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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.

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 in the 2021 to 2022 academic year 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 2022.23 Review of PE & Sports Premium Funding Plan 2021.22 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

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

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

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 - 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 SEND Policies SEND Information Report - June 23 Read More Accessibilty Plan Read More SEND Brochure Read More SEND Policy - Jul 23 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

Curriculum Subjects You can read more information about each subject that we teach, how we plan lessons, and how we manage the learning progression, by selecting from the links below: Art Computing Cultural Capital D&T Geography History Maths (including KIRF) MFL Music Artsmark PE Phonics PHSE RE Reading RSE Science Spelling Spoken Word Writing

Resultados de la etapa clave 2 (final de la escuela primaria) Para ver nuestros datos de rendimiento más recientes 2018/19, consulte a continuación. Aquí puede encontrar el porcentaje de alumnos clave de la etapa 2 que alcanzaron: el estándar esperado o superior en lectura, escritura y matemáticas; progreso promedio en lectura, escritura y matemáticas; un "puntaje escalado" promedio en lectura y matemáticas y un alto nivel de logro en lectura, escritura y matemáticas. Para obtener más información, lea la guía del Departamento de Educación: Tablas de desempeño escolar: cómo interpretar los datos. To see more information about the school's attainment please follow the link: Captain Webb Primary School - Find school and college performance data in England - GOV.UK (find-school-performance-data.service.gov.uk) This is currently still only reporting 2019 results but will update to include 22.23 data soon.

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.

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

Science 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, our intention is to provide a high-quality science education that provides children with the foundations they need to recognise the importance of science in every aspect of daily life. As one of the core subjects taught in primary schools, we give the teaching and learning of science the prominence and relevance it requires. Through science learning, our children have a greater awareness of the role of science in everyday life. Science at Captain Webb ignites pupils' curiosity and offers opportunities to develop their observation, questioning and reasoning skills whilst equipping them with the key knowledge and understanding of the world around them. We intend for our children to think independently and to be life-long learners who are enthused, curious and inquisitive, confident to ask ‘Big Questions’ and who are well prepared for their future in the ever-changing world. Implementation Our pupils leave Captain Webb with all the knowledge and skills required to be curious and confident scientists by embedding a curriculum that helps children foster a healthy curiosity about the world around them. Our curriculum has been planned to ensure that the knowledge children have is built upon not only each year, but each term and within every science lesson. We’ve found that this increases children’s enthusiasm for the topic whilst embedding procedural knowledge into their long-term memory. Knowledge within our science curriculum is taught through the specific disciplines of biology, chemistry, and physics. These are mapped out across the year groups to ensure progression. Our knowledge-based curriculum encourages practical exploration and investigation activities, which enable our children to think and behave like scientists. Children understand how science can be used to explain what is occurring, predict how things will behave, and analyse causes. Thus, our curriculum aims to enable pupils to develop enquiring minds with a range of investigative skills. Please see our science knowledge and skills grid, which shows end of year key knowledge and highlights progression through the scientific strands. Science Knowledge and Skills Grid 23.25 - BIOLOGY Science Knowledge and Skills Grid 23.25 - CHEMISTRY Science Knowledge and Skills Grid 23.25 - PHYSICS Science Knowledge and Skills Grid 23.25 - NEW SKILLS Working scientifically plays an important role in our science planning as it means that children able to obtain key scientific knowledge through practical experiences like using scientific equipment, conducting experiments, and explaining ideas confidently. Below are our BIG science questions that children have the opportunity to explore and answer throughout the year. These show children the range of scientific enquiry methods we can use to investigate scientific phenomena’s. Scientific Enquiry Science at Captain Webb is taught through blocks which supports children to develop mastery of the subject. Children working at greater depth can revisit their learning and delve deeper into the topic. At the beginning of each topic, initial assessments are completed to determine prior knowledge and ensure that progression is consistent. Children also ask 6 ‘big questions’ about their topic to inform teachers’ planning and guarantee that learning is driven by children’s interests. This further develops their enthusiasm for the topic. Our science policy highlights coverage of science unit blocks in each year group, planning and assessment tools. Science Policy 24.25 Impact As well as monitoring of attainment, the impact of effective science teaching is clear in the children’s ability to apply their knowledge to scientific enquiries. The impact of science is also evident within the opportunities we provide to develop cultural capital. We do this across the curriculum and throughout the school by: Organising events such as Science Week or STEM Week, allowing pupils to apply their knowledge and skills to cross-curricular concepts or topics Working closely with local secondary schools, thus demonstrating a love of science work and an interest in further study and work in this field Working collaboratively and practically to investigate and experiment Having butterflies and chicks to assist with real-life learning about life cycles Igniting curiosity through our memorable experiences, including the Wonderdome and Dorothy Clive Gardens Exposing children to a variety of visits where they explore animals and their habitats, including Blue Planet Aquarium, Chester Zoo, and visits from the Exotic Zoo Visiting a theme park so pupils can experience forces in a real-life context Numerous visits to the local area to widen children’s understanding of the area around them

Contáctenos Para enviar un mensaje a la oficina de la escuela, complete y envíe el formulario a continuación. Para todas las consultas, llame a Julie Folger en nuestra recepción principal entre las 8.30 y las 15.30 horas. Tel: 01952 386770 ¡Éxito! Mensaje recibido. Enviar Escuela primaria Captain Webb Webb Crescent, Dawley Telford, TF4 3DU

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 Website & SCR J Garrad Pastoral J Garrad 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