Search Results

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

PROTECTED CHARACTERISTICS PROMOTING THE NINE PROTECTED CHARACTERISITICS The Equality Act became law in 2010. It covers everyone in Britain and protects people from discrimination, harassment and victimisation. The Equality Act protects people against discrimination because of the protected characteristics that we all have. Under the Equality Act, there are nine protected characteristics: Age Disability Gender reassignment Race - including colour, nationality, ethnic or national origin Religion or belief Marriage or civil partnership Sex Sexual orientation Pregnancy and maternity No form of discrimination is tolerated at Captain Webb Primary School and our pupils show respect for those who share the protected characteristics. We do not teach about all the protected characteristics in every year group. The curriculum is planned and delivered so that our pupils develop age appropriate knowledge and understanding during their time at Captain Webb Primary School (see below). Each year group also have a selection of books to support in the delivery of the nine Protected Characteristics. Protected Characteristics - Content by year group. Nursery Reception Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Captain Webb Primary School Equality Policies Pupil Equality Policy Staff Equality Policy

Vue parente 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.

Policies Safeguarding Policies Staff Equality Policy - Oct 24 Read More Child Sexual Exploitation - a Guide for Parents Read More Whistle Blowing Policy - Sep 24 Read More Pupil Equality Policy - Oct 24 Read More Child on Child Abuse Policy - Nov 24 Read More Parent Code of Conduct Policy - Sep 24 Read More Procedures for Managing safeguarding Concerns and Allegations - Apr 23 Read More Child Protection Policy - Sep 24 Read More Keeping Children Safe in Education - Sep 24 Read More Children's Emotional Health and Well being Policy - Sep 24 Read More Behaviour Principles Written Statement - Nov 23 - Nov 24 Read More Anti Bullying Policy - Nov 24 Read More Social Media Policy - Sep 24 Read More Safer Recruitment Policy - Nov 24 Read More Domestic Abuse Policy - Sep 24 Read More Behaviour Policy - Sep 24 - Sep 25 Read More Online Safety Policy - Nov 23 - Nov 25 Read More Safeguarding Supervision Policy - Nov 21 Read More Child in Care Policy - Nov 24 Read More Visitors Policy - Jan 24 Read More Suicide Intervention Policy - Sep 24 Read More Children Missing From Education Protocol - Dec 24 Read More Our Safeguarding Team 2024 Read More Physical Intervention Policy - Sep 24 Read More Finance and Admin Policies Attendance Policy - Sept 24 - Sept 25 Read More School Fund Audit (Sep 23 - Aug 24) Read More Governors and Staff Allowance Policy - Nov 23 - Nov 24 Read More Unreasonable/Vexatious Complaints Policy - Sep 2024 Read More Debt Policy - Nov 24 Read More Complaints Policy - Oct 24 Read More Gifts and Hospitality Policy - Oct 21 Read More Charges and Remissions Policy - Oct 23 - Oct 24 Read More SEND Policies SEND Information Report - June 23 June 24 Read More Accessibilty Plan Read More SEND Brochure Read More SEND Policy - Jul 24 -Jul 25 Read More Information Governance Policies Pupil/Parent Privacy Notice Read More Parental Consent Form Read More Information Sharing Policy - Mar 23 -Mar 24 Read More Mobile Phone Policy - Sep 23 Read More Data Protection Policy - Sep 24 Read More FOI Policy - Sep 21 Read More FOI Model Publication Scheme Read More Health and Safety Policies Site Security Annual Review document 2024 Read More Asbestos Management Plan - Sep 24 - Sep 25 Read More Asthma Policy - Nov 21 Read More Supporting Children With Medical Needs Policy - Oct 21 Read More Administration of Medication Policy Nov 23 - 24 Read More First Aid Policy - Nov 23 - Nov 24 Read More Health and Safety Policy - Nov 23 - Nov 24 Read More Fire Safety Policy - Nov 23 Nov 24 Read More School's Emergency Plan - Sep 23 - Sep 24 Read More Infection Control Policy - Jan 24 - Jan 25 Read More

Objectifs d'égalité À l'école primaire Captain Webb, nous nous engageons à garantir l'égalité des chances pour tous les élèves, le personnel, les parents et les soignants, indépendamment de la race, du sexe, du handicap, des croyances, de l'orientation sexuelle, de l'âge ou de l'origine socio-économique. Nous visons à développer une culture d'inclusion et de diversité dans laquelle tous ceux qui sont liés à l'école se sentent fiers de leur identité et de leur capacité à participer pleinement à la vie de l'école. Nous luttons contre la discrimination par la promotion positive de l'égalité, en remettant en cause l'intimidation et les stéréotypes et en créant un environnement où il y a du respect pour tous. À l'école primaire Captain Webb, nous pensons que la diversité est une force qui doit être respectée et célébrée par tous ceux qui apprennent, enseignent et nous rendent visite. Égalité dans l'enseignement et l'apprentissage : Nous offrons à tous nos élèves la possibilité de réussir et d'atteindre le plus haut niveau de réalisation personnelle. Nous le faisons en : Assurer l'égalité d'accès pour tous les élèves et les préparer à vivre dans une société diversifiée. Promouvoir des attitudes et des valeurs qui remettent en cause tout comportement ou préjugé discriminatoire Offrir aux élèves la possibilité d'apprécier leur propre culture et de célébrer la diversité des autres cultures Chercher à impliquer tous les parents dans le soutien à l'éducation de leur enfant Utiliser des approches pédagogiques adaptées à l'ensemble de la population scolaire, inclusives et représentatives de nos élèves. Égalité dans les admissions et les exclusions Nos modalités d'admission sont justes et transparentes et ne font aucune discrimination fondée sur la race, le sexe, la religion, les croyances, le handicap et/ou le milieu socio-économique. Égalité des chances pour le personnel Toutes les nominations et promotions du personnel se font sur la base du mérite et de l'aptitude et dans le respect de la loi. L'école a une politique d'égalité distincte qui est examinée par les hauts dirigeants. Veuillez lire ceci pour plus de détails si vous le souhaitez. Staff Equality, Equity and Diversity Policy Oct 24 Pupil Equality, Equity and Diversity Policy Oct 24

Finances de l'école Budget délégué par le gouvernement de l'école primaire Captain Webb : Veuillez trouver ci-dessous un lien vers le service d'analyse comparative financière des écoles DfE. Ce site vous permettra d'évaluer comment nous dépensons notre budget alloué et dans quelle mesure ces dépenses sont efficaces pour garantir les meilleurs résultats pour nos élèves. Vous pouvez également utiliser les informations fournies sur ce site pour voir comment nous comparons les revenus et les dépenses à d'autres établissements d'enseignement similaires. Site d'analyse financière des écoles Gov.uk Compte du fonds scolaire de l'école primaire Captain Webb : Veuillez trouver ci-dessous une copie des derniers comptes du School Fund Account des écoles. Ce compte est l'endroit où nous gérons tous les revenus des parents, les fonds collectés et les dons à l'école Financial Policies Attendance Policy - Sept 24 - Sept 25 Read More School Fund Audit (Sep 23 - Aug 24) Read More Governors and Staff Allowance Policy - Nov 23 - Nov 24 Read More Unreasonable/Vexatious Complaints Policy - Sep 2024 Read More Debt Policy - Nov 24 Read More Complaints Policy - Oct 24 Read More Gifts and Hospitality Policy - Oct 21 Read More Charges and Remissions Policy - Oct 23 - Oct 24 Read More We are required to publish the following information: How many school emloyees (if any) have a gross annual salary of £100,000 or more in increments of £10,000. Annual Salary Number of Staff £100,000 – £110,000 0 £110,000 – £120,000 0 £120,000 – £130,000 0

Welcome to Captain Webb Primary School and Nursery. We educate children from 2 - 11 years old. Ofsted rated GOOD. Bienvenue à École primaire Captain Webb Au nom de tous les enfants, du personnel et des gouverneurs, je vous souhaite chaleureusement la bienvenue sur notre site Web. C'est un grand privilège pour moi d'être le directeur de l'école primaire et maternelle Captain Webb, une école dont je suis extrêmement fier. Chez Captain Webb, nous offrons à nos élèves un environnement d'apprentissage convivial, favorable et sûr. Nous encourageons l'amour de l'apprentissage et veillons à ce que chaque individu atteigne son plein potentiel. Nous nous efforçons de permettre à tous nos enfants d'atteindre leur potentiel en leur fournissant un programme d'études large et équilibré basé, dans la mesure du possible, sur des expériences de la vie réelle ; qui enflamment l'imagination et la passion d'apprendre. Nous considérons tous les enfants comme des individus et notre personnel vise à trouver et à développer leurs forces afin d'encourager et de favoriser les talents car nous croyons en la réussite de tous, que ce soit dans le sport, les arts ou les études. Nous considérons l'éducation comme une entreprise commune, impliquant tout le monde : les enfants, les parents, le personnel, les gouverneurs et la communauté au sens large. Nous espérons pouvoir compter sur votre coopération et votre soutien dans ce partenariat ; sachant qu'ensemble, nous pouvons offrir le meilleur à chaque enfant. Notre école est une communauté d'apprentissage où chaque individu travaille dur pour donner le meilleur de lui-même. Nous encourageons positivement l'apprentissage tout au long de la vie et visons continuellement l'excellence. J'espère que vous apprécierez de visiter notre site Web. Il vous donnera un avant-goût de la vie scolaire et un aperçu de la gamme d'activités et d'opportunités disponibles, ainsi que de nombreuses informations utiles pour les parents et les tuteurs. Nous serions ravis si vous souhaitez venir nous rencontrer, faire un tour, voir les enfants au travail et découvrir comment votre enfant pourrait s'épanouir ici. N'hésitez pas à contacter le secrétariat de l'école, je serais ravi de vous accueillir à tout moment. Mme S Passey Chef enseignant Rejoignez nous sur facebook Restez au courant de toutes nos actualités, en l'occurrence, sur la page facebook de l'école primaire Captain Webb. Lire la suite

Sécurité en ligne 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.

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.

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.

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

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