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Cultural Capital What is a Cultural capital? Cultural capital is the accumulation of knowledge, behaviours, and skills that a pupil can draw upon and which demonstrates their cultural awareness, knowledge and competence; it is one of the key ingredients a student will draw upon to be successful in society, their career and the world of work. Cultural capital promotes social mobility and success in our stratified society. Cultural capital gives a student power and it helps them achieve goals, become successful, and rise up the social ladder without necessarily having wealth or financial capital. Cultural capital is having assets that give students the desire to aspire and achieve social mobility whatever their starting point. Our Cultural Capital At Captain Webb Primary School, our curriculum is designed to instil high aspirations in all of our children and to encourage them to become resilient, life-long learners who embrace challenges and continue to grow and develop their cultural capital. Our children will be inspired to follow whichever path they choose whilst being well-rounded, conscientious global citizens. Our 6C values, understanding of SMSC and British Values enrich and underpin our curriculum to ensure Captain Webb children are prepared and equipped to succeed in their futures in an ever changing world. “Education for global citizenship helps enable young people to develop the core competencies which allow them to actively engage with the world, and help to make it a more just and sustainable place.” - Oxfam.org.uk We are working hard to be Global Citizens at Captain Webb Primary School. ENRICHMENT AT CAPTAIN WEBB > SMSC AT CAPTAIN WEBB > At Captain Webb, we ensure that our curriculum is a vehicle for SMSC education. SMSC stands for spiritual, moral, social and cultural education. Please click to find out more about our SMSC grids which outline how we intergrate SMSC into our learning across the school. BRITISH VALUES AT CAPTAIN WEBB > At Captain Webb we actively take opportunities to teach British values and feel this is embedded through our weekly assemblies and interwoven in our enriching curriculum. Please click to find out how this is taught across the school. PROTECTIVE CHARACTERISTICS >

Enrichment Experiences At Captain Webb our curriculum is designed to instil high aspirations in all of our children and to encourage them to become resilient, life long learners who embrace challenges and continue to grow. Our children will be inspired to follow whichever path they choose whilst being well-rounded, conscientious citizens of our community as well as understanding how they can be global citizens. Our 6C values, understanding of SMSC and British Values enrich and underpin our curriculum to ensure Captain Webb children are prepared and equipped to succeed in their futures in an ever changing world. Our curriculum gives children opportunities to develop enquiring minds and a life long love of learning. We believe in celebrating every success and preparing our children for the future. We pride ourselves on giving our children a range of experiences to bring their learning to life, from hands on workshops, performances and trips to our two residentials a year including our Y6 trip to France, where we see our children develop and become ready for the next step in their journey. ​ Please find below an overview of our enrichment opportunities. Pupil Voice: How would you describe our curriculum at Captain Webb Primary? Pupil Voice: How would you describe our educational visits at Captain Webb Primary? CURRICULUM SUBJECTS >

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 2023.26 History Skills and Knowledge Progression Plans History Focussed Strand Grid

Comment nous gérons et protégeons vos données Le Règlement Général sur la Protection des Données (RGPD) ​ Le règlement général sur la protection des données (RGPD) est une législation à l'échelle de l'UE qui déterminera la manière dont les données personnelles des personnes sont traitées et conservées en sécurité, ainsi que les droits légaux des personnes concernant leurs propres données. ​ Les « données personnelles » désignent les informations qui peuvent identifier un individu vivant. ​ Grands principes ​ Le RGPD énonce les principes clés selon lesquels toutes les données personnelles doivent être traitées conformément. ​ Les données doivent être : traitées de manière licite, loyale et transparente ; collectées pour des finalités déterminées, explicites et légitimes ; limité à ce qui est nécessaire aux finalités pour lesquelles il est traité ; exactes et tenues à jour ; tenu en toute sécurité ; seulement conservé aussi longtemps que nécessaire pour les raisons pour lesquelles il a été collecté ​ Il existe également des droits plus forts pour les individus concernant leurs propres données. ​ Les droits de l'individu comprennent : être informé de la manière dont ses données sont utilisées, avoir accès à ses données, rectifier des informations incorrectes, faire effacer ses données, restreindre l'utilisation de ses données, déplacer ses données d'une organisation à une autre , et de s'opposer à ce que leurs données soient utilisées du tout ​ Nouvelles exigences ​ Le RGPD est similaire à la loi sur la protection des données (DPA) de 1998 (à laquelle les écoles se conforment déjà), mais renforce de nombreux principes de la DPA. Les principaux changements sont : ​ Les écoles doivent nommer un délégué à la protection des données, qui conseillera sur la conformité avec le RGPD et d'autres lois pertinentes sur la protection des données Les avis de confidentialité doivent être rédigés dans un langage clair et simple et inclure des informations supplémentaires - la «base légale» de l'école pour le traitement, les droits de l'individu par rapport à ses propres données Les écoles n'auront qu'un mois pour se conformer aux demandes d'accès aux matières et, dans la plupart des cas, ne peuvent pas facturer Lorsque l'école a besoin du consentement d'un individu pour traiter des données, ce consentement doit être donné librement, spécifique, éclairé et sans ambiguïté Il existe de nouvelles protections spéciales pour les données des enfants Le bureau du commissaire à l'information doit être informé dans les 72 heures d'une violation de données Les organisations devront démontrer comment elles se conforment à la nouvelle loi Les écoles devront effectuer une évaluation de l'impact sur la protection des données lorsqu'elles envisagent d'utiliser les données de nouvelles manières ou de mettre en œuvre une nouvelle technologie pour surveiller les élèves ​ Comment nous visons à y parvenir ​ À l'école primaire Captain Webb, nous prenons la protection des données au sérieux et nous nous assurons que nous sommes pleinement conformes à la fois à la loi sur la protection des données et à la nouvelle législation GDPR. Dans cette mesure, nous avons entrepris les actions suivantes : ​ Nous sommes enregistrés en tant que contrôleur de données auprès du Bureau des commissaires à l'information - notre numéro d'enregistrement est Z6446791 Nous avons employé un délégué à la protection des données, dans le cadre d'un contrat avec l'autorité locale. Nous avons mis à jour notre politique de protection des données et veillons à ce qu'elle soit révisée chaque année pour garantir la conformité avec la législation (voir ci-dessous). La politique comprend les nouvelles directives sur la présentation d'une demande de données et le processus que les parents/tuteurs devront suivre. Nous avons mis à jour notre politique d'accès à l'information et veillons à ce qu'elle soit révisée chaque année pour garantir la conformité avec la législation (voir ci-dessous). Nous avons effectué un audit des données de toutes les informations reçues, détenues ou partagées par l'école. Cela comprend la désignation d'une personne responsable de chaque flux de données, l'analyse de la manière dont les données sont reçues, stockées, leur pertinence, si nous avons un objectif légal de conserver les données et si elles sont supprimées / détruites au moment opportun. Nous avons confirmé que les organisations avec lesquelles nous partageons des données sont également conformes au RGPD et à la réglementation sur la protection des données. Nous avons mis à jour notre avis de confidentialité (voir ci-dessous) Nous avons organisé une formation annuelle sur la protection des données et le nouveau RGPD pour tout le personnel qui est sous-traitant (c'est-à-dire avoir accès/utiliser les informations que nous détenons). Nous avons examiné nos finalités légales pour la conservation et l'utilisation des données. Alors que la plupart des données que nous utilisons le sont en vertu d'une obligation légale (c'est-à-dire en vertu de la loi sur l'éducation de 1996 ou Keeping Children Safe in Education (DfE, 2016) et nous permettent d'accomplir notre tâche publique, certaines données que nous utilisons ne le sont pas. Dans ces cas, nous demanderons toujours le consentement parental.Nous avons mis à jour notre formulaire de consentement parental (voir ci-dessous) pour garantir que les parents peuvent clairement voir ce qui est demandé et peuvent s'y inscrire. ​ Le consentement peut être retiré par le parent, à tout moment, en utilisant le formulaire de consentement ci-dessous ou en contactant le bureau de l'école Bien que l'éducation de votre enfant ne dépende pas de votre consentement, nous demandons également le consentement à certaines activités. Bien que cela ne rentre pas dans le champ d'application du RGPD, le refus de donner son consentement à certaines demandes (ex. voyages et visites, visionnage d'une vidéo) pourrait avoir un impact sur l'inclusion de votre enfant dans certaines activités éducatives . Parental Consent Form and Information Governance Policies Pupil/Parent Privacy Notice Read More Parental Consent Form Read More Information Sharing Policy - Mar 23 Read More Mobile Phone Policy - Sep 23 Read More Data Protection Policy - Sep 23 Read More FOI Policy - Sep 21 Read More FOI Model Publication Scheme Read More

Lettres Accueil 2020 - 2021 Year 5 - Safari Park 9 Oct 2023 Read More Year 5 - Chester Zoo 9 Oct 2023 Read More Year 5 - Cosford Air Museum 9 Oct 2023 Read More Year 1 - Tour of Telford 9 Oct 2023 Read More Rec - Tiny Town 15 Sept 2023 Read More Year 6 - Polar Regions Workshop 8 Sept 2023 Read More Year 1 - Weston Park 14 Jul 2023 Read More Year 1 & 2 - PJ's Children's Entertainer of the Year 6 Sept 2023 Read More Year 4 - ThinkTank 6 Sept 2023 Read More Year 5 - Egyptian Workshop 5 Sept 2023 Read More Year 3 - Shropshire Hills Discovery Centre 14 Jul 2023 Read More

Plan de développement scolaire ​ Ce sont les domaines sur lesquels l'école travaillera au cours de l'année scolaire 2019/20 pour s'assurer que nous continuons à offrir la meilleure éducation possible à vos enfants. Cette année, les principaux domaines de développement sont l'innovation dans les programmes, l'écriture manuscrite, la phonétique et la lecture et les résultats pour les enfants ayant des besoins éducatifs spéciaux. ​ ​ SDP 2023 - Behaviour and Pastoral SDP 2023 - Curriculum SDP 2023 - Governance SDP 2023 - SEND

Writing Curriculum Statement Intent At Captain Webb Primary, we want all children to be able to communicate their knowledge, ideas and emotions confidently through their writing. We believe that all children should experience an abundance of quality, engaging texts that fosters a love for reading and stimulates children to write. We want all children to be immersed in a rich, creative and carefully planned curriculum that provides real life contexts for writing. ​ We recognise the importance of nurturing a culture where children take pride in their writing, can write clearly and accurately and adapt their language and style for a range of contexts. We believe in setting high standards in the presentation of writing along with setting the important foundations in spelling and grammar. Our aim is for all children to leave our school, fully equipped with the literacy skills to achieve their dreams in future life and memories of their literacy journey at ‘Captain Webb’ lasting a life time. ​ Implementation At Captain Webb Primary School, we understand the importance of a learning journey that leads to opportunities for extended pieces of writing. We teach the National Curriculum, supported by a clear skills and knowledge progression. This ensures that skills and knowledge are built on year by year and sequenced appropriately to maximise learning for all children. Please click on the link below for our whole school writing progression grid. Whole School Writing Progression Grids Our teaching of writing across the school is linked to a topic or a class text, carefully chosen to inspire and excite the children. All writing units will start with a stimulus, which could be a high quality reading text or a memorable experience. Our teacher’s plan exciting memorable experiences every half term. These class visits provide the children with meaningful experiences to support them in writing for a range of purposes and illustrate how their writing skills can be applied to real life contexts. ​ Our teachers also use carefully selected, high-quality reading texts, relating to the History, Geography or Science focus or from the author focus for the half term. Children are expected to transfer their key topic knowledge and vocabulary into their writing and vice versa to transfer their spelling, grammar and punctuation knowledge into their topic work. We expect the high standards for writing in Literacy lessons to be evident within the work in all books. At Captain Webb Primary School, we believe that writing is strengthened by instilling a love for reading within our pupils. ​ Every year group has a yearly Curriculum Map that outlines where narrative or non-narrative are taught and links to other curriculum areas such as reading and humanities. Detailed Medium Term planning supports teachers to plan a sequence of progressive weekly lessons and over time, giving the children time to master new concepts. Within this document, key objectives and vocabulary are outlined.​ The curriculum has been specifically sequenced in a logical progression to ensure that new knowledge and skills build on what has been taught before: Early Years to Year 6. This enables our pupils to know more and remember more. End points and target points within objectives are identified for each year group through a whole school progression plans. 2 Year Old Provision Read More Pre-School Read More Reception Read More Year 1 Read More Year 2 Read More Year 3 Read More Year 4 Read More Year 5 Read More Year 6 Read More Medium Term Plan Example How is Writing taught at Captain Webb? We use carefully chosen model texts as well as live teacher modelling and shared writing so that pupils can see the process involved in creating a piece of writing. The learning journey is captured throughout a unit of work and is documented through consistent working walls and washing lines. Please find examples of these on the photographs below. We recognise the vital importance of exposing our pupils to a rich and varied vocabulary and understand that their acquisition and command of vocabulary are key to their learning and progress across the whole curriculum. We use model texts and class novels to teach vocabulary in context and encourage discussion around word choices when writing. Dictionaries, thesauruses and word mats are readily available throughout all writing lessons. Guided writing sessions are used to target specific needs of both groups and individuals. All children are given focus spellings and are encouraged to integrate these into their writing. The weekly spellings are taken from the spelling rules being taught in their discrete RWI spelling session. (Refer to the spelling section below for more information.) The children are given the opportunity to write at length daily and all pupils complete an extended, independent piece of writing at the end of a unit of work known as their hot write. Teachers use the hot writes to measure the progress made within a unit of writing and targets are set in readiness for the next piece of writing. Here is an example from Year 2 Staff follow our Marking and Feedback policy, to provide pupils with live feedback as much as possible so that children are actively involved in drafting, editing and improving their writing. From an early age, children are encouraged to proofread their work carefully to check for spelling and punctuation errors. By the time children get to Key Stage 2, they will plan, draft and edit independently, enabling them to fully take part in the writing process. In Early Years, writing is taught under the area of Literacy: Reading & Writing. To support the learning of Writing, the skills in EYFS are essential. Children are given opportunities to write at each of their stations set up in the EYFS learning area, both in and outside of the classroom. Children are encouraged to know how to grip their pencil and build muscles for writing. More formal writing sessions begin in Reception through our systematic phonics programme, Read, Write Inc Phonics. Pupils are taught letter sounds and how to blend and segment to read and write simple words and phrases matched to the sounds learnt. As children’s phonics skills and knowledge of letter sounds develop further, children will then begin to complete writing tasks linked to a class text, using their phonics knowledge to write for a wider range of purposes. To find out more about writing in the EYFS, please follow this link. EYFS Curriculum At Captain Webb, we identify children who need additional support and provide intervention in the most effective and efficient way that we can. We run phonics, reading and writing intervention groups and ensure that our lessons are effectively differentiated to maximise each child’s potential. Spelling ​ The ability to write ideas down fluently requires a good understanding of spelling. In Reception and Key Stage 1, we follow the Read Write Inc Phonics programme to teach pupils how to write phonemes as graphemes. Please click on this link to find out more about Read Write Inc Phonics Spelling. From Year 2 to Year 6, we use the follow on programme Read Write Inc. Spelling. These schemes ensure full coverage of, and progression within the National Curriculum requirements. To find out more about the Read Write Inc Spellings programme please click on this link. Read Write Inc Spelling Programme Handwriting Handwriting is taught in line with the National Curriculum objectives. In the Early Years, pupils complete fine motor activities to develop hand/finger strength and are taught how to hold a pencil correctly. In Reception, all pupils are taught how to form their letters correctly using the Read Write Inc Phonics programme. For more information, please click on the links below. Read Write Inc. Phonics From Year 2 onwards, through daily handwriting lessons, we begin to explicitly teach correct joins, consistent letter size and clear ascenders and descenders. We follow the Nelson Handwriting scheme. Additional support is given through handwriting interventions where needed. Please refer to the handwriting policy below for more information on how handwriting is taught at Captain Webb Handwriting Policy Impact By the time children leave Captain Webb Primary School, they are competent writers who able to write creatively for a range of purposes. They can write for a sustained amount of time, manipulating grammar and punctuation skills to produce a crafted piece of written work. Our pupils acquire a wide vocabulary and have a strong command of the written word. Most importantly, they have a positive view of writing due to learning in an environment where writing is promoted as being an exciting, engaging and enjoyable subject in which they can express themselves confidently and creatively. ​ ‘We went to Warwick Castle and I know lots of facts about Castles now. I’ve written a report about Castle Defences.’ – Year 2 pupil. “I really enjoyed the story ‘On the Way Home’ by Jill Murphy. We wrote our own version of the story but changed it to ‘All the way around Dawley.’ It was so much fun. We went for a walk around the local area and used what we saw in our story like Captain Webb’s memorial.” Year 2 pupil. ‘Our visits help us with English because they help give us better descriptions of what we’re writing about. When we went to Blists Hill, we got to see real Victorian streets and a Victorian schoolroom, which I included in my story.’ – Year 6 pupil. ‘Writing in theme lessons gives us a wider variety of topics to write about and gives us inspiration about new things like when we wrote a science experiment about how lemons and oranges can power an LED light!’ – Year 6 pupil. Outcomes of work in both English and other books evidence the high quality of work and the impact of varied and cross-curricular writing opportunities. Attainment in writing is measured consistently throughout the year. At the three assessment checkpoints, progress is tracked, using our year group writing standards, which have been taken from the National Curriculum. For those children who have yet to access the Year 1 statements, pre key stage statements are used. Termly moderations take place, to quality assure judgements made. These are either in house, or as part of a cluster of local schools. End of Key Stage writing: teachers will assess a selection of pieces of writing in Years 2 and Year 6, using this to inform reported Teacher assessment judgements. Exemplification materials are used to support judgements made. Assessment data shows that… KS1 results have seen a steady rise and in 2019, 78% reached ARE with 22% reaching greater depth which is above national expectations. In 2019, 78% of KS2 children achieved ARE in writing and 20% greater depth which is in line with national expectations.

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 - Year R Curriculum Framework Overview - Year 2 Curriculum Framework Overview - Year 4 Curriculum Framework Overview - Year 1 Curriculum Framework Overview - Year 3 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.

WRAP AROUND CARE Pas de clubs parascolaires pour le moment The school runs a Breakfast Club every morning during term time. The cost is £2.50 per session. Although we do not currently request you book for Breakfast Club we do ask that you inform the school in advance, if you intend to start sending your child, so we can ensure the correct staffing ratios are in place. At Breakfast Club children are offered a breakfast of cereal, toast or crumpets, and have fruit juice, milk or water as drink options. The school does not charge for the breakfast, it is an added option for those children that have not eaten before attending, or who are still hungry. At Breakfast Club the children can play games, use the IT suite, read or do their homework. Breakfast Club starts at 7:30am and runs through to the start of school. The children are escorted from the club directly to their class. Your child can be dropped off anytime from 7:30 to class start time. After School Club The school runs an After School Club every day during term time, between the end of school and 6pm. Your child will be escorted straight to After School Club once the school day has ended. The cost per session is: £4.00 up to 4.15pm £5.50 up to 5pm £8.00 up to 6pm After School Club places must be booked in advance by completing the form below, and returning to Miss Mansell in the school office (or by email to jess.mansell@taw.org.uk ). Once she receives your application she will be able to advise you of availability of requested places. It is essential that After School Club places are pre-booked to ensure appropriate staff ratios are in place. Unlike Breakfast Club there are no other staff available to cover if additional numbers are needed. We do not provide a meal at After School Club, but are happy if you wish to send in a snack for your child. At After School Club the children can play games, use the IT suite, read or do their homework. In addition they also do occasional activities such as baking, watch videos and have dance sessions. In the summer they also play games outside, weather permitting. After School Club Booking Form TERMLY ACTIVITY CLUBS Each half term the school runs various activities after school. These are advertised via Classdojo and Facebook, and are offered out on a first come, first served basis. You can book your child a place on these activities through Scopay (our online payment system) simply by consenting and making payment, however please make sure you book early as the clubs are very popular, and places go fast. Most of our clubs are run by Crossbar (a third party company who are specialist in sports education, who work alongside our school). There is a charge of £2 per session for these clubs. Activity sessions run by the teachers are free. A list of our current clubs is below: After School Activities - Summer 1 w/c 15th April 2024 - May Half Term Day Who Year Groups Subject Cost Monday Crossbar KS1 Multisports £10 Monday Mr Harris & Invite only Lego Free (12 Weeks) Miss Saville Tuesday Crossbar KS2 Boys Football £12 Wednesday Crossbar KS2 Striking & Fielding £12 Thursday Crossbar KS2 Girls Football £12 ​ ​ ​ ​ ​ ​

SMSC at Captain Webb SMSC- (Spiritual, Moral, Social, and Cultural) At Captain Webb, we ensure that our curriculum is a vehicle for SMSC education. SMSC stands for spiritual, moral, social and cultural education. ​ The following explores each aspect of SMSC and outlines how pupils may demonstrate their development in each area. ​ Spiritual Exploring beliefs and experience; respecting values; discovering oneself and the surrounding world; using imagination and creativity; reflecting. Our children's spiritual development is shown by their beliefs, religious or otherwise, which inform their perspective on life and their interest in and respect for different people’s feelings and values sense of enjoyment and fascination in learning about themselves, others and the world around them, including the intangible use of imagination and creativity in their learning willingness to reflect on their experiences. Moral ​ Recognising right and wrong; understanding consequences; investigating moral and ethical issues; offering reasoned views. Our children's moral development is shown by their ability to recognise the difference between right and wrong and their readiness to apply this understanding in their own lives understanding of the consequences of their actions interest in investigating, and offering reasoned views about, moral and ethical issues. ​ Social ​ Using social skills in different contexts; working well with others; resolving conflicts; understanding how communities work. Our children's social development is shown by their use of a range of social skills in different contexts, including working and socialising with pupils from different religious, ethnic and socio-economic backgrounds willingness to participate in a variety of social settings, cooperating well with others and being able to resolve conflicts effectively develop interest in, and understanding of, the way communities and societies function at a variety of levels. acceptance of and engagement with the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs. They will develop and demonstrate skills and attitudes that will allow them to participate fully in and contribute positively to life in modern Britain ​ Cultural ​ Appreciating cultural influences; participating in culture opportunities; understanding, accepting, respecting and celebrating diversity. Our children's cultural development is shown by their: understanding and appreciation of the wide range of cultural influences that have shaped their own heritage willingness to participate in, and respond to, for example, artistic, musical, sporting, mathematical, technological, scientific and cultural opportunities interest in exploring, understanding of, and respect for cultural diversity and the extent to which they understand, accept, respect and celebrate diversity, as shown by their attitudes towards different religious, ethnic and socio-economic groups in the local, national and global communities. knowledge of Britain’s democratic Parliamentary system and its central role in shaping our history and values, and in continuing to develop Britain ​ SMSC and Religious Education ​ It is our aim that Religious Education should contribute to the spiritual, moral and social and cultural development of our pupils. Religious Education can help children develop their own informed values, religious and non-religious. Children should learn to respect themselves and be sensitive to the needs and experiences of others, including considering the effect our actions have upon others. Religious Education can also help develop pupils’ understanding of social issues like stewardship of the Earth’s resources, our citizenship within local, national and global communities and a genuine respect for persons and sensitivity to their values and beliefs. Religious Education should also equip pupils to challenge inequalities and disadvantages associated with race, gender, class and ability. ​ SMSC and PSHE Jigsaw brings together SMSC, emotional literacy, mindfulness, social skills and spiritual development. A variety of teaching strategies are used and are mindful of each child’s preferred learning style. Jigsaw is designed as a whole school approach, with all year groups working on the same theme (Puzzle) at the same time. This enables each Puzzle to start with an introductory assembly, generating a whole school focus for adults and children alike. There is a Weekly Celebration that highlights a theme from that week’s lesson across the school, and encourages children to reflect that learning in their behaviour and attitudes. ​ ​ HOW WE PREPARE CHILDREN FOR LIFE IN MODERN BRITAIN AT CAPTAIN WEBB RETURN TO CURRICULUM SUBJECTS >

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 Opening Times The school gates open at 8:35am and classes start at 8:45am . Any child arriving after 8:45am will be marked as late. It is important to ensure your child in in school for the start of class as this is an important time to settle and prepare for the day ahead as well as receiving instructions and introductions into the first lesson. School finishes at 3:15pm . CAPTAIN WEBB PRIMARY SCHOOL ATTENDANCE DATA 2022-2023 CAPTAIN WEBB PRIMARY SCHOOL ATTENDANCE DATA 6th Sept 2023- 24 May 2024

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), however she has delegated the day-to-day responsibilities to Gemma Boden as the Lead DSL. 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: Sarah Passey - Headteacher 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 23 Read More Child Sexual Exploitation - a Guide for Parents Read More Whistle Blowing Policy - Sep 23 Read More Pupil Equality Policy - Oct 23 Read More Child on Child Abuse Policy 23.24 Read More Parent Code of Conduct Policy - Oct 23 Read More Procedures for Managing safeguarding Concerns and Allegations - Apr 21 Read More Child Protection Policy - Sep 23 Read More Keeping Children Safe in Education - Sep 23 Read More Children's Emotional Health and Well being Policy - Sep 23 Read More BACK TO TOP