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  • Newsletters | captainwebb

    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 ( ). 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 Captain's Catch Up - 14th June 2024 Read More Captain's Catch Up - 7th June 2024 Read More Captain's Catch Up - 24th May 2024 Read More Captain's Catch Up - 17th May 2024 Read More Captain's Catch Up - 10th May 2024 Read More Captain's Catch Up - 3rd May 2024 Read More Captain's Catch Up - 26th April 2024 Read More Captain's Catch Up - 19th April 2024 Read More

  • Parent View | captainwebb

    Vista de padres Ofsted Parent View gives you, as parents, the chance to tell Ofsted what you think of your child’s school, including: how happy your child is at the school how the school manages bullying or challenging behaviour If your child has special educational needs and/or disabilities (SEND), we will ask how well the school supports them. The questionnaire can be completed at any time - you don’t have to wait until the school is being inspected. Ofsted will use your responses to help plan inspections. The information you provide can: inform discussions inspectors have with school leaders during an inspection help Ofsted decide when to inspect a school In addition to this, they also publish the overall summary of the responses to Ofsted Parent View. This information is anonymised. If your child attends a maintained nursery, please read more about how to respond to the questionnaire here . Click ‘Give your views now’ to register and complete a survey to help your child’s school improve. Parental questionnaire Autumn 2023 - Responses Every term we hold a Parents Consultation Session. Parents can look through their child's work, and raise any questions they may have about their child's progress, in a 1:1 meeting with the class teacher. During this session we ask parents to complete a questionnaire on how they feel the school is performing on behalf of their child. The questions are the same as those on the Ofsted Parent View website, so we can combine and analyse both sets of results to see how parents perceive our service. Below are the results from the Autumn 23 questionnaire: Comments Below is a selection of some of the comments made by our parents. “My child will be sad to leave at the end of the year” “Great school - thanks” “Every teacher my child has had throughout the years has been excellent. I can’t thank them, and the school enough for all their hard work…they a credit to the education sector” “Teachers make school great for the children” “The school are brilliant at making sure children’s mental health is well maintained” “My child really loves school and enjoys coming everyday” “I’m very happy how my child is growing in confidence and with her friendship group” “Great school. My kids love it. Thank you” “This school takes an holistic approach to my child’s wellbeing, supporting us as parents to ensure she is happy and thriving at school and home” “We had a couple of issues with other children, but the issues were dealt with straight away. We are happy” “Perfect for my children” “Miss Saville is amazing, and I can’t thank her enough” “Couldn’t wish for a better school...the staff work hard to ensure my girls are happy and progressing well” “This school have been amazing with all my children…I highly recommend this school to fellow parents” “I highly recommend this school they are very supportive with everything and anything” “Since my son has been attending Captain Webb, I’ve noticed a massive change in his attitude towards school. His last school was a challenge for me every day but now he is fine – I can’t thank you enough” “My child enjoys school” “my child struggles to come out of his shell and the teachers have done an amazing job to ensure he is comfortable” You Said.....We Did... Obviously some parents have queries/concerns that they raise. Below are the actions we are taking in response to these. My children have lost all their jumpers We have created a centralised lost property which can be accessed by parents, by requesting access at the school office. All unclaimed lost property will be disposed of every half term. or used as additional uniform for children. If clothing is clearly labelled we do try and return it to its owner. ​ We need more reminders about events We work really hard at communication. We use ClassDojo, Facebook and the school website to communicate with parents. We will endeavour to post more reminders on Classdojo in the week leading up to events, in the form of a post called 'The Week Ahead'' My child was unable to participate in P.E. due to the weather....I understand the hall was double booked. This will have happened due to events taking place in the school hall - such as workshops and productions. If the weather is favourable we do take the children outside. Unfortunately if the weather is wet some children don't have the appropriate clothing and surfaces become slippy. We always aim for children to have at least 2 hours of physical activity a week during lesson times, this can include forest school, and activities in the classroom. ​ My child needs more support - SALT SENCO has contacted parent and this has been resolved. ​ I do feel naughty children are favoured....some pupils are disruptive. This is becoming more common in schools since COVID. We have a small percentage of our children, with multiple additional needs, which can result in them struggling to engage with their lessons. We are working very hard on supporting not only these children, but all children in school to attain the most from their education. Behaviour is part of our School Development Plan this year, which has resulted in: A member of SLT being appointed as Behaviour Lead A new Behaviour Policy has been created and shared on our Policies and Procedures page. Additional training has been received by all staff. Additional outside agencies have been commissioned to support children. Internal staff have been trained in further interventions such as ELSA and Drawing and Talking Therapy.

  • Admissions | Captain Webb Primary School and Nursery

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

  • Spellings | captainwebb

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

  • Online Safety | captainwebb

    Seguridad en linea Safer Internet Day 2023 This year we once again took part in Safer Internet Day! Our teachers made sure we had space to talk about what devices we use to access the internet, what we do when we are online, what we like about using the internet and what our worries are. We recorded our thoughts and added them to the Safer Internet Day ‘Video Wall’ where industry leaders and online safety experts will listen to our voices! Click here to watch the videos on what each class did for Safer Internet Day Nuestros niños ahora viven en una 'Aldea Global' y es importante que trabajemos juntos para garantizar que nuestros niños estén seguros tanto en el mundo real como en línea. Cómo mantenemos a los niños seguros en línea En la Escuela Primaria Captain Webb, los niños aprenden cómo mantenerse seguros en línea siendo conscientes de su conducta (su propio comportamiento en línea), sabiendo qué es y cómo encontrar contenido apropiado y los riesgos del contacto tanto de las personas que conocen como de las personas que conocen. no lo se. La seguridad en línea está vinculada a cada unidad de nuestro plan de estudios de Computación (ver más abajo). Bloqueamos una semana completa de trabajo temático para que los niños aprendan sobre aspectos específicos de la edad de la seguridad en línea durante la 'Semana de Internet más segura' y la escuela es visitada por varias agencias externas (como NSPCC, Google y la policía local) para aprender sobre la actualidad. problemas de seguridad en línea. Nuestro Consejo de Estudiantes juega un papel activo en la discusión y toma de decisiones con todos los aspectos de la seguridad, incluida la seguridad en línea. Desempeñamos un papel activo con los padres, reuniéndonos regularmente con cualquier persona que pueda tener inquietudes sobre la seguridad de su hijo en Internet. Si tiene alguna inquietud sobre la seguridad en línea, no dude en ponerse en contacto y hablar con uno de nuestros expertos en seguridad en línea. Consejos para mantener seguro a su hijo en línea: Sepa qué están haciendo sus hijos en línea y con quién están hablando. Pídales que le enseñen a usar cualquier aplicación que nunca haya usado. Mantener la computadora en una sala familiar significa que puede compartir la experiencia en línea de su hijo y que es menos probable que actúe de manera inapropiada (es decir, a través de una cámara web). Ayude a sus hijos a comprender que nunca deben dar datos personales a amigos en línea; la información personal incluye su ID de mensajería, dirección de correo electrónico, número de teléfono móvil y cualquier foto de ellos mismos, su familia o amigos. Si su hijo publica una imagen o un video en línea, cualquiera puede cambiarlo o compartirlo. Recuérdeles que cualquiera puede estar mirando sus imágenes y que algún día un futuro empleador podría hacerlo. Si su hijo recibe mensajes de texto y correos electrónicos no deseados, recuérdele que nunca los crea, no los responda ni los use. No es una buena idea que su hijo abra archivos de personas que no conoce. No sabrán lo que contienen, podría ser un virus, o peor aún, una imagen o película inapropiada. Ayude a su hijo a comprender que algunas personas mienten en línea y, por lo tanto, es mejor mantener a sus compañeros en línea en línea. Nunca deben encontrarse con extraños sin un adulto en quien confíen. Mantenga siempre la comunicación abierta para que un niño sepa que nunca es demasiado tarde para decirle a alguien si algo lo hace sentir incómodo. Enseñe a los jóvenes cómo bloquear a alguien en línea y cómo denunciarlos si se sienten incómodos. Páginas web útiles Estos sitios web pueden resultarle útiles si desea obtener más información sobre la seguridad en Internet: - El Centro de Explotación Infantil y Protección en Línea (CEOP) está dedicado a erradicar el abuso sexual de niños. Se trata de una agencia gubernamental que forma parte de la policía del Reino Unido y se dedica mucho a rastrear y hacer que los delincuentes rindan cuentas, ya sea directamente o en asociación con las fuerzas locales e internacionales. - El Centro de Explotación Infantil y Protección en Línea (CEOP) ha creado su propio sitio web educativo que ha sido diseñado y escrito específicamente para niños, jóvenes, profesores, padres y cuidadores. - Kidsmart es un sitio web de seguridad en Internet galardonado para padres y quienes trabajan con niños. Ha sido desarrollado por Childnet International, la organización benéfica de Internet para niños y contiene información excelente sobre muchas de las tecnologías utilizadas por los niños, con orientación sobre cómo 'mantenerse seguro' en línea. - Vodafone ha desarrollado este sitio web junto con mumsnet. Es muy accesible y proporciona información y orientación a los padres sobre cómo comprender el mundo digital de sus hijos y cómo involucrarse más. ¡Incluso hay una prueba en línea para ver cuánto sabe! Physical Security Systems we have in place In addition to teaching our children how to stay safe online we have installed, on our internet and IT systems, several security systems to block and filter out any inappropriate content. The following are some of the in-built security protection systems put in place, on our behalf by T&W: 1. Password management: This is critical, as this is where we all need to play our part. Passwords can be hacked easily if they do not have a good level of complexity, so to help protect your data we use a good, complex passwords. We never share password or leave them lying around. 2. Email protection – All emails go through a filtering system (Sophos) to ensure they do not contain a virus or from a known phishing source. Sophos is a tool that checks the content of the email very quickly and will let us know if it is safe to open. 3. Internet Filtering – We use a product called Smoothwall, this protects against access to certain internet sites and content that you would not want your children to see. 4. Monitoring of activity - Senso is a cloud based, real time monitoring of activity on school owned devices, designed to highlight [to school staff] users who may be vulnerable or at risk to themselves, at risk to others or behaving inappropriately. Senso indicates a potential concern by raising a “violation” when a keyword, acronym or phrase typed, matches against those found within our libraries. It sends automated alerts to the DSL’s. 5. Anti-Virus Software – Windows Defender. This is designed to detect and remove viruses and other kinds of malicious software from schools computers or laptops. 6. A Firewall - At its most basic, a firewall is essentially the barrier that sits between a private internal network and the public Internet, it monitors and filters incoming and outgoing network traffic based on our organisation's previously established security policies 7. Multifactor Authentication (MFA) – This is where you not only have a password but use a secondary device (like an app on a phone) as additional confirmation of the users identity. This increases security because even if one credential becomes compromised, unauthorized users will be unable to meet the second authentication requirement and will not be able to access the system. 8. Geofencing - This helps protect devices and accounts from access from certain ‘high risk’ geographical areas. Online Safety Workshops Y ear 5 and Year 6 took part in workshops run by a lady who works with the GK Consultant Services (who specialise in safeguarding for children). The workshops were aimed specifically at teaching the children to understand about online friendships, consents, sharing images and videos, and how to access help when online. Below is a copy of the PowerPoint used in the workshops. Online Safety Policy 2023.25 Computing Policy 2022.25 Online Safety Audit 2023.24 Online Safety Parents Meeting Minutes 12/07/2023 July 2024 Read More June 2024 Read More May 2024 Read More April 2024 Read More March 2024 Read More Feb 2024 Read More Jan 2024 Read More Nov 2023 Read More Oct 2023 Read More Sept 2023 Read More July 2023 Read More June 2023 Read More

  • Pupil Premium | captainwebb

    Alumno Premium El propósito de Pupil Premium El Gobierno cree que la Prima para Alumnos, que es adicional a la financiación de la escuela principal, es la mejor manera de abordar las desigualdades subyacentes actuales entre los niños elegibles para comidas escolares gratuitas (FSM) y sus compañeros más ricos al garantizar que la financiación para abordar las desventajas llegue a los alumnos. quienes más lo necesitan. Para los alumnos de familias de bajos ingresos en entornos no convencionales, corresponde a la autoridad local decidir cómo asignar la Prima de Alumno. Por ejemplo, podría asignarse al entorno en el que están siendo educados o retenido por la autoridad local para gastar específicamente en apoyo educativo adicional para elevar el nivel de rendimiento de estos alumnos. La autoridad debe consultar los entornos no convencionales sobre cómo se debe utilizar la Prima para estos alumnos. El DfE dice: Las escuelas son libres de gastar la prima por alumno como mejor les parezca. Sin embargo, serán responsables de cómo han utilizado los fondos adicionales para apoyar a los alumnos de familias de bajos ingresos. Se incluirán nuevas medidas en las tablas de rendimiento que capturarán el rendimiento de los alumnos desfavorecidos cubiertos por la prima por alumno. ¿Cómo pueden contribuir los padres y cuidadores al éxito del programa Pupil Premium? Si su hijo es elegible para recibir comidas escolares gratuitas, vale la pena registrarlo incluso si no va a tomar el almuerzo escolar, e incluso si tiene derecho a una cena gratis en el marco del programa de comidas escolares gratuitas infantiles universales del gobierno. Tendrá un impacto directo en la financiación y maximizará el apoyo que podemos brindar. El apoyo y la participación de los padres es un factor clave para elevar los estándares. Si desea ayuda o consejo para apoyar a su hijo, o si no está seguro de cómo solicitar la inscripción para recibir comidas escolares gratuitas, comuníquese con la Sra. Jacqui Darlington, quien es administradora de la provisión de Prima para Alumnos. ¿Quién tiene derecho a comidas escolares gratuitas? Su hijo puede tener derecho a comidas escolares gratuitas, si tiene derecho a recibir cualquiera de los siguientes: Apoyo a los ingresos Asignación para solicitantes de empleo basada en los ingresos Subsidio de apoyo y empleo relacionado con los ingresos Apoyo en virtud de la Parte VI de la Ley de inmigración y asilo de 1999 el elemento garantizado del crédito de pensión estatal Crédito tributario por hijos (siempre que no tenga derecho al crédito tributario por trabajo y tenga un ingreso bruto anual de no más de £ 16,190) Crédito tributario por trabajo acumulado: pagado durante 4 semanas después de que deja de calificar para el crédito tributario por trabajo Crédito universal Recovery Premium Funding 2023/24 Purpose Recovery premium is part of the government’s package of funding to support pupils whose education has been impacted by COVID-19. It is a time-limited grant providing over £300 million of additional funding for state-funded schools in the 2021/22 academic year and £1 billion across the 2022/23 and 2023/24 academic years. ​ Eligible schools This includes Local authority-maintained schools such as ours. Pupil eligibility Recovery premium allocations for mainstream schools will be based on pupil premium eligibility. This includes: pupils who are recorded as eligible for free school meals or have been recorded as eligible in the past 6 years, including eligible children of families who have no recourse to public funds. children looked after by local authorities, referred to as looked-after children. children previously looked after by a local authority or other state care, referred to as previously looked-after children. Funding rates for academic year 2023/24 Recovery premium allocations for academic year 2023/24 will be calculated on a per pupil basis, based on the following rates. In mainstream education, the rates are: £145 per eligible pupil in primary schools Funding paid to schools. To ensure that recovery premium is focused on effective approaches to raising the educational attainment of disadvantaged pupils, schools must use their recovery premium (and pupil premium) in line with the ‘menu of approaches’ set by the Department for Education. The menu of approaches can be found in ’Using pupil premium: guidance for school leaders ’. The menu has been developed in line with the EEF’s 3-tiered approach to help schools allocate spending across the following 3 areas: supporting high-quality teaching, such as staff professional development providing targeted academic support, such as tutoring tackling non-academic barriers to academic success, such as difficulties with attendance, behaviour and social and emotional wellbeing In line with the EEF’s recommended approach, schools should prioritise high-quality teaching, though the exact balance of spending between tiers will vary depending on the specific needs of pupils. The menu includes tutoring, but recovery premium conditions of grant for the 2022/23 and 2023/24 academic years state that schools must not use the grant to meet their portion of the costs of tuition provided through the National Tutoring Programme (NTP). Recovery premium is not a personal budget for individual pupils, and schools do not have to spend recovery premium so that it solely benefits eligible pupils. Recovery premium can be used to support other pupils with identified needs, such as pupils who have or have had a social worker, or pupils who act as a carer. It can also be used for whole class interventions, for example high-quality teaching, which will also benefit non-disadvantaged pupils. High attaining eligible pupils should receive just as much focus as lower attaining eligible pupils when it comes to spending funding. Evidence shows that eligible pupils who are among the highest performers at key stage 2 are more likely than their non-eligible peers to fall behind by key stage 4. ​ Accountability Schools must show they are using their recovery premium effectively: by publishing a statement on their website which presents an overview of their pupil premium and recovery premium strategy, and demonstrates that their use of the funding meets the requirements of the conditions of grant through inspections by Ofsted - inspectors may discuss plans schools have to spend their pupil premium and recovery premium funding through scrutiny of pupil premium and recovery premium plans by governors and trustees by declaring that they have spent the funding in line with the conditions of grant (including that it has not been spent on NTP) and can demonstrate this upon request ​ See current Pupil Premium Strategy Statement 2023/24 below Pupil Premium Strategy Statement 2023.24 Pupil Premium Strategy Statement 2022.23 Pupil Premium Strategy Statement 2021.22 Pupil Premium Plan 2020.2021 Covid Catch Up Premium Plan 2020.2021

  • SEN and Disabilities | captainwebb

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

  • School Policies and Procedures | captainwebb

    Policies Safeguarding Policies Staff Equality Policy - Oct 23 Read More Child Sexual Exploitation - a Guide for Parents Read More Whistle Blowing Policy - Sep 23 Read More Pupil Equality Policy - Oct 23 Read More Child on Child Abuse Policy 23.24 Read More Parent Code of Conduct Policy - Oct 23 Read More Procedures for Managing safeguarding Concerns and Allegations - Apr 21 Read More Child Protection Policy - Sep 23 Read More Keeping Children Safe in Education - Sep 23 Read More Children's Emotional Health and Well being Policy - Sep 23 Read More Behaviour Principles Written Statement - Nov 23 Read More Anti Bullying Policy - Nov 23 Read More Social Media Policy - Sep 21 Read More Safer Recruitment Policy - Nov 21 Read More Domestic Abuse Policy - Oct 21 Read More Behaviour Policy - Nov 23 Read More Online Safety Policy - Sep 22 Read More Safeguarding Supervision Policy - Nov 21 Read More Child in Care Policy - Nov 23 Read More Visitors Policy - Oct 21 Read More Suicide Intervention Policy - Sep 21 Read More Children Missing From Education Protocol - Sep 21 Read More Our Safeguarding Team 2023-2024 Read More Use of Reasonable Force Policy - Nov 21 Read More Finance and Admin Policies Attendance Policy - Sept 24 Read More School Fund Audit (Sep 22 to Aug 23) Read More Governors and Staff Allowance Policy - Nov 23 Read More Unreasonable Complaints Policy - Nov 21 Read More Debt Policy - Nov 23 Read More Complaints Policy - Oct 21 Read More Gifts and Hospitality Policy - Oct 21 Read More Charges and Remissions Policy - Oct 2023 Read More SEND Policies SEND Information Report - June 23 Read More Accessibilty Plan Read More SEND Brochure Read More SEND Policy - Jul 24 Read More Information Governance Policies Pupil/Parent Privacy Notice Read More Parental Consent Form Read More Information Sharing Policy - Mar 23 Read More Mobile Phone Policy - Sep 23 Read More Data Protection Policy - Sep 23 Read More FOI Policy - Sep 21 Read More FOI Model Publication Scheme Read More Health and Safety Policies Site Security Annual Review document 2024 Read More Asbestos Management Plan - Jul 21 Read More Asthma Policy - Nov 21 Read More Supporting Children With Medical Needs Policy - Oct 21 Read More Administration of Medication Policy Read More First Aid Policy - Oct 21 Read More Health and Safety Policy - Oct 21 Read More Fire Safety Policy - Oct 21 Read More School's Emergency Plan - Oct 21 Read More Infection Control Policy - Sep 21 Read More COVID-19 Outbreak Management Plan Sep 21 Read More

  • School Finances | captainwebb

    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 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 Read More School Fund Audit (Sep 22 to Aug 23) Read More Governors and Staff Allowance Policy - Nov 23 Read More Unreasonable Complaints Policy - Nov 21 Read More Debt Policy - Nov 23 Read More Complaints Policy - Oct 21 Read More Gifts and Hospitality Policy - Oct 21 Read More Charges and Remissions Policy - Oct 2023 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 ​ ​

  • MFL | captainwebb

    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 2022.24 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

  • 2 Year Olds Provision | captainwebb

    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

  • Safeguarding | captainwebb

    Safeguarding at Captain Webb Primary School Meet the Safeguarding Team Report a Safeguarding Concern Safeguarding Information for Parents Safeguarding Information for Children Online Safety Information CSE/CCE (Child Sexual Exploitation/Child Criminal Exploitation) Prevent Key Safeguarding Documents Meet the Safeguarding Team At Captain Webb we have a team of safeguarding leads who work closely together to ensure all our children, and their families, are safe. Our safeguarding team can be contacted in person via the main office or by telephone on 01952 386770 ​ Designated Safeguarding Lead Overall responsibility for safeguarding at Captain Webb sits with Sarah Passey (our Headteacher), however she has delegated the day-to-day responsibilities to Gemma Boden as the Lead DSL. If you have any queries or concerns around the welfare of a child or any aspect of safeguarding at Captain Webb, the DSL is your first point of contact. ​ Deputy Safeguarding Leads ​ Where the DSL is unavailable, a Deputy DSL will take the lead on safeguarding across the School. We have a number of trained DDSLs to ensure that capacity and availability is maintained at all times. ​ Our Deputy DSL's are: Sarah Passey - Headteacher Nicola Weston - Deputy Head Claire Watkins - Pastoral Support Jenny Wheatley - Pastoral Support Fran Tranter - OOH's ​ Safeguarding Governor ​ To ensure the governing body are able to monitor the safeguarding provision at Captain Webb they have appointed a Safeguarding Governor. The core responsibilities of the Safeguarding Governor are, along with the DSL: To ensure there are policies and procedures in place for appropriate action to be taken in a timely manner to safeguard and promote children's welfare; to feedback their findings to the full governing body; to undertake regular in-depth training to be able to advise the governing body on safeguarding matters. ​ Our safeguarding governor is Ms Jenny Kiernan ​ Designated Teacher for Children who are Looked After ​ Where children are looked after by the Local Authority, the Designated Teacher works with Children's Social Care to ensure the best possible outcomes, both academically and socially. Our Designated Teacher for Looked After Children is Sarah Passey. ​ Meet the Team BACK TO TOP Reporting a Concern Reporting a Concern ​ Captain Webb Primary School is committed to safeguarding and promoting the welfare of all our children. All adults visiting or working on site at Captain Webb have a part to play in ensuring we keep our children and each other safe. In order to protect children at Captain Webb we will; Create an atmosphere where all children feel safe, valued and listened to Recognise signs and symptoms of abuse in all forms- Act quickly and effectively when concerns around the welfare of our children are raised All adults working with our children will know that; They have a duty of care to safeguard all children whilst on site at Captain Webb Disclosures of abuse can happen at any time and to anyone in school They should immediately report any concerns around the welfare of a child to a member of the safeguarding team Their role is not to investigate any concerns raised ​ All staff log any safeguarding concerns directly onto CPOMS (Child Protection Online Management System). ​ Visitors on site If you become worried about a child or by something you see or hear whilst on your visit to our school this information must be shared with a safeguarding lead, within 10 minutes. A Concern Form should be completed to ensure clarity of information. There are Concern Forms located in every classroom, the staff room, and the school office. ​ Family Connect If you have concerns that a child is suffering abuse or harm of any description you can also report this directly to Family Connect on 01952 385385 BACK TO TOP Safeguarding Information for Parents Our Designated Safeguarding Lead is: Gemma Boden Our Deputy Designated Safeguarding Leads are: Sarah Passey Nicola Weston Claire Watkins Jenny Wheatley Fran Tranter If you wish to discuss or pass on any concerns you have regarding safeguarding and child protection please contact our Safeguarding Team through the school office. ​ Captain Webb Primary School follows the Telford and Wrekin Safeguarding Boards procedures. The school will endeavour to discuss all concerns with parents about their children. However, there may be exceptional circumstances when the school will discuss concerns with social care and/or the Police without prior parental consent. We always aim to maintain a positive relationship with all parents. Captain Webb Primary has a wide range of safeguarding and health and safety guidance and procedures in place to protect all our pupils and ensure their welfare. The governors and staff annually review and monitor these policies which include safeguarding, anti-bullying, behaviour, security, first-aid and e-safety. In accordance with statutory guidance, all staff regularly attend Child Protection training and refresher sessions on the procedures to follow for suspected incidents of abuse. All staff are trained in Evacuation, Invacuation and Lockdown Procedures and these procedures are practiced in school over the academic year. The Academy works with a number of agencies to safeguard and protect individual pupil’s welfare. Robust safer recruitment guidelines are followed with regard to recruitment and all staff and regular volunteers undergo DBS checks to assess their suitability. Our full Safeguarding Policy and procedures are available on our website here and from the office on request. Other useful websites to support parents and families to keep children safe: ​ NSPCC Online Safety Advice for Parents Download the NSPCC online safety bookmark here Let's Stop Abuse Together - advice and support site to help keep children safe from sexual abuse. The site includes advice for parents and carers on spotting the signs of sexual abuse and speaking to your child about relationships and safety. It also signposts to sources of further support for children, adults and professionals including the NSPCC helpline and Childline. Childnet - Parent/Carer toolkit Common Sense Media - advice re age ratings/restrictions on films, games etc. Internet Matters - help and support for parents of young teenagers BACK TO TOP Safguarding for parents Safegarding for children Safeguarding Information for Children ​ If you are being hurt, treated in a way that makes you feel scared or unsafe, or you feel very alone or unhappy, please tell someone about it so they can try to help you. Talk to someone you can trust, like your class teacher or one of our Pastoral Team (Mrs Boden. Mrs Watkins, or Mrs Wheatley) . Any member of staff in school will listen to you and support you, and talk through what can be done to help sort things out. ​ Remember that you can ring ChildLine anytime on 0800 1111 ​ What to do about bullying ​ If you are being bullied by another child please tell someone. Bullying can happen to anyone, at any age, at school, at home, on the bus, in the street, online, or via your mobile phone. It might be that someone pushes you around, talks about you, teases you, makes fun of you, hits you or calls you names. No one has the right to hurt you or make you feel bad, and if you are being bullied you don't have to put up with it, you can talk to someone and get something done about it. Talk to a teacher, your mum, your dad, or someone else in your family. You could talk to someone at Childline - ring their freephone number 0800 1111. Cyber bullying is when people are nasty online or on a mobile phone. It is against the law to bully someone in this way and it can be stopped. Click on the names of the websites below for more information and advice: Childline Bullying Advice Thinkuknow - information for different age groups, and you can report abuse here CEOP - advice on reporting online abuse UK Safer Internet Centre BACK TO TOP Prevent Duty ​ What is the Prevent strategy ? ​ Prevent is a government strategy designed to stop people becoming terrorists or supporting terrorist or extremist causes. The Prevent strategy covers all types of terrorism and extremism, including the extreme right wing, violent religious groups and extremist support of other causes. ​ How does the Prevent strategy apply to schools? ​ From July 2015 all schools (as well as other organisations) have a duty to safeguard children from radicalisation and extremism. This means we have a responsibility to protect children from extremist and violent views the same way we protect them from drugs or gang violence. Importantly, we can provide a safe place for pupils to discuss these issues so they better understand how to protect themselves. ​ What does this mean in practice? ​ Many of the things we already do in school to help children become positive, happy members of society also contribute to the Prevent strategy. These include: Exploring other cultures and religions and promoting diversity. Challenging prejudices and racist comments Developing critical thinking skills and a strong, positive self -identity. Promoting the spiritual, moral, social and cultural development of pupils, as well as British values such as democracy. We will also protect children from the risk of radicalisation, for example by using filters on the internet to make sure they can’t access extremist and terrorist material, or by vetting visitors who come into schools. ​ Different schools will carry out the Prevent duty in different ways, depending on the age of the children and the needs of the community. ​ Frequently Asked Questions ​ How does Prevent relate to British values? ​ Schools have been required to promote British values since 2014, and this will continue to be part of our response to the Prevent strategy. ​ British values include: Democracy The rule of law Individual liberty and mutual respect Tolerance of different faiths and beliefs. Isn’t my child too young to learn about extremism? ​ The Prevent strategy is not just about discussing extremism itself, which many not be appropriate for younger children. It is also about teaching children values such as tolerance and mutual respect. ​ Is extremism really a risk in our area? ​ Extremism can take many forms, including political, religious and misogynistic extremism, Some of these may be a bigger threat in our area than others. ​ We will give children the skills to protect them from any extremist views they may encounter. ​ KEY TERMS ​ Extremism - vocal or active opposition to fundamental British values such as democracy, the rule of law and tolerance of different faiths and beliefs. ​ Ideology - a set of beliefs ​ Terrorism - a violent action against people or property, designed to create fear and advance a political, religious or ideological cause. ​ Radicalisation - the process by which a person comes to support extremism and terrorism. ​ Where to go for more information? ​ Contact Mrs Boden through the School office. ​ If you have any questions or concerns about the Prevent strategy and what it means for your child please do not hesitate to contact the School. ​ You will find more information about spiritual, moral, social and cultural development and British values on our website. ​ Prevent Risk Assessment - April 2024 ​ External Sources The following sources may also be useful for further information: ​ Frequently asked questions, Prevent for schools ​ What is Prevent? Let’s Talk About It ​ BACK TO TOP Prevent Duty Key Safeguarding Documents Safeguarding Policies These are our main Safeguarding Policies. All our other Safeguarding Policies can be found on our Policies Page Staff Equality Policy - Oct 23 Read More Child Sexual Exploitation - a Guide for Parents Read More Whistle Blowing Policy - Sep 23 Read More Pupil Equality Policy - Oct 23 Read More Child on Child Abuse Policy 23.24 Read More Parent Code of Conduct Policy - Oct 23 Read More Procedures for Managing safeguarding Concerns and Allegations - Apr 21 Read More Child Protection Policy - Sep 23 Read More Keeping Children Safe in Education - Sep 23 Read More Children's Emotional Health and Well being Policy - Sep 23 Read More BACK TO TOP

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