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Отношения и половое воспитание Головоломка PSHE в начальной школе капитана Уэбба Взаимодействие с другими людьми В начальной школе Капитана Уэбба мы используем Jigsaw для реализации нашей учебной программы PSHE. Jigsaw объединяет личное, социальное, медицинское и экономическое образование, эмоциональную грамотность, социальные навыки и духовное развитие в недельной программе. Разработанный как общешкольный подход, Jigsaw предлагает комплексную схему обучения от базового до шестого класса. Отношения и половое воспитание Взаимодействие с другими людьми В нашей школе мы обеспечиваем взаимоотношения и половое воспитание по схеме работы Jigsaw, качество которой гарантируется Ассоциацией PSHE. Ниже вы можете просмотреть обзор учебной программы для групп «Отношения и половое воспитание» на каждый год и увидеть, как она связана с PSHE, а также с социальными и эмоциональными аспектами обучения. Также ознакомьтесь с «Руководством для родителей» по взаимоотношениям и половому воспитанию, выпущенным Jigsaw. RSE Policy 2022-25 RSE Overview Year 6 Read More RSE Overview Year 5 Read More RSE Overview Year 4 Read More RSE Overview Year 3 Read More RSE Overview Year 2 Read More RSE Overview Year 1 Read More Для получения дополнительной информации об учебной программе PSHE, которой мы следуем, свяжитесь со школьным офисом, чтобы назначить встречу с соответствующим сотрудником, используя контактную информацию, указанную ниже. Щелкните изображение выше, чтобы получить доступ к руководству для родителей и опекунов.

Сборки классов Из-за пандемии Covid 19 мы не можем приглашать родителей в школу, чтобы посмотреть наши школьные собрания. Тем не менее, мы все равно хотели бы поделиться и отпраздновать обучение каждого класса. Поэтому вместо того, чтобы приглашать родителей в школу, мы будем делиться видео с собраний наших классов на этой странице нашего веб-сайта. Они будут размещаться в течение года. Надеемся, вам понравится. Captain Webb Primary School YouTube Page Below are some of the most recent assemblies uploaded Y3 - Class Assembly - Volcanoes https://youtu.be/h1k2Ltk_jN0 2022.01.28 Y6 - Carol Singing https://www.youtube.com/watch?v=yRChJDa-Bew 2021.12.10 Y4 - Carol Singing https://www.youtube.com/watch?v=6AnKkZfujSA 2021.12.10 Y2 - Carol Singing https://www.youtube.com/watch?v=L0W_Zg5Qs4c 2021.12.10 Daycare - Jingle Bells Carol Group 2 https://www.youtube.com/watch?v=8yVRbt8EpAA 2021.12.10 Daycare - Christmas Pudding Carol Group 2 https://www.youtube.com/watch?v=X00Dgx5Ce7s 2021.12.10 Y5 - Class Assembly - The Tudors https://www.youtube.com/watch?v=Up0748QJ1W8 2021.11.22 Y5 - Carol Singing https://www.youtube.com/watch?v=N77Qbvmzs90 2021.12.10 Y3 - Carol Singing https://www.youtube.com/watch?v=05jjvIsIVA0 2021.12.10 Y1 - Carol Signing https://www.youtube.com/watch?v=hm-36R18Fh4 2021.12.10 Daycare - Jingle Bells Carol Group 2 https://www.youtube.com/watch?v=QakCAJYFfAA 2021.12.10 Daycare - Christmas Pudding Carol Group 1 https://www.youtube.com/watch?v=OxPs9X10sbQ 2021.12.10

Religious Education Curriculum Statement Religious Education Offer 2022-2023 Pupils at Captain Webb Primary School are empowered to develop the hope and persverence necessary to engage the challenges of learning in the context of school and the wider world. Children are challenged to ask questions about the world around them and to seek the solutions, finding answers themselves. We prepare pupils to be informed, respectful members of society who celebrate diversity and strive to understand others. Teachers engage children with exciting lessons to ensure they access the RE curriculum and enjoy learning about different worldviews. Children are encouraged to work together to deepen their knowledge of the beliefs and practices of religions and worldviews. Children develop informed opinions and an awareness of the implications of religious beliefs and worldviews on individuals, the community and the environment. Children are able to persevere when introduced to different ideas and opinions. Teaching staff seek out every opportunity to ensure that all pupils flourish in RE lessons, developing wisdom and creativity through an ambitious and broad curriculum that challenges expectations, deepens knowledge and develops skills. At Captain Webb Primary School we aim to support pupils so that they become independent and responsible members of society who understand and explore big questions about life, to find out what people believe and what difference this makes to how they live, so they can make sense of their own lives and those of others. We follow the Telford and Wrekin Agreed Syllabus, SACRE (2021), for the teaching of RE. The syllabus aims: To stimulate interest and enjoyment in Religious Education. To prepare pupils to be informed, respectful members of society who celebrate diversity and strive to understand others. To encourage students to develop knowledge of the beliefs and practices of religions and worldviews, to develop informed opinions and an awareness of the implications of religion and worldviews for the individual, the community and the environment. To enable pupils to consider their own responses to questions about the meaning and purpose of life. Knowledge forms the basis for progress in RE. The Telford and Wrekin Agreed Syllabus considers two types of knowledge: substantive (the what) and disciplinary (the how) knowledge. In terms of substantive knowledge, the development of such is reflected through the curriculum units where a religion is revisited and different questions are asked/ knowledge provided as pupils move through school. With regards to disciplinary knowledge in RE we think about the methods (the ways children find out about religion) and the personal disciplinary knowledge, which relates to how the study of religion helps pupils to learn about themselves and their values. Our chosen curriculum enables the children to draw and revisit prior knowledge, through regular retrieval practices and consider the more complex ideas about religion, where knowledge is connected through concepts and part of the children’s long term memory. Four concepts have been identified as Golden thread concepts/words that weave through our whole curriculum enabling links to be made with other more complex concepts/words over time. The Golden Thread Concepts are ‘belief, relationships, worship and identity’. They are all concepts that are revisited as children progress through the school. RE lessons at Captain Webb are inclusive, so everyone is valued and respected – and tolerance and diversity are celebrated. Children with SEND/EAL children are given appropriate support to access the RE curriculum and can respond in different ways. All pupils are encouraged to consider their own values and attitudes and those of others, and provided knowledge and opportunities to understand other people. Scaffolds, sentence stems etc. are used to alleviate boundaries so that each child can access the main religious concepts. Lessons are pitched appropriately to ensure children are able to access the RE curriculum. Assessment is completed in an appropriate way for each child so that they are able to demonstrate their understanding. An understanding of pupils’ needs is demonstrated through the range of ways in which the pupils can achieve the lesson objective 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. Useful websites for RE KS1 Religions of the World: https://www.bbc.co.uk/teach/class-clips-video/religions-of-the-world/zfxwpg8 KS2 Religions of the World: https://www.bbc.co.uk/bitesize/subjects/z7hs34j SACRE: https://www.telford.gov.uk/info/20794/standing_advisory_council_on_religious_education_sacre Religious Education Policy 2023-25 Schema for Worship Schema for Relationships Schema for Identity Schema for Belief RE Knowledge Grid Parental right of withdrawal from RE This was first granted in 1944 when curricular RE was called ‘Religious Instruction’ and carried with it connotations of induction into the Christian faith. RE is very different now – open, broad and exploring a range of religious and non-religious worldviews. In the UK, parents still have the right to withdraw their children from RE on the grounds that they wish to provide their own RE. This provision will be the parents’ responsibility.6 This right of withdrawal exists for all pupils in all types of school, including schools with and without a religious designation. Students aged 18 or over have the right to withdraw themselves from RE. Parents also have the right to withdraw their child from part of RE, and can do so without giving any explanation.

Ключевой этап 2 (окончание начальной школы) Результаты Взаимодействие с другими людьми Чтобы просмотреть наши самые последние данные о производительности за 2018/19 год, пожалуйста, смотрите ниже. Здесь вы можете найти процент учащихся ключевой ступени 2, которые достигли: ожидаемого стандарта или выше по чтению, письму и математике; средняя успеваемость по чтению, письму и математике; средний «балл по шкале» по чтению и математике и высокий уровень знаний по чтению, письму и математике. Для получения дополнительной информации прочтите руководство Министерства образования: Таблицы успеваемости в школе: как интерпретировать данные. To see more information about the school's attainment please follow the link: Captain Webb Primary School - Find school and college performance data in England - GOV.UK (find-school-performance-data.service.gov.uk) This is currently still only reporting 2019 results but will update to include 22.23 data soon.

Welcome to EYFS Основная информация Питомник капитана Уэбба является частью начальной школы капитана Уэбба. Ясли находится на территории школы справа от главного здания школы. В питомнике Captain Webb Nursery мы обеспечиваем заботливую, заботливую и безопасную среду, в которой дети могут счастливо развиваться и учиться играть и работать вместе. Мы поддерживаем наших детей в приобретении навыков и взглядов посредством распорядка и ожиданий, которые позволяют им наслаждаться ранними годами и затем беспрепятственно переходить в школу. 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 Взаимодействие с другими людьми Взаимодействие с другими людьми Взаимодействие с другими людьми Взаимодействие с другими людьми Персонал нашего питомника состоит из высококвалифицированных учителей, помощников учителей и помощников детских садов. Все сотрудники работают вместе, чтобы спланировать нашу дошкольную учебную программу на начальном этапе и достичь целей раннего обучения в захватывающей и мотивирующей учебной среде. Вся команда питомника посещает все школьные тренинги и мероприятия. Как детский сад мы тесно сотрудничаем с приемными, организуя тематические дни и рассказы, а также как можно чаще используем школьные помещения, которые включают физкультуру в школьном зале, посещение школьных постановок, школьные фотографии и т. Д. Наша внешняя среда привлекательна и предоставляет множество различных областей для обучения в игре, в том числе небольшой лесной массив, расположенный рядом со зданием питомника. Все районы в безопасности. 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 Взаимодействие с другими людьми Взаимодействие с другими людьми Взаимодействие с другими людьми Взаимодействие с другими людьми Взаимодействие с другими людьми Детский сад действует только на семестр. Точные даты семестров можно найти на сайте школы. Мы закрываем на пять дней обучения персонала в течение учебного года. Взаимодействие с другими людьми Ясли состоит из двухлетней и трехлетней комнат. Перейдите по ссылкам на соответствующую страницу, чтобы узнать, как зарегистрировать ребенка и запросить финансирование. Meet the Early Years Team Mrs Kirsty McGee Reception Teacher Mrs Saara Reynolds Reception TA Miss Emma Robinson Reception Teacher Mrs Karen Jones Reception TA Mrs Samantha Brannon EYFS Leader Pre-School 1 Teacher Miss Sophie Cecil Pre-School 1 TA Miss Ruby Jones Pre-School 1 TA Miss Louise Hallybone Pre-School 2 Teacher Mrs Emma Burns Pre-School 2 TA Mrs Amy Lewis 2Year Old Room Leader Mrs Hannah Anthony 2 Year Old TA Miss Stephanie Cooper 2 Year Old TA Miss Stephanie Cox Nursery Manager My Key Person We Know that good teaching and learning begins with positive relationships. Relationships fulfil our most fundamental needs as humans - social connectedness. ​ A nurturing approach recognises that positive relationships are central to both learning and wellbeing, which is why all of our children are assigned to a 'key person'. The key person is a named practitioner who has responsibilities for a small group of children. ​ They are there to help the child feel safe and secure. the role is important for both child and parent and it is an approach set out in the EYFS. The key person will respond to children's needs and help them settle into a new environment . Communication is paramount between parent and key person, as these discussions hold key information about the child. ​​​​​​​​​​​​ Forest School Forest School is a specialised approach to outdoor learning that aims to develop confidence and self esteem through hands-on learning in woodland environments. All of our EYFS children access our forest school at least once per week, where the forest school leader/teacher have planned thoughtful activities which inter link their topics and themes within the classroom. Forest school is the perfect natural environment for children to build their self esteem, creativity and learn to manage their own risks whilst being supported by an adult. ​​​​​​​​​ Memorable Experience To introduce our children to the half termly topic, all children will have a 'Memorable Experience'. This means the children will be taken out on a visit or we arrange for a work shop to come into school. This helps them get a real insight into the next topic. ​​​​​​​​​​​​ Pre-school have a weekly Music Minors session with a professional music teacher. For more information about the company please follow the link Telford | England | Music Minors Early Year's Policies The policies below are specific to Early Years. For all our whole school policies please see our 'Policies and Procedures' page. EYFS Policy Jan 2024 See More Intimate Care Policy Feb 2024 See More EYFS Admissions Policy Sept 2023 See More Progressive Plans Communication and Language Best See More EAD Best See More Literacy Best See More Maths Best See More PD Best See More PSE Best See More Understanding of the World Best See More

Curriculum Subjects You can read more information about each subject that we teach, how we plan lessons, and how we manage the learning progression, by selecting from the links below: Art Computing Cultural Capital D&T Geography History Maths (including KIRF) MFL Music Artsmark PE Phonics PHSE Protective Characteristics RE Reading RSE Science Spelling Spoken Word Writing If you still have any questions, about any of our curriculum subjects, then you can get further information by contacting the school office (01952 386770 or A2174@taw.org.uk ) and the admin team will be happy to forward your questions to the appropriate subject lead.

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 >

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

Родительский вид Ofsted Parent View gives you, as parents, the chance to tell Ofsted what you think of your child’s school, including: how happy your child is at the school how the school manages bullying or challenging behaviour If your child has special educational needs and/or disabilities (SEND), we will ask how well the school supports them. The questionnaire can be completed at any time - you don’t have to wait until the school is being inspected. Ofsted will use your responses to help plan inspections. The information you provide can: inform discussions inspectors have with school leaders during an inspection help Ofsted decide when to inspect a school In addition to this, they also publish the overall summary of the responses to Ofsted Parent View. This information is anonymised. If your child attends a maintained nursery, please read more about how to respond to the questionnaire here . Click ‘Give your views now’ to register and complete a survey to help your child’s school improve. Parental questionnaire Autumn 2023 - Responses Every term we hold a Parents Consultation Session. Parents can look through their child's work, and raise any questions they may have about their child's progress, in a 1:1 meeting with the class teacher. During this session we ask parents to complete a questionnaire on how they feel the school is performing on behalf of their child. The questions are the same as those on the Ofsted Parent View website, so we can combine and analyse both sets of results to see how parents perceive our service. Below are the results from the Autumn 23 questionnaire: Comments Below is a selection of some of the comments made by our parents. “My child will be sad to leave at the end of the year” “Great school - thanks” “Every teacher my child has had throughout the years has been excellent. I can’t thank them, and the school enough for all their hard work…they a credit to the education sector” “Teachers make school great for the children” “The school are brilliant at making sure children’s mental health is well maintained” “My child really loves school and enjoys coming everyday” “I’m very happy how my child is growing in confidence and with her friendship group” “Great school. My kids love it. Thank you” “This school takes an holistic approach to my child’s wellbeing, supporting us as parents to ensure she is happy and thriving at school and home” “We had a couple of issues with other children, but the issues were dealt with straight away. We are happy” “Perfect for my children” “Miss Saville is amazing, and I can’t thank her enough” “Couldn’t wish for a better school...the staff work hard to ensure my girls are happy and progressing well” “This school have been amazing with all my children…I highly recommend this school to fellow parents” “I highly recommend this school they are very supportive with everything and anything” “Since my son has been attending Captain Webb, I’ve noticed a massive change in his attitude towards school. His last school was a challenge for me every day but now he is fine – I can’t thank you enough” “My child enjoys school” “my child struggles to come out of his shell and the teachers have done an amazing job to ensure he is comfortable” You Said.....We Did... Obviously some parents have queries/concerns that they raise. Below are the actions we are taking in response to these. My children have lost all their jumpers We have created a centralised lost property which can be accessed by parents, by requesting access at the school office. All unclaimed lost property will be disposed of every half term. or used as additional uniform for children. If clothing is clearly labelled we do try and return it to its owner. ​ We need more reminders about events We work really hard at communication. We use ClassDojo, Facebook and the school website to communicate with parents. We will endeavour to post more reminders on Classdojo in the week leading up to events, in the form of a post called 'The Week Ahead'' My child was unable to participate in P.E. due to the weather....I understand the hall was double booked. This will have happened due to events taking place in the school hall - such as workshops and productions. If the weather is favourable we do take the children outside. Unfortunately if the weather is wet some children don't have the appropriate clothing and surfaces become slippy. We always aim for children to have at least 2 hours of physical activity a week during lesson times, this can include forest school, and activities in the classroom. ​ My child needs more support - SALT SENCO has contacted parent and this has been resolved. ​ I do feel naughty children are favoured....some pupils are disruptive. This is becoming more common in schools since COVID. We have a small percentage of our children, with multiple additional needs, which can result in them struggling to engage with their lessons. We are working very hard on supporting not only these children, but all children in school to attain the most from their education. Behaviour is part of our School Development Plan this year, which has resulted in: A member of SLT being appointed as Behaviour Lead A new Behaviour Policy has been created and shared on our Policies and Procedures page. Additional training has been received by all staff. Additional outside agencies have been commissioned to support children. Internal staff have been trained in further interventions such as ELSA and Drawing and Talking Therapy.

Writing Curriculum Statement Intent At Captain Webb Primary, we want all children to be able to communicate their knowledge, ideas and emotions confidently through their writing. We believe that all children should experience an abundance of quality, engaging texts that fosters a love for reading and stimulates children to write. We want all children to be immersed in a rich, creative and carefully planned curriculum that provides real life contexts for writing. ​ 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. We believe in setting high standards in the presentation of writing along with setting the important foundations in spelling and grammar. Our aim is for all children to leave our school, fully equipped with the literacy skills to achieve their dreams in future life and memories of their literacy journey at ‘Captain Webb’ lasting a life time. ​ Implementation At Captain Webb Primary School, we understand the importance of a learning journey that leads to opportunities for extended pieces of writing. 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. Please click on the link below for our whole school writing progression grid. Whole School Writing Progression Grids Our teaching of writing across the school is linked to a topic or 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. ​ Our teachers also use carefully selected, high-quality reading texts, relating to the History, Geography or Science focus or from the author focus for the half term. 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. ​ 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.​ The curriculum has been specifically sequenced in a logical progression to ensure that new knowledge and skills build on what has been taught before: Early Years to Year 6. This enables our pupils to know more and remember more. End points and target points within objectives are identified for each year group through a whole school progression plans. 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 How is Writing taught at Captain Webb? We use carefully chosen model texts as well as live teacher modelling and shared writing so that pupils can see the process involved in creating a piece of writing. The learning journey is captured throughout a unit of work and is documented through consistent working walls and washing lines. Please find examples of these on the photographs below. 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. In Early Years, writing is taught under the area of Literacy: Reading & Writing. To support the learning of Writing, the skills in EYFS are essential. Children are given opportunities to write at each of their stations set up in the EYFS learning area, both in and outside of the classroom. Children are encouraged to know how to grip their pencil and build muscles for writing. More formal writing sessions begin in Reception through our systematic phonics programme, Read, Write Inc Phonics. Pupils are taught letter sounds and how to blend and segment to read and write simple words and phrases matched to the sounds learnt. As children’s phonics skills and knowledge of letter sounds develop further, children will then begin to complete writing tasks linked to a class text, using their phonics knowledge to write for a wider range of purposes. To find out more about writing in the EYFS, please follow this link. 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 Impact By the time children leave Captain Webb Primary School, they are competent writers who able to write creatively for a range of purposes. They can write for a sustained amount of time, manipulating grammar and punctuation skills to produce a crafted piece of written work. Our pupils acquire a wide vocabulary and have a strong command of the written word. Most importantly, they have a positive view of writing due to learning in an environment where writing is promoted as being an exciting, engaging and enjoyable subject in which they can express themselves confidently and creatively. ​ ‘We went to Warwick Castle and I know lots of facts about Castles now. I’ve written a report about Castle Defences.’ – Year 2 pupil. “I really enjoyed the story ‘On the Way Home’ by Jill Murphy. We wrote our own version of the story but changed it to ‘All the way around Dawley.’ It was so much fun. We went for a walk around the local area and used what we saw in our story like Captain Webb’s memorial.” Year 2 pupil. ‘Our visits help us with English because they help give us better descriptions of what we’re writing about. When we went to Blists Hill, we got to see real Victorian streets and a Victorian schoolroom, which I included in my story.’ – Year 6 pupil. ‘Writing in theme lessons gives us a wider variety of topics to write about and gives us inspiration about new things like when we wrote a science experiment about how lemons and oranges can power an LED light!’ – Year 6 pupil. Outcomes of work in both English and other books evidence the high quality of work and the impact of varied and cross-curricular writing opportunities. Attainment in writing is measured consistently throughout the year. At the three assessment checkpoints, progress is tracked, using our year group writing standards, which have been taken from the National Curriculum. For those children who have yet to access the Year 1 statements, pre key stage statements are used. Termly moderations take place, to quality assure judgements made. These are either in house, or as part of a cluster of local schools. End of Key Stage writing: teachers will assess a selection of pieces of writing in Years 2 and Year 6, using this to inform reported Teacher assessment judgements. Exemplification materials are used to support judgements made. Assessment data shows that… KS1 results have seen a steady rise and in 2019, 78% reached ARE with 22% reaching greater depth which is above national expectations. In 2019, 78% of KS2 children achieved ARE in writing and 20% greater depth which is in line with national expectations.

At Captain Webb Primary School we try hard to make our school uniform as affordable and accessible to parents as is possible. To this extent we have our uniform in navy blue, which is readily available from most retailers, and are happy to accept black or grey trousers and skirts. We do not insist that the uniform is logoed, but we do have a supplier that can provide logoed uniform, which is good quality and at a reasonable price (the company was voted for by the parents). To further help parents with the cost of purchasing uniform we have some second hand uniform available in school, and the school provides a PE kit for each child. For our full uniform policy, including any seasonal changes to uniform, or what to do if you have any concerns, please see below: School Uniform Policy Our school uniform is provided by I Want Workwear Dynamic Court, Halesfield 24, Telford, TF7 4NZ www.Iwantworkwear.co.uk You can view and order the full range online Комплект PE Взаимодействие с другими людьми Белая футболка Темно-синие или черные шорты из полиэтилена Кроссовки или кеды Черные, синие или серые джоггеры для занятий спортом на открытом воздухе Взаимодействие с другими людьми Взаимодействие с другими людьми Взаимодействие с другими людьми Взаимодействие с другими людьми

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