link to key dates). Stay and play sessions are your opportunity to talk to the room staff, look at your child’s learning journey and experience project learning opportunities. We often celebrate events in these sessions such as Christmas or valentines day with parents and carers. The children have a fun non-competitive sports day in the last summer term. At 3 points of the year parents are offered the opportunity to book a parents consultation slot. Either the class teacher or the child’s Key person will talk through the child’s Development Summary and update parents of the child’s progress. This is an opportunity for parents and carers to ask questions, look at learning journeys and understand what they can do at home to support their child’s next steps. Rolling Snacks Snack time at our nursery is fun and educational. We try to replicate the family environment with children sitting around the table to encourage conversation and develop physical skills pouring water from jugs and when using the cutlery. Water, cow’s milk and fresh fruit is provided throughout the day at our snack table (or alternative milk for those with dairy allergies). We change our snack menu daily. Starting Pre-school Nursery can be joined by completing the Application form, that can be downloaded below or requested at the school office. Completion of the Application form does not guarantee your child a place. The nursery manager will assess availability and contact you. Application forms should be returned to stephanie.cox@taw.org.uk . If you wish to discuss your child attending our Pre-school class, please contact school office on 01952 386770 and ask for Miss Cox. Our Snack Menu Nursery Applicaton Form 2 Year Old's Long Term Lesson Plans Maths Progression 3 Year Old's Medium Term Lesson Plans Autumn Term 1 Autumn Term 2 Spring Term 1 Spring Term 2 Summer Term 1 Summer Term 2 3 Year Old's Long Term Lesson Plans Maths Progression Literacy Progression

Spoken Language Reading and writing float on a sea of talk. James Britton What is Spoken Language? The national curriculum for English reflects the importance of spoken language in pupils’ development across the whole curriculum – cognitively, socially and linguistically. Spoken language underpins the development of reading and writing. The quality and variety of language that pupils hear and speak are vital for developing their vocabulary and grammar and their understanding for reading and writing. Curriculum Intent At Captain Webb Primary School, we value Spoken Language as an important part of the children’s entitlement to a broad and balanced curriculum. Spoken Language provides the children with the opportunities to develop and extend skills and an opportunity to express their individual interests, thoughts and ideas. Our aim is to enable the children improve their levels of spoken language so that all pupils are able to communicate effectively and confidently in front of any type of audience. These skills are encouraged in every area of our curriculum as good communication skills can enhance every type of learning. The children are encouraged to explore ideas through talk; challenge each other’s opinions and develop their own reasoned arguments, as well as talking in full sentences with a clear and confident voice. Pupils should be taught to: listen and respond appropriately to adults and their peers ask relevant questions to extend their understanding and build vocabulary and knowledge articulate and justify answers, arguments and opinions give well-structured descriptions and explanations maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas speak audibly and fluently with an increasing command of Standard English participate in discussions, presentations, performances and debates gain, maintain and monitor the interest of the listener(s) consider and evaluate different viewpoints, attending to and building on the contributions of others select and use appropriate registers for effective communication. Spoken language: speaking, listening & responding Implementation The teaching and implementation of the Spoken Language curriculum is based on the Early Learning Goals and National Curriculum; it is supported by expectations from the Voice 21 framework, ensuring a well-structured approach. These skills are at the core of our curriculum and pupils are encouraged to listen and learn from sharing ideas with others. Staff at Captain Webb model the use of higher level vocabulary within their speech and expanding children’s vocabulary is a key focus in all years. Subject specific vocabulary is embedded across the curriculum, through teacher modelling, in context. Contextual learning helps children to understand new words and supports them in including new vocabulary in their work. This model is reflected in both shared and guided reading sessions, where children are given the chance to explore unfamiliar vocabulary and expand their knowledge of words. Talk partners are used extensively throughout the school, together with a range of planned learning opportunities that encourage pupils to explore language e.g. role play, drama activities, group discussion, hot seating. In KS2, pupils also take part in class debates. Drama is used across a range of subjects including History, problem solving in Mathematics, hot-seating during English lessons and Religious Education,. to explore and engage children in their learning. This gives children the chance to embed the use of specific vocabulary repetitively. At Christmas, EYFS and KS1 children perform their Christmas production to the school while LKS2 produce and lead a production of drama, jokes and songs at Easter. At the end of the academic year, the Year 6 children perform a tailored production to parents and carers. All pupils also perform to their parents once a year in their year group assembly. Daily poetry and rhyme and singing sessions are prioritised in EYFS and KS1. All year groups have a core set of poems that the pupils learn off by heart and perform in assemblies. Our pupils need lots of opportunities to speak and listen. This is especially true of pupils with special educational needs (SEND) and/or pupils with English as an additional language (EAL). Within every day teaching, we use a range of resources to support communication e.g. visuals made with Communication in Print, word banks, sentence stems, speaking frames. Some pupils take part in small group activities (Talk Boost) and some pupils receive additional support e.g. speech and language assistant or therapist. Impact Constructive formative feedback is provided to pupils regarding their spoken language and listening skills, not only to improve their knowledge and skills but also to establish secure foundations for effective spoken language at primary school right through to secondary education and beyond. Pupils at Captain Webb Primary School have a wide vocabulary and are confident speakers. They enjoy talking amongst peers and to adults in school and demonstrate excellent listening skills. Poetry Day - October 2024 Below are some video clips of our children reading out poems they wrote/covered on Poetry Day, working alongside the poet James Carver.

D&T 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 At Captain Webb, we want children to be inspired and enthused by the idea of designing, creating and making. Our Design and Technology curriculum allows children to exercise their creativity and become critical thinkers. Throughout their time at Captain Webb, children make meaningful cross-curricular links and apply the knowledge and skills they learn in other subjects to produce meaningful products. Our practical, design-centred learning teaches children to take risks and become resourceful, innovative and enterprising individuals. Through our Design and Technology curriculum, we provide pupils with key knowledge, which enable them to develop the skills required to become future builders, designers and engineers of the world. Implementation Our pupils leave Captain Webb with all of the knowledge and skills required to be innovative risk-takers. Our curriculum has been thoughtfully planned to ensure that the knowledge children have is built upon within every Design and Technology unit. Knowledge within our Design and Technology curriculum is split into several stands, including: Food, Cooking and Nutrition, Structure, Textiles, Mechanisms (KS1) and Mechanical & Electronic Systems (KS2). These are mapped out across year groups to ensure progression. Our planning ensures we teach the knowledge, understanding and skills needed to engage in the exciting process of designing and making. Children are required to plan and create products that consider function and purpose, and which are also relevant to real-life scenarios. Children look at existing designs to analyse and assess their effectiveness and then they consider ways of redesigning and reconstructing it to improve its overall success. At Captain Webb, we encourage children to use their imagination to design and make products that solve real and relevant problems within a variety of contexts. Our children are required to consider others’ wants and needs by following a design brief. Design and Technology at Captain Webb is often taught as a block, or sometimes timetabled as a whole day, so that children’s learning is focused throughout each unit of work. At the beginning of each topic, initial assessments are completed to determine prior knowledge and ensure that progression is consistent. Evaluation is a key aspect of the Design and Technology process and children are given the opportunity to assess and ‘tinker’ their designs, continually looking to improve their work. Impact As well as monitoring of attainment, the impact of effective Design and Technology teaching is assessed through the pupil’s ability to evaluate, design, make and improve their own work. The impact of Design and Technology is also evident within the opportunities we provide to develop cultural capital. We do this across the curriculum and throughout the school by: Working with local companies to promote future career choices Cooking for a purpose so children learn to be passionate about working with, preparing and tasting food Implementing a high standard of hygiene learning when working with food Using tools to help children manage risks Visiting local restaurant’s to help children embrace cultural influences on the food we cook and the diversity of the ingredients available for us to cook with Displaying products that children have made so they can experience the suitability first hand (bird houses in forest schools) Designing and creating for a purpose when making a blanket for a local care home Studying famous engineering experts through STEM and communicating ideas and developing prototypes using CAD Involving children in enterprise activities so children can begin to make links between cost of produce and materials, and the profit that can be made Design and Technology Policy 2023.25 D&T Skills and Knowledge Progression Plans

Newsletters At Captain Webb Primary School we run a weekly newsletter which is called 'Captains Catch Up '. We use the newsletter to inform you about events we are running, let you know dates for diaries, and showcase some of the work being done by our children. The newsletter is created by Mrs Hanafin (Admin) so if your child has won any awards, or taken part in anything exciting outside of school, please let her know so she can share the good news with our other parents. Below are the newsletters from the past few months - if you have missed a previous edition and would like a copy then please contact Mrs Hanafin and she will be happy to help you (genna.hanafin@taw.org.uk ). Captain's Catch Up -21st March 2025 Read More Captain's Catch Up - 14th March 2025 Read More Captain's Catch Up - 28th Feb 2025 Read More Captain's Catch Up - 17th Jan 2025 Read More Captain's Catch UP - 10th Jan 2025 Read More Captain's Catch Up - 20th Dec 2024 Read More Captain's Catch Up - 13th Dec 2024 Read More Captain's Catch Up - 29th Nov 2024 Read More Captain's Catch Up - 22nd Nov 2024 Read More Captain's Catch Up - 15th Nov 2024 Read More Captain's Catch Up - 8th Nov 2024 Read More Captain's Catch Up - 25th October 2024 Read More