Search Results

Besoins éducatifs particuliers : offre scolaire Inclusion in Our School In the Spring term of 2024, all of our school stakeholders worked together to build a shared definition of inclusion in our school. This is what they decided: “At Captain Webb Primary School, inclusion means we are always changing our school and the way we work so that everyone in our community can be present, participate and achieve. We work hard to reduce exclusion from the learning, culture and community of our school. It involves the constant restructuring of our cultures, policies and practices so they respond to the changing diversity of students”. Chez Captain Webb, notre objectif principal est de fournir un programme inclusif, différencié et prenant en compte les besoins de l'enfant et la capacité de permettre l'accès à tous les domaines du programme, en ligne avec ses pairs. Nous pensons que cela peut être réalisé avec succès grâce à un regroupement et une planification soigneux, éclairés, si nécessaire, par des recommandations d'agences extérieures. Nous comprenons que chaque enfant est un individu et apprend à sa manière, les méthodes d'enseignement devant être adaptées pour répondre à tous les styles d'apprentissage. Notre offre scolaire met en évidence ce que nous sommes en mesure d'offrir aux enfants avec SEND et est fortement liée à notre politique SEN. ​ Identification: ​ Notre politique SEND met en évidence la manière dont les enfants sont identifiés et étroitement surveillés lorsque des préoccupations sont soulevées concernant un besoin éducatif spécial ou un handicap. Cela suit les directives du code de conduite SEND (2015) et est étroitement lié à l'offre locale de Telford et Wrekin http://www.telford.gov.uk/send Toute préoccupation concernant votre enfant doit d'abord être discutée avec l'enseignant de la classe, qui assurera la liaison avec SENDco. L'enseignant de la classe et SENDco peuvent ensuite rencontrer les parents pour discuter de la façon dont votre enfant est soutenu et des prochaines étapes. ​ Interventions: ​ L'intervention précoce devrait être la base de la stratégie d'intervention d'une école – cela exige que l'école effectue des évaluations continues en garderie, en crèche, à l'accueil et en année 1 et qu'elle suive les progrès des enfants. Il est recommandé que le nombre de programmes d'intervention soit limité, afin de s'assurer que les programmes sont de haute qualité, bien gérés et ont un impact sur la réussite. ​ Vague 1 – Enseignement inclusif en classe entière Un premier enseignement de qualité pour tous les enfants. L'inclusion effective de tous les enfants dans un enseignement quotidien d'alphabétisation et de mathématiques de haute qualité. Dirigé par des enseignants, soutenus par des TA Vague 2 – Disposition ciblée La prestation ciblée est la prestation que les enfants recevront s'ils font moins de progrès que prévu dans le cadre de la première vague de prestation. Il peut être informé par des conseils d'agences externes et nécessitera une carte de fourniture pour mettre en évidence les interventions exactes, y compris des données de base pour garantir que les progrès sont mesurables. Les enfants peuvent bénéficier de certaines de ces interventions, souvent en petits groupes, en fonction de leurs besoins. Dirigé par des enseignants ou géré par des enseignants et dirigé par des assistants techniques Vague 3 Provision pour besoins plus élevés L'offre pour les besoins plus élevés est l'offre qu'un petit nombre d'enfants recevra si l'offre de la vague 2 ne leur permet pas de faire des progrès constants. Il s'appuiera sur les conseils d'agences externes et nécessitera une carte détaillée et individuelle des prestations pour mettre en évidence les interventions exactes, y compris des données de référence pour garantir que les progrès sont mesurables. C'est une disposition très individuelle. Dirigé par des enseignants ou géré par des enseignants et dirigé par des assistants techniques Les quatre domaines de besoin : Chez Captain Webb, nous suivons le code de conduite SEN (2014) pour identifier quatre principaux domaines de besoin. Ceux-ci sont: Communication et interaction Cognition et apprentissage Santé sociale, émotionnelle et mentale Développement sensoriel et physique Nous reconnaissons que les enfants peuvent avoir plus d'un besoin et qu'ils peuvent être interdépendants. L'offre locale de Telford et Wrekin souligne comment l'autorité locale s'efforce de répondre aux besoins des enfants atteints de SEND, en détaillant les ressources et les services disponibles pour ceux qui ont des besoins éducatifs spéciaux ou un handicap : http://www.telford.gov.uk/send Services offerts aux parents : Chez Captain Webb, nous nous efforçons de construire une relation positive et de soutien avec les parents afin d'assurer le meilleur pour les enfants et leurs familles. Pour vous aider, nous vous proposons : Journées de consultation des parents trimestriels Rencontres disponibles avec le professeur de classe / SENDco pour discuter des préoccupations des parents Cartes d'approvisionnement partagées avec les parents sur une base trimestrielle et progrès discutés Les parents sont tenus pleinement informés du soutien que les enfants reçoivent au sein de l'école et des agences externes en visite Opportunités pour les parents et les enfants d'apporter des idées et de discuter de l'offre à l'école Idées pour aider les enfants à la maison Réunions avec SENDco / l'enseignant et les parents pour discuter de l'implication d'une agence extérieure, par exemple après une visite LSAT Les services suivants peuvent être utiles aux parents nécessitant un soutien BEAM http://beeu.org.uk/self-help/ Offre locale de Telford et Wrekin http://www.telford.gov.uk/send IASS http://www.telfordsendiass.org.uk Parents Opening Doors (PODs) http://www.podstelford.org/ Ican2 http://www.ican2.org.uk/ activités pour les enfants handicapés ​ Participation des élèves ​ Chez Captain Webb, nous pensons qu'il est de la plus haute importance de garder les enfants impliqués dans la prise de décision les impliquant eux-mêmes et les décisions concernant l'ensemble de l'école. Les enfants sont pleinement informés de leurs objectifs et sont encouragés à partager leurs points de vue sur ceux-ci et à évaluer leurs progrès vers ces objectifs. Tous les enfants inscrits au registre SEND rempliront également un profil d'une page, expliquant ce qui est important pour eux, ce qu'ils trouvent difficile et la meilleure façon de les soutenir. Les élèves ont la possibilité de rejoindre le conseil d'école, où ils peuvent exprimer les pensées et les idées de leurs camarades. Le conseil d'école se réunit régulièrement, prenant les suggestions de leurs camarades de classe pour en discuter lors des réunions. ​ Droit au programme d'études Le code de pratique SEN (2015) stipule : Tous les enfants et les jeunes ont droit à une éducation appropriée, adaptée à leurs besoins, promouvant des normes élevées et la réalisation de leur potentiel. Cela devrait leur permettre de : • faire de son mieux • devenir des personnes confiantes qui mènent une vie épanouissante, et • réussir sa transition vers l'âge adulte, que ce soit vers l'emploi, l'enseignement complémentaire ou supérieur ou la formation Chez Captain Webb, nous nous efforçons de garantir que tous les enfants aient accès au programme complet, la différenciation étant un outil clé pour permettre cela. L'évaluation continue aide les enseignants à identifier les domaines de difficultés possibles, et ainsi à déterminer comment les minimiser, en procédant à des adaptations pour garantir que le programme est accessible à tous. Nous répondons à des besoins supplémentaires de diverses manières, notamment : soutien en classe pour les petits groupes petit groupe ou retrait 1-1 accompagnement individuel de classe / retrait individuel différenciation des ressources ressources spécialisées Soutenir le soutien Carte de l'ensemble de l'offre scolaire (voir ci-joint) offre scolaire vagues d' intervention.docx Aménagements et accès spécifiques ​ Nous nous efforçons de faire en sorte que tous les enfants aient la possibilité d'accéder à tous les domaines de la vie scolaire, en veillant à ce qu'ils soient en mesure de réaliser leur plein potentiel. Des équipements pour personnes à mobilité réduite sont disponibles dans tous les bâtiments. Des mains courantes, des rampes et un choix judicieux des salles de classe garantissent un accès accessible à tous. Le cas échéant, des conseils seront demandés aux parents et aux organismes extérieurs pour s'assurer que les besoins des enfants sont pleinement satisfaits. Une différenciation, des ressources et des équipements spécialisés peuvent être utilisés pour garantir que les enfants ont accès au programme complet. Les styles d'apprentissage sont une considération majeure dans la planification des cours, garantissant que tous les besoins sont pris en compte. Tous les enfants sont inclus dans tous les domaines de la vie scolaire, où d'autres méthodes de travail seront utilisées pour s'assurer que tous peuvent participer. Les agences externes/services de l'école assurent la liaison avec ​ Chez Captain Webb, nous nous appuyons sur l'expertise d'un certain nombre d'agences externes qui nous soutiennent et nous conseillent pour nous aider à répondre aux besoins des enfants identifiés comme ayant un SEND. Ceux-ci inclus: Équipe Telford et Wrekin SEN Panneau d'accès équitable Service d'aide au comportement (BSS) Intervention précoce Équipe consultative de soutien à l'apprentissage (LSAT) Psychologie de l'éducation (EP) Orthophonistes (SALT) Ergothérapie (OT) Service d'inclusion sensorielle (SIS) Infirmière scolaire Connexion famille Service de santé mentale et de bien-être Bee U Conseillers IASS Le SENDco assiste également régulièrement aux réunions de mise à jour du réseau et assure la liaison avec d'autres SENDco pour obtenir des conseils et un soutien. ​ Dispositions transitoires Lorsqu'un enfant arrive ou quitte l'école Captain Webb, nous assurerons une liaison étroite avec les parents et l'environnement précédent pour nous assurer qu'il y a une bonne compréhension des besoins de l'enfant et de la meilleure façon de les soutenir, y compris les prochaines étapes. Lorsqu'ils changent de classe au début d'une nouvelle année scolaire, les enfants auront des jours d'avance pour se rencontrer et se familiariser avec leur nouvel enseignant et le cadre de la classe. Si cela est jugé nécessaire, les enfants peuvent bénéficier de jours supplémentaires pour soutenir le processus et renforcer leur confiance en eux. Les enseignants de la classe auront des discussions détaillées sur les enfants, y compris le partage de la carte de disposition la plus récente et des progrès réalisés au cours de l'année. Tous les enfants inscrits au registre SEND rempliront également un profil d'une page décrivant ce qui est important pour eux, leurs difficultés et la façon dont ils pensent pouvoir être mieux soutenus. Il peut être nécessaire pour l'enfant d'avoir un livre d'informations sur sa nouvelle classe et ses installations pour en parler avec sa famille et ainsi minimiser l'anxiété avant de commencer un nouveau groupe d'année. Les transitions vers le secondaire impliquent une liaison étroite entre le capitaine Webb et la nouvelle école. Toutes les informations SEND détenues sur l'enfant seront envoyées à la nouvelle école et le SENDco / l'enseignant de la classe discutera des besoins actuels de l'enfant et des prochaines étapes, y compris la meilleure façon de soutenir l'enfant. Pour les enfants avec un EHCP, nous nous assurons que le SENDco de l'école d'accueil est invité à l'examen annuel du trimestre d'été pour obtenir un aperçu et des informations sur les besoins de l'enfant, assurant ainsi une transition en douceur. Liens utiles: Conseil de Telford & Wrekin http://www.telford.gov.uk/send ENVOYER code de pratique https://www.gov.uk/government/publications/send-code-of-practice-0-to-25 ​ ​ ​ SEND Policies SEND Information Report - June 23 June 24 Read More Accessibilty Plan Read More SEND Brochure Read More SEND Policy - Jul 24 -Jul 25 Read More SENCO Contacter: Alison Feeney gavin dick Tél. : 01952 386770 ​ ​ ​

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). ​

PSHE Curriculum Statement Intention At Captain Webb our aim is to provide our children with an engaging, exciting and empowering curriculum that allows them to develop as confident responsible citizens equipped with the skills that will allow them to be successful in our ever changing world, both in the present and the future. We believe that childhood should be a happy, investigative and enquiring time in our lives. We constantly provide enrichment opportunities (memorable experiences) to engage learners and develop their cultural capital which has been recognised as essential if children are to succeed. We believe that our children should not only reach their best academically, but also develop a thirst for knowledge, foster a love of learning and leave our school with exceptional independent learning skills. We are fully committed to developing each child's unique potential within a secure and caring environment. We use our Captain Webb Values to promote positive attitudes to learning: Listen Encourage Achieve Respect Nurture Our PSHE curriculum develops learning and results in the acquisition of knowledge and skills which will enable children to access the wider curriculum. It also, prepares them to be global citizens now and in their future roles within a global community. It promotes the spiritual, moral, cultural, mental and physical development of pupils, preparing them for the opportunities, responsibilities and experiences for later life. Our Relationships and Sex Education enables our children to learn how to be safe, and to understand and develop healthy relationships, both now and in their future lives. Implementation EYFS - In the Foundation Stage, PSHE and citizenship is taught as an integral part of topic work and is embedded throughout the curriculum. The objectives taught are the Personal, Social and Emotional Development statements from ‘Development Matters in the EYFS’ and the PSED Early Learning Goals. Reception also uses the Jigsaw Scheme of Work materials. (See below) Key Stage 1 and Key Stage 2 - At Key Stage 1 and 2, pupils are taught PSHE using ‘Jigsaw’ which is a spiral, progressive scheme of work, covering all of the above and aims to prepare children for life, helping them to know and value who they are and understand how they relate to other people in this ever-changing world. There is a strong emphasis on emotional Literacy (having self-awareness and recognition of your own feelings and knowing how to manage them), building resilience and nurturing mental and physical health. It includes mindfulness to allow children to advance their emotional awareness, concentration and focus. We teach about different kinds of relationships, including same sex relationships, and gender identity because it is important that our children should have an understanding of the full diversity of the world they live in and be prepared for life in modern Britain. The Sex Education aspects of PSHE are also taught through the ‘Jigsaw’. Alongside this in KS2 children have access the Expect Respect materials, which focus on healthy relationships and also deals with sensitive issues such as domestic abuse. PSHE also identifies links to British Values such as the rule of law and democracy. SMSC taught throughout the Jigsaw scheme of work and ensures that the development of children’s values plays a significant part in their ability to learn and achieve. To develop our pupil’s cultural capital at Captain Webb, we have visits from the local emergency services, Fire brigade, Lifeguards, Police and the RAF. We also give the children the opportunity to have visitors from Crucial Crew, Star, NSPCC to learn about ‘PANTS’ and ‘Helping hands. The children also get to experience other cultures by visiting places of worships to see how we are all different. All of these helps our children to experience the essential knowledge that they need to prepare them for their future success. PSHE is taught, every Monday morning throughout the whole school, through Jigsaw’s six half termly themes with each year group studying the same unit at the same time. The knowledge and skills of each unit progresses through each year. Autumn 1: Being Me in My World Autumn 2: Differences (including anti-bullying) Spring 1: Dreams and Goals Spring 2: Healthy Me Summer 1: Relationships Summer 2: Changing Me (including Sex Education) Impact The impact of following this programme will be that the standards of attainment across the school will meet or exceed those which are expected of our children nationally. We continuously assess the implementation and impact of our PSHE curriculum in order to achieve the highest outcomes possible across all year groups and ensure we provide the support that is necessary for all children to achieve. Through our PSHE curriculum, we believe we can enhance children’s education and help them to become caring, respectful, responsible, and confident individuals and citizens. By the time our children leave our school they will: be able to approach a range of real life situations and apply their skills and attributes to help navigate themselves through modern life be on their way to becoming healthy, open minded, respectful, socially and morally responsible, active members of society appreciate difference and diversity be able to understand and manage their emotions be able to look after their mental health and well-being be able to develop positive, healthy relationship with their peers both now and in the future. understand the physical aspects involved in RSE at an age appropriate level have respect for themselves and others. have a positive self esteem PSHE Policy 2024-2025 PSHE Skills and Knowledge Progression Plans 2024.25

3 Year Old -Pre-School We provide a safe, inclusive and engaging environment indoors and outdoors that, motivates, excites and challenges our Pre-school children. We have recently refurbished our Pre-school room which boasts beautiful furniture and new equipment specifically designed for our 3 to 4 year olds. The EYFS garden has also been transformed and has now been completely renovated and is specially designed for the needs of our children. ​ Our aim is for our children to thrive in a setting that has the children’s interests at the heart of all that is offered, resulting in high levels of motivation, where every child acquires and consolidates skills and knowledge at their highest level. Our children will take part in daily adult-directed, adult-led, and child-initiated activities. These are planned around a termly theme which you will find on our long-term overview. Our children also have the opportunity to learn through weekly forest school sessions where the children are encouraged to explore and investigate the natural world. ​ What Our Day looks like 9:45 (12:15) – Drop off. This is an opportunity to talk to staff about their children and ensure a calm and happy handover. 9:00 (12:45) – Focus Communication and Language groups. The children will learn to regulate their behaviour, join in with singing and an activity that promotes effective communication and language. 9:15 (1:00) - Dough Disco. This session focuses on the children’s fine motor control. 9:45 (1:15) – Weekly focus story time. This is an interactive session that involves story characters, puppets and the children’s participation. This then leads into project learning. 10:00 (1:30) - Project learning and rolling snack. During this time the staff will open the outdoor environment, run a planned activity and support children to access snack independently and safely. Key workers will also use this time to develop individual’s next steps through an overarching theme which can be found on the overviews bellow. 11:00 (2:45) – Key worker groups. These sessions are specifically planned to meet next steps and therefore could be focused around maths, literacy and always delivered with high quality communication and language at the heart of the session. 11:15 (3:00) – Rhyme time, with specifically planned rhymes and an additional story that the children vote for as they enter nursery in the morning. 11:45 (3:15) – Home time. Staff will feedback to the parents about their child’s nursery session. This is an additional opportunity for parents to ask staff any questions. What you will need to provide Water is always accessible within the room but if you would like to provide your child with a water bottle please ensure it is labelled with their name. Outdoor clothing and wellies for their forest school day. We will support any potty training that has already been started. You will need to provide a bag of spare clothes (multiple pairs of pants, socks, trousers/skirts and tops). ​ ​ Parents sessions Across the year we will be inviting parents and carers in for ‘Stay and Play’ sessions, dates are pre-planned and you can find their here (Link to key dates). Stay and play sessions are your opportunity to talk to the room staff, look at your child’s learning journey and experience project learning opportunities. We often celebrate events in these sessions such as Christmas or valentines day with parents and carers. The children have a fun non-competitive sports day in the last summer term. At 3 points of the year parents are offered the opportunity to book a parents consultation slot. Either the class teacher or the child’s Key person will talk through the child’s Development Summary and update parents of the child’s progress. This is an opportunity for parents and carers to ask questions, look at learning journeys and understand what they can do at home to support their child’s next steps. ​ Rolling Snacks Snack time at our nursery is fun and educational. We try to replicate the family environment with children sitting around the table to encourage conversation and develop physical skills pouring water from jugs and when using the cutlery. ​ Water, cow’s milk and fresh fruit is provided throughout the day at our snack table (or alternative milk for those with dairy allergies). We change our snack menu daily. ​ Starting Pre-school Nursery can be joined by completing the Application form, that can be downloaded below or requested at the school office. Completion of the Application form does not guarantee your child a place. The nursery manager will assess availability and contact you. Application forms should be returned to stephanie.cox@taw.org.uk . ​ If you wish to discuss your child attending our Pre-school class, please contact school office on 01952 386770 and ask for Miss Cox. Our Snack Menu Nursery Applicaton Form 2 Year Old's Long Term Lesson Plans Maths Progression 3 Year Old's Medium Term Lesson Plans Autumn Term 1 Autumn Term 2 Spring Term 1 Spring Term 2 Summer Term 1 Summer Term 2 3 Year Old's Long Term Lesson Plans Maths Progression Literacy Progression

Our School Governing Body What do our school governors do? ​ Governors are volunteers who are responsible for overseeing the management side of a school: strategy, policy, budgeting and staffing. They enable our school to run as effectively as possible, working alongside senior leaders and supporting teachers to provide excellent education to children. Being a school governor is a commitment to attending governing body meetings which consider issues such as setting the school vision, mitigating financial risk and scrutinising educational outcomes. They are also involved in our school community, acting as critical friends to the headteacher and senior leaders. Governors bring a wide range of skills and expertise from their professional lives to the governing board and we benefit greatly from working with these skilled volunteers, for example some of our governors have experience of finance, safeguarding, school management and human resources. A governor with business know-how can transform the running of a school. ​ Core governor responsibilities Setting the strategic direction Governing bodies are the key strategic decision makers in every school. Along with the Head Teacher, it is the job of our governing body to set the school’s aims and objectives around how the school will develop and improve. They set the policies, formulate plans and agree targets to help our school achieve these objectives, as well as regularly reviewing their strategic framework in light of that progress. Creating robust accountability The governing body is there to support and challenge our school’s senior leadership team. They play a crucial role in holding our Head Teacher to account for securing the best possible outcomes for our pupils. By challenging key decisions and asking pertinent questions about the school’s performance data, our governors aim to guarantee high standards in education. Ensuring financial probity Governing bodies have a strategic role in the financial management of schools. Their key responsibilities include, setting financial priorities through the school development plan, 3 year financial plan and the annual budget. They also decide on how our school’s delegated budget should be spent in accordance with the school improvement plan and statutory curriculum requirement. ​ How does our Governing Body work? ​ Governing body meetings We hold full governing body meetings twice a term (we no longer have separate committees). We send out all the supporting documentation a week prior to these meeting to allow Governors to have time to read and familiarise themselves with the paperwork. It also gives them time to raise any questions they might have, and challenge the information provided. Whilst there are many important aspects of the role of a governor, the most important is the business that takes place at these meetings. School visits Our Governing body is responsible for monitoring and evaluating the effectiveness of our school and its curriculum. School visits help our governors to understand more about the school and the reality of school life. Governor visits to classrooms are not a form of inspection but serve as a clear monitoring function on the implementation of the school’s strategic planning. Governor visits are encouraged. ​ Link Governors ​ The Headteacher, with the support of her leadership team, draft a school development plan (every September). This document examines all the areas in the school, which require additional focus, to ensure the best possible outcomes for all the children. The development plan is created from children's progress data, reviews by the School Improvement Partner, the Ofsted report, and general observance of the school in action. The Governors have the responsibility of ensuring this plan is effectively targeted, and that the school performs the actions that are needed. To help the full governing body with this duty each governor is assigned a role linked specifically to each area of the development plan, and it is this Link Governors duty to report back their observations and findings to the full governors. A copy of the development plan can be found here . ​ ​ ​ ​ Below are several documents detailing who are governors are, how they were elected and the duration of their service, the code of conduct which they must follow, the rules of the meetings and decision making processes, and the dates the meetings will be held. Best Value Statement 24.25 Read More Governors Meeting Dates 2024.25 Read More Register of Business Interests and Governor Information Form 23.24 Read More Statement of Roles and Responsibilities & Delegated Limits 24.25 Read More Governors Terms of Reference 24.25 Read More Governors Code of Conduct 24.25 Read More

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

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

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

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

Religious Education Curriculum Statement Religious Education Offer Pupils at Captain Webb Primary School are empowered to develop the hope and perseverance necessary to engage the challenges of learning in the context of school and the wider world. Children are challenged to ask questions about the world around them and to seek the solutions, finding answers themselves. We prepare pupils to be informed, respectful members of society who celebrate diversity and strive to understand others. Teachers engage children with exciting lessons to ensure they access the RE curriculum and enjoy learning about different worldviews. Children are encouraged to work together to deepen their knowledge of the beliefs and practices of religions and worldviews. Children develop informed opinions and an awareness of the implications of religious beliefs and worldviews on individuals, the community and the environment. Children are able to persevere when introduced to different ideas and opinions. Teaching staff seek out every opportunity to ensure that all pupils flourish in RE lessons, developing wisdom and creativity through an ambitious and broad curriculum that challenges expectations, deepens knowledge and develops skills. At Captain Webb Primary School we aim to support pupils so that they become independent and responsible members of society who understand and explore big questions about life, to find out what people believe and what difference this makes to how they live, so they can make sense of their own lives and those of others. We follow the Telford and Wrekin Agreed Syllabus, SACRE (2021), for the teaching of RE. The syllabus aims: To stimulate interest and enjoyment in Religious Education. To prepare pupils to be informed, respectful members of society who celebrate diversity and strive to understand others. To encourage students to develop knowledge of the beliefs and practices of religions and worldviews, to develop informed opinions and an awareness of the implications of religion and worldviews for the individual, the community and the environment. To enable pupils to consider their own responses to questions about the meaning and purpose of life. Knowledge forms the basis for progress in RE. The Telford and Wrekin Agreed Syllabus considers two types of knowledge: substantive (the what) and disciplinary (the how) knowledge. In terms of substantive knowledge, the development of such is reflected through the curriculum units where a religion is revisited and different questions are asked/ knowledge provided as pupils move through school. With regards to disciplinary knowledge in RE we think about the methods (the ways children find out about religion) and the personal disciplinary knowledge, which relates to how the study of religion helps pupils to learn about themselves and their values. Our chosen curriculum enables the children to draw and revisit prior knowledge, through regular retrieval practices and consider the more complex ideas about religion, where knowledge is connected through concepts and part of the children’s long term memory. Four concepts have been identified as Golden thread concepts/words that weave through our whole curriculum enabling links to be made with other more complex concepts/words over time. The Golden Thread Concepts are ‘belief, relationships, worship and identity’. They are all concepts that are revisited as children progress through the school. RE lessons at Captain Webb are inclusive, so everyone is valued and respected – and tolerance and diversity are celebrated. Children with SEND/EAL children are given appropriate support to access the RE curriculum and can respond in different ways. All pupils are encouraged to consider their own values and attitudes and those of others, and provided knowledge and opportunities to understand other people. Scaffolds, sentence stems etc. are used to alleviate boundaries so that each child can access the main religious concepts. Lessons are pitched appropriately to ensure children are able to access the RE curriculum. Assessment is completed in an appropriate way for each child so that they are able to demonstrate their understanding. An understanding of pupils’ needs is demonstrated through the range of ways in which the pupils can achieve the lesson objective SMSC and Religious Education. ​ It is our aim that Religious Education should contribute to the spiritual, moral and social and cultural development of our pupils. Religious Education can help children develop their own informed values, religious and non-religious. Children should learn to respect themselves and be sensitive to the needs and experiences of others, including considering the effect our actions have upon others. Religious Education can also help develop pupils’ understanding of social issues like stewardship of the Earth’s resources, our citizenship within local, national and global communities and a genuine respect for persons and sensitivity to their values and beliefs. Religious Education should also equip pupils to challenge inequalities and disadvantages associated with race, gender, class and ability. Useful websites for RE KS1 Religions of the World: https://www.bbc.co.uk/teach/class-clips-video/religions-of-the-world/zfxwpg8 KS2 Religions of the World: https://www.bbc.co.uk/bitesize/subjects/z7hs34j SACRE: https://www.telford.gov.uk/info/20794/standing_advisory_council_on_religious_education_sacre Religious Education Policy 2024-25 Schema for Worship Schema for Relationships Schema for Identity Schema for Belief RE Knowledge Grid Parental right of withdrawal from RE This was first granted in 1944 when curricular RE was called ‘Religious Instruction’ and carried with it connotations of induction into the Christian faith. RE is very different now – open, broad and exploring a range of religious and non-religious worldviews. In the UK, parents still have the right to withdraw their children from RE on the grounds that they wish to provide their own RE. This provision will be the parents’ responsibility.6 This right of withdrawal exists for all pupils in all types of school, including schools with and without a religious designation. Students aged 18 or over have the right to withdraw themselves from RE. Parents also have the right to withdraw their child from part of RE, and can do so without giving any explanation.

Writing Curriculum Statement Intent At Captain Webb Primary School, we intend for our children to leave as confident, capable and independent writers, who not only understand the purpose and importance of writing but also enjoy the writing process. We intend for children to use their writing skills across the curriculum. Our overarching principle about learning is: ‘Knowing more and remembering more’. We have designed our curriculum so that more time is given to embed key knowledge, make connections and be ready for the next stage of a child’s learning journey. Through their growing knowledge and understanding, we want all children to be able to communicate their knowledge, ideas and emotions confidently through their writing. Unapologetically ambitious, our writing curriculum focuses on excellence by learning from outstanding writers. We want our children to draw upon a rich exposure to quality literature so that throughout the writing process, they can write as a reader and read as a writer. 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, audiences and purposes. We believe in setting high standards in the presentation of writing along with setting the important foundations in spelling and grammar. ​ Implementation (Planning an inclusive curriculum). Our inclusive knowledge-based curriculum plans for success. 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. Within English lessons, we are teaching all children to have a deep and secure understanding of the concepts that they are being taught. In order to do this, our curriculum is designed to reduce cognitive load by ensuring we structure and design lessons in small coherent steps, which organically allows opportunity for the promotion of retention. This allows for an inclusive learning environment where all children are supported to transfer learning from short-term to long-term memory. Please see the link below for the whole school writing progression knowledge and skills grids. ​ ​ Spoken language is the first and most important resource that young writers have. Our writing curriculum, places quality literature and spoken language at the forefront of all writing units. Children need to have a wide experience of story, knowledge of written language and how this works and knowledge of how print works as a means of communication. Young children can compose long before they can transcribe and many teaching approaches at this stage focus on easing the burden of transcription and enabling children to compose more freely. Therefore, initially a child needs the help and support of another person, usually an adult, in order to write conventionally. This support can be gradually withdrawn as transcription becomes easier and the child increases in independence, finding their voice as a writer. ​ Our teaching of writing across the school is linked to 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. ​ ​ 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. ​ In EYFS, Key Stage 1 and Key Stage 2 English is taught on a daily basis. 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.​ ​ Whole School Writing Progression Grids 24 - 25 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 The Writing Process We organise intended learning into units of writing. These group the knowledge, skills and understanding that we want children to remember, do and use. We start with a high quality and inspiring text , identifying points within the text at which a piece of extended writing could be crafted, building lessons from this point up. For extended pieces, teachers use key skill checklists to support the writing process. ​ • PRIOR ASSESSMENT & TARGET SETTING – Using the previous writing unit to determine what the pupils need to develop, gaps in learning and any objectives that need specifically focusing on in this next unit. ​ • GENRE – This is the text type. We consider what we want pupils to write and why (purpose, audience and intended impact). ​ • CONTEXT – This includes any hooks into writing and any knowledge or experience that pupils require to write a particular piece. (Quality texts, memorable experiences or cross curricular links) ​ • TEXT / READINIG ANALYSIS – This requires effective models of the genre to build up pupils’ understanding of texts in this particular style. Opportunities to unpick modelled texts, consider the author’s choice of language and vocabulary and identify any SPAG features. ​ • ORGANISING IDEAS – This may include speaking and listening opportunities including drama. For example – retelling a text orally, hot seating a character, acting in role. Children will begin to organise ideas for their writing through lists, flow charts and / or writing frames. Teachers should be careful with the format used so we don’t limit ideas to small boxes which are not useful to follow when composing. Tools and approaches should enable pupils to plan ideas for the composition and the vocabulary they will use within the writing. Scaffolds to support this are useful. • VOCABULARY DEVELOPMENT – Consider words that will support pupils to improve their composition, draw attention to any taught spelling patterns. These should be taught within context with opportunities for pupils to apply within the composition of sentence structures. • SENTENCE COMPOSITION – Plan for sentence composition linked to the genre type. Composition practice should link to the end outcome piece so pupils can draw on this practice to support independent composition. Sentence types, grammar knowledge and skills should be taken from the progression document. • PUNCTUATION – Plan for punctuation linked to the genre. Practice composition should link to the end outcome piece so pupils can draw on this practice to support independent composition. Knowledge and skills should be taken from the progression document and assessment of pupils’ previous writing. • MODELLED WRITING – Teachers usually prepare the models to support the compositional and transcriptional skills, and component knowledge being developed in the sequence. Using the model teachers diagnose the model with pupils so that they understand how this was composed. This builds their understanding of what a good one looks like. These models of writing are displayed on our classroom washing lines. • SHARED WRITING – Using the planning and model how to compose the piece (parts of the piece) with the pupils. Teacher modelling is really important to develop writer’s voice and promote thinking. (Thinking out loud – articulating the processes of a writer.) • GUIDED WRITING – Working with groups of pupils to specifically guide their writing skills. Assessment is key to delivering guided writing. Identifying the needs of the pupils, for example developing transcriptional skills for our lowest attaining pupils and providing challenge for our higher attainers. For example: teachers to guide writing to understand how to critically shape sentences for effect. • INDEPENDENT WRITING - Pupils compose their own piece. This can be in parts as they work through paragraphs of the text or as a full piece. Redrafting and editing can be of sections to lead to more focused impact. • RE-DRAFT AND EDIT – Teacher modelling of these skills is really important. Pupils are often not shown how to undertake this process effectively and therefore it can lose impact. After composition pupils may redraft sections of the writing to up level skills and improve the piece. Editing writing – pupils read through the writing and make correction in the writing. The pupils use the COMB materials to build their independence with proof – reading skills. • PUBLISHED PIECE – Writing can be published in a range of ways. It is really important to develop pride in writing and allow pupils opportunities to make choices on how they want to publish material. • APPLY TO A NEW CONTEXT – Pupils should have the opportunity to apply the style of writing to new context as this allows them to practise the skills. Teachers must ensure pupils have the knowledge to write in this context. Pupils should use and apply taught skills for subjects across the curriculum. ​ • ASSESSMENT & FEEDBACK – Teachers should analyse pupils’ writing against the writing moderation documents / termly targets for the year group. They should provide feedback to pupils on their successes and next steps. (Target Setting) ​ 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. ​ Modelled Writing using our washing lines. The Importance of Vocabulary 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. Early Years Our curriculum maps are carefully planned to have breadth and depth and introduce quality core concepts, bodies of knowledge and key concepts which will be built on in Year 1. The ambitious curriculum is a carefully devised sequential offer to ensure the children become fluent in essential foundational knowledge necessary for writing. This enables our pupils to know more and remember more ready for future learning. End points are identified in the EYFS writing progression document. The teachers plan effective writing units based on high quality writing texts. The plans include rich opportunities (through self-initiated learning and taught lessons) for pupils to develop their understanding of phonics application through Read, Write, Inc. Their writing involves transcription (spelling and handwriting) and composition of sounds that they have previously been taught - articulating ideas and structuring them in speech, before writing. Reception and Year 1 are taught spelling patterns as part of their daily phonics lesson. ​ ​ 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 24 - 25 Impact In order to identify the impact our curriculum is having on our pupils; we check the extent to which learning has become permanently embedded in children’s long-term memory in addition to looking for excellence in their outcomes. When undertaking these we ask the following key questions: • How well do pupils remember the content that they have been taught? • Do books and pupil discussions radiate excellence? • Does learning ‘travel’ with pupils and can they deliberately reuse it in more sophisticated contexts? Each year group has writing assessment criteria that aligns with the whole school writing progression map. We make assessment judgements termly. Three pieces of writing will be assessed every term throughout the year using the assessment grids. These grids match the termly targets set out in the year groups progression map. Evidence of the core knowledge and skills for each term will demonstrate if a child is working towards, at or above age related expectations. Teachers record the summative assessments on O Track. These assessments are moderated by SLT each term. Formative and Summative Assessments End of unit assessments (Hot Writes) End of term assessments (3 pieces of writing evidence) Internal Moderation of termly assessments. Internal Monitoring Termly Pupil Progress Meetings Lesson Monitoring and Book scrutiny Pupil Voice External Moderation Cluster Group Moderation. Assessment data shows that.. 77% reached ARE at KS2 with 2% reaching greater depth. Writing Policy 24 - 25