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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 juil. 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 juil. 2023 Read More

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

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).

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.

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

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

Sécurité en ligne Safer Internet Day 2023 This year we once again took part in Safer Internet Day! Our teachers made sure we had space to talk about what devices we use to access the internet, what we do when we are online, what we like about using the internet and what our worries are. We recorded our thoughts and added them to the Safer Internet Day ‘Video Wall’ where industry leaders and online safety experts will listen to our voices! Click here to watch the videos on what each class did for Safer Internet Day Nos enfants vivent désormais dans un « Village mondial » et il est important que nous travaillions ensemble pour garantir la sécurité de nos enfants à la fois dans le monde réel et en ligne. Comment nous assurons la sécurité des enfants en ligne À l'école primaire Captain Webb, les enfants apprennent à rester en sécurité en ligne en étant conscients de leur conduite (leur propre comportement en ligne), en sachant ce qu'est et comment trouver un contenu approprié et les risques de contact de la part des personnes qu'ils connaissent et des personnes qu'ils connaissent. ne sais pas. La sécurité en ligne est liée à chaque unité de notre programme informatique (voir ci-dessous). Nous bloquons une semaine entière de travaux thématiques pour que les enfants apprennent les aspects spécifiques à l'âge de la sécurité en ligne pendant la « Semaine pour un Internet plus sûr » et l'école est visitée par plusieurs agences extérieures (telles que la NSPCC, Google et la police locale) pour se renseigner sur les problèmes de sécurité en ligne. Notre conseil étudiant joue un rôle actif dans les discussions et la prise de décision concernant tous les aspects de la sécurité, y compris la sécurité en ligne. Nous jouons un rôle actif auprès des parents, rencontrant régulièrement toute personne susceptible d'avoir des inquiétudes quant à la sécurité de son enfant sur Internet. Si vous avez des inquiétudes concernant la sécurité en ligne, n'hésitez pas à nous contacter et à venir parler à l'un de nos experts en sécurité en ligne. Conseils pour assurer la sécurité de votre enfant en ligne : Sachez ce que vos enfants font en ligne et à qui ils parlent. Demandez-leur de vous apprendre à utiliser des applications que vous n'avez jamais utilisées. Garder l'ordinateur dans une salle familiale signifie que vous pouvez partager l'expérience en ligne de votre enfant – et qu'il est moins susceptible d'agir de manière inappropriée (c'est-à-dire via une webcam). Aidez vos enfants à comprendre qu'ils ne doivent jamais donner de détails personnels à des amis en ligne - les informations personnelles incluent leur identifiant de messagerie, leur adresse e-mail, leur numéro de téléphone portable et toute photo d'eux-mêmes, de leur famille ou de leurs amis. Si votre enfant publie une photo ou une vidéo en ligne, tout le monde peut la modifier ou la partager. Rappelez-leur que n'importe qui peut regarder leurs images et qu'un jour un futur employeur pourrait le faire ! Si votre enfant reçoit des spams/courriers indésirables et des SMS, rappelez-lui de ne jamais les croire, répondez-y ou utilisez-les. Ce n'est pas une bonne idée que votre enfant ouvre des fichiers provenant de personnes qu'il ne connaît pas. Ils ne sauront pas ce qu'ils contiennent - cela pourrait être un virus, ou pire - une image ou un film inapproprié. Aidez votre enfant à comprendre que certaines personnes mentent en ligne et qu'il est donc préférable de garder les amis connectés en ligne. Ils ne devraient jamais rencontrer d'étrangers sans un adulte en qui ils ont confiance. Gardez toujours la communication ouverte pour qu'un enfant sache qu'il n'est jamais trop tard pour dire à quelqu'un si quelque chose le met mal à l'aise. Apprenez aux jeunes comment bloquer quelqu'un en ligne et comment le signaler s'il se sent mal à l'aise. Sites Web utiles Ces sites Web peuvent vous être utiles si vous souhaitez en savoir plus sur la sécurité sur Internet : www.ceop.gov.uk - Le Centre contre l'exploitation des enfants et la protection en ligne (CEOP) se consacre à l'éradication des abus sexuels sur les enfants. Il s'agit d'une agence gouvernementale qui fait partie de la police britannique et qui s'occupe principalement de suivre et de traduire les délinquants en justice, directement ou en partenariat avec les forces locales et internationales. www.thinkuknow.co.uk - Le Centre contre l'exploitation des enfants et la protection en ligne (CEOP) a mis en place son propre site Web éducatif qui a été conçu et écrit spécifiquement pour les enfants, les jeunes, les enseignants, les parents et les soignants. www.kidsmart.org.uk - Kidsmart est un site Web de sécurité Internet primé pour les parents et ceux qui travaillent avec des enfants. Il a été développé par l'association caritative Internet pour enfants Childnet International et contient d'excellentes informations sur de nombreuses technologies utilisées par les enfants, avec des conseils sur la façon de « rester en sécurité » en ligne. http://parents.vodafone.com/ - Vodafone a développé ce site Web en collaboration avec mumsnet. Il est très accessible et fournit des informations et des conseils aux parents pour comprendre le monde numérique de leur enfant et pour s'impliquer davantage. Il y a même un test en ligne pour voir combien vous en savez ! Physical Security Systems we have in place In addition to teaching our children how to stay safe online we have installed, on our internet and IT systems, several security systems to block and filter out any inappropriate content. The following are some of the in-built security protection systems put in place, on our behalf by T&W: 1. Password management: This is critical, as this is where we all need to play our part. Passwords can be hacked easily if they do not have a good level of complexity, so to help protect your data we use a good, complex passwords. We never share password or leave them lying around. 2. Email protection – All emails go through a filtering system (Sophos) to ensure they do not contain a virus or from a known phishing source. Sophos is a tool that checks the content of the email very quickly and will let us know if it is safe to open. 3. Internet Filtering – We use a product called Smoothwall, this protects against access to certain internet sites and content that you would not want your children to see. 4. Monitoring of activity - Senso is a cloud based, real time monitoring of activity on school owned devices, designed to highlight [to school staff] users who may be vulnerable or at risk to themselves, at risk to others or behaving inappropriately. Senso indicates a potential concern by raising a “violation” when a keyword, acronym or phrase typed, matches against those found within our libraries. It sends automated alerts to the DSL’s. 5. Anti-Virus Software – Windows Defender. This is designed to detect and remove viruses and other kinds of malicious software from schools computers or laptops. 6. A Firewall - At its most basic, a firewall is essentially the barrier that sits between a private internal network and the public Internet, it monitors and filters incoming and outgoing network traffic based on our organisation's previously established security policies 7. Multifactor Authentication (MFA) – This is where you not only have a password but use a secondary device (like an app on a phone) as additional confirmation of the users identity. This increases security because even if one credential becomes compromised, unauthorized users will be unable to meet the second authentication requirement and will not be able to access the system. 8. Geofencing - This helps protect devices and accounts from access from certain ‘high risk’ geographical areas. Online Safety Workshops Y ear 5 and Year 6 took part in workshops run by a lady who works with the GK Consultant Services (who specialise in safeguarding for children). The workshops were aimed specifically at teaching the children to understand about online friendships, consents, sharing images and videos, and how to access help when online. Below is a copy of the PowerPoint used in the workshops. Online Safety Policy 2023.25 Computing Policy 2022.25 Online Safety Audit 2023.24 Online Safety Parents Meeting Minutes 12/07/2023 April 2025 Read More June2025 Read More May 2025 Read More March 2025 Read More Dec 2024 Read More Nov 2024 Read More October 2024 Read More September 2024 Read More

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

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

OUR SCHOOL STAFF Senior Leadership Team: Headteacher - Mrs Sarah Passey Deputy Head - Mrs Nicola Weston-Blakey Assistant Head (KS1) - Miss Natalie Manns Assistant Head & SENCO (KS2) - Mr Chris Pilling EYS Lead - Mrs S Brannon Early Years: Reception Class 1- Mrs K McGee (Teacher), Mrs S Cecil (TA) Reception Class 2- Mrs Brannon (Teacher), Mrs K Jones (TA) Preschool - Miss L Hallybone (Teacher), Miss E Burns (TA) Nursery Manager - Miss S Cox Daycare - Mrs Amy Lewis (Room Lead), Mrs H Anthony (TA), Miss A Halford (TA), Key Stage 1: Year 1 Class 1- Mrs K Longmore (Teacher), Miss D Evans (TA) Year 1 Class 2- Miss E Robinson (Teacher), Mrs S Reynolds (TA) Year 2 Class 1- Mr A Davies (Teacher) Year 2 Class 2- Miss S Jenkins (Teacher) KS1 Support - Mrs G Limer (TA), Miss M Lloyd (TA) Key Stage 2: Year 3 Class 1- Miss N Manns (Teacher), Mr R Harris (Teacher) Year 3 Class 2- Miss J Roberts (Teacher) Year 3 Support - Mrs C Watkins (TA & Pastoral Support), Miss A Farley (TA) Miss K Willets (TA) Year 4 Class 1- Miss T Read (Teacher) Year 4 Class 2- Miss R Hill (Teacher) Year 4 Support - Mrs C Withers (TA) Year 5 Class 1- Mr C Pilling (Teacher), Mrs F Tranter (Teacher) Year 5 Class 2- Mr S White (Teacher) Year 6 Class 1- Mrs Weston (Teacher) , Miss K Wootton (Teacher) Year 6 Class 2- Miss M Saville(Teacher) KS2 Children's Support - Mrs J Davies (TA), Mrs M Abbey-Offland (TA), Mrs L Fewtrell (TA), Mrs I Perry (TA) Mrs J Garrard (TA) SENCO: Mr C Pilling (Teacher/SENCO) Speech and Language Support : Mrs J Walker (TA) Pastoral: Mrs G Boden (DSL &Pastoral Lead), Mrs C Watkins (Pastoral Support), Mrs J Wheatley (Pastoral Support) Administration: Miss L Sanderson (School Business Manager), Miss J Mansell (Finance Admin), Mrs G Hanafin (Reception and Communications Admin). Caretaker: Mr J Featherstone

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

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 . DfE - Working Together To Improve School Attendance Guidance (including changes to penalties for absence) From August 19th 2024 the Government have introduced a new ‘national framework for Penalty Notices’. (in Telford & Wrekin the changes apply from 1st September 2024). There are significant changes that parents need to be aware of: If your child has 10 sessions of unauthorised absence in a 10 school week rolling period, you may be issued with a Penalty Notice. These 10 sessions may include any unauthorised absence, including leave in term time and do not have to be consecutive. Penalty Notices are increasing to £160 from September 2024. This can be reduced to £80 but only for the first Penalty Notice issued, if paid within 21 days – this reduction does not apply to any subsequent Penalty Notice. Any 2nd Penalty Notice, to the same parent for the same child, issued within three years of the date of the first Penalty Notice will be charged at a flat rate of £160 A third Penalty Notice will not be issued within a three year rolling period, to the same parent for the unauthorised absence of the same child, - alternative action or legal measures will be utilised for subsequent offences. If in an individual case the local authority believes a Penalty Notice would be appropriate, they retain the discretion to issue one before the threshold is met. For example, when a parent purposefully tries to avoid a Penalty Notice by taking their child out of school when there is only four pupil days in school and the fifth day is for example a PD day or bank holiday attached to that week. In some circumstances a ‘Notice to Improve’ may be issued – However, a Notice to Improve will only be used in cases where support is appropriate. They will not be issued in cases of unauthorised leave in term time for holidays, where information for parents is included on school’s website or a simple warning by the school that a Penalty Notice could be issued if unauthorised leave in term time is taken will suffice. ‘Parents should always apply to the Headteacher for any request for leave in term time by completing a request form available from school. (DfE guidance states schools should not authorise leave retrospectively so any leave in term time taken without a request being submitted will be unauthorised absence)’. In developing and publishing the new national framework, the Government has renewed appeals to parents not to take their children out of school during term time. The Governors and Headteacher of this school support this and students will only be given permission to take leave in term time if there are exceptional circumstances. The DfE Guidance Working Together to Improve School Attendance (Aug 2024) states that: Generally, the DfE does not consider the need or desire for a holiday or other absence for the purpose of leisure and recreation to be an exceptional circumstance. (Paragraph 38.) Each application for leave in term time will be considered and if it is agreed and authorised the Headteacher will determine the duration of any leave. However, if the application is not agreed and the absence occurs the dates will be unauthorised. Parents will be notified of any decision in writing. This notification may be hand delivered directly to the parent or posted to the parents’ home address. As a school we are asked to inform you that in line with Telford and Wrekin Council Policy, if your child is absent for 10 school sessions within a 10 week rolling period and that absence is unauthorised, you may be subject to a Penalty Notice fine, criteria is as detailed above. Link to DfE full Guidance on 'Working together to improve school attendance - August 2024' Below is the presentation shared with parents (on the 7/10/2024) outlining the changes to Working together to Improve Attendance (released Aug 2024), and how it will affect parents. Slide1 Slide2 Slide18 Slide1 1/18 CAPTAIN WEBB PRIMARY SCHOOL ATTENDANCE DATA 6th Sept 2023- 22 July 2024