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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 - 22nd Nov 2024 Read More Captain's Catch Up - 15th Nov 2024 Read More Captain's Catch Up - 8th Nov 2024 Read More Captain's Catch Up - 25th October 2024 Read More 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

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

Parent's Forum At Captain Webb we appreciate and value open communication between our school and parents. The goal of our Parent Forum is to ensure that the views of all parents are heard. The aim is that parents can talk freely with their elected Forum representative and they will act as a voice to inform the school of the needs of our children and families. We feel that it is a perfect way to share ideas, views and concerns and to make suggestions for improvements. Our Parent Forum has four broad aims which are; · To work together to improve the learning and welfare provided for our children. · To work in partnership with the school to create a welcoming school which is inclusive for all parents and carers. · To share information, knowledge and skills. · To further improve communications between Parent/Carers and Staff/Governors. One parent will be elected for each class, through a democratic vote. The vote will take place every September when each class will ask their pupils parents/carers if there are any volunteers for the role. Where more than one volunteer puts themselves forward an anonymised vote will be held. The Forum will report to the Governing body annually on its activities on behalf of all parents. They will meet once every half term with Mrs Passey (Head) and Mr Harris (Parent Partnership Lead) to discuss any issues, ideas or opinions that have been raised. Minutes and dates for each meeting will be posted on the website (below) and on Classdojo. Your Forum Representatives are: Parent's Forum are also instrumental in helping the school raise money to support with projects and resources. In 2024 they helped organise the Summer Fayre which raised £1,231. This has been used to purchase playground games and resources to enhance break and dinner times for the children, as well as purchasing new books for the school library. We currently have some vacancies for the Parents Forum so if you would like to volunteer please contact Lynn in the school office or email (A2174@taw.org.uk) and your details will be passed on. Forum Meeting Minutes Meeting Minutes - The school has recently been re-awarded The Leading Parent Partnership Award for the work that we do in ensuring our parents needs are met, and views/opinions are not only requested, but taken into account in our everyday school life.

2 Year Old's (Day Care) We have a well established curriculum for our 2 year olds, that is planned by our highly professional, experienced and qualified staff who take each opportunity to meet the individual needs of their children. The Pre-School Manager and EYFS Lead Teacher work closely with staff to ensure that planning and delivery is of the highest quality. This close working relationship will also ensure an effective and efficient transition into the rising 3’s room and beyond into reception. Here at Captain Webb we offer our 2 year olds a range of different experiences that supports their communication and language, physical development and their overall confidence such as, as weekly profession music teacher form ‘Music Minors Company’, a P.E. session with our Cross Bar coaches, weekly sessions in our onsite forest school and a weekly yoga session from our qualified toddler yoga teacher and room leader. We ensure that our staff: child ratio 1:4 for children aged 2 – 3, and 1:8 for children aged 3 – 4 years are upheld and often exceeded. 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. 9:15 (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. 9:30 (1:00) - Dough Disco. This session focuses on the children’s fine motor control. 9:45 (1:15) – 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. 11:15 (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. 11:30 (3:00) – Rhyme time. The 2 year old have specific rhymes that are planned for across the year. 11:45 (3:15) – Home time. This is an additional opportunity for parents to talk to staff about their child. Each parent will receive a daily form which gives specific information about their child’s day. *We offer a quiet and peaceful environment for any children who are still having naps in the afternoon. These are supervised by a member of staff at all times and a sleep record is kept for each child. 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. Bag of spare clothes (pants, socks, trousers/skirt and top). Nappies, we do provide wet wipes but if your child requires something specific, please inform the staff. Barrier creams will be applied with permission and will need to be provided by you. ​ 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 them here . Stay and play sessions are your opportunity to talk to the room staff, look at your child’s learning journey and experiencing project learning opportunities. We often celebrate events in these sessions such as Christmas or valentines day with parents and carers. This children have a fun non-competitive sports day in the last summer term. 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. Our Snack Menu 2 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 2 Year Old's Long Term Lesson Plans Maths Progression Literacy Progression

Nuestro informe Ofsted más reciente 2019 Para ver informes anteriores, visite el panel de datos de Ofsted School para nuestra escuela haciendo clic en el enlace a continuación.

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

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

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

Finanzas escolares Presupuesto delegado del gobierno de la escuela primaria Captain Webb: A continuación, encontrará un enlace al servicio de evaluación comparativa financiera de las escuelas de DfE. Este sitio le permitirá evaluar cómo gastamos nuestro presupuesto asignado y qué tan efectivo es ese gasto para asegurar el mejor resultado para nuestros alumnos. También puede utilizar la información proporcionada en este sitio para ver cómo nos comparamos en ingresos y gastos con otros establecimientos educativos similares. Sitio de evaluación comparativa financiera de las escuelas de Gov.uk Cuenta del fondo escolar de Captain Webb Primary School: A continuación, encontrará una copia de las últimas cuentas de la cuenta del fondo escolar de la escuela. Esta cuenta es donde administramos todos los ingresos de los padres, el dinero recaudado y las donaciones a la escuela. Financial Policies Attendance Policy - Sept 24 - Sept 25 Read More School Fund Audit (Sep 22 to Aug 23) Read More Governors and Staff Allowance Policy - Nov 23 - Nov 24 Read More Unreasonable Complaints Policy - Nov 21 Read More Debt Policy - Nov 23 - Nov 24 Read More Complaints Policy - Oct 21 Read More Gifts and Hospitality Policy - Oct 21 Read More Charges and Remissions Policy - Oct 23 - Oct 24 Read More We are required to publish the following information: ​ How many school emloyees (if any) have a gross annual salary of £100,000 or more in increments of £10,000. ​ Annual Salary Number of Staff £100,000 – £110,000 0 £110,000 – £120,000 0 £120,000 – £130,000 0 ​ ​

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