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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

Necesidades educativas especiales: oferta escolar Inclusion in Our School In the Spring term of 2024, all of our school stakeholders worked together to build a shared definition of inclusion in our school. This is what they decided: “At Captain Webb Primary School, inclusion means we are always changing our school and the way we work so that everyone in our community can be present, participate and achieve. We work hard to reduce exclusion from the learning, culture and community of our school. It involves the constant restructuring of our cultures, policies and practices so they respond to the changing diversity of students”. En Captain Webb nuestro principal objetivo es brindar un plan de estudios inclusivo, diferenciado y que tenga en cuenta las necesidades del niño y la capacidad de permitir el acceso a todas las áreas del plan de estudios, en línea con sus compañeros. Creemos que esto se puede lograr con éxito mediante una cuidadosa agrupación y planificación, informada, cuando sea necesario, por recomendaciones de agencias externas. Entendemos que cada niño es un individuo y aprende a su manera, los métodos de enseñanza deben adaptarse para abordar todos los estilos de aprendizaje. Nuestra oferta escolar destaca lo que podemos ofrecer a los niños con SEND y está fuertemente vinculada a nuestra política SEN. Identificación: Nuestra política SEND destaca cómo los niños son identificados y monitoreados de cerca cuando surgen inquietudes sobre una necesidad educativa especial o una discapacidad. Esto sigue la guía del Código de conducta SEND (2015) y está estrechamente relacionado con la oferta local de Telford y Wrekin. http://www.telford.gov.uk/send Cualquier inquietud relacionada con su hijo debe discutirse inicialmente con el maestro de la clase, quien se comunicará con SENDco. El maestro de la clase y SENDco pueden reunirse con los padres para discutir cómo se está apoyando a su hijo y los próximos pasos. Intervenciones: La intervención temprana debe ser la base de la estrategia de intervención de una escuela; esto requiere que la escuela complete evaluaciones continuas en la guardería, la guardería, la recepción y el primer año y que realice un seguimiento del progreso de los niños. Se recomienda que el número de programas de intervención sea limitado, a fin de garantizar que los programas sean de alta calidad, estén bien administrados y tengan un impacto en los logros. Ola 1 - Enseñanza inclusiva para toda la clase Enseñanza de calidad primero para todos los niños. La inclusión efectiva de todos los niños en la enseñanza diaria de alfabetización y matemáticas de alta calidad. Dirigido por profesores, apoyado por TA Wave 2 - Disposición dirigida La provisión específica es la provisión que recibirán los niños si logran un progreso menor al esperado dentro de la provisión de la primera fase. Puede ser informado por el asesoramiento de agencias externas y requerirá un mapa de suministro para resaltar las intervenciones exactas, incluidos los datos de referencia para garantizar que el progreso sea medible. Los niños pueden recibir algunas de estas intervenciones, a menudo en grupos pequeños, según sus necesidades. Dirigido por profesores o gestionado por profesores y dirigido por AT Provisión para mayores necesidades de Wave 3 La provisión para necesidades más altas es la provisión que recibirá un pequeño número de niños si la provisión de la segunda etapa no les permite hacer un progreso constante. Se basará en el asesoramiento de agencias externas y requerirá un mapa detallado de provisión individual para resaltar las intervenciones exactas, incluidos los datos de referencia para garantizar que el progreso sea medible. Es una disposición muy individual. Dirigido por profesores o gestionado por profesores y dirigido por AT Las cuatro áreas de necesidad: En Captain Webb seguimos el código de conducta de SEN (2014) para identificar cuatro áreas principales de necesidad. Estos son: Comunicación e interacción Cognición y aprendizaje Salud social, emocional y mental Desarrollo sensorial y físico Reconocemos que los niños pueden tener más de un área de necesidad y pueden estar interrelacionados. La oferta local de Telford y Wrekin destaca cómo la autoridad local se esfuerza por satisfacer las necesidades de los niños con SEND, detallando los recursos y servicios disponibles para aquellos con algún tipo de necesidad educativa especial o discapacidad: http://www.telford.gov.uk/send Servicios disponibles para los padres: En Captain Webb nos esforzamos por construir una relación positiva y de apoyo con los padres para garantizar lo mejor para los niños y sus familias. Para ayudar en esto ofrecemos: Días trimestrales de consultas para padres Reuniones disponibles con el maestro de la clase / SENDco para discutir las preocupaciones de los padres Mapas de suministro compartidos con los padres de manera trimestral, y se discute el progreso. Los padres se mantienen completamente informados sobre el apoyo que los niños reciben dentro de la escuela y de agencias externas visitantes. Oportunidades para que los padres y los niños contribuyan con ideas y discutan la provisión en la escuela. Ideas sobre cómo apoyar a los niños en casa Reuniones con el maestro de SENDco / clase y los padres para discutir la participación de la agencia externa, por ejemplo, después de una visita de LSAT Los siguientes servicios pueden ser de ayuda para los padres que necesiten apoyo. BEAM http://beeu.org.uk/self-help/ Oferta local de Telford y Wrekin http://www.telford.gov.uk/send IASS http://www.telfordsendiass.org.uk Padres que abren puertas (POD) http://www.podstelford.org/ Ican2 http://www.ican2.org.uk/ actividades para niños con discapacidades Participación de los alumnos En Captain Webb creemos que es de suma importancia mantener a los niños involucrados en la toma de decisiones sobre ellos mismos y las decisiones sobre toda la escuela. Los niños están plenamente informados de sus objetivos y se les anima a compartir sus puntos de vista al respecto y revisar su progreso hacia ellos. Todos los niños inscritos en el registro SEND también completarán un perfil de una página, hablando sobre lo que es importante para ellos, lo que les resulta difícil y la mejor manera de recibir apoyo. Los alumnos tienen la oportunidad de unirse al consejo escolar, donde pueden expresar los pensamientos e ideas de sus compañeros. El consejo escolar se reúne de forma regular y recibe sugerencias de sus compañeros para discutirlas en las reuniones. Derecho al plan de estudios El código de práctica de la SEN (2015) establece: Todos los niños y jóvenes tienen derecho a una educación adecuada, adecuada a sus necesidades, que promueva altos estándares y la realización de su potencial. Esto debería permitirles: • lograr su mejor • convertirse en personas seguras de sí mismas que viven una vida plena, y • hacer una transición exitosa a la edad adulta, ya sea en el empleo, educación o formación continua o superior En Captain Webb nos esforzamos por garantizar que todos los niños tengan acceso al plan de estudios completo, siendo la diferenciación una herramienta clave para permitir esto. La evaluación continua ayuda a los profesores a identificar posibles áreas de dificultad y, por lo tanto, abordar cómo se pueden minimizar, haciendo adaptaciones para garantizar que el plan de estudios sea accesible para todos. Satisfacemos necesidades adicionales de diversas formas, entre las que se incluyen: apoyo en clase para grupos pequeños grupo pequeño o retiro 1-1 apoyo de clase individual / retiro individual diferenciación de recursos recursos especializados Apoyo a la crianza Mapa de disposición de toda la escuela (ver adjunto) la escuela ofrece olas de intervención.docx Instalaciones y accesos específicos Nos esforzamos por garantizar que todos los niños tengan la oportunidad de acceder a todas las áreas de la vida escolar, asegurándonos de que puedan desarrollar todo su potencial. Hay instalaciones para discapacitados disponibles en todos los edificios. Pasamanos, rampas y una cuidadosa selección de aulas garantizan que el acceso esté disponible para todos. Cuando sea necesario, se buscará el consejo de los padres y agencias externas para garantizar que las necesidades de los niños se satisfagan plenamente. Pueden emplearse diferenciación, recursos y equipo especializado para garantizar que los niños tengan acceso al plan de estudios completo. Los estilos de aprendizaje son una consideración importante en la planificación de lecciones, asegurando que se satisfagan todas las necesidades. Todos los niños están incluidos en todas las áreas de la vida escolar, donde se emplearán formas alternativas de trabajo necesarias para garantizar que todos puedan participar. Agencias / servicios externos con los que la escuela se relaciona En Captain Webb nos basamos en la experiencia de una serie de agencias externas que apoyan y asesoran para ayudarnos a satisfacer las necesidades de los niños identificados con un SEND. Éstas incluyen: Equipo Telford y Wrekin SEN Panel de acceso justo Servicio de apoyo al comportamiento (BSS) Intervención rápida Equipo asesor de apoyo al aprendizaje (LSAT) Psicología de la educación (EP) Terapeutas del habla y el lenguaje (SALT) Terapia ocupacional (OT) Servicio de inclusión sensorial (SIS) Enfermera de la escuela Conexión familiar Servicio de salud y bienestar mental Bee U Consejeros IASS El SENDco también asiste regularmente a las reuniones de actualización de la red y se comunica con otros SENDco para obtener asesoramiento y apoyo. Arreglos de transición Cuando un niño llega o se va de la escuela Captain Webb, nos comunicaremos estrechamente con los padres y el entorno anterior para garantizar que se comprendan bien las necesidades del niño y la mejor forma de apoyarlo, incluidos los próximos pasos. Al cambiar de clase al comienzo de un nuevo año académico, los niños tendrán días para conocer y familiarizarse con su nuevo maestro y el entorno de la clase. Si se considera necesario, los niños pueden tener días adicionales para apoyar el proceso y generar confianza. Los maestros de la clase tendrán discusiones detalladas sobre los niños, incluido el intercambio del mapa de provisión más reciente y el progreso logrado durante el año. Todos los niños en el registro SEND también completarán un perfil de una página hablando sobre lo que es importante para ellos, sus dificultades y cómo sienten que pueden recibir el mejor apoyo. Puede ser necesario que el niño tenga un libro de información sobre su nueva clase y sus facilidades para hablar de ello con la familia y así minimizar la ansiedad antes de comenzar un nuevo grupo de año. Las transiciones a la secundaria implican un vínculo estrecho entre el Capitán Webb y la nueva escuela. Toda la información SEND que se tenga sobre el niño se enviará a la nueva escuela y el maestro de la clase SENDco tendrá discusiones sobre las necesidades actuales del niño y los próximos pasos, incluida la mejor manera de apoyar al niño. Para los niños con un EHCP, nos aseguramos de que el SENDco de la escuela receptora esté invitado a la revisión anual del período de verano para obtener una visión e información sobre las necesidades del niño, asegurando así una transición sin problemas. Enlaces Útiles: Telford & Wrekin Council http://www.telford.gov.uk/send ENVIAR código de práctica https://www.gov.uk/government/publications/send-code-of-practice-0-to-25 SEND Policies SEND Information Report - June 23 June 24 Read More Accessibilty Plan Read More SEND Brochure Read More SEND Policy - Jul 24 -Jul 25 Read More SENCO Contacto: Alison Feeney Gavin Dick Tel: 01952 386770

Intent At Captain Webb Primary School, our overarching principle about learning is: ‘Knowing more and Remembering more’. We have designed our curriculum so that more time is given to embed key knowledge, make connections and be ready for the next stage of a child’s learning journey. Through their growing knowledge and understanding, we aim to make all our children confident and competent mathematicians, who can make links in their maths learning to other areas of the curriculum. We aim to provide all pupils with a challenging mathematics curriculum and high-quality teaching to produce individuals who are numerate, creative, independent, inquisitive, enquiring and confident. We also aim to provide a stimulating environment and adequate resources so that pupils can develop their mathematical skills to the full. Through our well-planned maths learning journeys, we provide opportunities which cater for the needs of all individuals and empowers them with the necessary skills and knowledge to become successful in their future adventures. We incorporate sustained levels of challenge through varied and high-quality activities and ensure that children are on track at each stage of their education in fluency, reasoning and problem solving. Thus, in turn will prepare them for the next stage of their education and a successful working life. Implementation (Planning an inclusive curriculum). Our inclusive knowledge-based curriculum plans for success. Through small, well-sequenced steps (as outlined in our medium-term plans) new mathematical concepts are introduced using a ‘Concrete, Pictorial and Abstract’ approach. This enables all children to experience hands-on learning when discovering new mathematical knowledge and allows them to have clear models and images to aid their understanding. This also ensures that models of proof are constructed to exemplify mathematical laws and principles. The Concrete-Pictorial-Abstract model also allows children to build on their knowledge of key concepts in small steps and allows all learners to keep up with the curriculum demands. This approach to Maths is reflected in our calculation policy and pedagogy, with Teachers modelling and exploring key knowledge through the I-We-YOU approach. At Captain Webb the scope of our curriculum is inclusive and ambitious. Through declarative, procedural and conceptual knowledge, teacher’s use a curriculum ,engineered by the National Curriculum and White Rose, to ensure that children are exposed to mathematical knowledge and concepts which will prepare them for their next stage in education. It is our belief that mathematicians are best developed through memorisation of core facts and formula. In EYFS, Key Stage 1 and Key Stage 2 Maths is taught on a daily basis. In each aspect of the Maths Curriculum and throughout each key phase, the children embark on a contextualised mathematical journey. This ensures that there is breadth and depth to the curriculum offer. Each journey consists of the following: 1) Activating Prior Knowledge Use of a variety of assessments to revisit and build on pupils’ existing knowledge and understanding. 2) Instruction Use of well-planned manipulatives and representations which the children can then draw upon independently in the future. (See Jottings Policy) 3) Modelling of strategies The teaching of methods and procedures in order for the children to solve calculations in preparation for reasoning and problem solving (See Calculation Policy). 4) Guided Practice Opportunities for the children to make connections between mathematical facts, procedures and concepts, thus developing a rich network of mathematical knowledge. 5) Independent Practice The development of independence and motivation in order to develop metacognition-the ability to independently plan, monitor and evaluate their thinking and learning. 6) Structured reflection The use of contextualised tasks and resources which challenge and support pupils’ mathematics; deepening their thinking with models of proof, generalisation and conjectures. Through our creative curriculum approach, we also seek to explore and utilise further opportunities to use and apply mathematics across all subject areas which is promoted during our Theme work in the afternoon. Early Years The 2024 Development Matters, which supports the statutory framework, is used to drive the curriculum and is supported by Number sense. It is widely accepted that early acquisition of core maths facts is a significant indication of future success. In reflection of this, Number sense was introduced in Reception in September 2023. This program is reflective of phonics. Its rigorous and repetitive approach ensures children retain knowledge in order for them to move on to the next stage of their learning. The curriculum in Early years focuses on depth over breadth. Pupils are encouraged to develop their Problem Solving, Reasoning and fluency in a broad range of contexts in which they can explore, learn, enjoy, practise, discuss and extend their skills. Pupils are encouraged to exploit their mathematical potential in both indoor and outdoor enabling environments. They are provided with a wide range of activities that promote regular active participation, exploration of real-life problems, development of imaginative play and early experience of mathematical language. All pupils are supported positively and encouraged to gain confidence and competence in their skills. It is essential that children leave Early Years with a strong sense of number so that children are ready for the Year 1 curriculum. This is achieved through: A sequenced, progressive learning journey. Ensuring children are emersed in maths so that times like snack time and play are incidental opportunities to revisit knowledge. Planning activities are in place with a clear intent for each session. Ensuring independent activities consolidate prior learning or pre-teaching concepts to come. Parental engagement and opportunities for families/carers to engage in the curriculum both in school and at home. Enquiry based sessions which embedded through play. Key Stages 1 and 2 The scope of our curriculum design ensures that: There are systematic opportunities for retrieval, practice and overlearning. The learning journey allows children to practice and revisit key knowledge (as stated in our progression documents). Children revisit to the point of automaticity. Testing secures facts and methods into the long-term memory. Planning for Success Declarative Knowledge Declarative knowledge (fluency) is taught daily so that pupils know useful facts and formulae and develop an understanding of relationships and familiar patterns. Every child’s maths learning journeys start with revisiting previous knowledge in order to make connections with the new knowledge to be taught. Sufficient time and resources allow children to gain knowledge and be able retain key information at this stage. Procedural knowledge Procedural knowledge is the teaching of procedures and algorithms and is a fundamental part of the learning journey. The school has a clear calculation policy which ensures that there is a reliable, accurate and consistent forward projecting approach. This stage of the learning journey enables our pupils to process mathematical information accurately and at speed. Conceptual Knowledge At this stage, the children will know a combination of methods and facts in order to be exposed to a variety of problems and reasoning. These are taught using the variation model so that the children are exposed to a strategy and can over learn this in order to have a get way into solving a range of challenging, rich and sophisticated problems. Practice A core element of our curriculum design is to allow children sufficient time to practice to the point of automaticity. Practice and revisiting of key knowledge is completed daily as part of morning activities; during our KIRF time (Key Instant Recall Facts) where children focus on knowing key facts in order to access the curriculum and be fluent in key skills and in lesson time. Assessment NCETM states that: ‘ If a pupil fails to grasp a concept or procedure, then this needs to be identified quickly and gaps in understanding addressed systematically to prevent them falling behind.’ In reflection of this, assessment grids of non-negotiables are used to ascertain what must be known at this point to stay on the long -term trajectory. Success Children can identify and talk about their success against the targets given to them at the start of the unit. These are then shared with parents along with next steps. The Use of Knowledge Grids At Captain Webb we have introduced the use of knowledge organisers to support children in their lessons and at home. These have proved a valuable tool in making children resourceful and independent learners. This is because: The knowledge organisers include judiciously selected tier 2 and tier 3 vocabulary. This vocabulary will be taught explicitly to students. The knowledge organisers incorporate the building blocks for learning in that subject that all students are entitled to know and understand. The knowledge organisers are designed to aid retrieval practice and metacognitive learning. Here are some examples of the knowledge organisers that we are currently using in different areas in maths: Knowledge Organisers are used to promote planning, teaching and retrieving previous learning that will have the intended positive impact on our pupils’ outcomes, experiences and future opportunities. Due to the fact that pupils can access their maths knowledge organisers at any time, pupils are supported to become resilient and independent learners. An Inclusive Approach-Adaptive Teaching Curriculum Considerations Adaptive teaching is when teachers “adapt teaching to respond to the strengths and needs of all pupils”. Specifically, adaptive teaching requires teachers to: Know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively. Have a secure understanding of how a range of factors can inhibit pupils’ ability to learn and how best to overcome these. Demonstrate an awareness of the physical, social and intellectual development of children and know how to adapt teaching to support pupils’ education at different stages of development. Have a clear understanding of the needs of all pupils – including those with SEND, those of high ability, those with English as an additional language – and be able to use and evaluate distinctive teaching approaches to engage and support them. Scaffolding We understand that pupils are likely to learn at different rates and to require different levels and types of support from teachers to succeed. As a result of this, we seek to understand pupils’ differences, including their different levels of prior knowledge and potential barriers to learning. We adapt teaching in a responsive way, including providing targeted support to pupils who are struggling and offering the opportunity to think deeply within the concept for those who are ready for challenge. This will increase pupil success. At Captain Webb we follow the mastery curriculum which ensures every learner is confident with a concept before moving onto the next stage. With the mastery approach, most learners will be working towards the same outcome, with teaching being tailored and scaffolded to meet individual needs. We do acknowledge that there maybe some learners who may require a more personalised approach, including specific learning outcomes and provision to develop fundamental skills. We believe all learners should work alongside their peers. Research by EEF states that ‘the best mass learning happens when learners can talk through their ideas with a teacher or a partner and therefore it is encouraged this productive discussion through lessons when planning opportunities talk we ensure that all learners have the support they need to access these discussions which include scaffolding such as sentence frames, visual support and all peer partners’. We believe it is important that all learners are given the equal chance to learn core knowledge appropriate to their age. These are highlighted as end points in our Assessments and are crucial so that children can keep up, not catch up. Key Stage 1 Learners should have 1-1 correspondence when counting Learners should develop automaticity in addition and subtraction facts to and within 10. Ensure learners have a concept of ‘more than’ and ‘less then’ and can describe the relative sizing of number. Encourage learners to represent numbers in many different ways in pictures, as calculation, in words. Ensure learners can explain the place value of 10s and ones. Use resources such as 10s frames numicon and base 10 blocks confidently to support learning where needed. Key stage 2 Ensure learners are secure with all times tables by the end of year four as this acts as a foundation for other maths and concepts. Learners should have secure understanding of place value up to 10,000 and beyond. Learners begin to apply their knowledge of number and written methods to reasoning problems. Strategies to Scaffold learning. At Captain Webb, we support learners in a range of ways to help them to keep up with the curriculum demands. Our adapted lessons consider how all learners can: Retain vocabulary. Access the Maths curriculum despite literacy difficulties. Allocate time to develop conceptual understanding. Be fluent in number facts. Teachers refer to the ‘Whole School SEND Teacher Handbook’ ,the local Maths Hub and Captain Webb’s Strategies for Supporting SEND Document for guidance and support. https://www.wholeschoolsend.org.uk/resources/teacher-handbook-send ) Impact We measure the impact of our curriculum through: Formal and Summative assessments: Reception Baseline Data/ELGs Optional SATs KS1 and Teacher’s Assessment using the framework. Multiplication Check Yr 4 Key Stage Two SATs. Formative and Internal Assessment Numbersense assessment tracks progress in key facts. White Rose Assessments are used to track the progress across the sequence of learning. Must Have/Now Need Tracking Internal Monitoring Termly Pupil Progress Meetings Lesson Monitoring and Book scrutiny Pupil Voice External Moderation Cluster Group Moderation. Read More Nursery - Medium Term Plans Read More Year R - Medium Term Plans Read More Year 1 - Medium Term Plans Year 1 - Long Term Plans Read More Year 2 - Medium Term Plans Year 2 - Long Term Plans Read More Year 3 - Medium Term Plans Year 3 - Long Term Plans Read More Year 4 - Medium Term Plans Read More Year 5 - Medium Term Plans Read More Year 6 - Medium Term Plans Year 4 - Long Term Plans Year 5 - Long Term Plans Year 6 - Long Term Plans Mathmatical Vocabulary Progression Document 2023-25 Key Knowledge Skills - Conditional Knowledge Grids Key Knowledge Skills - Geometry - Position and Direction Key Knowledge Skills - Statistics Key Knowledge Skills Geometry - Properties of shape Key Knowledge Skills - Measure Key Knowledge Skills - Calculation Key Knowledge Skills - Algebra Key Knowledge Skills - FDPRP Key Knowledge Skills - Place Value Key Knowledge Skills - Calculation Maths Policy 2023-2025 Maths - Number Formation Policy 2022 - 2025 Calculation Policy 2022 - 2025 Pre-Calculation Policy 2022 - 2025 Jottings Policy 2022 - 2025 Declarative Knowledge: The Importance of being fluent in Maths. At Captain Webb we prioritise core declarative knowledge from an early age, so that pupils are familiar with the facts and methods that will form the strategies taught and applied later in the learning sequence.’ We strongly believe that mathematical fluency skills help pupils to think faster and more clearly; giving them a formative start in order to tackle complex problem-solving and reasoning questions. The school follows the Numbersense program which systematically teaches factual fluency and provides a progressive approach to achieve factual fluency in additive and multiplicative facts for each and every child. Numbersense Progression Document 2022 - 2025 YEAR 4 MULTIPLICATION PROGRESS CHECK “Leaving primary school with a fundamental grasp of basic numeracy is as important as leaving being able to read. And just as the phonics check has helped more children learn to read, this will ensure more pupils know their times tables.” Nick Gibb, schools minister. In June each year, Year 4 pupils are required to sit a multiplication tables check (MTC). This test is online and will require the children to answer 25 questions on their multiplication knowledge from two to twelves times table. Pupils are given 6 seconds per question with three seconds rest between each question, so the test should last less than 5 minutes. The MTC will establish which pupils’ times table knowledge is at the expected level and will also help identify which pupils are struggling with their times tables so they can get extra support. To help your child prepare for these checks, we progressive introduce multiplication facts from year 1 with the expectation that all facts will be known by the end of Year 4. (See the multiplication Planner). As a school, we also use Time Table Rock Stars. This is an interactive online program which allows your child to practice key facts at speed and allows the teacher to see which facts the children are having difficulty with. Questions on the six, seven, eight, nine and twelve times table are more likely to come up most often and as these are the hardest for most children to learn, it is a good idea to focus on learning these tables with your child. For more information regarding the multiplication tables check, please click the link below. https://www.gov.uk/government/publications/multiplication-tables-check-information-for-parents Archived home-work can be found at Captain Webb Primary - YouTube

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

How to apply for your child a place at Captain Webb Primary School and Nursery Solicitar un lugar en la escuela primaria y guardería Captain Webb Si está interesado en solicitar un lugar para su hijo en una escuela primaria o guardería Captain Webb, le recomendamos que se comunique con la escuela y reserve una cita para usted y su hijo para que vengan de visita. De esta manera, puede mirar alrededor de nuestro sitio, ser presentado al personal y hacer cualquier pregunta que pueda tener. Por favor, llame a Julie al 01952 386770 y ella se encargará de organizarlo. Si decide que le gustaría enviar a sus hijos al Capitán Webb, puede solicitarles un lugar. Siga las instrucciones a continuación: Escuela primaria Para solicitar un lugar en la Escuela Primaria Captain Webb, debe comunicarse con el Equipo de Admisiones de la Autoridad Local. Como escuela mantenida, la política de admisiones de la escuela primaria Captain Webb está determinada por la autoridad local, Telford y el consejo de Wrekin, y establecen los criterios de admisión y asignan plazas, ya sean plazas de recepción o transferencias de mitad de año (es decir, procedentes de otra escuela ). Como tales, también son responsables de manejar cualquier apelación cuando las solicitudes no sean exitosas. Para obtener información sobre cómo solicitar una plaza en la escuela y para conocer los arreglos de admisión, visite su sitio web . Los Ángeles nos informará que ha solicitado un lugar y luego nos informará si tuvo éxito. Una vez que tiene éxito la escuela le pedirá entonces a completar nuestra escuela en la casa formulario de solicitud, una esto nos proporciona información sobre todos los contactos, las necesidades médicas y consentimientos que requerimos. También le pediremos que proporcione una prueba de identidad para usted (normalmente una licencia de conducir o pasaporte) y para su hijo (certificado de nacimiento). Luego, esta información se registra y almacena de acuerdo con la ley de protección de datos ... consulte Protección de sus datos Primeros años La admisión a nuestra guardería está determinada por la escuela. Nuestro entorno Early Years lleva a los niños de 2 años a la Recepción. Ofrecemos lugares financiados por el gobierno y privados y vendemos coberturas envolventes para aquellos que requieren horas adicionales. Para solicitudes para nuestro entorno de Early Years, complete el formulario de solicitud a continuación y envíelo por correo electrónico o publíquelo en nuestra escuela . Alternativamente, puede comunicarse con Julie (01952 386770) y ella se encargará de que un formulario de solicitud esté disponible para su recolección o enviado a usted. Para obtener más información sobre los lugares financiados, comuníquese con la oficina de la escuela al 01952 386770 y se le comunicará con Gemma, quien administra las entradas y la administración de la guardería. Una vez que se haya determinado que tenemos suficientes espacios para satisfacer sus necesidades, Gemma discutirá con usted una fecha de inicio. También le pediremos que proporcione una prueba de identidad para usted (normalmente una licencia de conducir o pasaporte) y para su hijo (certificado de nacimiento). Luego, esta información se registra y almacena de acuerdo con la ley de protección de datos ... consulte Protección de sus datos También se puede encontrar más información sobre los derechos con respecto a la financiación para niños de 2 y 3 años en www.telford.gov.uk , Nursery Application Form EYFS Admissions Policy Sept 2023 See More

Writing Curriculum Statement Intent At Captain Webb Primary School, we intend for our children to leave as confident, capable and independent writers, who not only understand the purpose and importance of writing but also enjoy the writing process. We intend for children to use their writing skills across the curriculum. Our overarching principle about learning is: ‘Knowing more and remembering more’. We have designed our curriculum so that more time is given to embed key knowledge, make connections and be ready for the next stage of a child’s learning journey. Through their growing knowledge and understanding, we want all children to be able to communicate their knowledge, ideas and emotions confidently through their writing. Unapologetically ambitious, our writing curriculum focuses on excellence by learning from outstanding writers. We want our children to draw upon a rich exposure to quality literature so that throughout the writing process, they can write as a reader and read as a writer. We recognise the importance of nurturing a culture where children take pride in their writing, can write clearly and accurately and adapt their language and style for a range of contexts, audiences and purposes. We believe in setting high standards in the presentation of writing along with setting the important foundations in spelling and grammar. Implementation (Planning an inclusive curriculum). Our inclusive knowledge-based curriculum plans for success. We teach the National Curriculum, supported by a clear skills and knowledge progression. This ensures that skills and knowledge are built on year by year and sequenced appropriately to maximise learning for all children. Within English lessons, we are teaching all children to have a deep and secure understanding of the concepts that they are being taught. In order to do this, our curriculum is designed to reduce cognitive load by ensuring we structure and design lessons in small coherent steps, which organically allows opportunity for the promotion of retention. This allows for an inclusive learning environment where all children are supported to transfer learning from short-term to long-term memory. Please see the link below for the whole school writing progression knowledge and skills grids. Spoken language is the first and most important resource that young writers have. Our writing curriculum, places quality literature and spoken language at the forefront of all writing units. Children need to have a wide experience of story, knowledge of written language and how this works and knowledge of how print works as a means of communication. Young children can compose long before they can transcribe and many teaching approaches at this stage focus on easing the burden of transcription and enabling children to compose more freely. Therefore, initially a child needs the help and support of another person, usually an adult, in order to write conventionally. This support can be gradually withdrawn as transcription becomes easier and the child increases in independence, finding their voice as a writer. Our teaching of writing across the school is linked to a class text, carefully chosen to inspire and excite the children. All writing units will start with a stimulus, which could be a high quality reading text or a memorable experience. Our teacher’s plan exciting memorable experiences every half term. These class visits provide the children with meaningful experiences to support them in writing for a range of purposes and illustrate how their writing skills can be applied to real life contexts. Children are expected to transfer their key topic knowledge and vocabulary into their writing and vice versa to transfer their spelling, grammar and punctuation knowledge into their topic work. We expect the high standards for writing in Literacy lessons to be evident within the work in all books. At Captain Webb Primary School, we believe that writing is strengthened by instilling a love for reading within our pupils. In EYFS, Key Stage 1 and Key Stage 2 English is taught on a daily basis. Every year group has a Yearly Curriculum Map that outlines where narrative or non-narrative are taught and links to other curriculum areas such as reading and humanities. Detailed Medium Term planning supports teachers to plan a sequence of progressive weekly lessons and over time, giving the children time to master new concepts. Within this document, key objectives and vocabulary are outlined. Whole School Writing Progression Grids 24 - 25 2 Year Old Provision Read More Pre-School Read More Reception Read More Year 1 Read More Year 2 Read More Year 3 Read More Year 4 Read More Year 5 Read More Year 6 Read More Medium Term Plan Example The Writing Process We organise intended learning into units of writing. These group the knowledge, skills and understanding that we want children to remember, do and use. We start with a high quality and inspiring text , identifying points within the text at which a piece of extended writing could be crafted, building lessons from this point up. For extended pieces, teachers use key skill checklists to support the writing process. • PRIOR ASSESSMENT & TARGET SETTING – Using the previous writing unit to determine what the pupils need to develop, gaps in learning and any objectives that need specifically focusing on in this next unit. • GENRE – This is the text type. We consider what we want pupils to write and why (purpose, audience and intended impact). • CONTEXT – This includes any hooks into writing and any knowledge or experience that pupils require to write a particular piece. (Quality texts, memorable experiences or cross curricular links) • TEXT / READINIG ANALYSIS – This requires effective models of the genre to build up pupils’ understanding of texts in this particular style. Opportunities to unpick modelled texts, consider the author’s choice of language and vocabulary and identify any SPAG features. • ORGANISING IDEAS – This may include speaking and listening opportunities including drama. For example – retelling a text orally, hot seating a character, acting in role. Children will begin to organise ideas for their writing through lists, flow charts and / or writing frames. Teachers should be careful with the format used so we don’t limit ideas to small boxes which are not useful to follow when composing. Tools and approaches should enable pupils to plan ideas for the composition and the vocabulary they will use within the writing. Scaffolds to support this are useful. • VOCABULARY DEVELOPMENT – Consider words that will support pupils to improve their composition, draw attention to any taught spelling patterns. These should be taught within context with opportunities for pupils to apply within the composition of sentence structures. • SENTENCE COMPOSITION – Plan for sentence composition linked to the genre type. Composition practice should link to the end outcome piece so pupils can draw on this practice to support independent composition. Sentence types, grammar knowledge and skills should be taken from the progression document. • PUNCTUATION – Plan for punctuation linked to the genre. Practice composition should link to the end outcome piece so pupils can draw on this practice to support independent composition. Knowledge and skills should be taken from the progression document and assessment of pupils’ previous writing. • MODELLED WRITING – Teachers usually prepare the models to support the compositional and transcriptional skills, and component knowledge being developed in the sequence. Using the model teachers diagnose the model with pupils so that they understand how this was composed. This builds their understanding of what a good one looks like. These models of writing are displayed on our classroom washing lines. • SHARED WRITING – Using the planning and model how to compose the piece (parts of the piece) with the pupils. Teacher modelling is really important to develop writer’s voice and promote thinking. (Thinking out loud – articulating the processes of a writer.) • GUIDED WRITING – Working with groups of pupils to specifically guide their writing skills. Assessment is key to delivering guided writing. Identifying the needs of the pupils, for example developing transcriptional skills for our lowest attaining pupils and providing challenge for our higher attainers. For example: teachers to guide writing to understand how to critically shape sentences for effect. • INDEPENDENT WRITING - Pupils compose their own piece. This can be in parts as they work through paragraphs of the text or as a full piece. Redrafting and editing can be of sections to lead to more focused impact. • RE-DRAFT AND EDIT – Teacher modelling of these skills is really important. Pupils are often not shown how to undertake this process effectively and therefore it can lose impact. After composition pupils may redraft sections of the writing to up level skills and improve the piece. Editing writing – pupils read through the writing and make correction in the writing. The pupils use the COMB materials to build their independence with proof – reading skills. • PUBLISHED PIECE – Writing can be published in a range of ways. It is really important to develop pride in writing and allow pupils opportunities to make choices on how they want to publish material. • APPLY TO A NEW CONTEXT – Pupils should have the opportunity to apply the style of writing to new context as this allows them to practise the skills. Teachers must ensure pupils have the knowledge to write in this context. Pupils should use and apply taught skills for subjects across the curriculum. • ASSESSMENT & FEEDBACK – Teachers should analyse pupils’ writing against the writing moderation documents / termly targets for the year group. They should provide feedback to pupils on their successes and next steps. (Target Setting) Staff follow our Marking and Feedback policy, to provide pupils with live feedback as much as possible so that children are actively involved in drafting, editing and improving their writing. From an early age, children are encouraged to proofread their work carefully to check for spelling and punctuation errors. By the time children get to Key Stage 2, they will plan, draft and edit independently, enabling them to fully take part in the writing process. Modelled Writing using our washing lines. The Importance of Vocabulary We recognise the vital importance of exposing our pupils to a rich and varied vocabulary and understand that their acquisition and command of vocabulary are key to their learning and progress across the whole curriculum. We use model texts and class novels to teach vocabulary in context and encourage discussion around word choices when writing. Dictionaries, thesauruses and word mats are readily available throughout all writing lessons. Guided writing sessions are used to target specific needs of both groups and individuals. All children are given focus spellings and are encouraged to integrate these into their writing. The weekly spellings are taken from the spelling rules being taught in their discrete RWI spelling session. (Refer to the spelling section below for more information.) The children are given the opportunity to write at length daily and all pupils complete an extended, independent piece of writing at the end of a unit of work known as their hot write. Teachers use the hot writes to measure the progress made within a unit of writing and targets are set in readiness for the next piece of writing. Here is an example from Year 2 Staff follow our Marking and Feedback policy, to provide pupils with live feedback as much as possible so that children are actively involved in drafting, editing and improving their writing. From an early age, children are encouraged to proofread their work carefully to check for spelling and punctuation errors. By the time children get to Key Stage 2, they will plan, draft and edit independently, enabling them to fully take part in the writing process. Early Years Our curriculum maps are carefully planned to have breadth and depth and introduce quality core concepts, bodies of knowledge and key concepts which will be built on in Year 1. The ambitious curriculum is a carefully devised sequential offer to ensure the children become fluent in essential foundational knowledge necessary for writing. This enables our pupils to know more and remember more ready for future learning. End points are identified in the EYFS writing progression document. The teachers plan effective writing units based on high quality writing texts. The plans include rich opportunities (through self-initiated learning and taught lessons) for pupils to develop their understanding of phonics application through Read, Write, Inc. Their writing involves transcription (spelling and handwriting) and composition of sounds that they have previously been taught - articulating ideas and structuring them in speech, before writing. Reception and Year 1 are taught spelling patterns as part of their daily phonics lesson. EYFS Curriculum At Captain Webb, we identify children who need additional support and provide intervention in the most effective and efficient way that we can. We run phonics, reading and writing intervention groups and ensure that our lessons are effectively differentiated to maximise each child’s potential. Spelling The ability to write ideas down fluently requires a good understanding of spelling. In Reception and Key Stage 1, we follow the Read Write Inc Phonics programme to teach pupils how to write phonemes as graphemes. Please click on this link to find out more about Read Write Inc Phonics Spelling. From Year 2 to Year 6, we use the follow on programme Read Write Inc. Spelling. These schemes ensure full coverage of, and progression within the National Curriculum requirements. To find out more about the Read Write Inc Spellings programme please click on this link. Read Write Inc Spelling Programme Handwriting Handwriting is taught in line with the National Curriculum objectives. In the Early Years, pupils complete fine motor activities to develop hand/finger strength and are taught how to hold a pencil correctly. In Reception, all pupils are taught how to form their letters correctly using the Read Write Inc Phonics programme. For more information, please click on the links below. Read Write Inc. Phonics From Year 2 onwards, through daily handwriting lessons, we begin to explicitly teach correct joins, consistent letter size and clear ascenders and descenders. We follow the Nelson Handwriting scheme. Additional support is given through handwriting interventions where needed. Please refer to the handwriting policy below for more information on how handwriting is taught at Captain Webb Handwriting Policy 24 - 25 Impact In order to identify the impact our curriculum is having on our pupils; we check the extent to which learning has become permanently embedded in children’s long-term memory in addition to looking for excellence in their outcomes. When undertaking these we ask the following key questions: • How well do pupils remember the content that they have been taught? • Do books and pupil discussions radiate excellence? • Does learning ‘travel’ with pupils and can they deliberately reuse it in more sophisticated contexts? Each year group has writing assessment criteria that aligns with the whole school writing progression map. We make assessment judgements termly. Three pieces of writing will be assessed every term throughout the year using the assessment grids. These grids match the termly targets set out in the year groups progression map. Evidence of the core knowledge and skills for each term will demonstrate if a child is working towards, at or above age related expectations. Teachers record the summative assessments on O Track. These assessments are moderated by SLT each term. Formative and Summative Assessments End of unit assessments (Hot Writes) End of term assessments (3 pieces of writing evidence) Internal Moderation of termly assessments. Internal Monitoring Termly Pupil Progress Meetings Lesson Monitoring and Book scrutiny Pupil Voice External Moderation Cluster Group Moderation. Assessment data shows that.. 77% reached ARE at KS2 with 2% reaching greater depth. Writing Policy 24 - 25

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).

Cómo gestionamos y protegemos sus datos El Reglamento general de protección de datos (GDPR) El Reglamento General de Protección de Datos (RGPD) es una pieza de legislación de la UE que determinará cómo se procesan y mantienen seguros los datos personales de las personas, y los derechos legales que tienen las personas en relación con sus propios datos. 'Datos personales' significa información que puede identificar a una persona viva. Principios fundamentales El RGPD establece los principios clave con los que se deben procesar todos los datos personales. Los datos deben ser: procesados de manera legal, justa y transparente; recopilados para fines específicos, explícitos y legítimos; limitado a lo necesario para los fines para los que se procesa; precisa y actualizada; sostenido de forma segura; solo se retiene durante el tiempo que sea necesario por las razones por las que se recopiló También existen derechos más estrictos para las personas con respecto a sus propios datos. Los derechos de la persona incluyen: ser informado sobre cómo se utilizan sus datos, tener acceso a sus datos, rectificar información incorrecta, borrar sus datos, restringir cómo se utilizan sus datos, mover sus datos de una organización a otra. , y oponerse a que sus datos se utilicen en absoluto Nuevos requisitos El RGPD es similar a la Ley de Protección de Datos (DPA) de 1998 (que las escuelas ya cumplen), pero refuerza muchos de los principios de la DPA. Los principales cambios son: Las escuelas deben designar un oficial de protección de datos, que asesorará sobre el cumplimiento del RGPD y otras leyes de protección de datos relevantes. Los avisos de privacidad deben estar en un lenguaje claro y sencillo e incluir información adicional: la 'base legal' de la escuela para el procesamiento, los derechos del individuo en relación con sus propios datos Las escuelas solo tendrán un mes para cumplir con las solicitudes de acceso a las materias y, en la mayoría de los casos, no pueden cobrar Cuando la escuela necesita el consentimiento de una persona para procesar datos, este consentimiento debe ser dado libremente, específico, informado y sin ambigüedades. Hay nuevas protecciones especiales para los datos de los niños. La Oficina del Comisionado de Información debe ser notificada dentro de las 72 horas posteriores a una violación de datos. Las organizaciones deberán demostrar cómo cumplen con la nueva ley. Las escuelas deberán llevar a cabo una evaluación del impacto de la protección de datos cuando consideren usar datos de nuevas formas o implementar nuevas tecnologías para monitorear a los alumnos. Cómo apuntamos a lograr esto En Captain Webb Primary School nos tomamos en serio la protección de datos y para asegurarnos de que cumplimos plenamente tanto con la Ley de Protección de Datos como con la nueva legislación GDPR. En esta medida hemos realizado las siguientes acciones: Estamos registrados como controlador de datos en la Oficina de Comisionados de Información ; nuestro número de registro es Z6446791 Hemos contratado a un Delegado de Protección de Datos, mediante contrato con la Autoridad Local. Hemos actualizado nuestra Política de protección de datos y nos aseguramos de que se revise anualmente para garantizar el cumplimiento de la legislación (ver más abajo). La política incluye las nuevas pautas sobre cómo realizar una solicitud de datos y el proceso que los padres / cuidadores deberán seguir. Hemos actualizado nuestra Política de Libertad de Información y nos aseguramos de que se revise anualmente para garantizar el cumplimiento de la legislación (ver más abajo). Hemos completado una auditoría de datos de toda la información recibida, retenida o compartida por la escuela. Esto incluye nombrar a una persona que sea responsable de cada flujo de datos, analizar cómo se reciben y almacenan los datos, su relevancia, si tenemos un propósito legal para conservar los datos y si se eliminan / destruyen en el momento adecuado. Hemos confirmado que las organizaciones con las que compartimos datos también cumplen con el RGPD y la normativa de protección de datos. Hemos actualizado nuestro Aviso de privacidad (ver más abajo) Hemos organizado una formación anual en protección de datos y el nuevo RGPD para todo el personal que son procesadores de datos (es decir, que tienen acceso / utilizan la información que tenemos). Hemos revisado nuestros propósitos legales para la conservación y el uso de datos. Si bien la mayoría de los datos que usamos se hacen por obligación legal (es decir, según la Ley de Educación de 1996 o Keeping Children Safe in Education (DfE, 2016) y nos permite realizar nuestra tarea pública, algunos datos que usamos no lo son. En estos casos Siempre buscaremos el consentimiento de los padres. Hemos actualizado nuestro formulario de consentimiento de los padres (ver más abajo) para asegurarnos de que los padres puedan ver claramente lo que se solicita y puedan optar positivamente. El consentimiento puede ser retirado por los padres, en cualquier momento, utilizando el formulario de consentimiento a continuación o comunicándose con la oficina de la escuela. Si bien la educación de su hijo no depende de su consentimiento, también le pedimos su consentimiento para ciertas actividades. Si bien esto no cae dentro del alcance del GDPR, la negativa a dar consentimiento a ciertas solicitudes (es decir, viajes y visitas, ver un video) podría tener un impacto en la inclusión de su hijo en ciertas actividades educativas . Parental Consent Form and Information Governance Policies Pupil/Parent Privacy Notice Read More Parental Consent Form Read More Information Sharing Policy - Mar 23 -Mar 24 Read More Mobile Phone Policy - Sep 23 Read More Data Protection Policy - Sep 24 Read More FOI Policy - Sep 21 Read More FOI Model Publication Scheme Read More

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

Seguridad en linea 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 Nuestros niños ahora viven en una 'Aldea Global' y es importante que trabajemos juntos para garantizar que nuestros niños estén seguros tanto en el mundo real como en línea. Cómo mantenemos a los niños seguros en línea En la Escuela Primaria Captain Webb, los niños aprenden cómo mantenerse seguros en línea siendo conscientes de su conducta (su propio comportamiento en línea), sabiendo qué es y cómo encontrar contenido apropiado y los riesgos del contacto tanto de las personas que conocen como de las personas que conocen. no lo se. La seguridad en línea está vinculada a cada unidad de nuestro plan de estudios de Computación (ver más abajo). Bloqueamos una semana completa de trabajo temático para que los niños aprendan sobre aspectos específicos de la edad de la seguridad en línea durante la 'Semana de Internet más segura' y la escuela es visitada por varias agencias externas (como NSPCC, Google y la policía local) para aprender sobre la actualidad. problemas de seguridad en línea. Nuestro Consejo de Estudiantes juega un papel activo en la discusión y toma de decisiones con todos los aspectos de la seguridad, incluida la seguridad en línea. Desempeñamos un papel activo con los padres, reuniéndonos regularmente con cualquier persona que pueda tener inquietudes sobre la seguridad de su hijo en Internet. Si tiene alguna inquietud sobre la seguridad en línea, no dude en ponerse en contacto y hablar con uno de nuestros expertos en seguridad en línea. Consejos para mantener seguro a su hijo en línea: Sepa qué están haciendo sus hijos en línea y con quién están hablando. Pídales que le enseñen a usar cualquier aplicación que nunca haya usado. Mantener la computadora en una sala familiar significa que puede compartir la experiencia en línea de su hijo y que es menos probable que actúe de manera inapropiada (es decir, a través de una cámara web). Ayude a sus hijos a comprender que nunca deben dar datos personales a amigos en línea; la información personal incluye su ID de mensajería, dirección de correo electrónico, número de teléfono móvil y cualquier foto de ellos mismos, su familia o amigos. Si su hijo publica una imagen o un video en línea, cualquiera puede cambiarlo o compartirlo. Recuérdeles que cualquiera puede estar mirando sus imágenes y que algún día un futuro empleador podría hacerlo. Si su hijo recibe mensajes de texto y correos electrónicos no deseados, recuérdele que nunca los crea, no los responda ni los use. No es una buena idea que su hijo abra archivos de personas que no conoce. No sabrán lo que contienen, podría ser un virus, o peor aún, una imagen o película inapropiada. Ayude a su hijo a comprender que algunas personas mienten en línea y, por lo tanto, es mejor mantener a sus compañeros en línea en línea. Nunca deben encontrarse con extraños sin un adulto en quien confíen. Mantenga siempre la comunicación abierta para que un niño sepa que nunca es demasiado tarde para decirle a alguien si algo lo hace sentir incómodo. Enseñe a los jóvenes cómo bloquear a alguien en línea y cómo denunciarlos si se sienten incómodos. Páginas web útiles Estos sitios web pueden resultarle útiles si desea obtener más información sobre la seguridad en Internet: www.ceop.gov.uk - El Centro de Explotación Infantil y Protección en Línea (CEOP) está dedicado a erradicar el abuso sexual de niños. Se trata de una agencia gubernamental que forma parte de la policía del Reino Unido y se dedica mucho a rastrear y hacer que los delincuentes rindan cuentas, ya sea directamente o en asociación con las fuerzas locales e internacionales. www.thinkuknow.co.uk - El Centro de Explotación Infantil y Protección en Línea (CEOP) ha creado su propio sitio web educativo que ha sido diseñado y escrito específicamente para niños, jóvenes, profesores, padres y cuidadores. www.kidsmart.org.uk - Kidsmart es un sitio web de seguridad en Internet galardonado para padres y quienes trabajan con niños. Ha sido desarrollado por Childnet International, la organización benéfica de Internet para niños y contiene información excelente sobre muchas de las tecnologías utilizadas por los niños, con orientación sobre cómo 'mantenerse seguro' en línea. http://parents.vodafone.com/ - Vodafone ha desarrollado este sitio web junto con mumsnet. Es muy accesible y proporciona información y orientación a los padres sobre cómo comprender el mundo digital de sus hijos y cómo involucrarse más. ¡Incluso hay una prueba en línea para ver cuánto sabe! 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 March 2025 Read More Dec 2024 Read More Nov 2024 Read More October 2024 Read More September 2024 Read More July 2024 Read More June 2024 Read More May 2024 Read More April 2024 Read More March 2024 Read More Feb 2024 Read More Jan 2024 Read More

School Games Mark Award 2023.25 Captain Webb received the top accolade for school sport and games: The School Games PLATINUM 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 2024.25 P.E. Long Term Plan 2024.25 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 Captain Webb Primary School provides a holistic whole school approach to delivering more than the minimum CMO guidelines of 60 minutes of activity every day. We have achieved this in many ways. Within the school week, we provide all children with 2 hours of timetabled PE. A minimum of 1 hour is delivered by a qualified sports coach with the other hour being delivered by the class teacher. During these lessons children aren’t only taught knowledge about the sport they are playing, they are also taught how to warm up and why this is important. PE is also used as a cross curricular link to support the children’s learning. An example of this is the maths unit which focuses on measure, ordinal numbers and time. Here the measure the length of a jump, order where their friends came in a race and time how long it takes their friends to complete a race. In PSHE children are taught how to keep healthy, this includes knowing how to eat a balanced diet and why this is important. In this current financial crisis, we aim to support the parents as much as possible. So to ensure that all children are able to participate in PE with the correct clothing, we provide them with a universal PE kit. This creates an inclusive environment where everyone feels involved. At Captain Webb we also understand the importance of brain breaks. We engage the children in physical activity during the start of a lesson. This usually takes place in EYFS and KS1 where an introductory video to a lesson that promotes movement is shared. The Jack Hartman channel, which is one of our favourites to use, involves maths skills alongside singing and physical movement. Go Noodle is also used, this can range from dancing, yoga and call and respond movement songs. Our Daily Mile track is used in the afternoons in between lessons as a brain break. Children complete laps around the track and complete activities at different stations during their lap. Our swimming programme changed venues this year as our local swimming pool had closed so this meant finding alternative provision further afield. Although this was stressful and more costly to the school it was worth it seeing the enjoyment on the children’s faces and their amazing progress. Due to COVID our swimming percentage of children who can swim 25 metres unaided plummeted to 20%. We therefore prioritised this and spent extra funding and by the end of the sessions, this had increased to 70%. This is our highest percentage to date. Including the statutory two hours of PE we are very proud that we also provide a range of physical lunch time activities. Children can take part in the following carousel activities: daily mile, football, parachute games, adventure playground, acting out stories in forest school and basketball. In addition to this, we have appointed sports leaders throughout the school. Two children represent each year group. These children attend regular meetings with the PE coordinator. During these meetings the leaders have contributed to the breadth of curriculum and after school club activities. They also supported the coordinator with organising Sports Day and with activities on the day. We also offer a range of other sports clubs after school with the aim of appealing to all children; these include netball, hockey, dance, cricket, athletics, and dodgeball. These clubs are provided by teachers, external sports coaches, and local club volunteers. This year the attendance at these clubs has been higher than ever. Our after-school club (wrap around provision) also offer physical activities and games every evening, as well as access to the climbing frame, hall and the playground. To increase our children’s cultural capital and physical activity, we provide these unique opportunities for the children to take part in; Arthog Outreach where Year 3 and Year 5 students experience canoeing and caving. Arthog residential visit where Year 4 pupils experience a variety of outdoor activities such as, orienteering, mining, mountain walking as well as team building activities where children focus on problem solving. France residential visit where Year 6 children experience survival skills, scavenger hunting and take part in Chateaux Olympics. Furthermore, we have established a wide range of links with clubs and sports centres in our local area which have encouraged children to continue to be active outside of the school environment. These links include secondary schools, Shropshire Cricket Board, Hexagon Telford Tigers Schools Partnership, Tennis Shropshire Schools, Multicultural Development Telford & Wrekin, Bikeability and Sports for Champions. As a school, we also advertise and offer taster sessions and assemblies, where coaches come in and allow the children to experience these sports in the school environment. We have recently acquired a new partnership in Sports for Champions. This partnership offers the children of Captain Webb Primary School the opportunity to raise money whilst exercising alongside a Team GB athlete. Bikeability provides children the opportunity to take part in a practical cycling training course, delivered by Telford & Wrekin Council’s Bikeability Team. Bikeability is a national standard cycle training programme designed to give cyclists the skills and confidence to cycle in modern road conditions. Finally, our association with the Telford School Sports Partnership continues to have a positive impact on our PE curriculum. They provide important CPD opportunities for our school staff to upskill and to ensure the quality of lessons they deliver are at a high level. They also provide engaging sporting festivals and transition events. They arrange inter school sport competitions for all abilities and ages. We have entered many all-inclusive competitions including dodgeball, archery, athletics, kwik cricket, new age kurling and football. We also regularly enter more than one team into competitions, ensuring that we offer not only competition for competing, but also competition for participation. This enables a larger proportion of children to experience a competitive environment and ensures that they are exceeding the minimum requirement of being active for 60 minutes a day. In conclusion, through our provision of lunchtime and afterschool clubs, sports leaders, community links, timetabled PE sessions and a wide range of competitions for all abilities, we provide at least the minimum CMO guidelines of 60 minutes of activity per day. As a result of this, children in our school have active lifestyles and they understand the importance of looking after their body and being healthy. This is something that they take forward with them as they leave Captain Webb Primary School environment and transition into secondary school.

Finanzas escolares Presupuesto delegado del gobierno de la escuela primaria Captain Webb: A continuación, encontrará un enlace al servicio de evaluación comparativa financiera de las escuelas de DfE. Este sitio le permitirá evaluar cómo gastamos nuestro presupuesto asignado y qué tan efectivo es ese gasto para asegurar el mejor resultado para nuestros alumnos. También puede utilizar la información proporcionada en este sitio para ver cómo nos comparamos en ingresos y gastos con otros establecimientos educativos similares. Sitio de evaluación comparativa financiera de las escuelas de Gov.uk Cuenta del fondo escolar de Captain Webb Primary School: A continuación, encontrará una copia de las últimas cuentas de la cuenta del fondo escolar de la escuela. Esta cuenta es donde administramos todos los ingresos de los padres, el dinero recaudado y las donaciones a la escuela. Financial Policies Attendance Policy - Sept 24 - Sept 25 Read More School Fund Audit (Sep 23 - Aug 24) Read More Governors and Staff Allowance Policy - Nov 23 - Nov 24 Read More Unreasonable Complaints Policy - Nov 21 Read More Debt Policy - Nov 23 - Nov 24 Read More Complaints Policy - Oct 21 Read More Gifts and Hospitality Policy - Oct 21 Read More Charges and Remissions Policy - Oct 23 - Oct 24 Read More We are required to publish the following information: How many school emloyees (if any) have a gross annual salary of £100,000 or more in increments of £10,000. Annual Salary Number of Staff £100,000 – £110,000 0 £110,000 – £120,000 0 £120,000 – £130,000 0