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

Early Help at Captain Webb At Captain Webb Primary we recognise the challenges that families face in bringing up children. Everyone needs help at some point in their lives and therefore an ethos of early help is important for any school. There maybe times when you need extra help, support or advice. If this is the case please come and talk to us, we are here to help. Children, young people and families develop resilience if there are protective factors in place such as: a positive relationship with an adult, good literacy and communication skills, good school attendance and parents in or actively seeking work. Children's needs are best met when help is offered in a universal setting within a socially mixed group and early on when problems start to emerge. Children and young people’s needs are best met when addressed in the context of the whole family, meaning that parents/carers and siblings needs are addressed, with consent, as part of a holistic and integrated early help response. Early help services should support and strengthen families, so that they can thrive. How can I access Early Help at captain Webb? Your class teacher is your first point of contact for any issues or concerns. Teachers are responsible for the well being of all the children in their class and will liaise and signpost to other staff members as required. Our early help assessment lead at Captain Webb Primary is Mrs Gemma Boden. Mrs Boden is contactable by email or phone. Email: gemma.boden@taw.org.uk or by calling the main school office on 01952 386 770. Heading 1

WRAP AROUND CARE В настоящее время нет внеклассных клубов The school runs a Breakfast Club every morning during term time. The cost is £2.50 per session. Although we do not currently request you book for Breakfast Club we do ask that you inform the school in advance, if you intend to start sending your child, so we can ensure the correct staffing ratios are in place. At Breakfast Club children are offered a breakfast of cereal, toast or crumpets, and have fruit juice, milk or water as drink options. The school does not charge for the breakfast, it is an added option for those children that have not eaten before attending, or who are still hungry. At Breakfast Club the children can play games, use the IT suite, read or do their homework. Breakfast Club starts at 7:30am and runs through to the start of school. The children are escorted from the club directly to their class. Your child can be dropped off anytime from 7:30 to class start time. After School Club The school runs an After School Club every day during term time, between the end of school and 6pm. Your child will be escorted straight to After School Club once the school day has ended. The cost per session is: £4.00 up to 4.15pm £5.50 up to 5pm £8.00 up to 6pm After School Club places must be booked in advance by completing the form below, and returning to Miss Mansell in the school office (or by email to jess.mansell@taw.org.uk ). Once she receives your application she will be able to advise you of availability of requested places. It is essential that After School Club places are pre-booked to ensure appropriate staff ratios are in place. Unlike Breakfast Club there are no other staff available to cover if additional numbers are needed. We do not provide a meal at After School Club, but are happy if you wish to send in a snack for your child. At After School Club the children can play games, use the IT suite, read or do their homework. In addition they also do occasional activities such as baking, watch videos and have dance sessions. In the summer they also play games outside, weather permitting. After School Club Booking Form TERMLY ACTIVITY CLUBS Each half term the school runs various activities after school. Most of our clubs are run by Crossbar (a third party company who are specialist in sports education, who work alongside our school). There is a charge of £2 per session for these clubs. Afterschool clubs run by the teachers are free of charge. To ensure clubs are accessible to all children, clubs will be advertised on Classdojo and Facebook with information on when they will be available to book on to. A date and an approximate time will be given. Clubs will be available to book through Scopay (our online payment system) simply by consenting and making payment, however please make sure you book early as the clubs are very popular, and will be on a first come first served basis. A list of our current clubs is below:

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 numbersense) 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.

Phonics Curriculum Statement What is Phonics? Phonics is the method of teaching reading through the identification of sounds and graphemes. All words are made up of individual sounds. These sounds are merged together to form words. e.g. in ‘mat’ we have the sounds ‘m’, ‘a’, ‘t’, ship – ‘sh’, ‘i’, ‘p’. A grapheme is another name for the letters we use to write the sound. The spelling of that sound on the page. The new National Curriculum ensures that all children are taught Phonics systematically. This gives your children the tools to read any word. What is Read Write Inc? At Captain Webb, we use Read, Write, Inc. an inclusive synthetic phonic programme to teach our children to read, to write and to spell. We have adopted this as our whole school approach as the programme facilitates a graduated and tailored approach to learning basic sounds and letter formation before advancing to more complex sounds and reading for comprehension. The programme moves with integrity from learning to read to reading to learn. This video, taken from the Ruth Miskin website, explains the scheme in more detail: https://youtu.be/sjlPILhk7bQ Teaching Phonics at Captain Webb We start teaching the programme in your child’s Reception year and then continue until they have worked their way through the whole reading scheme. Our aim is for all children to complete the programme by the end of the first half term of Year 2. Those children who have not reached the expected level by the time they leave KS1 will continue to access the RWI programme and receive additional targeted intervention to ensure they catch up with their peers. RWI is taught through daily phonic lessons where we teach sounds. Children practise reading and spelling words containing these sounds, then we give children decodable books containing sounds and words they can read. They read each storybook four times at school and again with you at home. We assess all children on the scheme every half term, to ensure that they are placed in the appropriate group for their reading ability. This also allows us to quickly identify any children who need some support to access the learning at the level of the group. If this arises, we provide one-to-one tutoring for the child in accordance with the Read, Write, Inc scheme, to help them make rapid progress and once again be at the level of their group. Groups are taught by either teachers or teaching assistants who have had Read, Write, Inc phonics training; in utilising so many staff, we can ensure that groups are kept as small as possible and that the teaching the children receive is tailored to their needs. To find out more information on the half termly progress expectations for Phonics, please click on the link below. Half Termly Progress Expectations - Phonics In Reception, children begin by learning the Set 1 sounds. Set 1 Sounds are taught in the following order together with rhymes to help children form the letters correctly and instantly recognise sounds ready for blending. For the set 1 handwriting rhymes please click on this link. Handwriting Rhymes They also begin learning to blend sounds together to make words after learning the first 5 sounds, firstly through practising oral blending, also known as Fred Talk. Then, when they can blend independently, they progress on to reading green words. As soon as children can read green words, they begin to read stories in their Read, Write, Inc sessions. Each storybook is matched to the sounds they can already read, which sets them up for success and helps to build their confidence with reading. Each colour set also contains 5 non-fiction texts It is through these storybooks that we teach children red words, which are irregular words that are not phonetically plausible and cannot be sounded out (Fred Talked). Each storybook is taught in the same way, with children practising reading the green words in the story and also the red words, before they begin to read the book. Children will then read the book several times to help build their fluency and comprehension skills. Order of Story books: Children will hopefully follow the order listed below. The expectation is that all children will leave Year One as confident speedy readers, ready to take on the challenges of Year Two. However, some children may need extra support and your teacher will talk to you about this. Books Green Words in Books Red Ditty 1-10 Read More Green 1-10 Read More Purple 1-10 Read More Pink 1-10 Read More Orange 1-12 Read More Yellow 1-10 Read More Blue 1-10 Read More Grey 1-13 Read More When the children move on to Green story books, they will begin to learn Set 2 Sounds – the long vowels. When they are very confident with all of set 1 and 2 they are taught Set 3 Sounds. Speed Sounds Set 3 Nonsense Words also known as alien Words As well as learning to read and blend real words children will have plenty of opportunities to apply their sound recognition skills on reading ‘Nonsense words also known as alien words’. These words will also feature heavily in the Year One Phonics Screening check in the summer term. To find out more about the Year 1 Phonics Screening check please click on this link. https://home.oxfordowl.co.uk/at-school/primary-school-assessment-tests/year-1-phonics-screening-check/ Spelling Spelling will only start in Reception when children are ready to write and form their letters. Children will use first use ‘Fred fingers’ to first sound out a word before they write it down. Children learn how to spell rather than just get tested. Furthermore, this way of teaching spellings allows children to use Fred fingers whenever they get stuck with spelling a word. Children pinch each sound on fingers before writing the word. What can you do to help? 1. Use pure sounds, not letter names We teach using pure sounds. We pronounce the sounds clearly, using pure sounds (‘m’ not’ muh’, ’s’ not ‘suh’, etc.) so that your child will be able to blend the sounds together to make words more easily. To hear how to pronounce sounds correctly, watch the following video. https://youtu.be/s6OiU2h3sUI 2. Use Fred Talk to read and spell words (see above) 3. Listen to your child read their Storybook every day. 4. Read aloud a variety of stories to your child every day. Our school library has a wonderful selection of picture books, speak to our admin team about loaning out books to read at home. You can access online resources (see below) where there are tips and videos to give you more information to help you to understand more about Phonics, Read Write Inc. and how to practise reading and writing with your child at home. Online resources available Ruth Miskin Parents’ Page: https://www.ruthmiskin.com Ruth Miskin Facebook: https://www.facebook.com/miskin.education Free e-books for home reading: http://www.oxfordowl.co.uk/Reading/

Music Curriculum Statement Intent Our intent is to provide our children with an engaging, exciting and empowering curriculum that allows them to develop as confident responsible citizens equipped with the skills that will allow them to be successful in our ever-changing world, both in the present and the future. We believe that childhood should be a happy, investigative and enquiring time in our lives. We constantly provide enrichment opportunities (memorable experiences) to engage learners and develop their cultural capital which has been recognised as essential if children are to succeed. We believe that our children should not only reach their best academically, but also develop a thirst for knowledge, foster a love of learning and leave our school with exceptional independent learning skills. We are fully committed to developing each child's unique potential within a secure and caring environment. We use our Captain Webb Values to promote positive attitudes to learning: Listen Encourage Achieve Respect Nurture Music and singing are integral to the life of a Captain Webb child. We provide a vibrant musical experience for all children with fun and enjoyment at its heart. Our objective at Captain Webb is to develop a curiosity for the subject, as well as an understanding and acceptance of the validity and importance of all types of music, and an unbiased respect for the role that music may wish to be expressed in any person’s life. We are committed to ensuring children understand the value and importance of music in the wider community, and are able to use their musical skills, knowledge, and experiences to involve themselves in music in a variety of different contexts. We provide opportunities for all children to compose, play, perform and enjoy music. Through our music curriculum pupils will gain self-confidence and a sense of achievement. Children will develop their capacity to express ideas and feelings through the medium of sound. Extra-curricular clubs such as our school choir, musical theatre club and instrumental lessons enhance our curriculum offer. Implementation Music is firmly embedded into everyday life at Captain Webb. We deliver a clear and comprehensive scheme of work in line with the National Curriculum. Music is taught for one hour weekly. Music lessons in both Key Stage 1 and Key Stage 2 are taught by a specialist teacher from Telford and Wrekin Music. EYFS have music sessions delivered by Music Minors. Utilising specialist teachers ensures knowledge and skills are progressive from the age of 2 to the age of 11 as well as giving our children the opportunity to experience learning instruments from experienced tutors. This also ensures that children receive high quality music provision and that teachers receive valuable, regular CPD. Charanga is also used to support key concepts and includes many examples of music styles and genres from different times and places. These are explored through the language of music via active listening, performing and composing activities, which enable understanding of the context and genre. In doing so children gain an understanding into different methods of creating notes, as well as how to read basic music notation. They also learn to compose focussing on different dimensions of music, which in turn feeds their understanding when playing or appraising music. Weekly music lessons are just the start here at Captain Webb. Singing and music underpin everything that we do which is evidenced in our Gold Award from Artsmark. One of our popular extra-curricular clubs is our Key Stage 2 Young Voices Group where we make community links and sing at our local Dawley Christmas Light Switch On. We also perform in homes for the elderly which both the children and adults thoroughly enjoy. Our extra-curricular clubs and ‘Music of the Month’ enhance our cultural capital and children hear music from Beethoven right through to Ed Sheeran. Singing is also embedded in our weekly singing assemblies and we are proud to say we are a Sing Up school that supports children in finding their voices. Telford and Wrekin Music also deliver high quality small group and 1:1 tutoring sessions for Pupil Premium children in keyboard and guitar weekly. In addition to this they also deliver 1:1 vocal and violin sessions to KS2 children who have opted to receive extra musical tutoring. There is plenty of opportunity for children to sing and play instruments as part of our Captain Webb’s Got Talent showcase every summer. Children at Captain Webb regularly experience live music in the form of theatre shows and live bands. Live performances add to the music offer all children receive and provide opportunities for Pupil Premium children that they might not otherwise experience. Impact All children will benefit from a high-quality music education which engages and inspires them to develop a love of music and their talent as musicians. It will increase their self-confidence, creativity and sense of achievement. As pupils progress, they will develop a growing musical vocabulary that allows them to critically engage with music. Teaching and learning of music is a reflective process for the children as they are given the opportunities to assess themselves and their peers. The children also celebrate their success and skills with their peers and wider audiences. Assessment is used to help teachers to help children. We assess through ongoing teacher questioning and observation. Video evidence which captures each child’s progress throughout the year is taken 3 times per year so time isn’t taken away from children’s learning. Children also complete a termly vocabulary check assessment against the musical elements. All assessment is used to ensure children are progressing appropriately and where they are not adjustments are made to our curriculum to ensure these gaps are plugged before moving on. We utilise pupil voice regularly as a means of engaging children in their own learning and what they would like to see in their Captain Webb music journey. As part of our music provision, we achieved an Excellence in Music Provision Award from The Music Partnership and our Year 3 pupils received a Distinction in Music Performance from the University of West London. Music of the Month September – Elton John October – Whitney Houston November – Mozart December – Hans Zimmer January – Bob Marley February – Florence Prince March – Beethoven April – Zoe Keating May – Carole King June – Tchaikovsky July - Coldplay Music Policy 2024.25 Music Skills and Knowledge Progression Plans EYFS Musical Progression Plans Music Development Plan

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.

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.

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

History 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, our intent, when teaching history, is to stimulate the children’s curiosity in order for them to develop their knowledge, skills and understanding. History is all around us. The study of history ignites our children’s curiosity about the past in Britain and the wider world. Through finding out about how and why the world, our country, culture and local community have developed over time, children understand how the past influences the present. History enables children to develop a context for their growing sense of identity and a chronological framework for their knowledge of significant events and people. What they learn through history can influence their decisions about personal choices, attitudes and values. We provide a vibrant, varied and engaging experience for all children. History at our school helps pupils to make sense of the present as well as the past, it enables them to appreciate the complexity and diversity of human societies and development. We wish to develop a curiosity for the subject, as well as an understanding and acceptance of the validity and importance of all types of history. Educational visit to museums and other learned sites provides children with a fantastic starting point for every topic. We are committed to ensuring children understand the value and importance of history in the wider community, and are able to use their historical skills, knowledge, and experiences to involve themselves in history in a variety of different contexts, both through local history and through some of the most storied civilisations on Earth. Implementation Our whole curriculum is shaped by our school vision which aims to enable all children, regardless of background, ability, additional needs, to flourish to become the very best version of themselves they can possibly be. History topics are taught in 2 weekly blocks across the academic year, enabling students to fully immerse themselves in the program of study. 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. It is important that the children develop progressive skills of a historian throughout their time at Captain Webb and do not just learn a series of facts about the past. In History, pupils at Captain Webb, find evidence, weigh it up and reach their own conclusion. To do this successfully, as historians, they need to be able to research, interpret evidence, including primary and secondary sources, and have the necessary skills to argue for their point of view; a skill that will help them in their adult life. Impact By the time the children at Captain Webb leave our school they will have developed: A secure knowledge and understanding of people, events and contexts from the historical periods covered. The ability to think critically about history and communicate confidently in styles appropriate to a range of audiences. The ability to consistently support, evaluate and challenge their own and others’ views using detailed, appropriate and accurate historical evidence derived from a range of sources. The ability to think, reflect, debate, discuss and evaluate the past, forming and refining questions and lines of enquiry. A passion for history and an enthusiastic engagement in learning, which develops their sense of curiosity about the past and their understanding of how and why people interpret the past in different ways. A respect for historical evidence and the ability to make robust and critical use of it to support their explanations and judgements. A desire to embrace challenging activities, including opportunities to undertake high-quality research across a range of history topics. History Policy 2024.25 History Skills and Knowledge Progression Plans History Focussed Strand Grid

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