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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

Curriculum Design Statement Intent, Implementation and Impact Our curriculum provides children with engaging, exciting and empowering learning experiences that allows them to be successful. They become 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 context enrichment opportunities 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 children have a sense of belonging and value the community in which they live therefore community involvement is an integral part of the school. Regular invitations to families and visitors facilitate learning new and sharing experiences such as assemblies, curriculum outcomes and community days take place. Children regularly contribute to supporting and developing their local community. To see how we implement our curriculum please select from the links below. Curriculum Framework Overview - Nursery Curriculum Framework Overview - Year R Curriculum Framework Overview - Year 1 Curriculum Framework Overview - Year 2 Curriculum Framework Overview - Year 3 Curriculum Framework Overview - Year 4 Curriculum Framework Overview - Year 5 Curriculum Framework Overview - Year 6 Each year group have a curriculum overview which maps out the whole year curriculum planning. Each subject leader will have a long-term plan which sets the learning for the year for their subject area. Progression documents have been created to ensure full coverage of the National Curriculum. These have been developed following research and advice from expert leaders in education. Medium-term plans are created from progression documentation and longer-term plans to ensure coherent coverage of key knowledge, skills and concepts and clear progression routes over a sequence of lessons. Prior learning is evident on plans which supports teachers with ensuring key knowledge is revisited. Senior leaders and subject leaders will monitor planning for compliance. Reading is a high priority for the school where the selection of texts has been thought about carefully and invested in heavily. Text have been carefully mapped out to ensure they compliment the wider curriculum at an appropriate age-related standard. There is a commitment for children to gain a love of reading which is evident through the reading areas throughout school. Teachers react to the needs of the children and each cohort to ensure that the children’s needs are being met. Whether this is through SEND or cohort specific needs. The emotional needs of the children are met through a variety of external and internal specialists including a play therapist, counsellor, educational psychologist, LSAT, Mental Health Support Practitioner, behaviour and SEND outreach, Talk and drawing and ELSA. Children are immersed in a variety of experiences throughout their time at Captain Webb Primary & Nursery. These are often at the start of new learning to enhance their understanding and support children within knowing more and remembering more. Forest school is available to all pupils throughout the year to enhance the children’s love of learning and enquiry skills. They gain lifelong skills outside of classroom environment. During their time at Captain Webb Primary & Nursery, children will have the opportunity to attend Arthog Outreach (Y3 &Y5), Arthog residential (Y4) and France in Y6. Assessment for learning opportunities take place in lesson to assess prior knowledge and information gained in a lesson. Teachers use these to address any misconceptions. To support our assessment of the core subjects (English, Mathematics and Science) we use Ruth Miskin Assessments for RWI, Salford Reading ages, Fluency assessments, White Rose Mathematical tests & Rising Stars for Science. We capture data at 3 points across the academic year at the end of the of the Autumn, Spring and Summer Term to ensure that all children are making at least expected progress. By the time children leave Captain Webb Primary & Nursery, they have the appropriate knowledge and skills required to be secondary ready. Assessment Policy 2024.25

План развития школы Взаимодействие с другими людьми Это те области, над которыми школа будет работать в течение 2019/20 учебного года, чтобы гарантировать, что мы продолжаем обеспечивать наилучшее образование для ваших детей. В этом году основными направлениями развития являются инновации учебных программ, почерк, фонетика и чтение, а также результаты для детей с особыми образовательными потребностями. Взаимодействие с другими людьми Взаимодействие с другими людьми

Our School - Vision and Ethos At Captain Webb Primary School we take a collaborative approach to learning, by listening to, and involving, all people in our school community. ​ Every child is valued as an individual and encouraged to achieve and succeed in all that they do. ​ All people involved with Captain Webb Primary School are thoughtful and respectful of others, creating a nurturing environment to help us strive for success

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.

Свяжитесь с нами Чтобы отправить сообщение в офис школы, заполните и отправьте форму ниже. По всем вопросам обращайтесь к Джули Фолджер на нашей главной стойке регистрации с 8:30 до 15:30. Тел: 01952 386770 Успех! Сообщение получено. послать Начальная школа капитана Уэбба Уэбб Кресент, Доули Телфорд, TF4 3DU

Школьных обедов Взаимодействие с другими людьми Пожалуйста, ознакомьтесь с нашим школьным меню ужина ниже. Если вам потребуется дополнительная информация о школьных обедах, не стесняйтесь обращаться в офис школы.

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

Spelling Curriculum Statement Spelling at Captain Webb ​ Learning to spell has strong links with reading and writing. In reading, the children’s knowledge of the relationship between letters and sounds sets the foundations for them as spellers. Spelling is also a significant aspect of the writing element within the curriculum. If we want children to become confident writers, a strong understanding of spelling and spelling patterns is crucial. As stated in the National Curriculum (2014), it states that ‘Writing down ideas fluently depends on effective transcription: that is, on spelling quickly and accurately through knowing the relationship between sounds and letters (phonics) and understanding the morphology (word structure) and orthography (spelling structure) of words.’ At Captain Webb, we have adopted a whole-school approach to spelling that builds as the children move through the school. Read Write Inc Spelling In years Reception and Year 1 spelling is taught through RWI Phonics. The children in years 2 to 6 have daily spelling sessions which follow the Read Write Inc spelling programme. This programme follows on from the Read Write Inc. Phonics programme with the aim of getting every child to spell effortlessly. It is a standalone programme that has been designed to meet the requirements of the National Curriculum. . There is a daily teacher led spelling session of around 15–20 minutes. Children are assessed during the programme. There are Practice Tests which assess children’s spelling progress using the same format as the statutory assessments in England. This allows us to track individual children’s progress and identify units, words or concepts which we will need to re-teach. How does this programme support your child in learning to spell? ​ RWInc Spelling is an interactive programme which teaches spellings in a fun and engaging way. Each unit is introduced with a short video. It helps children to learn spellings with common patterns and uses rules in order to help them recall spellings as well as teaching exceptions to these rules. A short video to show RWI Spellings in practice. https://youtu.be/CuLGvjOTk6A ​ Daily Sessions consist of: Speed spell which tests children’s knowledge of words from previous units; Spelling Zone with an online introduction to the unit and rules and spelling patterns to be taught that week Dots and Dashes where children count phonemes and the recorded graphemes Rapid Recap of prior learning Word changes –by adding beginnings or endings to words (prefixes and suffixes) Words to Log and learn which helps children to log and learn new or unfamiliar words focusing on spelling patterns and rules. Rules are reviewed and practised through each unit until children can apply the rules in their own writing. Team teach and Four-in-a-row which help children assess their own progress; Jumping red/orange words which tests children’s knowledge of red and orange words (words from the word lists in the National Curriculum in England many of which are not able to be spelt by using sounds- these are often called the common exception , tricky words or High Frequency words). Challenge dictation sentences are available to challenge children to use new spellings. ​ Below, you will find the words banks for each unit of the spelling programme so you can print these and look at them at home with your child. Your child's class teacher will be able to let you know which spelling list they are currently working on at school. ​ Year 2 - Spelling Word Banks Read More Year 3 - Spelling Word Banks Read More Read More Year 4 - Spelling Word Banks Read More Year 5 - Spelling Word Banks Read More Year 6 - Spelling Word Banks Handy Tips for Supporting Your Child with Spelling ​ Practise spelling common exception words regularly. (Known as Red and Orange words) Revisit spellings from previous weeks. Ask your child to explain the rule for the week and get them to give you example words so that you can build up a word bank that can be referred to frequently. Make a note of the high frequency words which you notice your child is spelling wrong (remember that these are quite often RED WORDS and that you ‘Can’t fred a red!’) Play homophone games where you give them a word like right/write and they write you both spellings and show you on the sounds chart which graphemes they would choose to spell them right! Make sure they know which one is which! Play hold a sentence dictation where you give the child a short sentence with one of their spellings in which will help them to understand the meaning of the word and spell and punctuate correctly. Supporting Your Child’s Spelling at Home ​ To help you to support your children at home with their spellings on a weekly basis, the children will be given 6-8 spellings from the unit they are currently on which will follow a set pattern. They will be tested on these at the end of the week. In addition to these your child will also be given 6 red or orange words to learn from the National Curriculum word lists which are words the children are expected to know for their age range. To access a copy of the National Curriculum word list for each year group click on this link. ​ https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/239784/English_Appendix_1_-_Spelling.pdf ​ ​ Spelling Including Phonics Policy 23-25

Religious Education Curriculum Statement Religious Education Offer Pupils at Captain Webb Primary School are empowered to develop the hope and perseverance 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 2024-25 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.

Safeguarding at Captain Webb Primary School Meet the Safeguarding Team Report a Safeguarding Concern Safeguarding Information for Parents Safeguarding Information for Children Online Safety Information CSE/CCE (Child Sexual Exploitation/Child Criminal Exploitation) Prevent Key Safeguarding Documents Meet the Safeguarding Team At Captain Webb we have a team of safeguarding leads who work closely together to ensure all our children, and their families, are safe. Our safeguarding team can be contacted in person via the main office or by telephone on 01952 386770 ​ Designated Safeguarding Lead Overall responsibility for safeguarding at Captain Webb sits with Sarah Passey (our Headteacher) If you have any queries or concerns around the welfare of a child or any aspect of safeguarding at Captain Webb, the DSL is your first point of contact. ​ Deputy Safeguarding Leads ​ Where the DSL is unavailable, a Deputy DSL will take the lead on safeguarding across the School. We have a number of trained DDSLs to ensure that capacity and availability is maintained at all times. ​ Our Deputy DSL's are: Gemma Boden - Pastoral Manager Nicola Weston - Deputy Head Claire Watkins - Pastoral Support Jenny Wheatley - Pastoral Support Fran Tranter - OOH's ​ Safeguarding Governor ​ To ensure the governing body are able to monitor the safeguarding provision at Captain Webb they have appointed a Safeguarding Governor. The core responsibilities of the Safeguarding Governor are, along with the DSL: To ensure there are policies and procedures in place for appropriate action to be taken in a timely manner to safeguard and promote children's welfare; to feedback their findings to the full governing body; to undertake regular in-depth training to be able to advise the governing body on safeguarding matters. ​ Our safeguarding governor is Ms Jenny Kiernan ​ Designated Teacher for Children who are Looked After ​ Where children are looked after by the Local Authority, the Designated Teacher works with Children's Social Care to ensure the best possible outcomes, both academically and socially. Our Designated Teacher for Looked After Children is Sarah Passey. ​ Meet the Team BACK TO TOP Reporting a Concern Reporting a Concern ​ Captain Webb Primary School is committed to safeguarding and promoting the welfare of all our children. All adults visiting or working on site at Captain Webb have a part to play in ensuring we keep our children and each other safe. In order to protect children at Captain Webb we will; Create an atmosphere where all children feel safe, valued and listened to Recognise signs and symptoms of abuse in all forms- Act quickly and effectively when concerns around the welfare of our children are raised All adults working with our children will know that; They have a duty of care to safeguard all children whilst on site at Captain Webb Disclosures of abuse can happen at any time and to anyone in school They should immediately report any concerns around the welfare of a child to a member of the safeguarding team Their role is not to investigate any concerns raised ​ All staff log any safeguarding concerns directly onto CPOMS (Child Protection Online Management System). ​ Visitors on site If you become worried about a child or by something you see or hear whilst on your visit to our school this information must be shared with a safeguarding lead, within 10 minutes. A Concern Form should be completed to ensure clarity of information. There are Concern Forms located in every classroom, the staff room, and the school office. ​ Family Connect If you have concerns that a child is suffering abuse or harm of any description you can also report this directly to Family Connect on 01952 385385 BACK TO TOP Safeguarding Information for Parents Our Designated Safeguarding Lead is: Gemma Boden Our Deputy Designated Safeguarding Leads are: Sarah Passey Nicola Weston Claire Watkins Jenny Wheatley Fran Tranter If you wish to discuss or pass on any concerns you have regarding safeguarding and child protection please contact our Safeguarding Team through the school office. ​ Captain Webb Primary School follows the Telford and Wrekin Safeguarding Boards procedures. The school will endeavour to discuss all concerns with parents about their children. However, there may be exceptional circumstances when the school will discuss concerns with social care and/or the Police without prior parental consent. We always aim to maintain a positive relationship with all parents. Captain Webb Primary has a wide range of safeguarding and health and safety guidance and procedures in place to protect all our pupils and ensure their welfare. The governors and staff annually review and monitor these policies which include safeguarding, anti-bullying, behaviour, security, first-aid and e-safety. In accordance with statutory guidance, all staff regularly attend Child Protection training and refresher sessions on the procedures to follow for suspected incidents of abuse. All staff are trained in Evacuation, Invacuation and Lockdown Procedures and these procedures are practiced in school over the academic year. The Academy works with a number of agencies to safeguard and protect individual pupil’s welfare. Robust safer recruitment guidelines are followed with regard to recruitment and all staff and regular volunteers undergo DBS checks to assess their suitability. Our full Safeguarding Policy and procedures are available on our website here and from the office on request. Other useful websites to support parents and families to keep children safe: ​ NSPCC Online Safety Advice for Parents Download the NSPCC online safety bookmark here Let's Stop Abuse Together - advice and support site to help keep children safe from sexual abuse. The site includes advice for parents and carers on spotting the signs of sexual abuse and speaking to your child about relationships and safety. It also signposts to sources of further support for children, adults and professionals including the NSPCC helpline and Childline. Childnet - Parent/Carer toolkit Common Sense Media - advice re age ratings/restrictions on films, games etc. Internet Matters - help and support for parents of young teenagers BACK TO TOP Safguarding for parents Safegarding for children Safeguarding Information for Children ​ If you are being hurt, treated in a way that makes you feel scared or unsafe, or you feel very alone or unhappy, please tell someone about it so they can try to help you. Talk to someone you can trust, like your class teacher or one of our Pastoral Team (Mrs Boden. Mrs Watkins, or Mrs Wheatley) . Any member of staff in school will listen to you and support you, and talk through what can be done to help sort things out. ​ Remember that you can ring ChildLine anytime on 0800 1111 ​ What to do about bullying ​ If you are being bullied by another child please tell someone. Bullying can happen to anyone, at any age, at school, at home, on the bus, in the street, online, or via your mobile phone. It might be that someone pushes you around, talks about you, teases you, makes fun of you, hits you or calls you names. No one has the right to hurt you or make you feel bad, and if you are being bullied you don't have to put up with it, you can talk to someone and get something done about it. Talk to a teacher, your mum, your dad, or someone else in your family. You could talk to someone at Childline - ring their freephone number 0800 1111. Cyber bullying is when people are nasty online or on a mobile phone. It is against the law to bully someone in this way and it can be stopped. Click on the names of the websites below for more information and advice: Childline Bullying Advice Thinkuknow - information for different age groups, and you can report abuse here CEOP - advice on reporting online abuse UK Safer Internet Centre BACK TO TOP Prevent Duty ​ What is the Prevent strategy ? ​ Prevent is a government strategy designed to stop people becoming terrorists or supporting terrorist or extremist causes. The Prevent strategy covers all types of terrorism and extremism, including the extreme right wing, violent religious groups and extremist support of other causes. ​ How does the Prevent strategy apply to schools? ​ From July 2015 all schools (as well as other organisations) have a duty to safeguard children from radicalisation and extremism. This means we have a responsibility to protect children from extremist and violent views the same way we protect them from drugs or gang violence. Importantly, we can provide a safe place for pupils to discuss these issues so they better understand how to protect themselves. ​ What does this mean in practice? ​ Many of the things we already do in school to help children become positive, happy members of society also contribute to the Prevent strategy. These include: Exploring other cultures and religions and promoting diversity. Challenging prejudices and racist comments Developing critical thinking skills and a strong, positive self -identity. Promoting the spiritual, moral, social and cultural development of pupils, as well as British values such as democracy. We will also protect children from the risk of radicalisation, for example by using filters on the internet to make sure they can’t access extremist and terrorist material, or by vetting visitors who come into schools. ​ Different schools will carry out the Prevent duty in different ways, depending on the age of the children and the needs of the community. ​ Frequently Asked Questions ​ How does Prevent relate to British values? ​ Schools have been required to promote British values since 2014, and this will continue to be part of our response to the Prevent strategy. ​ British values include: Democracy The rule of law Individual liberty and mutual respect Tolerance of different faiths and beliefs. Isn’t my child too young to learn about extremism? ​ The Prevent strategy is not just about discussing extremism itself, which many not be appropriate for younger children. It is also about teaching children values such as tolerance and mutual respect. ​ Is extremism really a risk in our area? ​ Extremism can take many forms, including political, religious and misogynistic extremism, Some of these may be a bigger threat in our area than others. ​ We will give children the skills to protect them from any extremist views they may encounter. ​ KEY TERMS ​ Extremism - vocal or active opposition to fundamental British values such as democracy, the rule of law and tolerance of different faiths and beliefs. ​ Ideology - a set of beliefs ​ Terrorism - a violent action against people or property, designed to create fear and advance a political, religious or ideological cause. ​ Radicalisation - the process by which a person comes to support extremism and terrorism. ​ Where to go for more information? ​ Contact Mrs Boden through the School office. ​ If you have any questions or concerns about the Prevent strategy and what it means for your child please do not hesitate to contact the School. ​ You will find more information about spiritual, moral, social and cultural development and British values on our website. ​ Prevent Risk Assessment - April 2024 ​ External Sources The following sources may also be useful for further information: https://www.gov.uk/government/publications/prevent-duty-guidance/revised-prevent-duty-guidance-for-england-and-wales ​ Frequently asked questions, Prevent for schools www.preventforschools.org ​ What is Prevent? Let’s Talk About It www.ltai.info/what-is-prevent ​ BACK TO TOP Prevent Duty Key Safeguarding Documents Safeguarding Policies These are our main Safeguarding Policies. All our other Safeguarding Policies can be found on our Policies Page Staff Equality Policy - Oct 24 - Oct 25 Read More Child Sexual Exploitation - a Guide for Parents Read More Whistle Blowing Policy - Sep 24 - Sep 25 Read More Pupil Equality Policy - Oct 24 - Oct 25 Read More Child on Child Abuse Policy - Nov 23 - Nov 24 Read More Parent Code of Conduct Policy - Sep 24 - Sep 25 Read More Procedures for Managing safeguarding Concerns and Allegations - Apr 23 Read More Child Protection Policy - Sep 24 - Sep 25 Read More Keeping Children Safe in Education - Sep 24 - Sep 25 Read More Children's Emotional Health and Well being Policy - Sep 23 Read More BACK TO TOP

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 Karen Jones Reception TA Mrs Sam Brannon EYFS Leader Reception Teacher Miss Sophie Cecil Reception TA Miss Louise Hallybone Pre-School 1 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 Staff Supervision Policy Sep 2024 See More Sleep Policy Sept 2024 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 Framework Overview - Nursery