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Wie wir Ihre Daten verwalten und schützen Die Datenschutz-Grundverordnung (DSGVO) Die Datenschutz-Grundverordnung (DSGVO) ist ein EU-weites Gesetz, das bestimmt, wie personenbezogene Daten verarbeitet und geschützt werden und welche Rechte Einzelpersonen in Bezug auf ihre eigenen Daten haben. „Personenbezogene Daten“ sind Informationen, die eine lebende Person identifizieren können. Hauptprinzipien Die DSGVO legt die wichtigsten Grundsätze fest, nach denen alle personenbezogenen Daten verarbeitet werden müssen. Die Daten müssen: rechtmäßig, fair und transparent verarbeitet werden; für bestimmte, eindeutige und legitime Zwecke gesammelt; beschränkt auf das für die Zwecke der Verarbeitung erforderliche Maß; genau und aktuell gehalten; sicher gehalten; nur so lange gespeichert, wie es aus den Gründen der Erhebung erforderlich ist Es gibt auch stärkere Rechte für Einzelpersonen in Bezug auf ihre eigenen Daten. Die Rechte der Person umfassen: Auskunft über die Verwendung ihrer Daten zu erhalten, auf ihre Daten zuzugreifen, unrichtige Informationen zu berichtigen, ihre Daten löschen zu lassen, die Verwendung ihrer Daten einzuschränken, ihre Daten von einer Organisation zu einer anderen zu übertragen , und der Verwendung ihrer Daten überhaupt zu widersprechen Neue Anforderungen Die DSGVO ähnelt dem Datenschutzgesetz (DPA) 1998 (den die Schulen bereits einhalten), stärkt jedoch viele der Grundsätze des Datenschutzgesetzes. Die wichtigsten Änderungen sind: Die Schulen müssen einen Datenschutzbeauftragten benennen, der zur Einhaltung der DSGVO und anderer relevanter Datenschutzgesetze berät Datenschutzhinweise müssen in klarer und einfacher Sprache verfasst sein und einige zusätzliche Informationen enthalten – die „Rechtsgrundlage“ der Schule für die Verarbeitung, die Rechte des Einzelnen in Bezug auf seine eigenen Daten Schulen haben nur einen Monat Zeit, um Anfragen zum Thema Zugang zu entsprechen, und können in den meisten Fällen keine Gebühren erheben Wenn die Schule die Zustimmung einer Person zur Verarbeitung von Daten benötigt, muss diese Zustimmung freiwillig, spezifisch, informiert und eindeutig sein Es gibt neue, besondere Schutzmaßnahmen für Kinderdaten Das Büro des Information Commissioner muss innerhalb von 72 Stunden nach einer Datenschutzverletzung benachrichtigt werden Organisationen müssen nachweisen, wie sie das neue Gesetz einhalten Schulen müssen eine Datenschutz-Folgenabschätzung durchführen, wenn sie erwägen, Daten auf neue Weise zu verwenden oder neue Technologien zur Überwachung der Schüler einzuführen Wie wir dies erreichen wollen An der Captain Webb Primary School nehmen wir den Datenschutz ernst und stellen sicher, dass wir sowohl das Datenschutzgesetz als auch die neue DSGVO vollständig einhalten. Insofern haben wir folgende Maßnahmen ergriffen: Wir sind als Datenverantwortlicher beim Information Commissioners Office registriert - unsere Registrierungsnummer ist Z6446791 Wir haben durch einen Vertrag mit der örtlichen Behörde einen Datenschutzbeauftragten eingestellt. Wir haben unsere Datenschutzrichtlinie aktualisiert und stellen sicher, dass sie jährlich überprüft wird, um die Einhaltung der Gesetze sicherzustellen (siehe unten). Die Richtlinie enthält die neuen Richtlinien für das Stellen einer Datenanfrage und den Prozess, den Eltern/Betreuer befolgen müssen. Wir haben unsere Informationsfreiheitsrichtlinie aktualisiert und stellen sicher, dass sie jährlich überprüft wird, um die Einhaltung der Gesetze sicherzustellen (siehe unten). Wir haben eine Datenprüfung aller von der Schule erhaltenen, gespeicherten oder weitergegebenen Informationen durchgeführt. Dies beinhaltet die Benennung einer Person, die für jeden Datenstrom verantwortlich ist, die Analyse des Empfangs, der Speicherung und der Relevanz der Daten, ob wir einen rechtlichen Zweck haben, die Daten zu speichern und dass sie zu einem geeigneten Zeitpunkt gelöscht / vernichtet werden. Wir haben bestätigt, dass die Organisationen, mit denen wir Daten teilen, auch die DSGVO und die Datenschutzbestimmungen einhalten. Wir haben unsere Datenschutzerklärung aktualisiert (siehe unten) Wir haben jährliche Schulungen zum Datenschutz und zur neuen DSGVO für alle Mitarbeiter organisiert, die Datenverarbeiter sind (dh Zugriff auf die von uns gespeicherten Informationen haben/diese verwenden). Wir haben unsere rechtlichen Zwecke für die Speicherung und Verwendung von Daten überprüft. Während die meisten Daten, die wir verwenden, gesetzlich vorgeschrieben sind (z. B. gemäß dem Education Act 1996 oder Keeping Children Safe in Education (DfE, 2016) und es uns ermöglicht, unsere öffentliche Aufgabe zu erfüllen, ist dies bei einigen Daten, die wir verwenden, nicht der Fall. In diesen Fällen Wir werden immer die Zustimmung der Eltern einholen. Wir haben unser Formular zur Zustimmung der Eltern (siehe unten) aktualisiert, um sicherzustellen, dass Eltern klar sehen können, was angefordert wird, und sich positiv anmelden können. Die Einwilligung kann von den Eltern jederzeit mit dem untenstehenden Einwilligungsformular oder durch Kontaktaufnahme mit dem Schulsekretariat widerrufen werden Während die Erziehung Ihres Kindes nicht von Ihrer Einwilligung abhängt, bitten wir Sie auch um Ihre Einwilligung zu bestimmten Aktivitäten. Dies fällt zwar nicht in den Anwendungsbereich der DSGVO, die Verweigerung der Zustimmung zu bestimmten Anfragen (z. B. Reisen und Besuche, Ansehen eines Videos) kann jedoch Auswirkungen darauf haben, dass Ihr Kind an bestimmten Bildungsaktivitäten teilnimmt . Parental Consent Form and Information Governance Policies Pupil/Parent Privacy Notice Read More Parental Consent Form Read More Information Sharing Policy - Mar 23 -Mar 24 Read More Mobile Phone Policy - Sep 23 Read More Data Protection Policy - Sep 24 Read More FOI Policy - Sep 21 Read More FOI Model Publication Scheme Read More

Phonics Curriculum Statement What is Phonics? Phonics is the method of teaching reading through the identification of sounds and graphemes. All words are made up of individual sounds. These sounds are merged together to form words. e.g. in ‘mat’ we have the sounds ‘m’, ‘a’, ‘t’, ship – ‘sh’, ‘i’, ‘p’. A grapheme is another name for the letters we use to write the sound. The spelling of that sound on the page. The new National Curriculum ensures that all children are taught Phonics systematically. This gives your children the tools to read any word. What is Read Write Inc? At Captain Webb, we use Read, Write, Inc. an inclusive synthetic phonic programme to teach our children to read, to write and to spell. We have adopted this as our whole school approach as the programme facilitates a graduated and tailored approach to learning basic sounds and letter formation before advancing to more complex sounds and reading for comprehension. The programme moves with integrity from learning to read to reading to learn. This video, taken from the Ruth Miskin website, explains the scheme in more detail: https://youtu.be/sjlPILhk7bQ Teaching Phonics at Captain Webb We start teaching the programme in your child’s Reception year and then continue until they have worked their way through the whole reading scheme. Our aim is for all children to complete the programme by the end of the first half term of Year 2. Those children who have not reached the expected level by the time they leave KS1 will continue to access the RWI programme and receive additional targeted intervention to ensure they catch up with their peers. RWI is taught through daily phonic lessons where we teach sounds. Children practise reading and spelling words containing these sounds, then we give children decodable books containing sounds and words they can read. They read each storybook four times at school and again with you at home. We assess all children on the scheme every half term, to ensure that they are placed in the appropriate group for their reading ability. This also allows us to quickly identify any children who need some support to access the learning at the level of the group. If this arises, we provide one-to-one tutoring for the child in accordance with the Read, Write, Inc scheme, to help them make rapid progress and once again be at the level of their group. Groups are taught by either teachers or teaching assistants who have had Read, Write, Inc phonics training; in utilising so many staff, we can ensure that groups are kept as small as possible and that the teaching the children receive is tailored to their needs. To find out more information on the half termly progress expectations for Phonics, please click on the link below. Half Termly Progress Expectations - Phonics In Reception, children begin by learning the Set 1 sounds. Set 1 Sounds are taught in the following order together with rhymes to help children form the letters correctly and instantly recognise sounds ready for blending. For the set 1 handwriting rhymes please click on this link. Handwriting Rhymes They also begin learning to blend sounds together to make words after learning the first 5 sounds, firstly through practising oral blending, also known as Fred Talk. Then, when they can blend independently, they progress on to reading green words. As soon as children can read green words, they begin to read stories in their Read, Write, Inc sessions. Each storybook is matched to the sounds they can already read, which sets them up for success and helps to build their confidence with reading. Each colour set also contains 5 non-fiction texts It is through these storybooks that we teach children red words, which are irregular words that are not phonetically plausible and cannot be sounded out (Fred Talked). Each storybook is taught in the same way, with children practising reading the green words in the story and also the red words, before they begin to read the book. Children will then read the book several times to help build their fluency and comprehension skills. Order of Story books: Children will hopefully follow the order listed below. The expectation is that all children will leave Year One as confident speedy readers, ready to take on the challenges of Year Two. However, some children may need extra support and your teacher will talk to you about this. Books Green Words in Books Red Ditty 1-10 Read More Green 1-10 Read More Purple 1-10 Read More Pink 1-10 Read More Orange 1-12 Read More Yellow 1-10 Read More Blue 1-10 Read More Grey 1-13 Read More When the children move on to Green story books, they will begin to learn Set 2 Sounds – the long vowels. When they are very confident with all of set 1 and 2 they are taught Set 3 Sounds. Speed Sounds Set 3 Nonsense Words also known as alien Words As well as learning to read and blend real words children will have plenty of opportunities to apply their sound recognition skills on reading ‘Nonsense words also known as alien words’. These words will also feature heavily in the Year One Phonics Screening check in the summer term. To find out more about the Year 1 Phonics Screening check please click on this link. https://home.oxfordowl.co.uk/at-school/primary-school-assessment-tests/year-1-phonics-screening-check/ Spelling Spelling will only start in Reception when children are ready to write and form their letters. Children will use first use ‘Fred fingers’ to first sound out a word before they write it down. Children learn how to spell rather than just get tested. Furthermore, this way of teaching spellings allows children to use Fred fingers whenever they get stuck with spelling a word. Children pinch each sound on fingers before writing the word. What can you do to help? 1. Use pure sounds, not letter names We teach using pure sounds. We pronounce the sounds clearly, using pure sounds (‘m’ not’ muh’, ’s’ not ‘suh’, etc.) so that your child will be able to blend the sounds together to make words more easily. To hear how to pronounce sounds correctly, watch the following video. https://youtu.be/s6OiU2h3sUI 2. Use Fred Talk to read and spell words (see above) 3. Listen to your child read their Storybook every day. 4. Read aloud a variety of stories to your child every day. Our school library has a wonderful selection of picture books, speak to our admin team about loaning out books to read at home. You can access online resources (see below) where there are tips and videos to give you more information to help you to understand more about Phonics, Read Write Inc. and how to practise reading and writing with your child at home. Online resources available Ruth Miskin Parents’ Page: https://www.ruthmiskin.com Ruth Miskin Facebook: https://www.facebook.com/miskin.education Free e-books for home reading: http://www.oxfordowl.co.uk/Reading/

PSHE Curriculum Statement Intention At Captain Webb our aim 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 Our PSHE curriculum develops learning and results in the acquisition of knowledge and skills which will enable children to access the wider curriculum. It also, prepares them to be global citizens now and in their future roles within a global community. It promotes the spiritual, moral, cultural, mental and physical development of pupils, preparing them for the opportunities, responsibilities and experiences for later life. Our Relationships and Sex Education enables our children to learn how to be safe, and to understand and develop healthy relationships, both now and in their future lives. Implementation EYFS - In the Foundation Stage, PSHE and citizenship is taught as an integral part of topic work and is embedded throughout the curriculum. The objectives taught are the Personal, Social and Emotional Development statements from ‘Development Matters in the EYFS’ and the PSED Early Learning Goals. Reception also uses the Jigsaw Scheme of Work materials. (See below) Key Stage 1 and Key Stage 2 - At Key Stage 1 and 2, pupils are taught PSHE using ‘Jigsaw’ which is a spiral, progressive scheme of work, covering all of the above and aims to prepare children for life, helping them to know and value who they are and understand how they relate to other people in this ever-changing world. There is a strong emphasis on emotional Literacy (having self-awareness and recognition of your own feelings and knowing how to manage them), building resilience and nurturing mental and physical health. It includes mindfulness to allow children to advance their emotional awareness, concentration and focus. We teach about different kinds of relationships, including same sex relationships, and gender identity because it is important that our children should have an understanding of the full diversity of the world they live in and be prepared for life in modern Britain. The Sex Education aspects of PSHE are also taught through the ‘Jigsaw’. Alongside this in KS2 children have access the Expect Respect materials, which focus on healthy relationships and also deals with sensitive issues such as domestic abuse. PSHE also identifies links to British Values such as the rule of law and democracy. SMSC taught throughout the Jigsaw scheme of work and ensures that the development of children’s values plays a significant part in their ability to learn and achieve. To develop our pupil’s cultural capital at Captain Webb, we have visits from the local emergency services, Fire brigade, Lifeguards, Police and the RAF. We also give the children the opportunity to have visitors from Crucial Crew, Star, NSPCC to learn about ‘PANTS’ and ‘Helping hands. The children also get to experience other cultures by visiting places of worships to see how we are all different. All of these helps our children to experience the essential knowledge that they need to prepare them for their future success. PSHE is taught, every Monday morning throughout the whole school, through Jigsaw’s six half termly themes with each year group studying the same unit at the same time. The knowledge and skills of each unit progresses through each year. Autumn 1: Being Me in My World Autumn 2: Differences (including anti-bullying) Spring 1: Dreams and Goals Spring 2: Healthy Me Summer 1: Relationships Summer 2: Changing Me (including Sex Education) Impact The impact of following this programme will be that the standards of attainment across the school will meet or exceed those which are expected of our children nationally. We continuously assess the implementation and impact of our PSHE curriculum in order to achieve the highest outcomes possible across all year groups and ensure we provide the support that is necessary for all children to achieve. Through our PSHE curriculum, we believe we can enhance children’s education and help them to become caring, respectful, responsible, and confident individuals and citizens. By the time our children leave our school they will: be able to approach a range of real life situations and apply their skills and attributes to help navigate themselves through modern life be on their way to becoming healthy, open minded, respectful, socially and morally responsible, active members of society appreciate difference and diversity be able to understand and manage their emotions be able to look after their mental health and well-being be able to develop positive, healthy relationship with their peers both now and in the future. understand the physical aspects involved in RSE at an age appropriate level have respect for themselves and others. have a positive self esteem PSHE Policy 2024-2025 PSHE Skills and Knowledge Progression Plans 2024.25

Spoken Language Reading and writing float on a sea of talk. James Britton What is Spoken Language? The national curriculum for English reflects the importance of spoken language in pupils’ development across the whole curriculum – cognitively, socially and linguistically. Spoken language underpins the development of reading and writing. The quality and variety of language that pupils hear and speak are vital for developing their vocabulary and grammar and their understanding for reading and writing. Curriculum Intent At Captain Webb Primary School, we value Spoken Language as an important part of the children’s entitlement to a broad and balanced curriculum. Spoken Language provides the children with the opportunities to develop and extend skills and an opportunity to express their individual interests, thoughts and ideas. Our aim is to enable the children improve their levels of spoken language so that all pupils are able to communicate effectively and confidently in front of any type of audience. These skills are encouraged in every area of our curriculum as good communication skills can enhance every type of learning. The children are encouraged to explore ideas through talk; challenge each other’s opinions and develop their own reasoned arguments, as well as talking in full sentences with a clear and confident voice. Pupils should be taught to: listen and respond appropriately to adults and their peers ask relevant questions to extend their understanding and build vocabulary and knowledge articulate and justify answers, arguments and opinions give well-structured descriptions and explanations maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas speak audibly and fluently with an increasing command of Standard English participate in discussions, presentations, performances and debates gain, maintain and monitor the interest of the listener(s) consider and evaluate different viewpoints, attending to and building on the contributions of others select and use appropriate registers for effective communication. Spoken language: speaking, listening & responding Implementation The teaching and implementation of the Spoken Language curriculum is based on the Early Learning Goals and National Curriculum; it is supported by expectations from the Voice 21 framework, ensuring a well-structured approach. These skills are at the core of our curriculum and pupils are encouraged to listen and learn from sharing ideas with others. Staff at Captain Webb model the use of higher level vocabulary within their speech and expanding children’s vocabulary is a key focus in all years. Subject specific vocabulary is embedded across the curriculum, through teacher modelling, in context. Contextual learning helps children to understand new words and supports them in including new vocabulary in their work. This model is reflected in both shared and guided reading sessions, where children are given the chance to explore unfamiliar vocabulary and expand their knowledge of words. Talk partners are used extensively throughout the school, together with a range of planned learning opportunities that encourage pupils to explore language e.g. role play, drama activities, group discussion, hot seating. In KS2, pupils also take part in class debates. Drama is used across a range of subjects including History, problem solving in Mathematics, hot-seating during English lessons and Religious Education,. to explore and engage children in their learning. This gives children the chance to embed the use of specific vocabulary repetitively. At Christmas, EYFS and KS1 children perform their Christmas production to the school while LKS2 produce and lead a production of drama, jokes and songs at Easter. At the end of the academic year, the Year 6 children perform a tailored production to parents and carers. All pupils also perform to their parents once a year in their year group assembly. Daily poetry and rhyme and singing sessions are prioritised in EYFS and KS1. All year groups have a core set of poems that the pupils learn off by heart and perform in assemblies. Our pupils need lots of opportunities to speak and listen. This is especially true of pupils with special educational needs (SEND) and/or pupils with English as an additional language (EAL). Within every day teaching, we use a range of resources to support communication e.g. visuals made with Communication in Print, word banks, sentence stems, speaking frames. Some pupils take part in small group activities (Talk Boost) and some pupils receive additional support e.g. speech and language assistant or therapist. Impact Constructive formative feedback is provided to pupils regarding their spoken language and listening skills, not only to improve their knowledge and skills but also to establish secure foundations for effective spoken language at primary school right through to secondary education and beyond. Pupils at Captain Webb Primary School have a wide vocabulary and are confident speakers. They enjoy talking amongst peers and to adults in school and demonstrate excellent listening skills. Poetry Day - October 2024 Below are some video clips of our children reading out poems they wrote/covered on Poetry Day, working alongside the poet James Carver.

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

OUR SCHOOL STAFF Senior Leadership Team: Headteacher - Mrs Sarah Passey Deputy Head - Mrs Nicola Weston-Blakey Assistant Head (KS1) - Miss Natalie Manns Assistant Head & SENCO (KS2) - Mr Chris Pilling EYS Lead - Mrs S Brannon Early Years: Reception Class 1- Mrs K McGee (Teacher), Mrs S Cecil (TA) Reception Class 2- Mrs Brannon (Teacher), Mrs K Jones (TA) Preschool - Miss L Hallybone (Teacher), Miss E Burns (TA) Nursery Manager - Miss S Cox Daycare - Mrs Amy Lewis (Room Lead), Mrs H Anthony (TA), Miss A Halford (TA), Key Stage 1: Year 1 Class 1- Mrs K Longmore (Teacher), Miss D Evans (TA) Year 1 Class 2- Miss E Robinson (Teacher), Mrs S Reynolds (TA) Year 2 Class 1- Mr A Davies (Teacher) Year 2 Class 2- Miss S Jenkins (Teacher) KS1 Support - Mrs G Limer (TA), Miss M Lloyd (TA) Key Stage 2: Year 3 Class 1- Miss N Manns (Teacher), Mr R Harris (Teacher) Year 3 Class 2- Miss J Roberts (Teacher) Year 3 Support - Mrs C Watkins (TA & Pastoral Support), Miss A Farley (TA) Miss K Willets (TA) Year 4 Class 1- Miss T Read (Teacher) Year 4 Class 2- Miss R Hill (Teacher) Year 4 Support - Mrs C Withers (TA) Year 5 Class 1- Mr C Pilling (Teacher), Mrs F Tranter (Teacher) Year 5 Class 2- Mr S White (Teacher) Year 6 Class 1- Mrs Weston (Teacher) , Miss K Wootton (Teacher) Year 6 Class 2- Miss M Saville(Teacher) KS2 Children's Support - Mrs J Davies (TA), Mrs M Abbey-Offland (TA), Mrs L Fewtrell (TA), Mrs I Perry (TA) Mrs J Garrard (TA) SENCO: Mr C Pilling (Teacher/SENCO) Speech and Language Support : Mrs J Walker (TA) Pastoral: Mrs G Boden (DSL &Pastoral Lead), Mrs C Watkins (Pastoral Support), Mrs J Wheatley (Pastoral Support) Administration: Miss L Sanderson (School Business Manager), Miss J Mansell (Finance Admin), Mrs G Hanafin (Reception and Communications Admin). Caretaker: Mr J Featherstone

History 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 intent, when teaching history, is to stimulate the children’s curiosity in order for them to develop their knowledge, skills and understanding. History is all around us. The study of history ignites our children’s curiosity about the past in Britain and the wider world. Through finding out about how and why the world, our country, culture and local community have developed over time, children understand how the past influences the present. History enables children to develop a context for their growing sense of identity and a chronological framework for their knowledge of significant events and people. What they learn through history can influence their decisions about personal choices, attitudes and values. We provide a vibrant, varied and engaging experience for all children. History at our school helps pupils to make sense of the present as well as the past, it enables them to appreciate the complexity and diversity of human societies and development. We wish to develop a curiosity for the subject, as well as an understanding and acceptance of the validity and importance of all types of history. Educational visit to museums and other learned sites provides children with a fantastic starting point for every topic. We are committed to ensuring children understand the value and importance of history in the wider community, and are able to use their historical skills, knowledge, and experiences to involve themselves in history in a variety of different contexts, both through local history and through some of the most storied civilisations on Earth. Implementation Our whole curriculum is shaped by our school vision which aims to enable all children, regardless of background, ability, additional needs, to flourish to become the very best version of themselves they can possibly be. History topics are taught in 2 weekly blocks across the academic year, enabling students to fully immerse themselves in the program of study. We teach the National Curriculum, supported by a clear skills and knowledge progression. This ensures that skills and knowledge are built on year by year and sequenced appropriately to maximise learning for all children. It is important that the children develop progressive skills of a historian throughout their time at Captain Webb and do not just learn a series of facts about the past. In History, pupils at Captain Webb, find evidence, weigh it up and reach their own conclusion. To do this successfully, as historians, they need to be able to research, interpret evidence, including primary and secondary sources, and have the necessary skills to argue for their point of view; a skill that will help them in their adult life. Impact By the time the children at Captain Webb leave our school they will have developed: A secure knowledge and understanding of people, events and contexts from the historical periods covered. The ability to think critically about history and communicate confidently in styles appropriate to a range of audiences. The ability to consistently support, evaluate and challenge their own and others’ views using detailed, appropriate and accurate historical evidence derived from a range of sources. The ability to think, reflect, debate, discuss and evaluate the past, forming and refining questions and lines of enquiry. A passion for history and an enthusiastic engagement in learning, which develops their sense of curiosity about the past and their understanding of how and why people interpret the past in different ways. A respect for historical evidence and the ability to make robust and critical use of it to support their explanations and judgements. A desire to embrace challenging activities, including opportunities to undertake high-quality research across a range of history topics. History Policy 2024.25 History Skills and Knowledge Progression Plans History Focussed Strand Grid

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 Quality texts linked to our science teaching 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

How to apply for your child a place at Captain Webb Primary School and Nursery Bewerbung um einen Platz an der Captain Webb Primary School and Nursery Wenn Sie sich für einen Platz in einer Captain Webb Primary School oder einem Kindergarten für Ihr Kind bewerben möchten, können Sie die Schule kontaktieren und einen Termin für sich und Ihr Kind für einen Besuch vereinbaren. Auf diese Weise können Sie sich auf unserer Seite umsehen, den Mitarbeitern vorgestellt werden und Fragen stellen. Bitte ruf Julie unter 01952 386770 an und sie wird das für dich organisieren Wenn Sie sich entscheiden, Ihre Kinder zu Captain Webb zu schicken, können Sie sich um einen Platz bewerben. Bitte folgen Sie der Anleitung unten: Grundschule Um sich für einen Platz an der Captain Webb Primary School zu bewerben, müssen Sie sich an das Aufnahmeteam der örtlichen Behörde wenden. Als aufrechterhaltene Schule wird die Zulassungspolitik der Captain Webb Primary School von der lokalen Behörde, dem Rat von Telford und Wrekin festgelegt ). Als solche sind sie auch für die Bearbeitung von Einsprüchen bei erfolglosen Anträgen verantwortlich. Informationen zur Bewerbung um einen Schulplatz und zu den Aufnahmemodalitäten finden Sie auf deren Website . Die LA wird uns mitteilen, dass Sie einen Platz beantragt haben, und uns dann mitteilen, ob Sie erfolgreich waren. Sobald Sie erfolgreich sind , wird die Schule dann fragen Sie unsere hauseigenen Schule Antragsformular ausfüllen, eine diese uns mit Informationen benötigen bietet wir auf alle Kontakte, medizinischen Bedarf und Zustimmungen. Außerdem bitten wir Sie um einen Identitätsnachweis für sich (in der Regel Führerschein oder Reisepass) und für Ihr Kind (Geburtsurkunde). Diese Informationen werden dann entsprechend dem Datenschutzgesetz erfasst und gespeichert....siehe Schutz Ihrer Daten Frühe Jahre Die Aufnahme in unseren Kindergarten wird von der Schule festgelegt. Unsere Early Years Einstellung bringt Kinder ab 2 Jahren zur Rezeption. Wir bieten sowohl staatlich finanzierte als auch privat finanzierte Plätze an und verkaufen Rundumschutz für diejenigen, die zusätzliche Stunden benötigen. Für Bewerbungen für unsere Early Years-Einstellung füllen Sie das untenstehende Bewerbungsformular aus und senden Sie es per E-Mail oder Post an unsere Schule . Alternativ können Sie Julie (01952 386770) kontaktieren und sie wird dafür sorgen, dass ein Antragsformular zur Abholung bereitliegt oder Ihnen zugeschickt wird. Für weitere Informationen zu geförderten Plätzen wenden Sie sich bitte an das Schulsekretariat unter 01952 386770 und Sie werden zu Gemma verbunden, die die Aufnahme und Verwaltung des Kindergartens verwaltet. Sobald festgestellt wurde, dass wir genügend Platz für Ihre Bedürfnisse haben, wird Gemma mit Ihnen einen Starttermin besprechen. Außerdem bitten wir Sie um einen Identitätsnachweis für sich (in der Regel Führerschein oder Reisepass) und für Ihr Kind (Geburtsurkunde). Diese Informationen werden dann entsprechend dem Datenschutzgesetz erfasst und gespeichert....siehe Schutz Ihrer Daten Weitere Informationen zum Anspruch auf Förderung für 2- und 3-Jährige finden Sie auch auf www.telford.gov.uk , Nursery Application Form EYFS Admissions Policy Sept 2023 See More

Elternansicht 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.

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 >