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Safeguarding at Captain Webb Primary School Meet the Safeguarding Team Report a Safeguarding Concern Safeguarding Information for Parents Safeguarding Information for Children Online Safety Information CSE/CCE (Child Sexual Exploitation/Child Criminal Exploitation) Prevent Key Safeguarding Documents Meet the Safeguarding Team At Captain Webb we have a team of safeguarding leads who work closely together to ensure all our children, and their families, are safe. Our safeguarding team can be contacted in person via the main office or by telephone on 01952 386770 Designated Safeguarding Lead Overall responsibility for safeguarding at Captain Webb sits with Sarah Passey (our Headteacher) If you have any queries or concerns around the welfare of a child or any aspect of safeguarding at Captain Webb, the DSL is your first point of contact. Deputy Safeguarding Leads Where the DSL is unavailable, a Deputy DSL will take the lead on safeguarding across the School. We have a number of trained DDSLs to ensure that capacity and availability is maintained at all times. Our Deputy DSL's are: Gemma Boden - Pastoral Manager Nicola Weston - Deputy Head Claire Watkins - Pastoral Support Jenny Wheatley - Pastoral Support Fran Tranter - OOH's Safeguarding Governor To ensure the governing body are able to monitor the safeguarding provision at Captain Webb they have appointed a Safeguarding Governor. The core responsibilities of the Safeguarding Governor are, along with the DSL: To ensure there are policies and procedures in place for appropriate action to be taken in a timely manner to safeguard and promote children's welfare; to feedback their findings to the full governing body; to undertake regular in-depth training to be able to advise the governing body on safeguarding matters. Our safeguarding governor is Ms Jenny Kiernan Designated Teacher for Children who are Looked After Where children are looked after by the Local Authority, the Designated Teacher works with Children's Social Care to ensure the best possible outcomes, both academically and socially. Our Designated Teacher for Looked After Children is Sarah Passey. Meet the Team BACK TO TOP Reporting a Concern Reporting a Concern Captain Webb Primary School is committed to safeguarding and promoting the welfare of all our children. All adults visiting or working on site at Captain Webb have a part to play in ensuring we keep our children and each other safe. In order to protect children at Captain Webb we will; Create an atmosphere where all children feel safe, valued and listened to Recognise signs and symptoms of abuse in all forms- Act quickly and effectively when concerns around the welfare of our children are raised All adults working with our children will know that; They have a duty of care to safeguard all children whilst on site at Captain Webb Disclosures of abuse can happen at any time and to anyone in school They should immediately report any concerns around the welfare of a child to a member of the safeguarding team Their role is not to investigate any concerns raised All staff log any safeguarding concerns directly onto CPOMS (Child Protection Online Management System). Visitors on site If you become worried about a child or by something you see or hear whilst on your visit to our school this information must be shared with a safeguarding lead, within 10 minutes. A Concern Form should be completed to ensure clarity of information. There are Concern Forms located in every classroom, the staff room, and the school office. Family Connect If you have concerns that a child is suffering abuse or harm of any description you can also report this directly to Family Connect on 01952 385385 BACK TO TOP Safeguarding Information for Parents Our Designated Safeguarding Lead is: Gemma Boden Our Deputy Designated Safeguarding Leads are: Sarah Passey Nicola Weston Claire Watkins Jenny Wheatley Fran Tranter If you wish to discuss or pass on any concerns you have regarding safeguarding and child protection please contact our Safeguarding Team through the school office. Captain Webb Primary School follows the Telford and Wrekin Safeguarding Boards procedures. The school will endeavour to discuss all concerns with parents about their children. However, there may be exceptional circumstances when the school will discuss concerns with social care and/or the Police without prior parental consent. We always aim to maintain a positive relationship with all parents. Captain Webb Primary has a wide range of safeguarding and health and safety guidance and procedures in place to protect all our pupils and ensure their welfare. The governors and staff annually review and monitor these policies which include safeguarding, anti-bullying, behaviour, security, first-aid and e-safety. In accordance with statutory guidance, all staff regularly attend Child Protection training and refresher sessions on the procedures to follow for suspected incidents of abuse. All staff are trained in Evacuation, Invacuation and Lockdown Procedures and these procedures are practiced in school over the academic year. The Academy works with a number of agencies to safeguard and protect individual pupil’s welfare. Robust safer recruitment guidelines are followed with regard to recruitment and all staff and regular volunteers undergo DBS checks to assess their suitability. Our full Safeguarding Policy and procedures are available on our website here and from the office on request. Other useful websites to support parents and families to keep children safe: NSPCC Online Safety Advice for Parents Download the NSPCC online safety bookmark here Let's Stop Abuse Together - advice and support site to help keep children safe from sexual abuse. The site includes advice for parents and carers on spotting the signs of sexual abuse and speaking to your child about relationships and safety. It also signposts to sources of further support for children, adults and professionals including the NSPCC helpline and Childline. Childnet - Parent/Carer toolkit Common Sense Media - advice re age ratings/restrictions on films, games etc. Internet Matters - help and support for parents of young teenagers BACK TO TOP Safguarding for parents Safegarding for children Safeguarding Information for Children If you are being hurt, treated in a way that makes you feel scared or unsafe, or you feel very alone or unhappy, please tell someone about it so they can try to help you. Talk to someone you can trust, like your class teacher or one of our Pastoral Team (Mrs Boden. Mrs Watkins, or Mrs Wheatley) . Any member of staff in school will listen to you and support you, and talk through what can be done to help sort things out. Remember that you can ring ChildLine anytime on 0800 1111 What to do about bullying If you are being bullied by another child please tell someone. Bullying can happen to anyone, at any age, at school, at home, on the bus, in the street, online, or via your mobile phone. It might be that someone pushes you around, talks about you, teases you, makes fun of you, hits you or calls you names. No one has the right to hurt you or make you feel bad, and if you are being bullied you don't have to put up with it, you can talk to someone and get something done about it. Talk to a teacher, your mum, your dad, or someone else in your family. You could talk to someone at Childline - ring their freephone number 0800 1111. Cyber bullying is when people are nasty online or on a mobile phone. It is against the law to bully someone in this way and it can be stopped. Click on the names of the websites below for more information and advice: Childline Bullying Advice Thinkuknow - information for different age groups, and you can report abuse here CEOP - advice on reporting online abuse UK Safer Internet Centre BACK TO TOP Prevent Duty What is the Prevent strategy ? Prevent is a government strategy designed to stop people becoming terrorists or supporting terrorist or extremist causes. The Prevent strategy covers all types of terrorism and extremism, including the extreme right wing, violent religious groups and extremist support of other causes. How does the Prevent strategy apply to schools? From July 2015 all schools (as well as other organisations) have a duty to safeguard children from radicalisation and extremism. This means we have a responsibility to protect children from extremist and violent views the same way we protect them from drugs or gang violence. Importantly, we can provide a safe place for pupils to discuss these issues so they better understand how to protect themselves. What does this mean in practice? Many of the things we already do in school to help children become positive, happy members of society also contribute to the Prevent strategy. These include: Exploring other cultures and religions and promoting diversity. Challenging prejudices and racist comments Developing critical thinking skills and a strong, positive self -identity. Promoting the spiritual, moral, social and cultural development of pupils, as well as British values such as democracy. We will also protect children from the risk of radicalisation, for example by using filters on the internet to make sure they can’t access extremist and terrorist material, or by vetting visitors who come into schools. Different schools will carry out the Prevent duty in different ways, depending on the age of the children and the needs of the community. Frequently Asked Questions How does Prevent relate to British values? Schools have been required to promote British values since 2014, and this will continue to be part of our response to the Prevent strategy. British values include: Democracy The rule of law Individual liberty and mutual respect Tolerance of different faiths and beliefs. Isn’t my child too young to learn about extremism? The Prevent strategy is not just about discussing extremism itself, which many not be appropriate for younger children. It is also about teaching children values such as tolerance and mutual respect. Is extremism really a risk in our area? Extremism can take many forms, including political, religious and misogynistic extremism, Some of these may be a bigger threat in our area than others. We will give children the skills to protect them from any extremist views they may encounter. KEY TERMS Extremism - vocal or active opposition to fundamental British values such as democracy, the rule of law and tolerance of different faiths and beliefs. Ideology - a set of beliefs Terrorism - a violent action against people or property, designed to create fear and advance a political, religious or ideological cause. Radicalisation - the process by which a person comes to support extremism and terrorism. Where to go for more information? Contact Mrs Boden through the School office. If you have any questions or concerns about the Prevent strategy and what it means for your child please do not hesitate to contact the School. You will find more information about spiritual, moral, social and cultural development and British values on our website. Prevent Risk Assessment - April 2024 External Sources The following sources may also be useful for further information: https://www.gov.uk/government/publications/prevent-duty-guidance/revised-prevent-duty-guidance-for-england-and-wales Frequently asked questions, Prevent for schools www.preventforschools.org What is Prevent? Let’s Talk About It www.ltai.info/what-is-prevent BACK TO TOP Prevent Duty Key Safeguarding Documents Safeguarding Policies These are our main Safeguarding Policies. All our other Safeguarding Policies can be found on our Policies Page Staff Equality Policy - Oct 24 Read More Child Sexual Exploitation - a Guide for Parents Read More Whistle Blowing Policy - Sep 24 Read More Pupil Equality Policy - Oct 24 Read More Child on Child Abuse Policy - Nov 24 Read More Parent Code of Conduct Policy - Sep 24 Read More Procedures for Managing safeguarding Concerns and Allegations - Apr 23 Read More Child Protection Policy - Sep 24 Read More Keeping Children Safe in Education - Sep 24 Read More Children's Emotional Health and Well being Policy - Sep 24 Read More BACK TO TOP

Remote Education Attendance is essential for pupils to get the most out of their school experience, including for their attainment, wellbeing, and wider life chances. There are, however, certain circumstances when it is not possible for a child to attend and it is in these circumstance where an offer of Remote Education can be made. Remote education should not be viewed as an equal alternative to attendance in school. For this reason schools may only consider it as a last resort when the alternative would be no education, and only after it has been established that the pupil is, or will be, absent from school. In such cases, remote education can have the benefit of allowing absent pupils to keep on track with their education and stay connected to their teachers and peers. The priority is always ATTENDANCE. Scenarios where remote attendance should be considered. Where schools have to close, or there are restrictions on attendance for pupils (i.e. during COVID) Providing remote education does not change the imperative to remain open or to reopen as soon as possible. Every effort will be made to ensure pupils can be taught in person by attending school or if appropriate and possible, attending a safe alternative site. After exploring all options to ensure the school remains open to all pupils, there may still be some exceptional occasions when school leaders or the local authority decide that it is not possible to open safely, or where opening would contradict guidance from local or central government. If restricting attendance for pupils is the only viable option, we will consider providing remote education to help pupils stay on track with the education they would normally receive. In individual cases where a child is unable to attend school but is able to learn. There should only be limited circumstances where a pupil is unable to attend school but is able and well enough to continue their education remotely. These circumstances should only involve a short-term absence and might include: pupils recovering from short-term infectious illnesses, pupils preparing for or recovering from some operations, or pupils recovering from injuries where attendance might inhibit recovery. In some exceptional cases, these circumstances might also include pupils whose attendance has been affected by a special educational need or disability (SEND) or a mental health issue. In these circumstances, and after the pupil’s absence from school has been established, we will consider providing pupils with remote education on a case-by-case basis. This will be part of a plan to reintegrate back to school, and only when it is judged that providing remote education would not adversely affect the pupil’s return to school. Provision of remote education is a short-term solution allowing absent pupils to keep on track with their education and stay connected to their teachers and peers. Pupils with long-term medical conditions or any other physical or mental health needs affecting attendance may require additional support to continue their education. At Captain Webb Primary School we refer our parents to the Oak National Academy website, as this provides high quality lessons that are meaningful, ambitious, and cover an appropriate range of subjects to enable pupils to keep on track with their education. We will work with the parent/s so they understand which elements of learning their child will need. We will provide additional support in cases of SEND, and work collaboratively with families to support the children/parents accessing the learning successfully. We will help to overcome barriers to digital access by loaning school owned devices, accompanied by a user agreement, if and where necessary and/or possible. The senior leader with overarching responsibility for the quality and delivery of remote education is Mrs Sarah Passey (Headteacher).

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

MFL Curriculum Statement Intent Our intent is to provide our children with an engaging, exciting and empowering curriculum that allows them to develop as confident responsible citizens equipped with the skills that will allow them to be successful in our ever-changing world, both in the present and the future. We believe that childhood should be a happy, investigative and enquiring time in our lives. We constantly provide enrichment opportunities (memorable experiences) to engage learners and develop their cultural capital which has been recognised as essential if children are to succeed. We believe that our children should not only reach their best academically, but also develop a thirst for knowledge, foster a love of learning and leave our school with exceptional independent learning skills. We are fully committed to developing each child's unique potential within a secure and caring environment. We use our Captain Webb Values to promote positive attitudes to learning: Listen Encourage Achieve Respect Nurture Learning a foreign language is a liberation from insularity and provides an opening to other cultures. The 2014 National Curriculum for Modern Foreign Languages Appendix A aims to ensure that all children receive: A high-quality languages education which should foster pupils’ curiosity and deepen their understanding of the world. Teaching should enable pupils to express their ideas and thoughts in another language and to understand and respond to its speakers, both in speech and in writing. At Captain Webb we are committed to ensuring that teaching enables pupils to express their ideas and thoughts in another language and to understand and respond to its speakers, both in speech and in writing. We recognise that competence in another language enables children to interpret, create and exchange meaning within and across cultures. We believe that by teaching MFL we provide the foundation for learning further languages, as well as the means to access international opportunities for study and work later in life. The teaching of French in KS2 provides an appropriate balance of spoken and written language and lays the foundations for further foreign language teaching at KS3. Implementation At Captain Webb we teach French as this is the first language that our feeder secondary schools start with and the language that staff are most familiar with. Children are introduced to French in the EYFS through basic classroom routines. Throughout KS1, children are included in participating in special occasions such as World French Day. This enables the children to develop early language acquisition skills that facilitate their understanding of the patterns of language and how these are similar to , or differ from English. In KS2, French is taught to each class during a weekly timetabled lesson of 45 minutes. Lessons throughout KS2 support the four skills of speaking, listening, reading and writing whilst in addition learning about Francophone cultures. Children are taught skills to enable them to listen attentively and respond by joining in with rhymes, games and songs. We emphasise the speaking and listening skills over the reading and writing skills. We follow the primary MFL Scheme of work for French provided by La Jolie Ronde which thus ensures coverage and progression across school. Knowledge and skills in French are mapped out across the school from Year 3 – Year 6. At the beginning of a new unit of learning, children have the opportunity to recall prior learning as well as what they would like to find out. This informs the programme of study and also ensures that lessons are relevant and take account of children’s different starting points. Children develop an appreciation of a variety of stories, poems, rhymes and songs (particularly action songs). These are delivered through the curriculum content, as well as through using a variety of native French speakers through the aid of recordings. As confidence grows children are encouraged to record their work through pictures, captions and sentences. Cross curricular links have been identified in PE, music, art and DT, and are taken advantage of in order to deepen learning. In Year 6, children have the opportunity to visit France in order to experience a different language and culture. An After School Club provides children with the experience of learning about Francophone cultures in a fun environment. We believe introducing a physical element into some games serves to reinforce memory. Impact We believe that by the time our children leave our school: Children will be able to communicate with adults and each other in French. Children will have become aware that a language has a structure, and that the structure differs from one language to another having developed their language through the four key skills of speaking, listening, reading and writing. Children will learn how the language skills acquired can be applied to a range of different languages. Children will have developed an understanding of Francophone customs and cultures consequently having further respect for others. Children will increase their self-esteem. Children will transfer to KS3 effectively and successfully and will be well prepared to continue and develop their language skills. MFL Policy 2024.25 MFL Skills and Knowledge Progression Plans MFL SEND Read More Year 3 - Medium Term Plans Read More Year 4 - Medium Term Plans Read More Year 5 - Medium Term Plans Read More Year 6 - Medium Term Plans

Policies Safeguarding Policies Staff Equality Policy - Oct 24 Read More Child Sexual Exploitation - a Guide for Parents Read More Whistle Blowing Policy - Sep 24 Read More Pupil Equality Policy - Oct 24 Read More Child on Child Abuse Policy - Nov 24 Read More Parent Code of Conduct Policy - Sep 24 Read More Procedures for Managing safeguarding Concerns and Allegations - Apr 23 Read More Child Protection Policy - Sep 24 Read More Keeping Children Safe in Education - Sep 24 Read More Children's Emotional Health and Well being Policy - Sep 24 Read More Behaviour Principles Written Statement - Nov 23 - Nov 24 Read More Anti Bullying Policy - Nov 24 Read More Social Media Policy - Sep 24 Read More Safer Recruitment Policy - Nov 24 Read More Domestic Abuse Policy - Sep 24 Read More Behaviour Policy - Sep 24 - Sep 25 Read More Online Safety Policy - Nov 23 - Nov 25 Read More Safeguarding Supervision Policy - Nov 21 Read More Child in Care Policy - Nov 24 Read More Visitors Policy - Jan 24 Read More Suicide Intervention Policy - Sep 24 Read More Children Missing From Education Protocol - Dec 24 Read More Our Safeguarding Team 2024 Read More Physical Intervention Policy - Sep 24 Read More Finance and Admin Policies Attendance Policy - Sept 24 - Sept 25 Read More School Fund Audit (Sep 23 - Aug 24) Read More Governors and Staff Allowance Policy - Nov 23 - Nov 24 Read More Unreasonable/Vexatious Complaints Policy - Sep 2024 Read More Debt Policy - Nov 24 Read More Complaints Policy - Oct 24 Read More Gifts and Hospitality Policy - Oct 21 Read More Charges and Remissions Policy - Oct 23 - Oct 24 Read More SEND Policies SEND Information Report - June 23 June 24 Read More Accessibilty Plan Read More SEND Brochure Read More SEND Policy - Jul 24 -Jul 25 Read More 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 Health and Safety Policies Site Security Annual Review document 2024 Read More Asbestos Management Plan - Sep 24 - Sep 25 Read More Asthma Policy - Nov 21 Read More Supporting Children With Medical Needs Policy - Oct 21 Read More Administration of Medication Policy Nov 23 - 24 Read More First Aid Policy - Nov 23 - Nov 24 Read More Health and Safety Policy - Nov 23 - Nov 24 Read More Fire Safety Policy - Nov 23 Nov 24 Read More School's Emergency Plan - Sep 23 - Sep 24 Read More Infection Control Policy - Jan 24 - Jan 25 Read More

Welcome to Captain Webb Primary School and Nursery. We educate children from 2 - 11 years old. Ofsted rated GOOD. Willkommen zu Captain Webb Grundschule Im Namen aller Kinder, Mitarbeiter und Betreuer begrüße ich Sie ganz herzlich auf unserer Website. Es ist ein großes Privileg für mich, Schulleiter der Captain Webb Primary and Nursery School zu sein, einer Schule, auf die ich sehr stolz bin. Bei Captain Webb bieten wir unseren Schülern eine freundliche, unterstützende und sichere Lernumgebung. Wir fördern die Freude am Lernen und stellen sicher, dass jeder Einzelne sein volles Potenzial ausschöpft. Wir bemühen uns, allen unseren Kindern zu ermöglichen, ihr Potenzial auszuschöpfen, indem wir ihnen einen breiten und ausgewogenen Lehrplan anbieten, der nach Möglichkeit auf Erfahrungen aus dem wirklichen Leben basiert; die Fantasie und Lernfreude wecken. Wir sehen alle Kinder als Individuen und unsere Mitarbeiter sind bestrebt, ihre Stärken zu finden und zu entwickeln, um Talente zu fördern und zu fördern, da wir an den Erfolg für alle glauben, sei es im Sport, in der Kunst oder im akademischen Bereich. Wir betrachten Bildung als ein gemeinsames Unternehmen, an dem alle beteiligt sind: Kinder, Eltern, Mitarbeiter, Gouverneure und die breitere Gemeinschaft. Wir hoffen, dass wir bei dieser Partnerschaft auf Ihre Mitarbeit und Unterstützung zählen können; wissen, dass wir gemeinsam für jedes Kind das Beste geben können. Unsere Schule ist eine Lerngemeinschaft, in der jeder Einzelne hart arbeitet, um sein Bestes zu geben. Wir fördern das lebenslange Lernen positiv und streben kontinuierlich nach Exzellenz. Ich wünsche Ihnen viel Spaß beim Betrachten unserer Website. Es gibt Ihnen einen Einblick in das Schulleben und das Angebot an Aktivitäten und Möglichkeiten sowie viele nützliche Informationen für Eltern und Erziehungsberechtigte. Wir freuen uns, wenn Sie uns kennenlernen, sich umschauen, den Kindern bei der Arbeit über die Schulter schauen und entdecken, wie Ihr Kind hier gedeihen könnte. Bitte wenden Sie sich an das Schulsekretariat – ich freue mich, Sie jederzeit begrüßen zu dürfen. Frau S. Passey Rektor Folge uns auf Facebook Bleiben Sie auf der Facebook-Seite der Captain Webb Primary School über alle unsere Neuigkeiten auf dem Laufenden. Weiterlesen

Newsletters At Captain Webb Primary School we run a weekly newsletter which is called 'Captains Catch Up '. We use the newsletter to inform you about events we are running, let you know dates for diaries, and showcase some of the work being done by our children. The newsletter is created by Mrs Hanafin (Admin) so if your child has won any awards, or taken part in anything exciting outside of school, please let her know so she can share the good news with our other parents. Below are the newsletters from the past few months - if you have missed a previous edition and would like a copy then please contact Mrs Hanafin and she will be happy to help you (genna.hanafin@taw.org.uk ). Captain's Catch Up -21st March 2025 Read More Captain's Catch Up - 14th March 2025 Read More Captain's Catch Up - 28th Feb 2025 Read More Captain's Catch Up - 17th Jan 2025 Read More Captain's Catch UP - 10th Jan 2025 Read More Captain's Catch Up - 20th Dec 2024 Read More Captain's Catch Up - 13th Dec 2024 Read More Captain's Catch Up - 29th Nov 2024 Read More Captain's Catch Up - 22nd Nov 2024 Read More Captain's Catch Up - 15th Nov 2024 Read More Captain's Catch Up - 8th Nov 2024 Read More Captain's Catch Up - 25th October 2024 Read More

Schulbesuch Ziele und Ziele Das Leitungsgremium der Captain Webb Primary legt großen Wert auf das Erreichen von Standards und ist der Ansicht, dass eine hervorragende Schülerbeteiligung und Pünktlichkeit unerlässlich sind. Damit Kinder ihr Potenzial entfalten können, müssen die Schülerinnen und Schüler eine hohe Lernmotivation sowie eine hohe Bereitschaft zum Schulbesuch aufweisen. Regelmäßiges, pünktliches Erscheinen wird gute Gewohnheiten etablieren, die sie ihr ganzes Leben lang unterstützen. Um dies zu erreichen, verpflichten sich die Direktoren und das Personal zur partnerschaftlichen Zusammenarbeit mit den Eltern, um sicherzustellen, dass die Schule eine Mindestanzahl von 96 % der Schulbesuche erreicht. Die Regierung erwartet von uns: • Förderung einer guten Anwesenheit und Verringerung der Abwesenheit, einschließlich anhaltender Abwesenheit (weniger als 90%); • Sicherstellen, dass jeder Schüler Zugang zu einer Vollzeitausbildung hat, auf die er Anspruch hat; • Handeln Sie frühzeitig, um Fehlzeiten anzugehen. Die Captain Webb Primary School arbeitet mit Eltern und der lokalen Behörde zusammen, um den Schulbesuch zu verbessern. Abwesenheit stört die Bildung des einzelnen Schülers und der ganzen Klasse. Ist Ihnen bekannt, dass Kinder, die nicht regelmäßig teilnehmen: In Prüfungen nicht gut abschneiden Finde es schwierig, Freundschaften zu pflegen Sind eher in kriminelle Handlungen verwickelt Verpassen Sie Chancen in Weiterbildung und Berufswelt. Wie schneidet Ihr Kind ab? Abwesenheit kann nur vom Schulleiter innerhalb der Grenzen genehmigt werden, die in den Education (Pupil Registrations) (England) Regulations 2006 festgelegt sind. Schulleiter können keinen Urlaub während des Semesters genehmigen, es sei denn, die Umstände sind außergewöhnlich. Erziehungsbeauftragte (EWO) - Helen Carolina Attendance Policy School Opening Times The school gates open at 8:35am and classes start at 8:45am . Any child arriving after 8:45am will be marked as late. It is important to ensure your child in in school for the start of class as this is an important time to settle and prepare for the day ahead as well as receiving instructions and introductions into the first lesson. School finishes at 3:15pm . DfE - Working Together To Improve School Attendance Guidance (including changes to penalties for absence) From August 19th 2024 the Government have introduced a new ‘national framework for Penalty Notices’. (in Telford & Wrekin the changes apply from 1st September 2024). There are significant changes that parents need to be aware of: If your child has 10 sessions of unauthorised absence in a 10 school week rolling period, you may be issued with a Penalty Notice. These 10 sessions may include any unauthorised absence, including leave in term time and do not have to be consecutive. Penalty Notices are increasing to £160 from September 2024. This can be reduced to £80 but only for the first Penalty Notice issued, if paid within 21 days – this reduction does not apply to any subsequent Penalty Notice. Any 2nd Penalty Notice, to the same parent for the same child, issued within three years of the date of the first Penalty Notice will be charged at a flat rate of £160 A third Penalty Notice will not be issued within a three year rolling period, to the same parent for the unauthorised absence of the same child, - alternative action or legal measures will be utilised for subsequent offences. If in an individual case the local authority believes a Penalty Notice would be appropriate, they retain the discretion to issue one before the threshold is met. For example, when a parent purposefully tries to avoid a Penalty Notice by taking their child out of school when there is only four pupil days in school and the fifth day is for example a PD day or bank holiday attached to that week. In some circumstances a ‘Notice to Improve’ may be issued – However, a Notice to Improve will only be used in cases where support is appropriate. They will not be issued in cases of unauthorised leave in term time for holidays, where information for parents is included on school’s website or a simple warning by the school that a Penalty Notice could be issued if unauthorised leave in term time is taken will suffice. ‘Parents should always apply to the Headteacher for any request for leave in term time by completing a request form available from school. (DfE guidance states schools should not authorise leave retrospectively so any leave in term time taken without a request being submitted will be unauthorised absence)’. In developing and publishing the new national framework, the Government has renewed appeals to parents not to take their children out of school during term time. The Governors and Headteacher of this school support this and students will only be given permission to take leave in term time if there are exceptional circumstances. The DfE Guidance Working Together to Improve School Attendance (Aug 2024) states that: Generally, the DfE does not consider the need or desire for a holiday or other absence for the purpose of leisure and recreation to be an exceptional circumstance. (Paragraph 38.) Each application for leave in term time will be considered and if it is agreed and authorised the Headteacher will determine the duration of any leave. However, if the application is not agreed and the absence occurs the dates will be unauthorised. Parents will be notified of any decision in writing. This notification may be hand delivered directly to the parent or posted to the parents’ home address. As a school we are asked to inform you that in line with Telford and Wrekin Council Policy, if your child is absent for 10 school sessions within a 10 week rolling period and that absence is unauthorised, you may be subject to a Penalty Notice fine, criteria is as detailed above. Link to DfE full Guidance on 'Working together to improve school attendance - August 2024' Below is the presentation shared with parents (on the 7/10/2024) outlining the changes to Working together to Improve Attendance (released Aug 2024), and how it will affect parents. Slide1 Slide2 Slide18 Slide1 1/18 CAPTAIN WEBB PRIMARY SCHOOL ATTENDANCE DATA 6th Sept 2023- 22 July 2024

Sonderpädagogischer Förderbedarf: Schulangebot Inclusion in Our School In the Spring term of 2024, all of our school stakeholders worked together to build a shared definition of inclusion in our school. This is what they decided: “At Captain Webb Primary School, inclusion means we are always changing our school and the way we work so that everyone in our community can be present, participate and achieve. We work hard to reduce exclusion from the learning, culture and community of our school. It involves the constant restructuring of our cultures, policies and practices so they respond to the changing diversity of students”. Unser Hauptziel bei Captain Webb ist es, einen integrativen Lehrplan anzubieten, der differenziert ist und die Bedürfnisse des Kindes berücksichtigt und die Fähigkeit, den Zugang zu allen Bereichen des Lehrplans im Einklang mit Gleichaltrigen zu ermöglichen. Wir glauben, dass dies durch eine sorgfältige Gruppierung und Planung erfolgreich erreicht werden kann, die, falls erforderlich, durch Empfehlungen von externen Stellen informiert wird. Wir verstehen, dass jedes Kind ein Individuum ist und auf seine eigene Weise lernt. Die Lehrmethoden müssen auf alle Lernstile zugeschnitten sein. Unser Schulangebot hebt hervor, was wir Kindern mit SEND bieten können und knüpft stark an unsere SEN-Politik an. Identifizierung: Unsere SEND-Richtlinie hebt hervor, wie Kinder identifiziert und genau überwacht werden, wenn Bedenken hinsichtlich eines besonderen Bildungsbedarfs oder einer Behinderung geäußert werden. Dies folgt den Richtlinien des SEND-Verhaltenskodex (2015) und ist eng mit dem lokalen Angebot von Telford und Wrekin verbunden http://www.telford.gov.uk/send Alle Bedenken bezüglich Ihres Kindes sollten zunächst mit dem Klassenlehrer besprochen werden, der sich mit dem SENDco in Verbindung setzt. Der Klassenlehrer und SENDco können sich dann mit den Eltern treffen, um zu besprechen, wie Ihr Kind unterstützt wird und welche nächsten Schritte es gibt. Eingriffe: Frühförderung sollte die Grundlage der Interventionsstrategie einer Schule sein – dies erfordert, dass die Schule laufende Bewertungen in der Tagesbetreuung, im Kindergarten, in der Aufnahme und in der ersten Klasse abschließt und den Fortschritt der Kinder verfolgt. Es wird empfohlen, die Zahl der Interventionsprogramme zu begrenzen, um sicherzustellen, dass die Programme von hoher Qualität sind, gut verwaltet werden und einen Einfluss auf den Erfolg haben. Welle 1 – Inklusiver Ganzklassenunterricht Quality First Teaching für alle Kinder. Die effektive Einbindung aller Kinder in den täglichen hochwertigen Alphabetisierungs- und Mathematikunterricht. Geführt von Lehrern, unterstützt von TAs Welle 2 – Gezielte Bereitstellung Gezielte Versorgung ist die Versorgung, die Kinder erhalten, wenn sie weniger als erwartete Fortschritte innerhalb der Bereitstellung von Welle 1 machen. Es kann durch Ratschläge von externen Stellen informiert werden und benötigt eine Bereitstellungskarte, um genaue Interventionen hervorzuheben, einschließlich Basisdaten, um sicherzustellen, dass Fortschritte messbar sind. Kinder können einige dieser Interventionen erhalten, oft in kleinen Gruppen, abhängig von ihren Bedürfnissen. Von Lehrern geleitet oder von Lehrern geleitet und von TAs geleitet Welle 3 Versorgung mit höherem Bedarf Höherer Bedarf ist die Versorgung, die eine kleine Anzahl von Kindern erhält, wenn die Versorgung in Welle 2 ihnen keine kontinuierlichen Fortschritte ermöglicht. Es wird durch Ratschläge von externen Stellen informiert und benötigt eine detaillierte, individuelle Bereitstellungskarte, um genaue Interventionen hervorzuheben, einschließlich Basisdaten, um sicherzustellen, dass Fortschritte messbar sind. Es ist eine sehr individuelle Regelung. Von Lehrern geleitet oder von Lehrern geleitet und von TAs geleitet Die vier Bedarfsbereiche: Bei Captain Webb befolgen wir den SEN-Verhaltenskodex (2014), um vier Hauptbedarfsbereiche zu identifizieren. Diese sind: Kommunikation und Interaktion Kognition und Lernen Soziale, emotionale und mentale Gesundheit Sensorische und körperliche Entwicklung Wir erkennen an, dass Kinder mehr als einen Bedarfsbereich haben können und dass sie miteinander verbunden sein können. Das lokale Angebot von Telford und Wrekin zeigt, wie sich die Kommunalbehörde bemüht, den Bedürfnissen von Kindern mit SEND gerecht zu werden, und beschreibt die Ressourcen und Dienstleistungen, die Menschen mit irgendeiner Form von sonderpädagogischem Förderbedarf oder Behinderung zur Verfügung stehen: http://www.telford.gov.uk/send Angebote für Eltern: Bei Captain Webb bemühen wir uns, eine positive, unterstützende Beziehung zu den Eltern aufzubauen, um das Beste für Kinder und ihre Familien zu gewährleisten. Um dies zu unterstützen bieten wir: Termly Elternsprechtage Treffen mit dem Klassenlehrer / SENDco möglich, um elterliche Anliegen zu besprechen Bereitstellung von Karten, die regelmäßig mit den Eltern geteilt und Fortschritte besprochen werden Die Eltern werden umfassend über die Unterstützung informiert, die Kinder innerhalb der Schule und durch den Besuch externer Einrichtungen erhalten Möglichkeiten für Eltern und Kinder, Ideen einzubringen und Angebote in der Schule zu diskutieren Ideen, wie man Kinder zu Hause unterstützen kann Treffen mit SENDco / Klassenlehrer und Eltern, um die Beteiligung externer Agenturen zu besprechen, z. B. nach einem LSAT-Besuch Folgende Angebote können für unterstützungsbedürftige Eltern hilfreich sein BEAM http://beeu.org.uk/self-help/ Lokales Angebot von Telford und Wrekin http://www.telford.gov.uk/send IASS http://www.telfordsendiass.org.uk Eltern öffnen Türen (PODs) http://www.podstelford.org/ Ican2 http://www.ican2.org.uk/ Aktivitäten für Kinder mit Behinderungen Schülerbeteiligung Wir bei Captain Webb glauben, dass es von größter Bedeutung ist, die Kinder in Entscheidungen einzubeziehen, die sich selbst einbeziehen, und Entscheidungen über die gesamte Schule. Die Kinder werden umfassend über ihre Ziele informiert und werden ermutigt, ihre Ansichten darüber zu teilen und ihre Fortschritte bei der Erreichung dieser Ziele zu überprüfen. Alle Kinder des SEND-Registers füllen außerdem ein einseitiges Profil aus, in dem sie darüber sprechen, was ihnen wichtig ist, was ihnen schwerfällt und wie sie am besten unterstützt werden können. Schülerinnen und Schüler haben die Möglichkeit, dem Schulrat beizutreten, wo sie die Gedanken und Ideen ihrer Mitschülerinnen und Mitschüler äußern können. Der Schulrat trifft sich regelmäßig und nimmt Vorschläge der Klassenkameraden auf, die in den Sitzungen diskutiert werden sollen. Lehrplananspruch Der SEN-Leitfaden (2015) stellt fest: Alle Kinder und Jugendlichen haben Anspruch auf eine angemessene Bildung, die ihren Bedürfnissen entspricht, hohe Standards und die Entfaltung von Potenzialen fördert. Dies sollte ihnen ermöglichen: • ihr Bestes geben • selbstbewusste Menschen werden, die ein erfülltes Leben führen, und • einen erfolgreichen Übergang ins Erwachsenenalter schaffen, sei es in eine Erwerbstätigkeit, in eine weiterführende oder höhere Bildung oder Ausbildung Bei Captain Webb bemühen wir uns sicherzustellen, dass alle Kinder Zugang zum gesamten Lehrplan haben, wobei Differenzierung ein wichtiges Instrument ist, um dies zu ermöglichen. Laufende Bewertungen helfen den Lehrkräften, mögliche Schwierigkeitsbereiche zu erkennen und so zu klären, wie diese minimiert werden können, indem Anpassungen vorgenommen werden, um sicherzustellen, dass der Lehrplan für alle zugänglich ist. Wir decken zusätzliche Bedürfnisse auf verschiedene Weise ab, darunter: in der Klasse Unterstützung für Kleingruppen kleine Gruppe oder 1-1 Rückzug individuelle Klassenförderung / individueller Rückzug Differenzierung der Ressourcen spezialisierte Ressourcen Pflegeunterstützung Gesamtschulplan (siehe Anhang) Schulangebot Wellen der Intervention.docx Besondere Einrichtungen und Zugang Wir bemühen uns, allen Kindern den Zugang zu allen Bereichen des Schullebens zu ermöglichen, damit sie ihr volles Potenzial entfalten können. Behindertengerechte Einrichtungen sind in allen Gebäuden vorhanden. Handläufe, Rampen und eine sorgfältige Auswahl der Klassenräume sorgen dafür, dass der Zugang für alle möglich ist. Bei Bedarf wird Rat von Eltern und externen Einrichtungen eingeholt, um sicherzustellen, dass die Bedürfnisse der Kinder vollständig erfüllt werden. Differenzierung, Ressourcen und spezielle Ausrüstung können eingesetzt werden, um sicherzustellen, dass Kinder Zugang zum gesamten Lehrplan haben. Lernstile sind ein wichtiger Aspekt bei der Unterrichtsplanung, um sicherzustellen, dass alle Bedürfnisse berücksichtigt werden. Alle Kinder werden in alle Bereiche des Schullebens einbezogen, bei Bedarf werden alternative Arbeitsformen eingesetzt, um sicherzustellen, dass alle teilnehmen können. Externe Agenturen / Dienste, mit denen die Schule in Verbindung steht Bei Captain Webb greifen wir auf das Fachwissen einer Reihe von externen Einrichtungen zurück, die uns unterstützen und beraten, um die Bedürfnisse von Kindern zu erfüllen, bei denen eine SEND-Erkrankung festgestellt wurde. Diese schließen ein: Telford und Wrekin SEN-Team Faires Zugangspanel Verhaltensunterstützungsdienst (BSS) Frühintervention Beratungsteam für Lernunterstützung (LSAT) Pädagogische Psychologie (EP) Logopäde und Sprachtherapeuten (SALT) Ergotherapie (OT) Sensorische Inklusion (SIS) Schulkrankenschwester Familie verbinden Bee U Service für psychische Gesundheit und Wohlbefinden Berater IASS Das SENDco nimmt auch regelmäßig an Netzwerk-Update-Meetings teil und steht mit anderen SENDcos für Beratung und Unterstützung in Verbindung. Übergangsregelungen Wenn ein Kind ankommt oder die Captain Webb School verlässt, werden wir eng mit den Eltern und der vorherigen Einrichtung zusammenarbeiten, um sicherzustellen, dass die Bedürfnisse des Kindes gut verstanden werden und wie es am besten unterstützt werden kann, einschließlich der nächsten Schritte. Bei einem Klassenwechsel zu Beginn eines neuen Schuljahres haben die Kinder Vorrücktage, um sich mit ihrer neuen Lehrkraft und ihrem neuen Klassenumfeld vertraut zu machen. Wenn es für notwendig erachtet wird, können Kinder zusätzliche Tage haben, um den Prozess zu unterstützen und Vertrauen aufzubauen. Die Klassenlehrer werden detaillierte Gespräche über die Kinder führen, einschließlich der neuesten Bereitstellungskarte und der im Laufe des Jahres erzielten Fortschritte. Alle Kinder im SEND-Register werden auch ein einseitiges Profil ausfüllen, in dem sie darüber sprechen, was ihnen wichtig ist, ihre Schwierigkeiten und wie sie sich am besten unterstützen können. Es kann notwendig sein, dass das Kind ein Informationsbuch über seine neue Klasse und Einrichtungen hat, um mit der Familie darüber zu sprechen und so die Angst vor dem Beginn einer neuen Klasse zu minimieren. Übergänge in die Sekundarstufe beinhalten eine enge Verbindung zwischen dem Captain Webb und der neuen Schule. Alle über das Kind gespeicherten SEND-Informationen werden an die neue Schule gesendet und der SENDco / Klassenlehrer bespricht die aktuellen Bedürfnisse des Kindes und die nächsten Schritte, einschließlich der besten Möglichkeit, das Kind zu unterstützen. Für Kinder mit einem EHCP stellen wir sicher, dass das SENDco der aufnehmenden Schule zum Jahresrückblick im Sommersemester eingeladen wird, um einen Einblick und Informationen über die Bedürfnisse des Kindes zu erhalten und so einen reibungslosen Übergang zu gewährleisten. Hilfreiche Links: Rat von Telford & Wrekin http://www.telford.gov.uk/send Verhaltenskodex SENDEN https://www.gov.uk/government/publications/send-code-of-practice-0-to-25 SEND Policies SEND Information Report - June 23 June 24 Read More Accessibilty Plan Read More SEND Brochure Read More SEND Policy - Jul 24 -Jul 25 Read More SENCO Kontakt: Alison Feeney Gavin Dick Tel: 01952 386770

Over the past two years we have been working towards achieving a prestigious Artsmark Award which recognises a settings contribution towards the arts. We are delighted to announce that during half term we found out that we have been awarded an Artsmark Gold Award. The Artsmark Award is the only creative quality standard for schools, accredited by Arts Council England. It supports schools to develop and celebrate arts and cultural education, putting creativity and wellbeing at the heart of the curriculum. Artsmark ensures every young person can be creative and access a diverse, high-quality cultural education. We have seen a huge impact upon both children and staff at Captain Webb with initiatives such as Indian drumming on World Music Day as well as extra-curricular dance clubs. Here is some of the feedback we were given by the Artsmark assessors: “You clearly value the arts and recognise their contribution to supporting your pupils' emotional well-being and self-confidence.” “You have used your Artsmark journey to develop children's cultural capital by commissioning various theatre groups, including Loud Mouth Theatre, Hobgoblin Theatre Company and Image Theatre Company, so that every child has enjoyed watching live performances.” “Music is a growing strength within your overall arts offer with lessons provided by specialist music teachers throughout the whole school, including EYFS sessions delivered by 'Music Minors.” “It is great to hear that you are beginning to develop pupil voice through your Arts Committee, and that they have relished the opportunity to work with your new partner, 'Primary Workshops' to plan and deliver Indian drumming workshops throughout the school in celebration of World Music Day.” “Teachers' confidence has increased because of working alongside music specialists. They have also strengthened their fine art skills by participating in training on the use of sketch books, led by Go Sketch.” “Clearly, the dance club specifically for boys was also a successful initiative, with their performance at a local theatre supporting positive learning behaviours.” Captain Webb Primary - Arts Mark Statement of Impact Captain Webb Primary - Arts Mark Statement of Commitment

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