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Maths 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 for mathematics is to teach a rich, balanced and progressive curriculum that helps children develop an ability to solve problems, to reason, to think logically and to work systematically and accurately. We believe that equipping our children with fundamental maths skills will pave pathways to creating resilient, forward-thinking learners, who will continue to build upon these skills in every key stage. Through our maths learning, we provide opportunities which cater for the needs of all individuals and sets them up with the necessary skills and knowledge for them to become successful in their future adventures. We aim to prepare them for a successful working life; we incorporate sustained levels of challenge through varied and high quality activities that use maths to reason, problem solve and develop fluent conceptual understanding in each area ​ Implementation Our pupils leave Captain Webb with the knowledge and skills required to be great and confident mathematicians by embedding a curriculum that allows children to better make sense of the world around them by making connections between mathematics and everyday life. We teach the National Curriculum by adopting the White Rose Maths scheme as a planning tool, but we adapt according to the need of our pupils. This adaptation is based upon summative assessment gap information, ongoing formative teaching judgements and pupil feedback. This ensures that skills and knowledge are built on year by year and sequenced appropriately to maximise learning for all children. ​ Our knowledge-based curriculum introduces new mathematical concepts using a ‘Concrete, Pictorial and Abstract’ approach; enabling all children to experience hands-on learning when discovering new mathematical topics, and allows them to have clear models and images to aid their understanding. Declarative knowledge (arithmetic and basic math skills) is taught daily so that pupils know useful facts and formulae and develop an understanding of relationships and familiar patterns. Procedural knowledge is greatly linked to our calculation policy and enables our pupils to process mathematical information accurately and at speed. Finally, conditional knowledge allows children to apply and embed their knowledge through challenging, rich and sophisticated problems ​ Select to see our long-term and medium term plans below: Read More Nursery - Medium Term Plans Read More Year R - Medium Term Plans Read More Year 1 - Medium Term Plans Read More Year 2 - Medium Term Plans Read More Year 3 - Medium Term Plans Read More Year 4 - Medium Term Plans Read More Year 5 - Medium Term Plans Read More Year 6 - Medium Term Plans Year 1 - Long Term Plans Year 2 - Long Term Plans Year 3 - Long Term Plans Year 4 - Long Term Plans Year 5 - Long Term Plans Year 6 - Long Term Plans Mathmatical Vocabulary Progression Document 2022.23 Key Knowledge Skills 2022.23 Impact Mathematics is an important creative discipline that helps children to understand and change the world. This is supported by the opportunities we provide to develop cultural capital. We do this across the curriculum and throughout the school by: Organising events such as STEM Week, allowing pupils to apply their knowledge and skills to cross-curricular concepts or topics Working with global companies such as HSBC to promote financial skills for work, learning and life Giving children the opportunity to use money in real-life contexts (having spending money on trips or going to the local sweet shop in Year 2) Our contextual activities in maths at the end of each unit link to a real-life context which gives children a clear understanding of the importance and purpose of mathematical skills Year 6 undertake an Enterprise project which gives them the opportunity to work with a budget; plan, design and make a product; market a product; engage in the selling process and finally, calculate and understand the importance of profit. Maths Policy 2022.23 Maths - Number Formation Policy 2022.23 Calculation Policy 2022.23 Pre-Calculation Policy 2022.23 Jottings Policy 2022.23 Multiplication Planner 2022.23 KIRF Progression Document 2022.23 YEAR 4 MULTIPLICATION PROGRESS CHECK “Leaving primary school with a fundamental grasp of basic numeracy is as important as leaving being able to read. And just as the phonics check has helped more children learn to read, this will ensure more pupils know their times tables.” Nick Gibb, schools minister. In June each year, Year 4 pupils are required to sit a multiplication tables check (MTC). This test is online and will require the children to answer 25 questions on their multiplication knowledge from two to twelves times table. Pupils are given 6 seconds per question with three seconds rest between each question, so the test should last less than 5 minutes. The MTC will establish which pupils’ times table knowledge is at the expected level and will also help identify which pupils are struggling with their times tables so they can get extra support. To help your child prepare for these checks, we progressive introduce multiplication facts from year 1 with the expectation that all facts will be known by the end of Year 4. (See the multiplication Planner). As a school, we also use Time Table Rock Stars. This is an interactive online program which allows your child to practice key facts at speed and allows the teacher to see which facts the children are having difficulty with. Questions on the six, seven, eight, nine and twelve times table are more likely to come up most often and as these are the hardest for most children to learn, it is a good idea to focus on learning these tables with your child. For more information regarding the multiplication tables check, please click the link below. https://www.gov.uk/government/publications/multiplication-tables-check-information-for-parents ​ KIRF (Key Instant Recall Facts) At Captain Webb Primary we practise KIRF (Key Instant Recall Facts) daily as part of our Maths Lessons. We strongly believe that knowing these facts is a gateway to become confident mathematicians. The aim is for children to recall these facts instantly as this will not only allow them to access the Maths Curriculum with ease, but also build their sense of number and confidence when working with number. To help your child achieve this crucial fluency target, we ask that you help your child to complete some KIRF based activity at least four times a week as part of our reward homework scheme. Autumn Term 1st Half - 2022.23 Autumn Term 2nd Half - 2022-23 Spring Term 1st Half - 2022-23 Spring Term 2nd Half - 2022-23 Summer Term 1st Half - 2022-23 Summer Term 2nd Half - 2022-23

Sécurité en ligne Safer Internet Day 2023 This year we once again took part in Safer Internet Day! Our teachers made sure we had space to talk about what devices we use to access the internet, what we do when we are online, what we like about using the internet and what our worries are. We recorded our thoughts and added them to the Safer Internet Day ‘Video Wall’ where industry leaders and online safety experts will listen to our voices! Click here to watch the videos on what each class did for Safer Internet Day Nos enfants vivent désormais dans un « Village mondial » et il est important que nous travaillions ensemble pour garantir la sécurité de nos enfants à la fois dans le monde réel et en ligne. ​ ​ Comment nous assurons la sécurité des enfants en ligne ​ À l'école primaire Captain Webb, les enfants apprennent à rester en sécurité en ligne en étant conscients de leur conduite (leur propre comportement en ligne), en sachant ce qu'est et comment trouver un contenu approprié et les risques de contact de la part des personnes qu'ils connaissent et des personnes qu'ils connaissent. ne sais pas. ​ La sécurité en ligne est liée à chaque unité de notre programme informatique (voir ci-dessous). Nous bloquons une semaine entière de travaux thématiques pour que les enfants apprennent les aspects spécifiques à l'âge de la sécurité en ligne pendant la « Semaine pour un Internet plus sûr » et l'école est visitée par plusieurs agences extérieures (telles que la NSPCC, Google et la police locale) pour se renseigner sur les problèmes de sécurité en ligne. Notre conseil étudiant joue un rôle actif dans les discussions et la prise de décision concernant tous les aspects de la sécurité, y compris la sécurité en ligne. ​ Nous jouons un rôle actif auprès des parents, rencontrant régulièrement toute personne susceptible d'avoir des inquiétudes quant à la sécurité de son enfant sur Internet. Si vous avez des inquiétudes concernant la sécurité en ligne, n'hésitez pas à nous contacter et à venir parler à l'un de nos experts en sécurité en ligne. ​ ​ ​ ​ ​ ​ ​ ​ ​ Conseils pour assurer la sécurité de votre enfant en ligne : ​ Sachez ce que vos enfants font en ligne et à qui ils parlent. Demandez-leur de vous apprendre à utiliser des applications que vous n'avez jamais utilisées. Garder l'ordinateur dans une salle familiale signifie que vous pouvez partager l'expérience en ligne de votre enfant – et qu'il est moins susceptible d'agir de manière inappropriée (c'est-à-dire via une webcam). Aidez vos enfants à comprendre qu'ils ne doivent jamais donner de détails personnels à des amis en ligne - les informations personnelles incluent leur identifiant de messagerie, leur adresse e-mail, leur numéro de téléphone portable et toute photo d'eux-mêmes, de leur famille ou de leurs amis. Si votre enfant publie une photo ou une vidéo en ligne, tout le monde peut la modifier ou la partager. Rappelez-leur que n'importe qui peut regarder leurs images et qu'un jour un futur employeur pourrait le faire ! Si votre enfant reçoit des spams/courriers indésirables et des SMS, rappelez-lui de ne jamais les croire, répondez-y ou utilisez-les. Ce n'est pas une bonne idée que votre enfant ouvre des fichiers provenant de personnes qu'il ne connaît pas. Ils ne sauront pas ce qu'ils contiennent - cela pourrait être un virus, ou pire - une image ou un film inapproprié. Aidez votre enfant à comprendre que certaines personnes mentent en ligne et qu'il est donc préférable de garder les amis connectés en ligne. Ils ne devraient jamais rencontrer d'étrangers sans un adulte en qui ils ont confiance. Gardez toujours la communication ouverte pour qu'un enfant sache qu'il n'est jamais trop tard pour dire à quelqu'un si quelque chose le met mal à l'aise. Apprenez aux jeunes comment bloquer quelqu'un en ligne et comment le signaler s'il se sent mal à l'aise. ​ Sites Web utiles Ces sites Web peuvent vous être utiles si vous souhaitez en savoir plus sur la sécurité sur Internet : www.ceop.gov.uk - Le Centre contre l'exploitation des enfants et la protection en ligne (CEOP) se consacre à l'éradication des abus sexuels sur les enfants. Il s'agit d'une agence gouvernementale qui fait partie de la police britannique et qui s'occupe principalement de suivre et de traduire les délinquants en justice, directement ou en partenariat avec les forces locales et internationales. www.thinkuknow.co.uk - Le Centre contre l'exploitation des enfants et la protection en ligne (CEOP) a mis en place son propre site Web éducatif qui a été conçu et écrit spécifiquement pour les enfants, les jeunes, les enseignants, les parents et les soignants. www.kidsmart.org.uk - Kidsmart est un site Web de sécurité Internet primé pour les parents et ceux qui travaillent avec des enfants. Il a été développé par l'association caritative Internet pour enfants Childnet International et contient d'excellentes informations sur de nombreuses technologies utilisées par les enfants, avec des conseils sur la façon de « rester en sécurité » en ligne. http://parents.vodafone.com/ - Vodafone a développé ce site Web en collaboration avec mumsnet. Il est très accessible et fournit des informations et des conseils aux parents pour comprendre le monde numérique de leur enfant et pour s'impliquer davantage. Il y a même un test en ligne pour voir combien vous en savez ! Physical Security Systems we have in place In addition to teaching our children how to stay safe online we have installed, on our internet and IT systems, several security systems to block and filter out any inappropriate content: SOPHOS – For email filtering/blocking. This is used to detect phishing emails, or inappropriate content. Windows virus and threat detection – Virus protection, configured and looked after by the Local Authority 3rd line network techs Smoothwall – Our firewall, which allows/blocks things throughout the network on any device. This is when webpages get blocked etc. to stop children accessing inappropriate material online. We have general computer settings on all devices, which restricts certain actions on the equipment such as downloading programmes etc. In addition we also have installed SENSO which offers top-level overview and reporting of all violations across a single or multi-site setup, Senso's safeguarding software is able to deliver unparalleled insight into a users actions and behaviours using advanced AI driven visual threat analysis. It is installed on every device and runs in the background. if it detects any inappropriate language use, internet searches etc. it takes a screen shot of the activity, and sends a report to the Head and the SBM. ​ Online Safety Policy 2022.23 Computing Policy 2022.23 June 2023 Read More May 2023 Read More

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 ​ ​

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

Postuler pour une place à l'école primaire et maternelle Captain Webb Si vous souhaitez demander à votre enfant une place dans une école primaire ou une crèche Captain Webb, nous vous encourageons à contacter l'école et à prendre rendez-vous pour vous et votre enfant afin de venir nous rendre visite. De cette façon, vous pouvez parcourir notre site, être présenté au personnel et poser toutes les questions que vous pourriez avoir. ​ Veuillez téléphoner à Julie au 01952 386770 et elle organisera cela pour vous ​ Si vous décidez d'envoyer vos enfants chez Captain Webb, vous pouvez leur demander une place. Veuillez suivre les instructions ci-dessous : École primaire ​ Pour demander une place à l'école primaire Captain Webb, vous devez contacter l'équipe des admissions de l'autorité locale. En tant qu'école maintenue, la politique d'admission de l'école primaire Captain Webb est déterminée par l'autorité locale, le conseil de Telford et Wrekin, et ils fixent les critères d'admission et attribuent les places, qu'il s'agisse de places d'accueil ou de transferts en milieu d'année (c'est-à-dire venant d'une autre école ). En tant que tels, ils sont également responsables du traitement des appels en cas d'échec des candidatures. ​ Pour plus d'informations sur la candidature à une place dans une école et pour en savoir plus sur les modalités d'admission, veuillez visiter leur site Web . ​ Le LA nous informera que vous avez demandé une place, puis nous avisera si vous avez réussi. ​ Une fois que vous réussissez l'école vous demandera alors de compléter notre école en interne Formulaire de demande, ce qui nous a fournit des informations sur tous les contacts, les besoins médicaux et les consentements dont nous avons besoin. Nous vous demanderons également de fournir une preuve d'identité pour vous-même (normalement un permis de conduire ou un passeport) et pour votre enfant (acte de naissance). Ces informations sont ensuite enregistrées et stockées conformément à la loi sur la protection des données....voir Protéger vos données Les premières années ​ L'admission à notre crèche est déterminée par l'école. Notre cadre Petite enfance accueille les enfants à partir de 2 ans jusqu'à l'accueil. Nous proposons des places financées par le gouvernement et par le secteur privé et vendons une couverture enveloppante pour ceux qui ont besoin d'heures supplémentaires. ​ Pour les candidatures à notre établissement de la petite enfance, remplissez le formulaire de candidature ci-dessous et envoyez-le par e-mail ou par la poste à notre école . Alternativement, vous pouvez contacter Julie (01952 386770) et elle fera en sorte qu'un formulaire de demande soit disponible pour la collecte ou qu'il vous soit envoyé. ​ Pour plus d'informations sur les places financées, contactez le secrétariat de l'école au 01952 386770 et vous serez mis en relation avec Gemma qui gère les admissions et l'administration de la crèche. Une fois qu'il aura été déterminé que nous avons suffisamment d'espaces pour répondre à vos besoins, Gemma discutera avec vous d'une date de début. Nous vous demanderons également de fournir une preuve d'identité pour vous-même (normalement un permis de conduire ou un passeport) et pour votre enfant (acte de naissance). Ces informations sont ensuite enregistrées et stockées conformément à la loi Informatique et Libertés....voir Protection de vos données ​ De plus amples informations sur le droit au financement pour les 2 et 3 ans sont également disponibles sur www.telford.gov.uk , Nursery Application Form

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 2022.23 History Skills and Knowledge Progression Plans 2022.23 History Focussed Strand Grid 2022.23

2 Year Old's (Day Care) We have a well established curriculum for our 2 year olds, that is planned by our highly professional, experienced and qualified staff who take each opportunity to meet the individual needs of their children. The Pre-School Manager and EYFS Lead Teacher work closely with staff to ensure that planning and delivery is of the highest quality. This close working relationship will also ensure an effective and efficient transition into the rising 3’s room and beyond into reception. Here at Captain Webb we offer our 2 year olds a range of different experiences that supports their communication and language, physical development and their overall confidence such as, as weekly profession music teacher form ‘Music Minors Company’, a P.E. session with our Cross Bar coaches, weekly sessions in our onsite forest school and a weekly yoga session from our qualified toddler yoga teacher and room leader. We ensure that our staff: child ratio 1:4 for children aged 2 – 3, and 1:8 for children aged 3 – 4 years are upheld and often exceeded. 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. 9:15 (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. 9:30 (1:00) - Dough Disco. This session focuses on the children’s fine motor control. 9:45 (1:15) – 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. 11:15 (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. 11:30 (3:00) – Rhyme time. The 2 year old have specific rhymes that are planned for across the year. 11:45 (3:15) – Home time. This is an additional opportunity for parents to talk to staff about their child. Each parent will received a daily form which gives specific information about their child’s day. *We offer a quiet and peaceful environment for any children who are still having naps in the afternoon. These are supervised by a member of staff at all time and a sleep record is kept for each child. 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. Bag of spare clothes (pants, socks, trousers/skirt and top). Nappies, we do provide wet wipes but if your child requires something specific, please inform the staff. Barrier creams will be applied with permission and will need to be provided by you. 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 experiencing project learning opportunities. We often celebrate events in these sessions such as Christmas or valentines day with parents and carers. This children have a fun non-competitive sports day in the last summer term. 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. Our Snack Menu 2 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

Relations et éducation sexuelle Jigsaw PSHE à l'école primaire Captain Webb ​ À l'école primaire Captain Webb, nous utilisons Jigsaw pour dispenser notre programme PSHE. Jigsaw rassemble l'éducation personnelle, sociale, sanitaire et économique, la littératie émotionnelle, les compétences sociales et le développement spirituel dans un programme de leçon par semaine. Conçu comme une approche globale de l'école, Jigsaw propose un programme d'apprentissage complet pour la phase préparatoire à la sixième année. Relations et éducation sexuelle ​ Dans notre école, nous dispensons des relations et une éducation sexuelle à travers le programme de travail Jigsaw, dont la qualité est assurée par l'association PSHE. Ci-dessous, vous pouvez voir un aperçu du programme d'études sur les relations et l'éducation sexuelle de chaque groupe d'année et voir comment il est lié à PSHE et aux aspects sociaux et émotionnels de l'apprentissage. Veuillez également trouver un « Guide des parents » sur les relations et l'éducation sexuelle qui a été produit par Jigsaw. RSE Policy 2022.23 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 Pour plus d'informations sur le programme PSHE que nous suivons, veuillez contacter le bureau de l'école pour prendre rendez-vous avec le membre du personnel concerné en utilisant les coordonnées ci-dessous. Cliquez sur l'image ci-dessus pour accéder au guide des parents et tuteurs

Reception Classes Children in Reception are provided with a range of rich, meaningful first-hand experiences in which they can explore, think creatively and are active. This starts with a memorable experience for each topic we are learning about. You will see this in our Long Term Overview. Children also take part in weekly Forest School sessions, that offer children opportunities to achieve and develop through hands on learning experiences. ​ All Early Years children have extensive opportunities to play. We recognise the importance of learning through play and the provision of stimulating, practical experiences. The children take part in adult-directed, adult-led, child-led and child-initiated play. Each class is taught by a teacher and have teaching assistants to support your child’s learning. ​ We also believe that to prepare children for learning in later years they need to experience sessions of adult led focussed teaching, particularly in the areas of writing, maths and phonics. We follow the Read, Write inc programme each day for our phonics. We strive as Early Years practitioners to create a balance between play based learning and a more formal adult led structure. Children are taught as a whole class for short, regular sessions during the day and are then given opportunities each day to work both with an adult and to access their own learning and work independently within the environment. ​ We encourage our children to be independent learners, and they are encouraged to select activities of their choosing from around both the indoor and outdoor environments. Adults plan exciting stimuli each week for the different areas of the environment to try and focus and move learning forward. Curriculum Framework Overview - Year R Maths Pre-Calulation Policy Reception Medium Term Lesson Plans Autumn Term 1 Autumn Term 2 Spring Term 1 Spring Term 2 Summer Term 1 Summer Term 2

Curriculum Subjects You can read more information about each subject that we teach, how we plan lessons, and how we manage the learning progression, by selecting from the links below: Art Computing Cultural Capital D&T Geography History Maths (including KIRF) MFL Music PE Phonics PHSE RE Reading RSE Science Spelling Writing

Fréquentation scolaire ​ ​ ​ Buts et cibles Le Conseil d'administration de Captain Webb Primary accorde une haute priorité à l'atteinte des normes et estime qu'une excellente assiduité et ponctualité des élèves sont essentielles. Pour que les enfants réalisent leur potentiel, les élèves doivent être très motivés pour apprendre et désireux et désireux d'aller à l'école. Une fréquentation régulière et ponctuelle établira de bonnes habitudes qui les soutiendront tout au long de leur vie. Pour y parvenir, les gouverneurs et le personnel s'engagent à travailler en partenariat avec les parents pour s'assurer que l'école atteint un MINIMUM de 96% de présence dans toute l'école. ​ Le gouvernement attend de nous : • Favoriser une bonne assiduité et réduire les absences, y compris les absences persistantes (moins de 90 %) ; • Veiller à ce que chaque élève ait accès à l'enseignement à temps plein auquel il a droit ; • Agir tôt pour régler les problèmes d'absence. L'école primaire Captain Webb travaille en partenariat avec les parents et l'autorité locale pour améliorer la fréquentation scolaire. ​ L'absence perturbe l'éducation de l'élève et de toute la classe. Savez-vous que les enfants qui ne fréquentent pas régulièrement : ​ Ne réussissez pas bien aux examens Difficile de maintenir des amitiés Sont plus susceptibles d'être impliqués dans la criminalité Manquer des opportunités dans la formation continue et le monde du travail. ​ Comment votre enfant se compare-t-il ? ​ ​ ​ Les absences ne peuvent être autorisées que par le directeur, dans les limites fixées par le règlement de 2006 sur l'éducation (inscriptions des élèves) (Angleterre). Les directeurs ne peuvent autoriser de congé pendant la période scolaire, sauf en cas de circonstances exceptionnelles. Responsable du bien-être éducatif (EWO) - Helen Carolina Attendance Policy School Day Start & Finish Times

Remote Education Attendance is essential for pupils to get the most out of their school experience, including for their attainment, wellbeing, and wider life chances. There are, however, certain circumstances when it is not possible for a child to attend and it is in these circumstance where an offer of Remote Education can be made. Remote education should not be viewed as an equal alternative to attendance in school. For this reason schools may only consider it as a last resort when the alternative would be no education, and only after it has been established that the pupil is, or will be, absent from school. In such cases, remote education can have the benefit of allowing absent pupils to keep on track with their education and stay connected to their teachers and peers. The priority is always ATTENDANCE. Scenarios where remote attendance should be considered. Where schools have to close, or there are restrictions on attendance for pupils (i.e. during COVID) Providing remote education does not change the imperative to remain open or to reopen as soon as possible. Every effort will be made to ensure pupils can be taught in person by attending school or if appropriate and possible, attending a safe alternative site. After exploring all options to ensure the school remains open to all pupils, there may still be some exceptional occasions when school leaders or the local authority decide that it is not possible to open safely, or where opening would contradict guidance from local or central government. If restricting attendance for pupils is the only viable option, we will consider providing remote education to help pupils stay on track with the education they would normally receive. ​In individual cases where a child is unable to attend school but is able to learn. There should only be limited circumstances where a pupil is unable to attend school but is able and well enough to continue their education remotely. These circumstances should only involve a short-term absence and might include: pupils recovering from short-term infectious illnesses, pupils preparing for or recovering from some operations, or pupils recovering from injuries where attendance might inhibit recovery. In some exceptional cases, these circumstances might also include pupils whose attendance has been affected by a special educational need or disability (SEND) or a mental health issue. In these circumstances, and after the pupil’s absence from school has been established, we will consider providing pupils with remote education on a case-by-case basis. This will be part of a plan to reintegrate back to school, and only when it is judged that providing remote education would not adversely affect the pupil’s return to school. ​ Provision of remote education is a short-term solution allowing absent pupils to keep on track with their education and stay connected to their teachers and peers. Pupils with long-term medical conditions or any other physical or mental health needs affecting attendance may require additional support to continue their education. ​ At Captain Webb Primary School we refer our parents to the Oak National Academy website, as this provides high quality lessons that are meaningful, ambitious, and cover an appropriate range of subjects to enable pupils to keep on track with their education. ​ We will work with the parent/s so they understand which elements of learning their child will need. We will provide additional support in cases of SEND, and work collaboratively with families to support the children/parents accessing the learning successfully. We will help to overcome barriers to digital access by loaning school owned devices, accompanied by a user agreement, if and where necessary and/or possible. ​ The senior leader with overarching responsibility for the quality and delivery of remote education is Mrs Sarah Passey (Headteacher). ​