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Newsletters At Captain Webb Primary School we run a weekly newsletter which is called 'Captains Catch Up '. We use the newsletter to inform you about events we are running, let you know dates for diaries, and showcase some of the work being done by our children. The newsletter is created by Mrs Hanafin (Admin) so if your child has won any awards, or taken part in anything exciting outside of school, please let her know so she can share the good news with our other parents. Below are the newsletters from the past few months - if you have missed a previous edition and would like a copy then please contact Mrs Hanafin and she will be happy to help you (genna.hanafin@taw.org.uk ). Captain's Catch Up - 18th October 2024 Read More Captain's Catch Up - 11th October 2024 Read More Captain's Catch - 4th October 2024 Read More Captain's Catch Up - 27th September 2024 Read More Captain's Catch Up - 20th September 2024 Read More Captain's Catch Up - 13th September 2024 Read More Captain's Catch Up - 6th September 2024 Read More Captain's Catch Up - 19th July 2024 Read More Captain's Catch Up - 12th July 2024 Read More Captain's Catch Up - 5th July 2024 Read More Captain's Catch Up - 27th June 2024 Read More Captain's Catch Up - 21st June 2024 Read More

Curriculum Design Statement Intent, Implementation and Impact Our curriculum provides children with engaging, exciting and empowering learning experiences that allows them to be successful. They become 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 context enrichment opportunities 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 children have a sense of belonging and value the community in which they live therefore community involvement is an integral part of the school. Regular invitations to families and visitors facilitate learning new and sharing experiences such as assemblies, curriculum outcomes and community days take place. Children regularly contribute to supporting and developing their local community. To see how we implement our curriculum please select from the links below. Curriculum Framework Overview - Nursery Curriculum Framework Overview - Year R Curriculum Framework Overview - Year 1 Curriculum Framework Overview - Year 2 Curriculum Framework Overview - Year 3 Curriculum Framework Overview - Year 4 Curriculum Framework Overview - Year 5 Curriculum Framework Overview - Year 6 Each year group have a curriculum overview which maps out the whole year curriculum planning. Each subject leader will have a long-term plan which sets the learning for the year for their subject area. Progression documents have been created to ensure full coverage of the National Curriculum. These have been developed following research and advice from expert leaders in education. Medium-term plans are created from progression documentation and longer-term plans to ensure coherent coverage of key knowledge, skills and concepts and clear progression routes over a sequence of lessons. Prior learning is evident on plans which supports teachers with ensuring key knowledge is revisited. Senior leaders and subject leaders will monitor planning for compliance. Reading is a high priority for the school where the selection of texts has been thought about carefully and invested in heavily. Text have been carefully mapped out to ensure they compliment the wider curriculum at an appropriate age-related standard. There is a commitment for children to gain a love of reading which is evident through the reading areas throughout school. Teachers react to the needs of the children and each cohort to ensure that the children’s needs are being met. Whether this is through SEND or cohort specific needs. The emotional needs of the children are met through a variety of external and internal specialists including a play therapist, counsellor, educational psychologist, LSAT, Mental Health Support Practitioner, behaviour and SEND outreach, Talk and drawing and ELSA. Children are immersed in a variety of experiences throughout their time at Captain Webb Primary & Nursery. These are often at the start of new learning to enhance their understanding and support children within knowing more and remembering more. Forest school is available to all pupils throughout the year to enhance the children’s love of learning and enquiry skills. They gain lifelong skills outside of classroom environment. During their time at Captain Webb Primary & Nursery, children will have the opportunity to attend Arthog Outreach (Y3 &Y5), Arthog residential (Y4) and France in Y6. Assessment for learning opportunities take place in lesson to assess prior knowledge and information gained in a lesson. Teachers use these to address any misconceptions. To support our assessment of the core subjects (English, Mathematics and Science) we use Ruth Miskin Assessments for RWI, Salford Reading ages, Fluency assessments, White Rose Mathematical tests & Rising Stars for Science. We capture data at 3 points across the academic year at the end of the of the Autumn, Spring and Summer Term to ensure that all children are making at least expected progress. By the time children leave Captain Webb Primary & Nursery, they have the appropriate knowledge and skills required to be secondary ready. Assessment Policy 2024.25

Bienvenido a Escuela primaria Captain Webb En nombre de todos los niños, el personal y los gobernadores, me gustaría darles una calurosa bienvenida a nuestro sitio web. Es un gran privilegio para mí ser directora de la escuela primaria y infantil Captain Webb, una escuela de la que estoy inmensamente orgulloso. En Captain Webb proporcionamos a nuestros alumnos un entorno de aprendizaje amigable, solidario y seguro. Fomentamos el amor por el aprendizaje y nos aseguramos de que cada individuo alcance su máximo potencial. Nos esforzamos por permitir que todos nuestros niños alcancen su potencial proporcionándoles un plan de estudios amplio y equilibrado basado, cuando sea posible, en experiencias de la vida real; que encienden la imaginación y la pasión por aprender. Vemos a todos los niños como individuos y nuestro personal tiene como objetivo encontrar y desarrollar sus fortalezas para alentar y fomentar los talentos, ya que creemos en el éxito para todos, ya sea en el deporte, las artes o académicamente. Consideramos la educación como una empresa conjunta, que involucra a todos: niños, padres, personal, gobernadores y la comunidad en general. Esperamos poder contar con su cooperación y apoyo en esta asociación; sabiendo que juntos podemos brindar lo mejor para cada niño. Nuestra escuela es una comunidad de aprendizaje donde cada individuo trabaja arduamente para lograr lo mejor de sí mismo. Promovemos positivamente el aprendizaje permanente y nos esforzamos continuamente por alcanzar la excelencia. Espero que disfrute viendo nuestro sitio web. Le dará una idea de la vida escolar y una idea de la variedad de actividades y oportunidades que están disponibles, además de brindar mucha información útil para padres y tutores. Estaremos encantados si quiere venir a conocernos, echar un vistazo, ver a los niños en el trabajo y descubrir cómo su hijo podría prosperar aquí. No dude en ponerse en contacto con la oficina de la escuela; me complacerá darle la bienvenida en cualquier momento. Sra. S Passey Director Hazte Fan en Facebook Manténgase al día con todas nuestras noticias en la página de Facebook de Captain Webb Primary School. Lee mas

Our School Governing Body What do our school governors do? ​ Governors are volunteers who are responsible for overseeing the management side of a school: strategy, policy, budgeting and staffing. They enable our school to run as effectively as possible, working alongside senior leaders and supporting teachers to provide excellent education to children. Being a school governor is a commitment to attending governing body meetings which consider issues such as setting the school vision, mitigating financial risk and scrutinising educational outcomes. They are also involved in our school community, acting as critical friends to the headteacher and senior leaders. Governors bring a wide range of skills and expertise from their professional lives to the governing board and we benefit greatly from working with these skilled volunteers, for example some of our governors have experience of finance, safeguarding, school management and human resources. A governor with business know-how can transform the running of a school. ​ Core governor responsibilities Setting the strategic direction Governing bodies are the key strategic decision makers in every school. Along with the Head Teacher, it is the job of our governing body to set the school’s aims and objectives around how the school will develop and improve. They set the policies, formulate plans and agree targets to help our school achieve these objectives, as well as regularly reviewing their strategic framework in light of that progress. Creating robust accountability The governing body is there to support and challenge our school’s senior leadership team. They play a crucial role in holding our Head Teacher to account for securing the best possible outcomes for our pupils. By challenging key decisions and asking pertinent questions about the school’s performance data, our governors aim to guarantee high standards in education. Ensuring financial probity Governing bodies have a strategic role in the financial management of schools. Their key responsibilities include, setting financial priorities through the school development plan, 3 year financial plan and the annual budget. They also decide on how our school’s delegated budget should be spent in accordance with the school improvement plan and statutory curriculum requirement. ​ How does our Governing Body work? ​ Governing body meetings We hold full governing body meetings twice a term (we no longer have separate committees). We send out all the supporting documentation a week prior to these meeting to allow Governors to have time to read and familiarise themselves with the paperwork. It also gives them time to raise any questions they might have, and challenge the information provided. Whilst there are many important aspects of the role of a governor, the most important is the business that takes place at these meetings. School visits Our Governing body is responsible for monitoring and evaluating the effectiveness of our school and its curriculum. School visits help our governors to understand more about the school and the reality of school life. Governor visits to classrooms are not a form of inspection but serve as a clear monitoring function on the implementation of the school’s strategic planning. Governor visits are encouraged. ​ Link Governors ​ The Headteacher, with the support of her leadership team, draft a school development plan (every September). This document examines all the areas in the school, which require additional focus, to ensure the best possible outcomes for all the children. The development plan is created from children's progress data, reviews by the School Improvement Partner, the Ofsted report, and general observance of the school in action. The Governors have the responsibility of ensuring this plan is effectively targeted, and that the school performs the actions that are needed. To help the full governing body with this duty each governor is assigned a role linked specifically to each area of the development plan, and it is this Link Governors duty to report back their observations and findings to the full governors. A copy of the development plan can be found here . ​ ​ ​ ​ Below are several documents detailing who are governors are, how they were elected and the duration of their service, the code of conduct which they must follow, the rules of the meetings and decision making processes, and the dates the meetings will be held. Best Value Statement 24.25 Read More Governors Meeting Dates 2024.25 Read More Register of Business Interests and Governor Information Form 23.24 Read More Statement of Roles and Responsibilities & Delegated Limits 24.25 Read More Governors Terms of Reference 24.25 Read More Governors Code of Conduct 24.25 Read More

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

Asistencia a la escuela Objetivos y metas El cuerpo directivo de Captain Webb Primary otorga una alta prioridad al logro de los estándares y considera que la excelente asistencia y puntualidad de los alumnos son esenciales. Para que los niños alcancen su potencial, los alumnos deben estar muy motivados para aprender y tener ganas y ganas de asistir a la escuela. La asistencia regular y puntual establecerá buenos hábitos que los apoyarán durante toda su vida. Para lograr esto, los gobernadores y el personal están comprometidos a trabajar en asociación con los padres para asegurar que la escuela logre un MÍNIMO de 96% de asistencia en toda la escuela. El Gobierno espera que: • Promover la buena asistencia y reducir las ausencias, incluidas las ausencias persistentes (menos del 90%); • Garantizar que todos los alumnos tengan acceso a la educación a tiempo completo, a la que tienen derecho; • Actúe temprano para abordar los patrones de ausencia. La escuela primaria Captain Webb está trabajando en asociación con los padres y la autoridad local para mejorar la asistencia escolar. La ausencia interrumpe la educación del alumno individual y de toda la clase. ¿Sabe que los niños que no asisten con regularidad: No obtengo buenos resultados en los exámenes Le resulta difícil mantener amistades Tienen más probabilidades de involucrarse en delitos Perder oportunidades en la educación superior y el mundo laboral. ¿Cómo se compara su hijo? Las ausencias solo pueden ser autorizadas por el director, dentro de los límites establecidos por el Reglamento de Educación (Registro de Alumnos) (Inglaterra) de 2006. Los directores no pueden autorizar permisos durante el período lectivo, excepto cuando las circunstancias sean excepcionales. Oficial de Bienestar Educativo (EWO) - Helen Carolina Attendance Policy School Opening Times The school gates open at 8:35am and classes start at 8:45am . Any child arriving after 8:45am will be marked as late. It is important to ensure your child in in school for the start of class as this is an important time to settle and prepare for the day ahead as well as receiving instructions and introductions into the first lesson. School finishes at 3:15pm . DfE - Working Together To Improve School Attendance Guidance (including changes to penalties for absence) From August 19th 2024 the Government have introduced a new ‘national framework for Penalty Notices’. (in Telford & Wrekin the changes apply from 1st September 2024). There are significant changes that parents need to be aware of: If your child has 10 sessions of unauthorised absence in a 10 school week rolling period, you may be issued with a Penalty Notice. These 10 sessions may include any unauthorised absence, including leave in term time and do not have to be consecutive. Penalty Notices are increasing to £160 from September 2024. This can be reduced to £80 but only for the first Penalty Notice issued, if paid within 21 days – this reduction does not apply to any subsequent Penalty Notice. Any 2nd Penalty Notice, to the same parent for the same child, issued within three years of the date of the first Penalty Notice will be charged at a flat rate of £160 A third Penalty Notice will not be issued within a three year rolling period, to the same parent for the unauthorised absence of the same child, - alternative action or legal measures will be utilised for subsequent offences. If in an individual case the local authority believes a Penalty Notice would be appropriate, they retain the discretion to issue one before the threshold is met. For example, when a parent purposefully tries to avoid a Penalty Notice by taking their child out of school when there is only four pupil days in school and the fifth day is for example a PD day or bank holiday attached to that week. In some circumstances a ‘Notice to Improve’ may be issued – However, a Notice to Improve will only be used in cases where support is appropriate. They will not be issued in cases of unauthorised leave in term time for holidays, where information for parents is included on school’s website or a simple warning by the school that a Penalty Notice could be issued if unauthorised leave in term time is taken will suffice. ‘Parents should always apply to the Headteacher for any request for leave in term time by completing a request form available from school. (DfE guidance states schools should not authorise leave retrospectively so any leave in term time taken without a request being submitted will be unauthorised absence)’. In developing and publishing the new national framework, the Government has renewed appeals to parents not to take their children out of school during term time. The Governors and Headteacher of this school support this and students will only be given permission to take leave in term time if there are exceptional circumstances. The DfE Guidance Working Together to Improve School Attendance (Aug 2024) states that: Generally, the DfE does not consider the need or desire for a holiday or other absence for the purpose of leisure and recreation to be an exceptional circumstance. (Paragraph 38.) Each application for leave in term time will be considered and if it is agreed and authorised the Headteacher will determine the duration of any leave. However, if the application is not agreed and the absence occurs the dates will be unauthorised. Parents will be notified of any decision in writing. This notification may be hand delivered directly to the parent or posted to the parents’ home address. ​ As a school we are asked to inform you that in line with Telford and Wrekin Council Policy, if your child is absent for 10 school sessions within a 10 week rolling period and that absence is unauthorised, you may be subject to a Penalty Notice fine, criteria is as detailed above. Link to DfE full Guidance on 'Working together to improve school attendance - August 2024' Below is the presentation shared with parents (on the 7/10/2024) outlining the changes to Working together to Improve Attendance (released Aug 2024), and how it will affect parents. Slide1 Slide2 Slide18 Slide1 1/18 CAPTAIN WEBB PRIMARY SCHOOL ATTENDANCE DATA 6th Sept 2023- 22 July 2024

Music 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 Music and singing are integral to the life of a Captain Webb child. We provide a vibrant musical experience for all children with fun and enjoyment at its heart. Our objective at Captain Webb is to develop a curiosity for the subject, as well as an understanding and acceptance of the validity and importance of all types of music, and an unbiased respect for the role that music may wish to be expressed in any person’s life. We are committed to ensuring children understand the value and importance of music in the wider community, and are able to use their musical skills, knowledge, and experiences to involve themselves in music in a variety of different contexts. We provide opportunities for all children to compose, play, perform and enjoy music. Through our music curriculum pupils will gain self-confidence and a sense of achievement. Children will develop their capacity to express ideas and feelings through the medium of sound. Extra-curricular clubs such as our school choir, musical theatre club and instrumental lessons enhance our curriculum offer. Implementation Music is firmly embedded into everyday life at Captain Webb. We deliver a clear and comprehensive scheme of work in line with the National Curriculum. Music is taught for one hour weekly. Music lessons in both Key Stage 1 and Key Stage 2 are taught by a specialist teacher from Telford and Wrekin Music. EYFS have music sessions delivered by Music Minors. Utilising specialist teachers ensures knowledge and skills are progressive from the age of 2 to the age of 11 as well as giving our children the opportunity to experience learning instruments from experienced tutors. This also ensures that children receive high quality music provision and that teachers receive valuable, regular CPD. Charanga is also used to support key concepts and includes many examples of music styles and genres from different times and places. These are explored through the language of music via active listening, performing and composing activities, which enable understanding of the context and genre. In doing so children gain an understanding into different methods of creating notes, as well as how to read basic music notation. They also learn to compose focussing on different dimensions of music, which in turn feeds their understanding when playing or appraising music. Weekly music lessons are just the start here at Captain Webb. Singing and music underpin everything that we do which is evidenced in our Gold Award from Artsmark. One of our popular extra-curricular clubs is our Key Stage 2 Young Voices Group where we make community links and sing at our local Dawley Christmas Light Switch On. We also perform in homes for the elderly which both the children and adults thoroughly enjoy. Our extra-curricular clubs and ‘Music of the Month’ enhance our cultural capital and children hear music from Beethoven right through to Ed Sheeran. Singing is also embedded in our weekly singing assemblies and we are proud to say we are a Sing Up school that supports children in finding their voices. Telford and Wrekin Music also deliver high quality small group and 1:1 tutoring sessions for Pupil Premium children in keyboard and guitar weekly. There is plenty of opportunity for children to sing and play instruments as part of our Captain Webb’s Got Talent showcase every summer. Children at Captain Webb regularly experience live music in the form of theatre shows and live bands. Live performances add to the music offer all children receive and provide opportunities for Pupil Premium children that they might not otherwise experience. Impact All children will benefit from a high-quality music education which engages and inspires them to develop a love of music and their talent as musicians. It will increase their self-confidence, creativity and sense of achievement. As pupils progress, they will develop a growing musical vocabulary that allows them to critically engage with music. Teaching and learning of music is a reflective process for the children as they are given the opportunities to assess themselves and their peers. The children also celebrate their success and skills with their peers and wider audiences. Assessment is used to help teachers to help children. We assess through ongoing teacher questioning and observation. Video evidence which captures each child’s progress throughout the year is taken 3 times per year so time isn’t taken away from children’s learning. Children also complete a termly vocabulary check assessment against the musical elements. All assessment is used to ensure children are progressing appropriately and where they are not adjustments are made to our curriculum to ensure these gaps are plugged before moving on. We utilise pupil voice regularly as a means of engaging children in their own learning and what they would like to see in their Captain Webb music journey. As part of our music provision, we achieved an Excellence in Music Provision Award from The Music Partnership and our Year 3 pupils received a Distinction in Music Performance from the University of West London. Music of the Month September – Elton John October – Whitney Houston November – Mozart December – Hans Zimmer January – Bob Marley February – Florence Prince March – Beethoven April – Zoe Keating May – Carole King June – Tchaikovsky July - Coldplay Music Policy 2024.25 Music Skills and Knowledge Progression Plans EYFS Musical Progression Plans Music Development Plan

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.

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

Experiencias memorables Proporcionar a los niños 'Experiencias memorables' significativas es un ingrediente clave para el aprendizaje en la escuela primaria Captain Webb. Al comienzo de cada tema semestral, el grupo de cada año realiza una visita o tiene un día temático dirigido por un experto en ese campo. Esto permite a los niños experimentar, de primera mano, elementos importantes para cada área de aprendizaje temático; escuchar y usar vocabulario clave; contextualizar su escritura y matemáticas y desarrollar una sólida comprensión de los conceptos históricos, geográficos o científicos relevantes. ¡También brindamos a nuestros niños muchas oportunidades de aprendizaje al aire libre a través de visitas residenciales y de un día al Arthog Outreach Center en Gales y un viaje residencial a Francia en Year Six! Nuestro objetivo es asegurarnos de que (mediante la visita a museos locales y regionales y sitios de interés histórico y geográfico) los niños salgan de nuestra escuela al final de Key Stage 2 con capital cultural y una profunda apreciación de su procedencia. Un niño que pasa sus años de escuela primaria en la escuela primaria Captain Webb habrá experimentado dos días temáticos dirigidos por maestros en la escuela; tuvo cuatro viajes a la comunidad local; visitó cinco sitios de interés local; aprendido de catorce expertos en su campo; visitó ocho puntos de referencia geográficos e históricos y experimentó artefactos y exposiciones de nueve museos diferentes. La recepción experimentó una variedad de animales exóticos como parte de su tema sobre '¿Qué sucede cuando nos dormimos?' Year 2 visita Park Hall Farm al comienzo de su tema 'Muck, mess and Mixtures' Year 4 construyó un tipi en el 'Día de los Nativos Americanos' durante el tema 'Road Trip USA' y visitó el Departamento de Ciencias de Langley durante su tema 'Pociones'. Year 5 experimentó ser Tudor durante un taller sobre su tema '¡Fuera con la cabeza!' Year 6 visitó el Birmingham Sea Life Centre como parte de su tema 'Frozen Kingdom'. Esto es lo que nuestro Consejo de Estudiantes tiene que decir sobre las experiencias memorables de la escuela primaria Captain Webb: ¿Qué es una experiencia memorable? “Cuando tenemos visitantes expertos o cuando hacemos viajes que vamos a recordar” ¿Por qué hacemos experiencias memorables? Pasar un buen rato y recordar esas experiencias para siempre, incluso cuando seamos mayores. Para ayudarte con tu aprendizaje, para ver las cosas en la vida real. Para ayudarnos con nuestra escritura, para que sepamos sobre qué estamos escribiendo. Lo hace real para nosotros. Puede imaginar las cosas con más claridad cuando las aprende. Para ayudarnos con todos los demás temas también. Ponen vocabulario en situaciones de la vida real. A veces lo usamos para hacer trabajo contextual en matemáticas: el año pasado fuimos al zoológico de Chester y pudimos diseñar el nuevo parque cuando estábamos aprendiendo sobre el área. Podemos pasar un buen rato y recordar los buenos momentos en nuestra escuela. Cuando entra un experto, puede ayudarnos. Nos ayudan a aprender. Si vas a un museo, no puedes hacer preguntas sobre objetos ... ¡pero puedes preguntarle a un visitante experto! ¿Las experiencias memorables te ayudan a aprender? Sí ... especialmente en escritura, matemáticas, tema, ciencia, lectura, historia, geografía y ER (cuando vamos a la iglesia) “Si no hiciéramos más experiencias memorables, no veríamos cosas en la vida real y eso afectaría nuestro aprendizaje. La escuela no sería tan buena ". ¿Cuál crees que ha sido tu mejor experiencia memorable hasta ahora? West Midlands Safari Park porque pudimos ir a las atracciones que ayudaron con nuestra escritura narrativa que se desarrolló en un parque temático. Western Park porque pudimos hacer juguetes y estábamos aprendiendo sobre juguetes. Park Hall Farm porque pude ver todos los animales sobre los que estábamos aprendiendo. El espectáculo Golden Ticket porque pudimos ver a un payaso. Ver a un científico diseccionar un corazón porque nos mostró cómo se veían todas las cámaras del corazón. ¡Pizza Express porque de hecho llegamos a hacer una pizza! Fuimos a una granja y fue genial porque pudimos ver una carrera de cerdos. ¡Inolvidable! Haciendo un tipi real cuando estábamos aprendiendo sobre los nativos americanos porque experimentamos cómo vivían realmente. Stone Age Center porque en realidad pudimos usar carbón real para hacer obras de arte como la gente de la edad de piedra.

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

MFL 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 Learning a foreign language is a liberation from insularity and provides an opening to other cultures. The 2014 National Curriculum for Modern Foreign Languages Appendix A aims to ensure that all children receive: A high-quality languages education which should foster pupils’ curiosity and deepen their understanding of the world. Teaching should enable pupils to express their ideas and thoughts in another language and to understand and respond to its speakers, both in speech and in writing. At Captain Webb we are committed to ensuring that teaching enables pupils to express their ideas and thoughts in another language and to understand and respond to its speakers, both in speech and in writing. We recognise that competence in another language enables children to interpret, create and exchange meaning within and across cultures. We believe that by teaching MFL we provide the foundation for learning further languages, as well as the means to access international opportunities for study and work later in life. The teaching of French in KS2 provides an appropriate balance of spoken and written language and lays the foundations for further foreign language teaching at KS3. Implementation At Captain Webb we teach French as this is the first language that our feeder secondary schools start with and the language that staff are most familiar with. Children are introduced to French in the EYFS through basic classroom routines. Throughout KS1, children are included in participating in special occasions such as World French Day. This enables the children to develop early language acquisition skills that facilitate their understanding of the patterns of language and how these are similar to , or differ from English. In KS2, French is taught to each class during a weekly timetabled lesson of 45 minutes. Lessons throughout KS2 support the four skills of speaking, listening, reading and writing whilst in addition learning about Francophone cultures. Children are taught skills to enable them to listen attentively and respond by joining in with rhymes, games and songs. We emphasise the speaking and listening skills over the reading and writing skills. We follow the primary MFL Scheme of work for French provided by La Jolie Ronde which thus ensures coverage and progression across school. Knowledge and skills in French are mapped out across the school from Year 3 – Year 6. At the beginning of a new unit of learning, children have the opportunity to recall prior learning as well as what they would like to find out. This informs the programme of study and also ensures that lessons are relevant and take account of children’s different starting points. Children develop an appreciation of a variety of stories, poems, rhymes and songs (particularly action songs). These are delivered through the curriculum content, as well as through using a variety of native French speakers through the aid of recordings. As confidence grows children are encouraged to record their work through pictures, captions and sentences. Cross curricular links have been identified in PE, music, art and DT, and are taken advantage of in order to deepen learning. In Year 6, children have the opportunity to visit France in order to experience a different language and culture. An After School Club provides children with the experience of learning about Francophone cultures in a fun environment. We believe introducing a physical element into some games serves to reinforce memory. Impact We believe that by the time our children leave our school: Children will be able to communicate with adults and each other in French. Children will have become aware that a language has a structure, and that the structure differs from one language to another having developed their language through the four key skills of speaking, listening, reading and writing. Children will learn how the language skills acquired can be applied to a range of different languages. Children will have developed an understanding of Francophone customs and cultures consequently having further respect for others. Children will increase their self-esteem. Children will transfer to KS3 effectively and successfully and will be well prepared to continue and develop their language skills. MFL Policy 2024.25 MFL Skills and Knowledge Progression Plans MFL SEND Read More Year 3 - Medium Term Plans Read More Year 4 - Medium Term Plans Read More Year 5 - Medium Term Plans Read More Year 6 - Medium Term Plans