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Curriculum Subjects You can read more information about each subject that we teach, how we plan lessons, and how we manage the learning progression, by selecting from the links below: Art Computing Cultural Capital D&T Geography History Maths (including numbersense) MFL Music Artsmark PE Phonics PHSE Protective Characteristics RE Reading RSE Science Spelling Spoken Word Writing If you still have any questions, about any of our curriculum subjects, then you can get further information by contacting the school office (01952 386770 or A2174@taw.org.uk ) and the admin team will be happy to forward your questions to the appropriate subject lead.

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

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

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

D&T 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 At Captain Webb, we want children to be inspired and enthused by the idea of designing, creating and making. Our Design and Technology curriculum allows children to exercise their creativity and become critical thinkers. Throughout their time at Captain Webb, children make meaningful cross-curricular links and apply the knowledge and skills they learn in other subjects to produce meaningful products. Our practical, design-centred learning teaches children to take risks and become resourceful, innovative and enterprising individuals. Through our Design and Technology curriculum, we provide pupils with key knowledge, which enable them to develop the skills required to become future builders, designers and engineers of the world. Implementation Our pupils leave Captain Webb with all of the knowledge and skills required to be innovative risk-takers. Our curriculum has been thoughtfully planned to ensure that the knowledge children have is built upon within every Design and Technology unit. Knowledge within our Design and Technology curriculum is split into several stands, including: Food, Cooking and Nutrition, Structure, Textiles, Mechanisms (KS1) and Mechanical & Electronic Systems (KS2). These are mapped out across year groups to ensure progression. Our planning ensures we teach the knowledge, understanding and skills needed to engage in the exciting process of designing and making. Children are required to plan and create products that consider function and purpose, and which are also relevant to real-life scenarios. Children look at existing designs to analyse and assess their effectiveness and then they consider ways of redesigning and reconstructing it to improve its overall success. At Captain Webb, we encourage children to use their imagination to design and make products that solve real and relevant problems within a variety of contexts. Our children are required to consider others’ wants and needs by following a design brief. Design and Technology at Captain Webb is often taught as a block, or sometimes timetabled as a whole day, so that children’s learning is focused throughout each unit of work. At the beginning of each topic, initial assessments are completed to determine prior knowledge and ensure that progression is consistent. Evaluation is a key aspect of the Design and Technology process and children are given the opportunity to assess and ‘tinker’ their designs, continually looking to improve their work. Impact As well as monitoring of attainment, the impact of effective Design and Technology teaching is assessed through the pupil’s ability to evaluate, design, make and improve their own work. The impact of Design and Technology is also evident within the opportunities we provide to develop cultural capital. We do this across the curriculum and throughout the school by: Working with local companies to promote future career choices Cooking for a purpose so children learn to be passionate about working with, preparing and tasting food Implementing a high standard of hygiene learning when working with food Using tools to help children manage risks Visiting local restaurant’s to help children embrace cultural influences on the food we cook and the diversity of the ingredients available for us to cook with Displaying products that children have made so they can experience the suitability first hand (bird houses in forest schools) Designing and creating for a purpose when making a blanket for a local care home Studying famous engineering experts through STEM and communicating ideas and developing prototypes using CAD Involving children in enterprise activities so children can begin to make links between cost of produce and materials, and the profit that can be made Design and Technology Policy 2023.25 D&T Skills and Knowledge Progression Plans

Cartas a casa 2020 - 2021 Year 5 - Safari Park 9 oct 2023 Read More Year 5 - Chester Zoo 9 oct 2023 Read More Year 5 - Cosford Air Museum 9 oct 2023 Read More Year 1 - Tour of Telford 9 oct 2023 Read More Rec - Tiny Town 15 sept 2023 Read More Year 6 - Polar Regions Workshop 8 sept 2023 Read More Year 1 - Weston Park 14 jul 2023 Read More Year 1 & 2 - PJ's Children's Entertainer of the Year 6 sept 2023 Read More Year 4 - ThinkTank 6 sept 2023 Read More Year 5 - Egyptian Workshop 5 sept 2023 Read More Year 3 - Shropshire Hills Discovery Centre 14 jul 2023 Read More

Remote Education Attendance is essential for pupils to get the most out of their school experience, including for their attainment, wellbeing, and wider life chances. There are, however, certain circumstances when it is not possible for a child to attend and it is in these circumstance where an offer of Remote Education can be made. Remote education should not be viewed as an equal alternative to attendance in school. For this reason schools may only consider it as a last resort when the alternative would be no education, and only after it has been established that the pupil is, or will be, absent from school. In such cases, remote education can have the benefit of allowing absent pupils to keep on track with their education and stay connected to their teachers and peers. The priority is always ATTENDANCE. Scenarios where remote attendance should be considered. Where schools have to close, or there are restrictions on attendance for pupils (i.e. during COVID) Providing remote education does not change the imperative to remain open or to reopen as soon as possible. Every effort will be made to ensure pupils can be taught in person by attending school or if appropriate and possible, attending a safe alternative site. After exploring all options to ensure the school remains open to all pupils, there may still be some exceptional occasions when school leaders or the local authority decide that it is not possible to open safely, or where opening would contradict guidance from local or central government. If restricting attendance for pupils is the only viable option, we will consider providing remote education to help pupils stay on track with the education they would normally receive. In individual cases where a child is unable to attend school but is able to learn. There should only be limited circumstances where a pupil is unable to attend school but is able and well enough to continue their education remotely. These circumstances should only involve a short-term absence and might include: pupils recovering from short-term infectious illnesses, pupils preparing for or recovering from some operations, or pupils recovering from injuries where attendance might inhibit recovery. In some exceptional cases, these circumstances might also include pupils whose attendance has been affected by a special educational need or disability (SEND) or a mental health issue. In these circumstances, and after the pupil’s absence from school has been established, we will consider providing pupils with remote education on a case-by-case basis. This will be part of a plan to reintegrate back to school, and only when it is judged that providing remote education would not adversely affect the pupil’s return to school. Provision of remote education is a short-term solution allowing absent pupils to keep on track with their education and stay connected to their teachers and peers. Pupils with long-term medical conditions or any other physical or mental health needs affecting attendance may require additional support to continue their education. At Captain Webb Primary School we refer our parents to the Oak National Academy website, as this provides high quality lessons that are meaningful, ambitious, and cover an appropriate range of subjects to enable pupils to keep on track with their education. We will work with the parent/s so they understand which elements of learning their child will need. We will provide additional support in cases of SEND, and work collaboratively with families to support the children/parents accessing the learning successfully. We will help to overcome barriers to digital access by loaning school owned devices, accompanied by a user agreement, if and where necessary and/or possible. The senior leader with overarching responsibility for the quality and delivery of remote education is Mrs Sarah Passey (Headteacher).

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

Alumno Premium El propósito de Pupil Premium El Gobierno cree que la Prima para Alumnos, que es adicional a la financiación de la escuela principal, es la mejor manera de abordar las desigualdades subyacentes actuales entre los niños elegibles para comidas escolares gratuitas (FSM) y sus compañeros más ricos al garantizar que la financiación para abordar las desventajas llegue a los alumnos. quienes más lo necesitan. Para los alumnos de familias de bajos ingresos en entornos no convencionales, corresponde a la autoridad local decidir cómo asignar la Prima de Alumno. Por ejemplo, podría asignarse al entorno en el que están siendo educados o retenido por la autoridad local para gastar específicamente en apoyo educativo adicional para elevar el nivel de rendimiento de estos alumnos. La autoridad debe consultar los entornos no convencionales sobre cómo se debe utilizar la Prima para estos alumnos. 　 El DfE dice: Las escuelas son libres de gastar la prima por alumno como mejor les parezca. Sin embargo, serán responsables de cómo han utilizado los fondos adicionales para apoyar a los alumnos de familias de bajos ingresos. Se incluirán nuevas medidas en las tablas de rendimiento que capturarán el rendimiento de los alumnos desfavorecidos cubiertos por la prima por alumno. ¿Cómo pueden contribuir los padres y cuidadores al éxito del programa Pupil Premium? Si su hijo es elegible para recibir comidas escolares gratuitas, vale la pena registrarlo incluso si no va a tomar el almuerzo escolar, e incluso si tiene derecho a una cena gratis en el marco del programa de comidas escolares gratuitas infantiles universales del gobierno. Tendrá un impacto directo en la financiación y maximizará el apoyo que podemos brindar. El apoyo y la participación de los padres es un factor clave para elevar los estándares. Si desea ayuda o consejo para apoyar a su hijo, o si no está seguro de cómo solicitar la inscripción para recibir comidas escolares gratuitas, comuníquese con la Sra. Jacqui Darlington, quien es administradora de la provisión de Prima para Alumnos. ¿Quién tiene derecho a comidas escolares gratuitas? Su hijo puede tener derecho a comidas escolares gratuitas, si tiene derecho a recibir cualquiera de los siguientes: Apoyo a los ingresos Asignación para solicitantes de empleo basada en los ingresos Subsidio de apoyo y empleo relacionado con los ingresos Apoyo en virtud de la Parte VI de la Ley de inmigración y asilo de 1999 el elemento garantizado del crédito de pensión estatal Crédito tributario por hijos (siempre que no tenga derecho al crédito tributario por trabajo y tenga un ingreso bruto anual de no más de £ 16,190) Crédito tributario por trabajo acumulado: pagado durante 4 semanas después de que deja de calificar para el crédito tributario por trabajo Crédito universal Pupil Premium Strategy Statement 2024.25 Pupil Premium Strategy Statement 2023.24 Pupil Premium Strategy Statement 2022.23 Pupil Premium Strategy Statement 2021.22

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

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

WRAP AROUND CARE No hay clubes extracurriculares en la actualidad The school runs a Breakfast Club every morning during term time. The cost is £2.50 per session. Although we do not currently request you book for Breakfast Club we do ask that you inform the school in advance, if you intend to start sending your child, so we can ensure the correct staffing ratios are in place. At Breakfast Club children are offered a breakfast of cereal, toast or crumpets, and have fruit juice, milk or water as drink options. The school does not charge for the breakfast, it is an added option for those children that have not eaten before attending, or who are still hungry. At Breakfast Club the children can play games, use the IT suite, read or do their homework. Breakfast Club starts at 7:30am and runs through to the start of school. The children are escorted from the club directly to their class. Your child can be dropped off anytime from 7:30 to class start time. After School Club The school runs an After School Club every day during term time, between the end of school and 6pm. Your child will be escorted straight to After School Club once the school day has ended. The cost per session is: £4.00 up to 4.15pm £5.50 up to 5pm £8.00 up to 6pm After School Club places must be booked in advance by completing the form below, and returning to Miss Mansell in the school office (or by email to jess.mansell@taw.org.uk ). Once she receives your application she will be able to advise you of availability of requested places. It is essential that After School Club places are pre-booked to ensure appropriate staff ratios are in place. Unlike Breakfast Club there are no other staff available to cover if additional numbers are needed. We do not provide a meal at After School Club, but are happy if you wish to send in a snack for your child. At After School Club the children can play games, use the IT suite, read or do their homework. In addition they also do occasional activities such as baking, watch videos and have dance sessions. In the summer they also play games outside, weather permitting. After School Club Booking Form TERMLY ACTIVITY CLUBS Each half term the school runs various activities after school. Most of our clubs are run by Crossbar (a third party company who are specialist in sports education, who work alongside our school). There is a charge of £2 per session for these clubs. Afterschool clubs run by the teachers are free of charge. To ensure clubs are accessible to all children, clubs will be advertised on Classdojo and Facebook with information on when they will be available to book on to. A date and an approximate time will be given. Clubs will be available to book through Scopay (our online payment system) simply by consenting and making payment, however please make sure you book early as the clubs are very popular, and will be on a first come first served basis. A list of our current clubs is below: