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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

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

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.

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

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. In addition to this they also deliver 1:1 vocal and violin sessions to KS2 children who have opted to receive extra musical tutoring. 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

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

Enrichment Experiences At Captain Webb our curriculum is designed to instil high aspirations in all of our children and to encourage them to become resilient, life long learners who embrace challenges and continue to grow. Our children will be inspired to follow whichever path they choose whilst being well-rounded, conscientious citizens of our community as well as understanding how they can be global citizens. Our 6C values, understanding of SMSC and British Values enrich and underpin our curriculum to ensure Captain Webb children are prepared and equipped to succeed in their futures in an ever changing world. Our curriculum gives children opportunities to develop enquiring minds and a life long love of learning. We believe in celebrating every success and preparing our children for the future. We pride ourselves on giving our children a range of experiences to bring their learning to life, from hands on workshops, performances and trips to our two residentials a year including our Y6 trip to France, where we see our children develop and become ready for the next step in their journey. Please find below an overview of our enrichment opportunities. Pupil Voice: How would you describe our curriculum at Captain Webb Primary? Pupil Voice: How would you describe our educational visits at Captain Webb Primary? CURRICULUM SUBJECTS >

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 -21st March 2025 Read More Captain's Catch Up - 14th March 2025 Read More Captain's Catch Up - 28th Feb 2025 Read More Captain's Catch Up - 17th Jan 2025 Read More Captain's Catch UP - 10th Jan 2025 Read More Captain's Catch Up - 20th Dec 2024 Read More Captain's Catch Up - 13th Dec 2024 Read More Captain's Catch Up - 29th Nov 2024 Read More 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

Objetivos de igualdad En Captain Webb Primary School, nos comprometemos a garantizar la igualdad de oportunidades para todos los alumnos, el personal, los padres y los cuidadores, independientemente de su raza, género, discapacidad, creencias, orientación sexual, edad o antecedentes socioeconómicos. Nuestro objetivo es desarrollar una cultura de inclusión y diversidad en la que todos los que están conectados a la escuela se sientan orgullosos de su identidad y capacidad para participar plenamente en la vida escolar. Abordamos la discriminación mediante la promoción positiva de la igualdad, desafiando el acoso y los estereotipos y creando un entorno en el que se respete a todos. En Captain Webb Primary School, creemos que la diversidad es una fortaleza que debe ser respetada y celebrada por todos aquellos que aprenden, enseñan y nos visitan. Igualdad en la enseñanza y el aprendizaje: Brindamos a todos nuestros alumnos la oportunidad de triunfar y alcanzar el nivel más alto de logros personales. Hacemos esto por: Garantizar la igualdad de acceso para todos los alumnos y prepararlos para la vida en una sociedad diversa. Promover actitudes y valores que desafíen cualquier comportamiento discriminatorio o prejuicio. Brindar oportunidades para que los alumnos aprecien su propia cultura y celebren la diversidad de otras culturas. Buscar involucrar a todos los padres en el apoyo a la educación de sus hijos. Utilizar enfoques de enseñanza apropiados para toda la población escolar que sean inclusivos y reflejen a nuestros alumnos. Igualdad en admisiones y exclusiones Nuestros arreglos de admisión son justos y transparentes y no discriminan por motivos de raza, género, religión, creencias, discapacidad y / o antecedentes socioeconómicos. Igualdad de oportunidades para el personal Todos los nombramientos y ascensos del personal se realizan sobre la base del mérito y la capacidad y de conformidad con la ley. La escuela tiene una política de igualdad separada que es revisada por los líderes superiores. Lea esto para obtener más detalles si lo desea. Staff Equality, Equity and Diversity Policy Oct 24 Pupil Equality, Equity and Diversity Policy Oct 24

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

Cultural Capital What is a Cultural capital? Cultural capital is the accumulation of knowledge, behaviours, and skills that a pupil can draw upon and which demonstrates their cultural awareness, knowledge and competence; it is one of the key ingredients a student will draw upon to be successful in society, their career and the world of work. Cultural capital promotes social mobility and success in our stratified society. Cultural capital gives a student power and it helps them achieve goals, become successful, and rise up the social ladder without necessarily having wealth or financial capital. Cultural capital is having assets that give students the desire to aspire and achieve social mobility whatever their starting point. Our Cultural Capital At Captain Webb Primary School, our curriculum is designed to instil high aspirations in all of our children and to encourage them to become resilient, life-long learners who embrace challenges and continue to grow and develop their cultural capital. Our children will be inspired to follow whichever path they choose whilst being well-rounded, conscientious global citizens. Our 6C values, understanding of SMSC and British Values enrich and underpin our curriculum to ensure Captain Webb children are prepared and equipped to succeed in their futures in an ever changing world. “Education for global citizenship helps enable young people to develop the core competencies which allow them to actively engage with the world, and help to make it a more just and sustainable place.” - Oxfam.org.uk We are working hard to be Global Citizens at Captain Webb Primary School. ENRICHMENT AT CAPTAIN WEBB > SMSC AT CAPTAIN WEBB > At Captain Webb, we ensure that our curriculum is a vehicle for SMSC education. SMSC stands for spiritual, moral, social and cultural education. Please click to find out more about our SMSC grids which outline how we intergrate SMSC into our learning across the school. BRITISH VALUES AT CAPTAIN WEBB > At Captain Webb we actively take opportunities to teach British values and feel this is embedded through our weekly assemblies and interwoven in our enriching curriculum. Please click to find out how this is taught across the school. PROTECTIVE CHARACTERISTICS >