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Besoins éducatifs particuliers : offre scolaire 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 Read More Accessibilty Plan Read More SEND Brochure Read More SEND Policy - Jul 23 Read More SENCO Contacter: Alison Feeney gavin dick Tél. : 01952 386770 ​ ​ ​

Étape clé 2 (fin de l'école primaire) Résultats ​ Pour consulter nos données de performance les plus récentes 2018/19, veuillez consulter ci-dessous. Vous trouverez ici le pourcentage d'élèves clés de l'étape 2 qui ont atteint : le niveau attendu ou supérieur en lecture, écriture et mathématiques ; progression moyenne en lecture, écriture et mathématiques ; un « score échelonné » moyen en lecture et en mathématiques et un niveau élevé de réussite en lecture, en écriture et en mathématiques. Pour plus d'informations, veuillez lire les directives du ministère de l'Éducation : Tableaux de performances scolaires : comment interpréter les données. To see more information about the school's attainment please follow the link: Captain Webb Primary School - Find school and college performance data in England - GOV.UK (find-school-performance-data.service.gov.uk) This is currently still only reporting 2019 results but will update to include 22.23 data soon.

OUR SCHOOL STAFF Senior Leadership Team: Headteacher - Mrs Sarah Passey Deputy Head - Mrs Nicola Weston-Blakey Assistant Head (KS1) - Miss Natalie Manns Assistant Head (KS2) - Mr Chris Pilling EYS Lead - Mrs S Brannon Early Years: Reception Class 1- Mrs K McGee (Teacher), Mrs S Reynolds (TA) Reception Class 2- Miss E Robinson (Teacher), Mrs K Jones (TA) Preschool - Miss S Brannon (Teacher), Miss R Jones (TA), Mrs S Cecil (TA) Nursery Manager - Miss S Cox Nursery - Miss Hallybone (Teacher), Mrs E Burns (TA) Daycare - Mrs Amy Lewis (Room Lead), Mrs H Anthony (TA), Miss S Cooper (TA), Key Stage 1: Year 1 Class 1- Mrs K Longmore (Teacher), Miss D Evans (TA) Year 1 Class 2- Mr A Davies (Teacher), Mrs Y Byrne (TA) Year 2 Class 1- Mr R Harris (Teacher) Year 2 Class 2- Miss S Jenkins (Teacher) KS1 Support - Mrs A Farley (TA), Mrs G Limer (TA), Mrs J Garrad (TA) Key Stage 2: Year 3 Class 1- Mr S White (Teacher) Year 3 Class 2- Miss J Roberts (Teacher) Year 4 Class 1- Miss B Gears (Teacher) Year 4 Class 2- Miss S Davies (Teacher) Year 5 Class 1- Mrs N Weston (Teacher) Year 5 Class 2- Miss R Hill (Teacher) Year 6 Class 1- Miss T Read (Teacher) Year 6 Class 2- Miss M Saville (Teacher) Year 6 Class 3- Mrs K Wootton (Teacher) and Mrs F Tranter (Teacher) KS2 Children's Support - Mrs J Davies (TA), Mrs M Abbey-Offland (TA), Mrs S Larkin (TA), Mrs C Ward (TA) SENCO: Mr C Pilling (Teacher/SENCO), Mrs L Fewtrell (TA) Speech and Language Support : Mrs J Walker (TA) Pastoral: Mrs G Boden (Pastoral Manager), 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

Phonics Curriculum Statement What is Phonics? Phonics is the method of teaching reading through the identification of sounds and graphemes. All words are made up of individual sounds. These sounds are merged together to form words. e.g. in ‘mat’ we have the sounds ‘m’, ‘a’, ‘t’, ship – ‘sh’, ‘i’, ‘p’. A grapheme is another name for the letters we use to write the sound. The spelling of that sound on the page. The new National Curriculum ensures that all children are taught Phonics systematically. This gives your children the tools to read any word. What is Read Write Inc? At Captain Webb, we use Read, Write, Inc. an inclusive synthetic phonic programme to teach our children to read, to write and to spell. We have adopted this as our whole school approach as the programme facilitates a graduated and tailored approach to learning basic sounds and letter formation before advancing to more complex sounds and reading for comprehension. The programme moves with integrity from learning to read to reading to learn. This video, taken from the Ruth Miskin website, explains the scheme in more detail: https://youtu.be/sjlPILhk7bQ Teaching Phonics at Captain Webb We start teaching the programme in your child’s Reception year and then continue until they have worked their way through the whole reading scheme. Our aim is for all children to complete the programme by the end of the first half term of Year 2. Those children who have not reached the expected level by the time they leave KS1 will continue to access the RWI programme and receive additional targeted intervention to ensure they catch up with their peers. RWI is taught through daily phonic lessons where we teach sounds, children practise reading and spelling words containing these sounds, then we give children decodable books containing sounds and words they can read. They read each Storybook four times at school and again with you at home We assess all children on the scheme every 4 weeks, to ensure that they are placed in the appropriate group for their reading ability. This also allows us to quickly identify any children who need some support to access the learning at the level of the group. If this arises, we provide one-to-one tutoring for the child in accordance with the Read, Write, Inc scheme, to help them make rapid progress and once again be at the level of their group. Groups are taught by either teachers or teaching assistants who have had Read, Write, Inc phonics training; in utilising so many staff, we can ensure that groups are kept as small as possible and that the teaching the children receive is tailored to their needs. To find out more information on the half termly progress expectations for Phonics, please click on the link below.I Half Termly Progress Expectations - Phonics In Reception, children begin by learning the Set 1 sounds. Set 1 Sounds are taught in the following order together with rhymes to help children form the letters correctly and instantly recognise sounds ready for blending. For the set 1 handwriting rhymes please click on this link. Handwriting Rhymes They also begin learning to blend sounds together to make words after learning the first 5 sounds, firstly through practising oral blending, also known as Fred Talk. Then, when they can blend independently, they progress on to reading green words. As soon as children can read green words, they begin to read stories in their Read, Write, Inc sessions. Each storybook is matched to the sounds they can already read, which sets them up for success and helps to build their confidence with reading. Each colour set also contains 5 non-fiction texts It is through these storybooks that we teach children red words, which are irregular words that are not phonetically plausible and cannot be sounded out (Fred Talked). Each storybook is taught in the same way, with children practising reading the green words in the story and also the red words, before they begin to read the book. Children will then read the book several times to help build their fluency and comprehension skills. ​ Order of Story books: Children will hopefully follow the order listed below. The expectation is that all children will leave Year One as confident speedy readers, ready to take on the challenges of Year Two. However, some children may need extra support and your teacher will talk to you about this. ​ Books Green Words in Books Red Ditty 1-10 Read More Green 1-10 Read More Purple 1-10 Read More Pink 1-10 Read More Orange 1-12 Read More Yellow 1-10 Read More Blue 1-10 Read More Grey 1-13 Read More When the children move on to Green story books, they will begin to learn Set 2 Sounds – the long vowels. When they are very confident with all of set 1 and 2 they are taught Set 3 Sounds. Speed Sounds Set 3 Nonsense Words also known as alien Words As well as learning to read and blend real words children will have plenty of opportunities to apply their sound recognition skills on reading ‘Nonsense words also known as alien words’. These words will also feature heavily in the Year One Phonics Screening check in the summer term. To find out more about the Year 1 Phonics Screening check please click on this link. https://home.oxfordowl.co.uk/at-school/primary-school-assessment-tests/year-1-phonics-screening-check/ Spelling Spelling will only start in Reception when children are ready to write and form their letters. Children will use first use ‘Fred fingers’ to first sound out a word before they write it down. Children learn how to spell rather than just get tested. Furthermore, this way of teaching spellings allows children to use Fred fingers whenever they get stuck with spelling a word. Children pinch each sound on fingers before writing the word. What can you do to help? 1. Use pure sounds, not letter names We teach using pure sounds. We pronounce the sounds clearly, using pure sounds (‘m’ not’ muh’, ’s’ not ‘suh’, etc.) so that your child will be able to blend the sounds together to make words more easily. To hear how to pronounce sounds correctly, watch the following video. https://youtu.be/s6OiU2h3sUI 2. Use Fred Talk to read and spell words (see above) 3. Listen to your child read their Storybook every day. 4. Read aloud a variety of stories to your child every day. Our school library has a wonderful selection of picture books, speak to our admin team about loaning out books to read at home. ​ You can access online resources (see below) where there are tips and videos to give you more information to help you to understand more about Phonics, Read Write Inc. and how to practise reading and writing with your child at home. Online resources available Ruth Miskin Parents’ Page: https://www.ruthmiskin.com Ruth Miskin Facebook: https://www.facebook.com/miskin.education Free e-books for home reading: http://www.oxfordowl.co.uk/Reading/

Geography 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 Within geography, we believe that children should develop an understanding, and love of, the world around them. Our geography curriculum is designed to encourage children to ask and enquire about the natural and the human world. Throughout their time at Captain Webb, children are given opportunities to explore the world around them through memorable experience visits and fieldwork. These experiences, along with lessons within school, ignite an enthusiasm to learn. Geography is embedded in the processes and people around us that form our environment. At Captain Webb, we want our pupils to develop a deep understanding of the natural and human environments, alongside an understanding of the physical and human processes which form these. By providing pupils with the key knowledge, we enable them to develop the skills required to understand and navigate our world. Implementation Our pupils leave Captain Webb with all of the knowledge and skills required to be competent and enthusiastic geographers. Our curriculum has been rigorously planned to ensure that the knowledge children have is built upon not only each year, but each term and within every geography lesson. Knowledge within our geography curriculum is split into locational, place, human and physical. These are mapped out across the year groups to ensure progression. From this knowledge, children can also develop the key skills in each strand of the geography curriculum. These skills are applied during fieldwork both on site and during memorable experience visits. Children carry out fieldwork in every year at Captain Webb. Not only does this develop their geographical skills, but also their understanding of the world around them. Based on their fieldwork, children produce maps which also develops their sense of the key concepts of place, space and environment. Geography at Captain Webb is taught through blocks which supports children to develop mastery of the subject. Children working at greater depth are able to revisit their learning and delve deeper into the topic. At the beginning of each topic, initial assessments are completed to determine prior knowledge and ensure that progression is consistent. Children also ask 6 ‘big questions’ about their topic to inform teachers’ planning and guarantee that learning is driven by children’s interests. This further develops their enthusiasm for the topic. ​ Impact As well as monitoring of attainment, the impact of effective geography teaching is clear in the children’s ability to apply their knowledge to fieldwork in each year group. The impact of geography is also evident within the opportunities we provide to develop cultural capital. We do this across the curriculum and throughout the school by: Investing in digital mapping technology to help children develop a sense of place and scale. Incorporating memorable experiences into every topic, which allow exploration of people and landscapes Fieldwork in the local area Topics regarding current global issues, such as climate change and plastic in the oceans A residential visit to France, enabling pupils to experience differing cultures Geography Policy 2022.25 Geography SEND Geography Skills and Knowledge Progression Plans

British Values At Captain Webb Primary School we actively take opportunities to teach British values and feel this is embedded through our weekly assemblies and interwoven in our enriching curriculum. We explore the 5 areas of British Values as part of our curriculum: Democracy Rule of law Individual liberty Mutual respect Tolerance of those of different faiths and beliefs Democracy: Children have the opportunity to have their voices heard through our School Council; the elections of the pupil council are based solely on pupil votes. Class rules are devised and agreed by every member of a class. Pupils are also given opportunities to put themselves forward for other responsibilities within the school. The children are also developed as leaders in different capacities. The Importance of Laws: The importance of laws, whether they be those that govern the class, the school, or the country, are consistently reinforced throughout regular school days, as well as when dealing with behaviour and through school assemblies. Our value based 6C system teaches our children the value and reasons behind laws, that they govern and protect us, the responsibilities that this involves and the consequences when laws are broken. Visits from authorities such as the Fire Service and the police are regular parts of our calendar and help to reinforce this message. Individual Liberty: Within school, children are actively encouraged to make choices, knowing that they are in a safe and supportive environment. As a school we educate and provide boundaries for young pupils to make choices confidently and safely. Our children are encouraged to know, understand and exercise their rights and personal freedoms and are advised on how to exercise these safely. This is explored, for example, through our E-Safety curriculum and PSHE lessons. Throughout the academic year, our children are offered the opportunity to participate in numerous extra-curricular clubs, workshops and events which allow them to exercise their individual choice. Mutual Respect: Part of our whole school ethos and behaviour policy has revolved around the six core values of being Caring, Courageous, Cooperative, Calm, Creative and Committed. These are central to every aspect of the children’s learning and allow us to talk about how we learn, foster excellent behaviour and give the children lifelong skills. Our children follow these values in every aspect of school life and have previously been part of discussions and assemblies related to what these values mean and how they are shown. The whole school follows this values led education approach and parents are encouraged to reinforce the importance of the 6Cs at home. Tolerance of those of different faiths and beliefs: At Captain Webb, we value the diverse ethnic backgrounds of all pupils and families and, where possible, members of different faiths or religions are encouraged to share their knowledge to enhance learning within their classes and the whole school. Assemblies and discussions involving prejudices are followed up and supported by learning in RE and PSHE. Our RE and PSHE curriculum have designated topic areas to focus on and celebrate similarities and differences in other faiths and beliefs. Assemblies, theme weeks and workshops offer our children enriched experiences to deepen their understanding, tolerance and knowledge of our culturally diverse society. Assemblies: British values are central to our assemblies through the teaching of the 6Cs and through highlighting and commemorating key events past and present. These include Remembrance Day which teaches the children about the impact that the two World wars had on Britain and the role that Britain played. Children are also given the opportunity to purchase poppies and the whole school takes part in a minutes silence to show their respect for the thousands that lost their lives during these times. In recent years we have celebrated key British events such as the Olympic Games, the Royal wedding, and the Golden Jubilee through special assemblies and themed lessons. Throughout the school year, the children learn about and support different charities and take part in events such as Children in Need. We feel this is an integral part of the children understanding how they can be well-rounded citizens and help society. British Values in the Curriculum: British Values comes through our curriculum throughout the school. See our curriculum plans for more information. CURRICULUM SUBJECTS >

Parent's Forum At Captain Webb we appreciate and value open communication between our school and parents. The goal of our Parent Forum is to ensure that the views of all parents are heard. The aim is that parents can talk freely with their elected Forum representative and they will act as a voice to inform the school of the needs of our children and families. We feel that it is a perfect way to share ideas, views and concerns and to make suggestions for improvements. ​ Our Parent Forum has four broad aims which are; ​ · To work together to improve the learning and welfare provided for our children. · To work in partnership with the school to create a welcoming school which is inclusive for all parents and carers. · To share information, knowledge and skills. · To further improve communications between Parent/Carers and Staff/Governors. One parent will be elected for each class, through a democratic vote. The vote will take place every September when each class will ask their pupils parents/carers if there are any volunteers for the role. Where more than one volunteer puts themselves forward an anonymised vote will be held. The Forum will report to the Governing body annually on its activities on behalf of all parents. ​ They will meet once every half term with Mrs Passey (Head) and Mr Harris (Parent Partnership Lead) to discuss any issues, ideas or opinions that have been raised. ​ Minutes and dates for each meeting will be posted on the website (below) and on Classdojo.​ Your Forum Representatives are: Reception Julie Mays VACANCY Year 1 Year 2 Year 3 Year 4 Year 5 VACANCY VACANCY Year 6 VACANCY Forum Meeting Minutes Meeting Minutes - ​ ​ ​ ​ The school has recently been re-awarded The Leading Parent Partnership Award for the work that we do in ensuring our parents needs are met, and views/opinions are not only requested, but taken into account in our everyday school life.

School Games Mark Award 2022.23 Captain Webb received the top accolade for school sport and games: The School Games GOLD Award ! This Government led scheme rewards schools for their commitment to the development of competition across their school and into the community. We have achieved this award for 4 years running (excluding COVID years). AWARD WINNING PROVISION OF PE. P.E 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 Implementation Physical Education is taught at Captain Webb Primary School as an area of learning, as well as being integrated where possible with other curriculum areas such as Maths where we provide a contextual opportunity for time and measure. We have implemented a curriculum where pupils from the age of 2 to the age of 11 not only enjoy but also allows them to experience a range of activities that broaden their knowledge and experience. PE consists of two hourly lessons per week. During the summer term Year 5 and 6 receive high quality swimming lessons where there is also a focus on performing lifesaving strokes. ​ The key knowledge and skills of each topic are mapped across each year group. This ensures that children develop their knowledge of games, dance, gymnastics, athletics and outdoor and adventurous activity progressively throughout the whole school. The skills in these areas are also developed systematically, with the programme of study for each year group building on previous learning and preparing for subsequent years. Knowledge and skills are informed and linked to enable achievement of key stage end points, as informed by the 2014 National Curriculum. We teach lessons so that children develop fundamental movement skills, become increasingly competent and confident and access a broad range of opportunities to extend their agility, balance and coordination, individually and with others. Every lesson requires the children to think of the importance of preparing their body for physical activity, acquiring and developing new knowledge and skills and also evaluating and improving their performances and the performance of others. ​ As part of the Telford School Sport Partnership children are given a wide range of opportunities to engage in inter and intra competitions throughout the year. This allows them to communicate, collaborate and compete against each other on a consistent basis. At Captain Webb we acquire an outside agency to teach PE alongside class teachers. This ensures that every child receives high quality PE and that teachers receive specialist training on a regular basis. This guarantees sustainability. They also provide opportunities for children to extend their school day by taking part in a variety of activities thus supporting their health and well being during the current pandemic crisis. Our PE Curriculum, along with PSHE and science, teaches children about the importance of healthy living and learning about the need for good nutrition. We aim for children to develop the necessary knowledge and skills which will have a positive impact on their future by becoming physically active citizens to benefit their long-term health and well-being. This is delivered during Health Awareness Week which focus on cross curricular links with PSHE and Science. ​ Impact In order to increase our children’s cultural capital, we provide opportunities for the children to; ​ Inter sporting competitions such as the Crossbar cup. A range of intra sporting competitions such as Archery, Boccia and New Age Curling. Arthog Outreach where children experience canoeing, caving and climbing. Arthog residential visit where children experience a variety of outdoor activities such as, orienteering, mining, mountain walk as well as team building activities where children focus on problem solving. France residential visit where children experience survival skills, scavenger hunt and take part in Chateaux Olympics. ​ The school achieves well in a number of sporting activities and achieved a School Games Mark Gold Award in recognition of its PE provision and children’s access to competitive sports which the school has maintained since 2017. The use of external agencies such as West End Dance also demonstrates the positive impact of the Pe curriculum. We are now working towards achieving an AFPE Quality Games Mark Award which acknowledges and celebrates outstanding practice and innovation in Physical Education, School Sport and Physical Activity. Physical Education Policy 2023.25 P.E. Long Term Plan 2022.25 Athletics Skills and Knowledge Progression Plans Dance Skills and Knowledge Progression Plans Gymnastics Skills and Knowledge Progression Plans Invasion Games Skills and Knowledge Progression Plans Net Games Skills and Knowledge Progression Plans Striking and Fielding Skills and Knowledge Progression Plans Swimming Skills and Knowledge Progression Plans Target Games Skills and Knowledge Progression Plans PE SEND P.E Kit We as a school believe that no child should be left out, and aim to support the parents as much as possible in the current financial crisis. We have, therefore, decided to provide all children with a universal P.E. kit, which will remain in school. Swimming We as a school have recognised the impact of COVID, and subsequent rise in prices of swimming lessons therefore, as well as the free lessons given as part of the curriculum, we also use part of the school funding to give Years 4, 5 and 6 additional swimming lessons. Community Links The school has strong links with Telford Tigers Ice Hockey Team. This enables the school to offer parents and children discounted ticket prices to their matches. Daily Mile Track In line with government initiative Project 60, we decided to equip the school field with a daily mile track. This has been a direct result of the pandemic, as when children were returning to school it was noticeable that physical exercise had been restricted during their time in lockdown. We wanted to tackle this and could not think of a better way than children completing a daily mile. What is the Daily Mile? It is a physical activity which promotes social, emotional and mental health and wellbeing, as well as fitness. It takes place outside in the fresh air during the school day at a time of the teacher’s choosing. Children run in their school clothes and no special kit or equipment is required.

Notre dernier rapport Ofsted 2019 Pour afficher les rapports précédents, visitez le tableau de bord des données de l'école Ofsted pour notre école en cliquant sur le lien ci-dessous.

Religious Education Curriculum Statement Religious Education Offer 2022-2023 Pupils at Captain Webb Primary School are empowered to develop the hope and persverence 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 2023-25 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.

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). ​

Over the past two years we have been working towards achieving a prestigious Artsmark Award which recognises a settings contribution towards the arts. We are delighted to announce that during half term we found out that we have been awarded an Artsmark Gold Award. The Artsmark Award is the only creative quality standard for schools, accredited by Arts Council England. It supports schools to develop and celebrate arts and cultural education, putting creativity and wellbeing at the heart of the curriculum. Artsmark ensures every young person can be creative and access a diverse, high-quality cultural education. We have seen a huge impact upon both children and staff at Captain Webb with initiatives such as Indian drumming on World Music Day as well as extra-curricular dance clubs. Here is some of the feedback we were given by the Artsmark assessors: “You clearly value the arts and recognise their contribution to supporting your pupils' emotional well-being and self-confidence.” ​ “You have used your Artsmark journey to develop children's cultural capital by commissioning various theatre groups, including Loud Mouth Theatre, Hobgoblin Theatre Company and Image Theatre Company, so that every child has enjoyed watching live performances.” ​ “Music is a growing strength within your overall arts offer with lessons provided by specialist music teachers throughout the whole school, including EYFS sessions delivered by 'Music Minors.” ​ “It is great to hear that you are beginning to develop pupil voice through your Arts Committee, and that they have relished the opportunity to work with your new partner, 'Primary Workshops' to plan and deliver Indian drumming workshops throughout the school in celebration of World Music Day.” ​ “Teachers' confidence has increased because of working alongside music specialists. They have also strengthened their fine art skills by participating in training on the use of sketch books, led by Go Sketch.” ​ “Clearly, the dance club specifically for boys was also a successful initiative, with their performance at a local theatre supporting positive learning behaviours.” Captain Webb Primary - Arts Mark Statement of Impact Captain Webb Primary - Arts Mark Statement of Commitment