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Reading Curriculum Statement Reading Curriculum Statement Intent At Captain Webb, we value reading as a key life skill and are dedicated to enabling our pupils to become lifelong readers. We believe that the teaching of reading is integral to a child’s understanding and appreciation of the world around them. We aim to provide children with experiences that will lead to rich language development so that at the end of their primary education with us, they are empowered with a breadth of vocabulary that they can build on in their future prospects. ​ Our reading curriculum strives to foster a love for reading and we believe that that all children should experience an abundance of quality, engaging texts across the curriculum. ​ We want reading to be the golden thread running through a child’s journey at Captain Webb. When they leave us, we want pupils to possess the reading skills and love of literature which will help them to enjoy and access any aspects of learning they encounter in the future ​ Implementation ​ Through the delivery of our reading curriculum we ensure a consistent and robust teaching and learning of early reading and phonics in FS and KS1, so that pupils are able to read with increased speed and fluency and access the wider curriculum. We follow the Read, Write Inc Phonics programme; a systematic, synthetic phonics scheme that is validated by the Department for Education. For more information, please follow this link. Phonics Curriculum Once children have graduated from the RWI scheme, and are able to decode accurately and speedily, reading a lot is the principal way they develop as readers. Putting in the ‘reading miles’ allows pupils to practise their reading, building experience with increasingly complex texts, encountering new knowledge, gaining new language, including vocabulary, and developing their fluency. Over the course of year 2 and into key stage 2, the focus of the teaching of reading therefore shifts from decoding towards ensuring pupils get this print experience and support with spoken language, both through teacher-led whole class reading sessions and independent reading. Children explore a broad range of challenging texts including fiction, non-fiction and poetry by having purposeful and in-depth discussions with the teacher and their peers to enable them to access the vocabulary, themes and content. Please see the whole class reading long term overview for your year group. ​ Please also seethe whole school Knowledge and Skills Grids for Reading. Whole Class Reading Reading Knowledge and Skills 23-25 Pupils who need extra support. Keeping up from the start. To ensure identified pupils keep up, we provide extra practice, in either small groups or one-to-one tuition. The extra practice is delivered by trained phonics and reading staff. Please refer to the Phonics curriculum link to find out more information about Read Write Inc Phonics Fast Track Tutoring programme. Some pupils who have graduated from the RWI Phonics may decode accurately but struggle with reading fluency. To help develop this, pupils who are identified as needing extra support will receive additional sessions with a well-trained member of staff. Story Time All pupils receive daily story time sessions with their teacher. The pupils listen to a wide range of stories that have all been carefully selected and chosen for their year groups. To find out more about the rationale behind our reading curriculum and the exciting texts your child will be reading, please click on the whole school reading spine below. Whole School Reading Spine Reading for Pleasure Embedding a school culture that values and supports reading for pleasure is extremely important to us. To enable this, we set aside time for pupils to enjoy and read books independently, discuss texts they are reading and share recommendations. The love2read session is timetabled for all classes once a week and also sets time for pupils to visit our newly refurbished school library. The children can enjoy the freedom of enjoying texts in a tranquil, child centered environment. All classrooms have attractive book corners where the children have access to 100 quality books, both fiction, non-fiction and poetry books to help embed their love of books, stories and reading. Reading across the curriculum Pupils are also expected to read in other subjects to access new information and build their subject knowledge. This reading will also contribute to reading miles and fluency. All subject areas have a recommended text list for all year groups attached to their subject curriculum map. Poetry and Rhymes Through sharing, reading, writing and performing rhymes and poems, we aim to build children’s emotional connection to language and the world around us. Poems are used throughout our curriculum to develop vocabulary, fluency and prosody, imagination and empathy. We also encourage children to review poetry – to form opinions about their own likes and dislikes and to understand and explain their preferences and respect the thoughts and feelings of others. We are committed as a school to developing a love of reading and to reading aloud each day. Alongside our class reading texts, we have four class poetry books to be shared throughout the year. Of course, teachers can add to the core books to further develop children’s exposure and enjoyment of poetry. We have identified a core set of poems for each year group. Each year group will learn by heart poems to be performed for assembly or to be shared with parents or visitors. Children will also be encouraged to revisit poems previously learnt. Each year group will also study a varied selection of poems during guided reading lessons, where vocabulary and meaning can be explored and explained, together with the development of children’s wider reading skills. Poetry also forms part of our writing curriculum and each year group has different forms of poetry to explore and create. This allows children the opportunity to learn more about particular structures of poetry and allows them to write their own poems using a wide range of poetic devices. Children are encouraged to perform their own poetry alongside the poems learnt by their year group. We also seek opportunities throughout the year for children to watch or hear poets reciting and discussing their own work. ​ Please see our Poetry Curriculum Poetry Curriculum How do we enrich the curriculum? Book recommendation boards are displayed throughout school to inform pupils are new and popular texts across the age ranges. The children are given the opportunity to loan these books from Mrs Passey and write reviews on these books for our school newsletter. At Captain Webb, we also have a range of opportunities within the academic year to further enhance reading opportunities for our children. Regular trips to the local library, engaging with national reading events including World Book Day, Roald Dahl Day and National Poetry day. Each year we invite external theatre companies into school to deliver whole school productions and drama workshops for our pupils, recent examples of which are Christmas Carol and Jack and the Beanstalk. We have also had Dance workshops based on 'Bringing Books to Life'. Year 3 story focus was Charlie and the chocolate factory, Year 4 focus was Alice in Wonderland and Year 5 focus was The Jungle Book. How can you help your child? EYFS and KS1 To support their reading journey your child will bring different sorts of books home from school. When your child is in the early stages of learning to read you can help by encouraging them to sound out the letters in words and then to ‘blend’ the sounds together to make a whole word. Please refer to the Phonics Curriculum page on the school website for further information. Sometimes your child might bring home a picture book that they know well, encourage your child to tell you the story out loud; ask them questions about things that happen or what they think about some of the characters in the story. We assess the children’s’ progress regularly and send home books that are matched to their ability. KS2 All pupils in KS2 will bring home a copy of their guided reading text to read at home. The class teacher will provide information in regards to homework expectations for reading the guided reading text. E.g. We would like you to read chapters 1 – 3 tonight. We also encourage all pupils to loan books from our school library to enjoy at home. The school’s Homework Policy states that all children are expected to read at home every day. This is for a maximum of 10 minutes. Reading regularly at home helps to develop children’s reading skills. Making the time to talk to your children about the books they choose and listening to them reading aloud regularly can make all the difference. Children need to understand why we read. They need to experience the range of feelings that a book can create or the power that can be gained from accessing information. Reading must not only be confined to stories. Many children love reading comics, magazines, newspapers, information books and poetry. All of these reading activities should be encouraged. Children in Key Stage 2 will all be at very different stages of development, but even for the most fluent readers there is a need for parental support. Most parents or carers are able to create quality time to share a book individually with one child. This is the time when children can develop a much deeper understanding of the books that they are reading. Rather than reading at home being ‘reading practice’, it should extend and enrich the reading experiences of school. One of the most powerful ways in which parents can do this is to show real enthusiasm themselves. Your sense of excitement about books and stories, your anticipation about what will happen next in a story and a discussion about your own likes and dislikes, will greatly influence your child. Teachers will check the Home School Reading Record daily and record for our end of term reading rewards including books, book vouchers or an author visit . Impact By the time children leave Captain Webb, they are competent readers who can recommend books to their peers, have a thirst for reading a range of genres including poetry, and participate in discussions about books, including evaluating an author’s use of language and the impact this can have on the reader. They can also read books to enhance their knowledge and understanding of all subjects on the curriculum, and communicate their research to a wider audience. ‘I go to Phonics every day to learn my sounds. I can now read words and I’ve just moved to Yellow phonics books.’ – Year 1 pupil. ‘I’ve read many books since I’ve been at Captain Webb. Some of my favourite texts are Stig of the Dump by Clive King, Harry Potter by JK Rowling and Street Child by Berlie Doherty.’ –Year 6 pupil. ‘This year, I’ve enjoyed reading lots of different non-fiction texts. I’m currently reading a non-fiction text on the heart and circulatory system which has helped me answer questions in Science.’ Year 5 pupil. Attainment in reading is measured using statutory assessments such as the end of EYFS and Key Stage 2 and following the outcomes in the Year 1 Phonics Screening check. Additionally, we track our own reading attainment through the use of RWI half termly and screening assessments, SALFORD Reading Assessments and ongoing teacher assessment. Assessment data shows that.. 82% of children passed the Year 1 Phonics Screening check in 2023. 75% reached ARE at KS1 with 27% reaching greater depth. 78% reached ARE at KS1 with 18% reaching greater depth. The impact of this implementation was also noted in our 2019 OFSTED: The teaching of reading is done very well. Staff are trained in how to teach phonics and daily routines and systems make sure everyone gets what they need. Whether reading in class or at home, staff check that pupils have books they understand. If any pupil needs a helping hand, adults find extra time straight away and this stops them from falling behind. As pupils’ confidence grows, teachers introduce them to new books and authors. Most days, teachers read to the class during ‘page-turner time’. They encourage pupils to talk about books and share their views.

Early Help at Captain Webb At Captain Webb Primary we recognise the challenges that families face in bringing up children. Everyone needs help at some point in their lives and therefore an ethos of early help is important for any school. There maybe times when you need extra help, support or advice. If this is the case please come and talk to us, we are here to help. ​ Children, young people and families develop resilience if there are protective factors in place such as: a positive relationship with an adult, good literacy and communication skills, good school attendance and parents in or actively seeking work. Children's needs are best met when help is offered in a universal setting within a socially mixed group and early on when problems start to emerge. ​ Children and young people’s needs are best met when addressed in the context of the whole family, meaning that parents/carers and siblings needs are addressed, with consent, as part of a holistic and integrated early help response. ​ Early help services should support and strengthen families, so that they can thrive. How can I access Early Help at captain Webb? ​ Your class teacher is your first point of contact for any issues or concerns. Teachers are responsible for the well being of all the children in their class and will liaise and signpost to other staff members as required. ​ Our early help assessment lead at Captain Webb Primary is Mrs Gemma Boden. Mrs Boden is contactable by email or phone. ​ Email: gemma.boden@taw.org.uk or by calling the main school office on 01952 386 770. ​ Heading 1

Relaciones y educación sexual Jigsaw PSHE en la escuela primaria Captain Webb En la escuela primaria Captain Webb utilizamos Jigsaw para impartir nuestro plan de estudios de PSHE. Jigsaw reúne la educación personal, social, sanitaria y económica, la alfabetización emocional, las habilidades sociales y el desarrollo espiritual en un programa de lecciones por semana. Diseñado como un enfoque de toda la escuela, Jigsaw proporciona un esquema integral de aprendizaje para Foundation Stage hasta Year 6. Relaciones y educación sexual En nuestra escuela brindamos Educación Sexual y Relaciones a través del esquema de trabajo Jigsaw, que tiene la calidad asegurada a través de la Asociación PSHE. A continuación, puede ver una descripción general del plan de estudios sobre relaciones y educación sexual de los grupos de cada año y ver cómo se vincula con la PSHE y los aspectos sociales y emocionales del aprendizaje. También busque una 'Guía para padres' sobre relaciones y educación sexual que ha sido producida por Jigsaw. RSE Policy 2022-25 RSE Overview Year 6 Read More RSE Overview Year 5 Read More RSE Overview Year 4 Read More RSE Overview Year 3 Read More RSE Overview Year 2 Read More RSE Overview Year 1 Read More Para obtener más información sobre el plan de estudios de PSHE que estamos siguiendo, comuníquese con la oficina de la escuela para hacer una cita con el miembro relevante del personal utilizando los datos de contacto a continuación. Haga clic en la imagen de arriba para acceder a la guía para padres y cuidadores

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

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

Finanzas escolares Presupuesto delegado del gobierno de la escuela primaria Captain Webb: A continuación, encontrará un enlace al servicio de evaluación comparativa financiera de las escuelas de DfE. Este sitio le permitirá evaluar cómo gastamos nuestro presupuesto asignado y qué tan efectivo es ese gasto para asegurar el mejor resultado para nuestros alumnos. También puede utilizar la información proporcionada en este sitio para ver cómo nos comparamos en ingresos y gastos con otros establecimientos educativos similares. Sitio de evaluación comparativa financiera de las escuelas de Gov.uk Cuenta del fondo escolar de Captain Webb Primary School: A continuación, encontrará una copia de las últimas cuentas de la cuenta del fondo escolar de la escuela. Esta cuenta es donde administramos todos los ingresos de los padres, el dinero recaudado y las donaciones a la escuela. Financial Policies Attendance Policy - Oct 23 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 ​ ​

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

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 23 Pupil Equality, Equity and Diversity Policy Oct 23

Seguridad en linea Child Criminal Exploitation (CCE) Child Criminal Exploitation occurs where an individual or group takes advantage of an imbalance of power to coerce, control, manipulate or deceive a child or young person under the age of 18. The victim may have been criminally exploited even if the activity appears consensual. Child Criminal Exploitation does not always involve physical contact; it can also occur through the use of technology. Child Sexual Exploitation (CSE) Child Sexual Exploitation is a type of sexual abuse. When a child or young person is exploited they're given things, like gifts, drugs, money, status and affection, in exchange for performing sexual activities. Children and young people are often tricked into believing they're in a loving and consensual relationship. This is called grooming. They may trust their abuser and not understand that they're being abused. Sometimes abusers use violence and intimidation to frighten or force a child or young person, making them feel as if they've no choice. Anybody can be a perpetrator of CSE, no matter their age, gender or race. The relationship could be framed as friendship, someone to look up to or romantic. Children and young people who are exploited may also be used to 'find' or coerce others to join groups. ​ Technology is very often used to groom victims. ​ This may occur through mobile phones with internet access, social networking sites e.g. TikTok, Snapchat, Instagram etc. and via games consoles that connect to the internet e.g. Playstation or Xbox. ​ Signs that someone may be a victim of CCE or CSE: Frequently absent from and doing badly in school. Going missing from home, staying out late and travelling for unexplained reasons. In a relationship or hanging out with someone older than them. Being angry, aggressive or violent. Being isolated or withdrawn. Having unexplained money and buying new things. Wearing clothes or accessories in gang colours or getting tattoos. Using new slang words. Spending more time on social media and being secretive about time online. Making more calls or sending more texts, possibly on a new phone or phones. Self-harming and feeling emotionally unwell. Taking drugs and abusing alcohol. Committing petty crimes like shop lifting or vandalism. Unexplained injuries and refusing to seek medical help. Carrying weap ons or having a dangerous breed of dog. ​ Support/Resources ​ PACE (Parents Against Child Sexual Exploitation) is a national charity that works with parents and carers whose children are sexually exploited. PACE offers one-to-one telephone support, national and local meet-ups with other affected parents and information on how parents can work in partnership with school, police and social care. The NSPCC has been campaigning to raise the profile of this form of child abuse. Share Aware : Help your child stay safe on social networks, apps and games. Staying safe away from home : Your guide to when your child's old enough to be out on their own, and how to teach them to keep safe while they're away. Home alone : How to decide when it's safe for your child to be home on their own, and what you can do if they're too young.

Financiamiento de primas deportivas y de educación física About the PE and sport premium Physical activity has numerous benefits for children and young people’s physical health, as well as their mental wellbeing (increasing self-esteem and emotional wellbeing and lowering anxiety and depression), and children who are physically active are happier, more resilient and more trusting of their peers. Ensuring that pupils have access to sufficient daily activity can also have wider benefits for pupils and schools, improving behaviour as well as enhancing academic achievement. The PE and sport premium has been allocated, by the government, to help primary schools achieve this commitment to make additional and sustainable improvements to the quality of the PE, physical activity and sport offered through their core budgets. It is allocated directly to schools, so they have the flexibility to use it in the way that works best for their pupils. ​ How we use the PE and sport premium Schools must use the funding to make additional and sustainable improvements to the quality of the PE, physical activity and sport they provide. This includes any carried forward funding. This means that we must use the PE and sport premium to: develop or add to the PE, physical activity and sport that our school provides build capacity and capability within the school to ensure that improvements made now are sustainable and will benefit pupils joining the school in future years We should use the PE and sport premium to secure improvements in the following 5 key indicators. Engagement of all pupils in regular physical activity, for example by: providing targeted activities or support to involve and encourage the least active children encouraging active play during break times and lunchtimes establishing, extending or funding attendance of school sports clubs and activities and holiday clubs, or broadening the variety offered adopting an active mile initiative raising attainment in primary school swimming to meet requirements of the national curriculum before the end of key stage 2 - every child should leave primary school able to swim The profile of PE and sport is raised across the school as a tool for whole-school improvement, for example by: actively encourage pupils to take on leadership or volunteer roles that support the delivery of sport and physical activity within the school (such as ‘sports leader’ or peer-mentoring schemes) embedding physical activity into the school day through encouraging active travel to and from school, active break times and holding active lessons and teaching Increased confidence, knowledge and skills of all staff in teaching PE and sport, for example by: providing staff with professional development, mentoring, appropriate training and resources to help them teach PE and sport more effectively to all pupils, and embed physical activity across your school hiring qualified sports coaches and PE specialists to work alongside teachers to enhance or extend current opportunities offered to pupils - teachers should learn from coaches the necessary skills to be able to teach these new sports and physical activities effectively Broader experience of a range of sports and physical activities offered to all pupils, for example by: introducing a new range of sports and physical activities to encourage more pupils to take up sport and physical activities partnering with other schools to run sports and physical activities and clubs providing more and broadening the variety of extra-curricular physical activities after school in the 3 to 6pm window, delivered by the school or other local sports organisations Increased participation in competitive sport, for example by: increasing and actively encouraging pupils’ participation in the School Games organising more sport competitions or tournaments within the school coordinating and entering more sport competitions or tournaments across the local area, including those run by sporting organisations ​ Online reporting As part of the funding agreement all schools must publish details of how they spend their PE and sport premium funding. These reports must be published online. ​ Online reporting must clearly show: the amount of PE and sport premium received a full breakdown of how it has been spent the impact the school has seen on pupils’ PE, physical activity, and sport participation and attainment how the improvements will be sustainable in the future We are also required to publish the percentage of pupils within our year 6 cohort who met the national curriculum requirement to: swim competently, confidently and proficiently over a distance of at least 25 metres use a range of strokes effectively, for example, front crawl, backstroke and breaststroke perform safe self-rescue in different water-based situations ​ Below are our reports Evidencing The Impact of Sports Funding PE & Sports Premium Funding Plan 2023.24 PE & Sports Premium Funding Plan 2022.23 PE & Sports Premium Funding Plan 2021.2022 PE & Sports Premium Funding Plan 2020.2021 Plan de acción de financiación de la prima para deportes escolares 2019/20 Impacto de la financiación de la prima deportiva 2020/21 Review of Impact of Sports Premium Funding 2020/21 Evidencing the Impact of Sports Premium Funding 2021/22

At Captain Webb Primary School we try hard to make our school uniform as affordable and accessible to parents as is possible. To this extent we have our uniform in navy blue, which is readily available from most retailers, and are happy to accept black or grey trousers and skirts. We do not insist that the uniform is logoed, but we do have a supplier that can provide logoed uniform, which is good quality and at a reasonable price (the company was voted for by the parents). To further help parents with the cost of purchasing uniform we have some second hand uniform available in school, and the school provides a PE kit for each child. For our full uniform policy, including any seasonal changes to uniform, or what to do if you have any concerns, please see below: School Uniform Policy Our school uniform is provided by I Want Workwear Dynamic Court, Halesfield 24, Telford, TF7 4NZ www.Iwantworkwear.co.uk You can view and order the full range online Kit de PE Camiseta blanca Pantalones cortos de PE azul marino o negros Zapatillas deportivas o zapatillas de lona Joggers negros, azul marino o gris para educación física al aire libre

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.