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

Prime élève Le but de la prime élève Le gouvernement estime que la prime pour les élèves, qui s'ajoute au financement de l'école principale, est le meilleur moyen de remédier aux inégalités sous-jacentes actuelles entre les enfants éligibles aux repas scolaires gratuits (FSM) et leurs pairs les plus riches en veillant à ce que le financement pour lutter contre les désavantages atteigne les élèves. qui en a le plus besoin. ​ Pour les élèves issus de familles à faible revenu dans des contextes non conventionnels, il appartient à l'autorité locale de décider comment allouer la prime élève. Par exemple, il pourrait être affecté au milieu où ils sont scolarisés, ou tenu par l'autorité locale de dépenser spécifiquement pour un soutien éducatif supplémentaire afin d'élever le niveau de réussite de ces élèves. L'autorité doit consulter les paramètres non traditionnels sur la façon dont la prime pour ces élèves doit être utilisée. Le DfE dit : ​ Les écoles sont libres de dépenser la prime d'élève comme elles l'entendent. Cependant, ils seront tenus responsables de la manière dont ils ont utilisé les fonds supplémentaires pour soutenir les élèves issus de familles à faible revenu. De nouvelles mesures seront incluses dans les tableaux de performances qui saisiront les réalisations des élèves défavorisés couverts par la prime scolaire. ​ Comment les parents et les aidants peuvent-ils contribuer au succès du programme Pupil Premium ? ​ Si votre enfant a droit à des repas scolaires gratuits, cela vaut la peine de l'inscrire même s'il ne va pas déjeuner à l'école, et même s'il a droit à un dîner gratuit dans le cadre du programme gouvernemental de repas scolaires gratuits pour nourrissons. Cela aura un impact direct sur le financement et maximisera le soutien que nous pouvons fournir. ​ Le soutien et l'implication des parents est un facteur clé dans l'élévation des normes. Si vous souhaitez obtenir de l'aide ou des conseils pour soutenir votre enfant, ou si vous ne savez pas comment faire une demande pour vous inscrire aux repas scolaires gratuits, veuillez contacter Mme Jacqui Darlington qui est administratrice de la disposition Pupil Premium. Qui a droit aux repas scolaires gratuits ? ​ Votre enfant peut avoir droit à des repas scolaires gratuits, si vous avez droit à l'un des éléments suivants : Soutien du revenu Allocation de demandeur d'emploi basée sur le revenu Allocation d'emploi et de soutien liée au revenu Soutien au titre de la partie VI de la loi de 1999 sur l'immigration et l'asile l'élément garanti du crédit de pension de l'État Crédit d'impôt pour enfants (à condition que vous n'ayez pas également droit au crédit d'impôt pour le travail et que votre revenu brut annuel ne dépasse pas 16 190 £) Crédit d'impôt sur le travail - payé pendant 4 semaines après avoir cessé de bénéficier du crédit d'impôt sur le travail Crédit Universel Recovery Premium Funding 2023/24 Purpose Recovery premium is part of the government’s package of funding to support pupils whose education has been impacted by COVID-19. It is a time-limited grant providing over £300 million of additional funding for state-funded schools in the 2021/22 academic year and £1 billion across the 2022/23 and 2023/24 academic years. ​ Eligible schools This includes Local authority-maintained schools such as ours. Pupil eligibility Recovery premium allocations for mainstream schools will be based on pupil premium eligibility. This includes: pupils who are recorded as eligible for free school meals or have been recorded as eligible in the past 6 years, including eligible children of families who have no recourse to public funds. children looked after by local authorities, referred to as looked-after children. children previously looked after by a local authority or other state care, referred to as previously looked-after children. Funding rates for academic year 2023/24 Recovery premium allocations for academic year 2023/24 will be calculated on a per pupil basis, based on the following rates. In mainstream education, the rates are: £145 per eligible pupil in primary schools Funding paid to schools. To ensure that recovery premium is focused on effective approaches to raising the educational attainment of disadvantaged pupils, schools must use their recovery premium (and pupil premium) in line with the ‘menu of approaches’ set by the Department for Education. The menu of approaches can be found in ’Using pupil premium: guidance for school leaders ’. The menu has been developed in line with the EEF’s 3-tiered approach to help schools allocate spending across the following 3 areas: supporting high-quality teaching, such as staff professional development providing targeted academic support, such as tutoring tackling non-academic barriers to academic success, such as difficulties with attendance, behaviour and social and emotional wellbeing In line with the EEF’s recommended approach, schools should prioritise high-quality teaching, though the exact balance of spending between tiers will vary depending on the specific needs of pupils. The menu includes tutoring, but recovery premium conditions of grant for the 2022/23 and 2023/24 academic years state that schools must not use the grant to meet their portion of the costs of tuition provided through the National Tutoring Programme (NTP). Recovery premium is not a personal budget for individual pupils, and schools do not have to spend recovery premium so that it solely benefits eligible pupils. Recovery premium can be used to support other pupils with identified needs, such as pupils who have or have had a social worker, or pupils who act as a carer. It can also be used for whole class interventions, for example high-quality teaching, which will also benefit non-disadvantaged pupils. High attaining eligible pupils should receive just as much focus as lower attaining eligible pupils when it comes to spending funding. Evidence shows that eligible pupils who are among the highest performers at key stage 2 are more likely than their non-eligible peers to fall behind by key stage 4. ​ Accountability Schools must show they are using their recovery premium effectively: by publishing a statement on their website which presents an overview of their pupil premium and recovery premium strategy, and demonstrates that their use of the funding meets the requirements of the conditions of grant through inspections by Ofsted - inspectors may discuss plans schools have to spend their pupil premium and recovery premium funding through scrutiny of pupil premium and recovery premium plans by governors and trustees by declaring that they have spent the funding in line with the conditions of grant (including that it has not been spent on NTP) and can demonstrate this upon request ​ See current Pupil Premium Strategy Statement 2023/24 below Pupil Premium Strategy Statement 2023.24 Pupil Premium Strategy Statement 2022.23 Pupil Premium Strategy Statement 2021.22 Pupil Premium Plan 2020.2021 Covid Catch Up Premium Plan 2020.2021

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 June 2024 Read More May 2024 Read More April 2024 Read More March 2024 Read More Feb 2024 Read More Jan 2024 Read More Nov 2023 Read More Oct 2023 Read More Sept 2023 Read More July 2023 Read More June 2023 Read More May 2023 Read More

Postuler pour une place à l'école primaire et maternelle Captain Webb Si vous souhaitez demander à votre enfant une place dans une école primaire ou une crèche Captain Webb, nous vous encourageons à contacter l'école et à prendre rendez-vous pour vous et votre enfant afin de venir nous rendre visite. De cette façon, vous pouvez parcourir notre site, être présenté au personnel et poser toutes les questions que vous pourriez avoir. ​ Veuillez téléphoner à Julie au 01952 386770 et elle organisera cela pour vous ​ Si vous décidez d'envoyer vos enfants chez Captain Webb, vous pouvez leur demander une place. Veuillez suivre les instructions ci-dessous : École primaire ​ Pour demander une place à l'école primaire Captain Webb, vous devez contacter l'équipe des admissions de l'autorité locale. En tant qu'école maintenue, la politique d'admission de l'école primaire Captain Webb est déterminée par l'autorité locale, le conseil de Telford et Wrekin, et ils fixent les critères d'admission et attribuent les places, qu'il s'agisse de places d'accueil ou de transferts en milieu d'année (c'est-à-dire venant d'une autre école ). En tant que tels, ils sont également responsables du traitement des appels en cas d'échec des candidatures. ​ Pour plus d'informations sur la candidature à une place dans une école et pour en savoir plus sur les modalités d'admission, veuillez visiter leur site Web . ​ Le LA nous informera que vous avez demandé une place, puis nous avisera si vous avez réussi. ​ Une fois que vous réussissez l'école vous demandera alors de compléter notre école en interne Formulaire de demande, ce qui nous a fournit des informations sur tous les contacts, les besoins médicaux et les consentements dont nous avons besoin. Nous vous demanderons également de fournir une preuve d'identité pour vous-même (normalement un permis de conduire ou un passeport) et pour votre enfant (acte de naissance). Ces informations sont ensuite enregistrées et stockées conformément à la loi sur la protection des données....voir Protéger vos données Les premières années ​ L'admission à notre crèche est déterminée par l'école. Notre cadre Petite enfance accueille les enfants à partir de 2 ans jusqu'à l'accueil. Nous proposons des places financées par le gouvernement et par le secteur privé et vendons une couverture enveloppante pour ceux qui ont besoin d'heures supplémentaires. ​ Pour les candidatures à notre établissement de la petite enfance, remplissez le formulaire de candidature ci-dessous et envoyez-le par e-mail ou par la poste à notre école . Alternativement, vous pouvez contacter Julie (01952 386770) et elle fera en sorte qu'un formulaire de demande soit disponible pour la collecte ou qu'il vous soit envoyé. ​ Pour plus d'informations sur les places financées, contactez le secrétariat de l'école au 01952 386770 et vous serez mis en relation avec Gemma qui gère les admissions et l'administration de la crèche. Une fois qu'il aura été déterminé que nous avons suffisamment d'espaces pour répondre à vos besoins, Gemma discutera avec vous d'une date de début. Nous vous demanderons également de fournir une preuve d'identité pour vous-même (normalement un permis de conduire ou un passeport) et pour votre enfant (acte de naissance). Ces informations sont ensuite enregistrées et stockées conformément à la loi Informatique et Libertés....voir Protection de vos données ​ De plus amples informations sur le droit au financement pour les 2 et 3 ans sont également disponibles sur www.telford.gov.uk , Nursery Application Form EYFS Admissions Policy Sept 2023 See 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 - 27th June 2024 Read More Captain's Catch Up - 21st June 2024 Read More Captain's Catch Up - 14th June 2024 Read More Captain's Catch Up - 7th June 2024 Read More Captain's Catch Up - 24th May 2024 Read More Captain's Catch Up - 17th May 2024 Read More Captain's Catch Up - 10th May 2024 Read More Captain's Catch Up - 3rd May 2024 Read More Captain's Catch Up - 26th April 2024 Read More Captain's Catch Up - 19th April 2024 Read More Captain's Catch Up - 12th April 2024 Read More Captain's Catch Up - 21st March 2024 Read More

PSHE Curriculum Statement Intention At Captain Webb our aim is to provide our children with an engaging, exciting and empowering curriculum that allows them to develop as confident responsible citizens equipped with the skills that will allow them to be successful in our ever changing world, both in the present and the future. We believe that childhood should be a happy, investigative and enquiring time in our lives. We constantly provide enrichment opportunities (memorable experiences) to engage learners and develop their cultural capital which has been recognised as essential if children are to succeed. We believe that our children should not only reach their best academically, but also develop a thirst for knowledge, foster a love of learning and leave our school with exceptional independent learning skills. We are fully committed to developing each child's unique potential within a secure and caring environment. We use our Captain Webb Values to promote positive attitudes to learning: Listen Encourage Achieve Respect Nurture Our PSHE curriculum develops learning and results in the acquisition of knowledge and skills which will enable children to access the wider curriculum. It also, prepares them to be global citizens now and in their future roles within a global community. It promotes the spiritual, moral, cultural, mental and physical development of pupils, preparing them for the opportunities, responsibilities and experiences for later life. Our Relationships and Sex Education enables our children to learn how to be safe, and to understand and develop healthy relationships, both now and in their future lives. Implementation EYFS - In the Foundation Stage, PSHE and citizenship is taught as an integral part of topic work and is embedded throughout the curriculum. The objectives taught are the Personal, Social and Emotional Development statements from ‘Development Matters in the EYFS’ and the PSED Early Learning Goals. Reception also uses the Jigsaw Scheme of Work materials. (See below) Key Stage 1 and Key Stage 2 - At Key Stage 1 and 2, pupils are taught PSHE using ‘Jigsaw’ which is a spiral, progressive scheme of work, covering all of the above and aims to prepare children for life, helping them to know and value who they are and understand how they relate to other people in this ever-changing world. There is a strong emphasis on emotional Literacy (having self-awareness and recognition of your own feelings and knowing how to manage them), building resilience and nurturing mental and physical health. It includes mindfulness to allow children to advance their emotional awareness, concentration and focus. We teach about different kinds of relationships, including same sex relationships, and gender identity because it is important that our children should have an understanding of the full diversity of the world they live in and be prepared for life in modern Britain. The Sex Education aspects of PSHE are also taught through the ‘Jigsaw’. Alongside this in KS2 children have access the Expect Respect materials, which focus on healthy relationships and also deals with sensitive issues such as domestic abuse. PSHE also identifies links to British Values such as the rule of law and democracy. SMSC taught throughout the Jigsaw scheme of work and ensures that the development of children’s values plays a significant part in their ability to learn and achieve. To develop our pupil’s cultural capital at Captain Webb, we have visits from the local emergency services, Fire brigade, Lifeguards, Police and the RAF. We also give the children the opportunity to have visitors from Crucial Crew, Star, NSPCC to learn about ‘PANTS’ and ‘Helping hands. The children also get to experience other cultures by visiting places of worships to see how we are all different. All of these helps our children to experience the essential knowledge that they need to prepare them for their future success. PSHE is taught, every Monday morning throughout the whole school, through Jigsaw’s six half termly themes with each year group studying the same unit at the same time. The knowledge and skills of each unit progresses through each year. Autumn 1: Being Me in My World Autumn 2: Differences (including anti-bullying) Spring 1: Dreams and Goals Spring 2: Healthy Me Summer 1: Relationships Summer 2: Changing Me (including Sex Education) Impact The impact of following this programme will be that the standards of attainment across the school will meet or exceed those which are expected of our children nationally. We continuously assess the implementation and impact of our PSHE curriculum in order to achieve the highest outcomes possible across all year groups and ensure we provide the support that is necessary for all children to achieve. Through our PSHE curriculum, we believe we can enhance children’s education and help them to become caring, respectful, responsible, and confident individuals and citizens. By the time our children leave our school they will: be able to approach a range of real life situations and apply their skills and attributes to help navigate themselves through modern life be on their way to becoming healthy, open minded, respectful, socially and morally responsible, active members of society appreciate difference and diversity be able to understand and manage their emotions be able to look after their mental health and well-being be able to develop positive, healthy relationship with their peers both now and in the future. understand the physical aspects involved in RSE at an age appropriate level have respect for themselves and others. have a positive self esteem PHSE Policy 2023-2025 PSHE Skills and Knowledge Progression Plans 2024.25

Reception Classes Children in Reception are provided with a range of rich, meaningful first-hand experiences in which they can explore, think creatively and are active. This starts with a memorable experience for each topic we are learning about. You will see this in our Long Term Overview. Children also take part in weekly Forest School sessions, that offer children opportunities to achieve and develop through hands on learning experiences. ​ All Early Years children have extensive opportunities to play. We recognise the importance of learning through play and the provision of stimulating, practical experiences. The children take part in adult-directed, adult-led, child-led and child-initiated play. Each class is taught by a teacher and have teaching assistants to support your child’s learning. ​ We also believe that to prepare children for learning in later years they need to experience sessions of adult led focussed teaching, particularly in the areas of writing, maths and phonics. We follow the Read, Write inc programme each day for our phonics. We strive as Early Years practitioners to create a balance between play based learning and a more formal adult led structure. Children are taught as a whole class for short, regular sessions during the day and are then given opportunities each day to work both with an adult and to access their own learning and work independently within the environment. ​ We encourage our children to be independent learners, and they are encouraged to select activities of their choosing from around both the indoor and outdoor environments. Adults plan exciting stimuli each week for the different areas of the environment to try and focus and move learning forward. ​ What Our Day looks like 08.45 – 09.00 – Our school day begins with days of the week, weather, and our daily timetable 09.00 - 09.50 – Daily phonics and small group time 09.50 - 10.00 – Fit for learning 10.00 - 10.45 - Maths 10.45 – 11.00 – Snack and playtime 11.00 – 11.45 – Project learning and theme 11.45 – 13.00 – Lunchtime 13.00 – 13.20 – Mindfulness & number sense 13.20 – 13.30 – Quality story time 13.30 – 14.55 – Project learning 14.55 – 14.15 – Story, rhyme time and home-time We also have weekly PE by Crossbar, forest school and music Minors. 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, raincoat or wet suit and wellies for their forest school day. · A book bag for your child. Parents sessions · Across the year we will be inviting parents and carers in for ‘Stay and Play’ sessions. We offer different planned parent workshops throughout the year so you can join us for phonics, maths, and theme sessions. We also invite you to celebrate world events like The Kings Coronation. · The children also have a fun non-competitive sports day in the last summer term. ​ Curriculum Framework Overview - Year R Maths Pre-Calulation Policy Reception Medium Term Lesson Plans Autumn Term 1 Autumn Term 2 Spring Term 1 Spring Term 2 Summer Term 1 Summer Term 2

Art Curriculum Statement Intent Our intent is to provide our children with an engaging, exciting and empowering curriculum that allows them to develop as confident responsible citizens equipped with the skills that will allow them to be successful in our ever-changing world, both in the present and the future. We believe that childhood should be a happy, investigative and enquiring time in our lives. We constantly provide enrichment opportunities (memorable experiences) to engage learners and develop their cultural capital which has been recognised as essential if children are to succeed. We believe that our children should not only reach their best academically, but also develop a thirst for knowledge, foster a love of learning and leave our school with exceptional independent learning skills. We are fully committed to developing each child's unique potential within a secure and caring environment. We use our Captain Webb Values to promote positive attitudes to learning: Listen Encourage Achieve Respect Nurture Our school believes that art is a vital part in children’s education as it can give children the opportunities to express their individual interests, thoughts and ideas. A high-quality art education – along with sequential and progressive lessons - will help to engage, excite and empower our children as well as equipping them with the knowledge and skills to experiment and create their own artwork and crafts. From this children are able to make links with their learning to produce amazing art! As pupils progress throughout our school, they will have a strong understanding of the key art elements (line, tone, texture, colour, pattern, shape, 3D forms), to be able to effectively plan and create pieces of art and evaluate it. Children will also recognise how art has changed throughout the years as they are exposed to many artists and art movements. The art curriculum will develop children’s critical abilities, as well as an understanding of their own and others’ cultural heritages through the study of a diverse range of artists. An example of this is in Year 3, children take inspiration from cubism artist Paul Klee and African American artist Alma Thomas. Finally in Year 4, who look at sculpture and the work of Alberto Giacometti, also study the works of Richard Hunt who is an African American sculptor. In Year 6, children study the Mexican artist Frida Kahlo. All children will be exposed to artists from many cultural heritages from out ‘Art in the Moment’ displays. Implementation The teaching of art at Captain Webb Primary School is based on the National Curriculum and is also linked to class topics to ensure a well-structured approach. Knowledge and Skills that the children will develop, are effectively mapped out across each year group and are progressive throughout the school. Children are given the knowledge to help them understand the context of the artwork as well as the artist they are learning about. With this knowledge and the skills that follow they are able to take inspiration and produce individual pieces of artwork on their own Children are also given the chance to develop their artistic skills by being given opportunities to practise and master them. Every year group at Captain Webb Primary School follows the same art journey: Art Gallery – Looking at many pieces of art from a focus artist Exploration of other artists Introduction to new knowledge or skill (experimentation) Evaluation of mediums or methods Creating a plan Creating their final piece Evaluating Acting upon evaluation Comparing Artists (KS2 Only) Our high-quality art curriculum is supported by a wide variety of art resources and mediums. These are used to help children experiment and develop confidence as they progress through the school. Staff at Captain Webb Primary have also received high quality CPD training on the effective use of sketchbooks. This ensures all children at Captain Webb can use sketchbook effectively. Impact The structure of the art curriculum ensures that children are able to develop their knowledge and understanding of the work of artists, craftspeople and designers from a range of times and cultures and apply this knowledge to their own work. Our curriculum is well thought out and is planned to demonstrate progression. Children learn to understand the key principles of art: line, tone, texture, shape, form, space, pattern, colour, contrast, proportion and perspective. Children have the chance to refine their skills as they progress through year groups. This also supports children having age related expectations at the end of their year. Art is celebrated around the school with artwork being displayed throughout the school e.g. work displayed in classes, sculptures being displayed around the school. We measure the impact of our curriculum through the following methods: Images of the children’s practical learning. Asking the pupils about their learning (pupil voice). Moderation staff meetings where pupil’s books are scrutinised and there is the opportunity for a dialogue between teachers to understand their class’s work. Verbal feedback of work throughout the course of the lessons. Art Policy 22.25 Art Skills and Knowledge Progression Plans Art Skills and Knowledge Progression Plans EYFS Art and Design - Skills and Medium Term Plans Art and Design - Medium Term Plans Art and Design - Artist Throughout School

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

Please find below the school's term dates and key dates for this academic year: Other Key Dates for the Academic Year

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

PROTECTED CHARACTERISTICS PROMOTING THE NINE PROTECTED CHARACTERISITICS The Equality Act became law in 2010. It covers everyone in Britain and protects people from discrimination, harassment and victimisation. ​ The Equality Act protects people against discrimination because of the protected characteristics that we all have. ​ Under the Equality Act, there are nine protected characteristics: Age Disability Gender reassignment Race - including colour, nationality, ethnic or national origin Religion or belief Marriage or civil partnership Sex Sexual orientation Pregnancy and maternity No form of discrimination is tolerated at Captain Webb Primary School and our pupils show respect for those who share the protected characteristics. ​ We do not teach about all the protected characteristics in every year group. The curriculum is planned and delivered so that our pupils develop age appropriate knowledge and understanding during their time at Captain Webb Primary School (see below). ​ Each year group also have a selection of books to support in the delivery of the nine Protected Characteristics. Protected Characteristics - Content by year group. Nursery Reception Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Captain Webb Primary School Equality Policies Pupil Equality Policy Staff Equality Policy