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2 Year Old's (Day Care) We have a well established curriculum for our 2 year olds, that is planned by our highly professional, experienced and qualified staff who take each opportunity to meet the individual needs of their children. The Pre-School Manager and EYFS Lead Teacher work closely with staff to ensure that planning and delivery is of the highest quality. This close working relationship will also ensure an effective and efficient transition into the rising 3’s room and beyond into reception. Here at Captain Webb we offer our 2 year olds a range of different experiences that supports their communication and language, physical development and their overall confidence such as, as weekly profession music teacher form ‘Music Minors Company’, a P.E. session with our Cross Bar coaches, weekly sessions in our onsite forest school and a weekly yoga session from our qualified toddler yoga teacher and room leader. We ensure that our staff: child ratio 1:4 for children aged 2 – 3, and 1:8 for children aged 3 – 4 years are upheld and often exceeded. What Our Day looks like 9:45 (12:15) – Drop off. This is an opportunity to talk to staff about their children and ensure a calm and happy handover. 9:15 (12:45) – Focus Communication and Language groups. The children will learn to regulate their behaviour, join in with singing and an activity that promotes effective communication and language. 9:30 (1:00) - Dough Disco. This session focuses on the children’s fine motor control. 9:45 (1:15) – Project learning and rolling snack. During this time the staff will open the outdoor environment, run a planned activity and support children to access snack independently and safely. Key workers will also use this time to develop individual’s next steps through an overarching theme which can be found on the overviews bellow. 11:15 (2:45) – Key worker groups. These sessions are specifically planned to meet next steps and therefore could be focused around maths, literacy and always delivered with high quality communication and language at the heart of the session. 11:30 (3:00) – Rhyme time. The 2 year old have specific rhymes that are planned for across the year. 11:45 (3:15) – Home time. This is an additional opportunity for parents to talk to staff about their child. Each parent will receive a daily form which gives specific information about their child’s day. *We offer a quiet and peaceful environment for any children who are still having naps in the afternoon. These are supervised by a member of staff at all times and a sleep record is kept for each child. What you will need to provide Water is always accessible within the room but if you would like to provide your child with a water bottle please ensure it is labelled with their name. Outdoor clothing and wellies for their forest school day. Bag of spare clothes (pants, socks, trousers/skirt and top). Nappies, we do provide wet wipes but if your child requires something specific, please inform the staff. Barrier creams will be applied with permission and will need to be provided by you. ​ Parents sessions Across the year we will be inviting parents and carers in for ‘Stay and Play’ sessions, dates are pre-planned and you can find them here . Stay and play sessions are your opportunity to talk to the room staff, look at your child’s learning journey and experiencing project learning opportunities. We often celebrate events in these sessions such as Christmas or valentines day with parents and carers. This children have a fun non-competitive sports day in the last summer term. Rolling Snacks Snack time at our nursery is fun and educational. We try to replicate the family environment with children sitting around the table to encourage conversation and develop physical skills pouring water from jugs and when using the cutlery. ​ Water, cow’s milk and fresh fruit is provided throughout the day at our snack table (or alternative milk for those with dairy allergies). We change our snack menu daily. Our Snack Menu 2 Year Old's Medium Term Lesson Plans Autumn Term 1 Autumn Term 2 Spring Term 1 Spring Term 2 Summer Term 1 Summer Term 2 2 Year Old's Long Term Lesson Plans Maths Progression Literacy Progression

Geography 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 Within geography, we believe that children should develop an understanding, and love of, the world around them. Our geography curriculum is designed to encourage children to ask and enquire about the natural and the human world. Throughout their time at Captain Webb, children are given opportunities to explore the world around them through memorable experience visits and fieldwork. These experiences, along with lessons within school, ignite an enthusiasm to learn. Geography is embedded in the processes and people around us that form our environment. At Captain Webb, we want our pupils to develop a deep understanding of the natural and human environments, alongside an understanding of the physical and human processes which form these. By providing pupils with the key knowledge, we enable them to develop the skills required to understand and navigate our world. Implementation Our pupils leave Captain Webb with all of the knowledge and skills required to be competent and enthusiastic geographers. Our curriculum has been rigorously planned to ensure that the knowledge children have is built upon not only each year, but each term and within every geography lesson. Knowledge within our geography curriculum is split into locational, place, human and physical. These are mapped out across the year groups to ensure progression. From this knowledge, children can also develop the key skills in each strand of the geography curriculum. These skills are applied during fieldwork both on site and during memorable experience visits. Children carry out fieldwork in every year at Captain Webb. Not only does this develop their geographical skills, but also their understanding of the world around them. Based on their fieldwork, children produce maps which also develops their sense of the key concepts of place, space and environment. Geography at Captain Webb is taught through blocks which supports children to develop mastery of the subject. Children working at greater depth are able to 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. ​ Impact As well as monitoring of attainment, the impact of effective geography teaching is clear in the children’s ability to apply their knowledge to fieldwork in each year group. The impact of geography is also evident within the opportunities we provide to develop cultural capital. We do this across the curriculum and throughout the school by: Investing in digital mapping technology to help children develop a sense of place and scale. Incorporating memorable experiences into every topic, which allow exploration of people and landscapes Fieldwork in the local area Topics regarding current global issues, such as climate change and plastic in the oceans A residential visit to France, enabling pupils to experience differing cultures Geography Policy 2022.25 Geography SEND Geography 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 (KS2) - Mr Chris Pilling EYS Lead - Mrs S Brannon Early Years: Reception Class 1- Mrs K McGee (Teacher), Mrs S Reynolds (TA) Reception Class 2- Miss E Robinson (Teacher), Mrs K Jones (TA) Preschool - Miss S Brannon (Teacher), Miss R Jones (TA), Mrs S Cecil (TA) Nursery Manager - Miss S Cox Nursery - Miss Hallybone (Teacher), Mrs E Burns (TA) Daycare - Mrs Amy Lewis (Room Lead), Mrs H Anthony (TA), Miss S Cooper (TA), Key Stage 1: Year 1 Class 1- Mrs K Longmore (Teacher), Miss D Evans (TA) Year 1 Class 2- Mr A Davies (Teacher), Mrs Y Byrne (TA) Year 2 Class 1- Mr R Harris (Teacher) Year 2 Class 2- Miss S Jenkins (Teacher) KS1 Support - Mrs A Farley (TA), Mrs G Limer (TA), Mrs J Garrad (TA) Key Stage 2: Year 3 Class 1- Mr S White (Teacher) Year 3 Class 2- Miss J Roberts (Teacher) Year 4 Class 1- Miss B Gears (Teacher) Year 4 Class 2- Miss S Davies (Teacher) Year 5 Class 1- Mrs N Weston (Teacher) Year 5 Class 2- Miss R Hill (Teacher) Year 6 Class 1- Miss T Read (Teacher) Year 6 Class 2- Miss M Saville (Teacher) Year 6 Class 3- Mrs K Wootton (Teacher) and Mrs F Tranter (Teacher) KS2 Children's Support - Mrs J Davies (TA), Mrs M Abbey-Offland (TA), Mrs S Larkin (TA), Mrs C Ward (TA) SENCO: Mr C Pilling (Teacher/SENCO), Mrs L Fewtrell (TA) Speech and Language Support : Mrs J Walker (TA) Pastoral: Mrs G Boden (Pastoral Manager), 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

At Captain Webb Primary School we try hard to make our school uniform as affordable and accessible to parents as is possible. To this extent we have our uniform in navy blue, which is readily available from most retailers, and are happy to accept black or grey trousers and skirts. We do not insist that the uniform is logoed, but we do have a supplier that can provide logoed uniform, which is good quality and at a reasonable price (the company was voted for by the parents). To further help parents with the cost of purchasing uniform we have some second hand uniform available in school, and the school provides a PE kit for each child. For our full uniform policy, including any seasonal changes to uniform, or what to do if you have any concerns, please see below: School Uniform Policy Our school uniform is provided by I Want Workwear Dynamic Court, Halesfield 24, Telford, TF7 4NZ www.Iwantworkwear.co.uk You can view and order the full range online PE-Kit ​ Weißes T-Shirt Marineblaue oder schwarze PE-Shorts Turnschuhe oder Leinenschuhe Schwarze, marineblaue oder graue Jogginghose für Outdoor PE ​ ​ ​ ​

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), however she has delegated the day-to-day responsibilities to Gemma Boden as the Lead DSL. 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: Sarah Passey - Headteacher 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 23 Read More Child Sexual Exploitation - a Guide for Parents Read More Whistle Blowing Policy - Sep 23 Read More Pupil Equality Policy - Oct 23 Read More Child on Child Abuse Policy 23.24 Read More Parent Code of Conduct Policy - Oct 23 Read More Procedures for Managing safeguarding Concerns and Allegations - Apr 21 Read More Child Protection Policy - Sep 23 Read More Keeping Children Safe in Education - Sep 23 Read More Children's Emotional Health and Well being Policy - Sep 23 Read More BACK TO TOP

Maths 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 for mathematics is to teach a rich, balanced and progressive curriculum that helps children develop an ability to solve problems, to reason, to think logically and to work systematically and accurately. We believe that equipping our children with fundamental maths skills will pave pathways to creating resilient, forward-thinking learners, who will continue to build upon these skills in every key stage. Through our maths learning, we provide opportunities which cater for the needs of all individuals and sets them up with the necessary skills and knowledge for them to become successful in their future adventures. We aim to prepare them for a successful working life; we incorporate sustained levels of challenge through varied and high quality activities that use maths to reason, problem solve and develop fluent conceptual understanding in each area ​ Implementation Our pupils leave Captain Webb with the knowledge and skills required to be great and confident mathematicians by embedding a curriculum that allows children to better make sense of the world around them by making connections between mathematics and everyday life. We teach the National Curriculum by adopting the White Rose Maths scheme as a planning tool, but we adapt according to the need of our pupils. This adaptation is based upon summative assessment gap information, ongoing formative teaching judgements and pupil feedback. This ensures that skills and knowledge are built on year by year and sequenced appropriately to maximise learning for all children. ​ Our knowledge-based curriculum introduces new mathematical concepts using a ‘Concrete, Pictorial and Abstract’ approach; enabling all children to experience hands-on learning when discovering new mathematical topics, and allows them to have clear models and images to aid their understanding. Declarative knowledge (arithmetic and basic math skills) is taught daily so that pupils know useful facts and formulae and develop an understanding of relationships and familiar patterns. Procedural knowledge is greatly linked to our calculation policy and enables our pupils to process mathematical information accurately and at speed. Finally, conditional knowledge allows children to apply and embed their knowledge through challenging, rich and sophisticated problems ​ Select to see our long-term and medium term plans below: Read More Nursery - Medium Term Plans Read More Year R - Medium Term Plans Read More Year 1 - Medium Term Plans Year 1 - Long Term Plans Read More Year 2 - Medium Term Plans 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 Year 2 - Long Term Plans Year 3 - Long Term Plans Year 4 - Long Term Plans Year 5 - Long Term Plans Year 6 - Long Term Plans Mathmatical Vocabulary Progression Document 2023-25 Key Knowledge Skills - Conditional Knowledge Grids Key Knowledge Skills - Geometry - Position and Direction Key Knowledge Skills - Statistics Key Knowledge Skills Geometry - Properties of shape Key Knowledge Skills - Measure Key Knowledge Skills - Calculation Key Knowledge Skills - Algebra Key Knowledge Skills - FDPRP Key Knowledge Skills - Place Value Key Knowledge Skills - Calculation Impact Mathematics is an important creative discipline that helps children to understand and change the world. This is supported by the opportunities we provide to develop cultural capital. We do this across the curriculum and throughout the school by: Organising events such as STEM Week, allowing pupils to apply their knowledge and skills to cross-curricular concepts or topics Working with global companies such as HSBC to promote financial skills for work, learning and life Giving children the opportunity to use money in real-life contexts (having spending money on trips or going to the local sweet shop in Year 2) Our contextual activities in maths at the end of each unit link to a real-life context which gives children a clear understanding of the importance and purpose of mathematical skills Year 6 undertake an Enterprise project which gives them the opportunity to work with a budget; plan, design and make a product; market a product; engage in the selling process and finally, calculate and understand the importance of profit. Maths Policy 2023-2025 Maths - Number Formation Policy 2022 - 2025 Calculation Policy 2022 - 2025 Pre-Calculation Policy 2022 - 2025 Jottings Policy 2022 - 2025 Multiplication Planner 2022 - 2025 KIRF Progression Document 2022 - 2025 YEAR 4 MULTIPLICATION PROGRESS CHECK “Leaving primary school with a fundamental grasp of basic numeracy is as important as leaving being able to read. And just as the phonics check has helped more children learn to read, this will ensure more pupils know their times tables.” Nick Gibb, schools minister. In June each year, Year 4 pupils are required to sit a multiplication tables check (MTC). This test is online and will require the children to answer 25 questions on their multiplication knowledge from two to twelves times table. Pupils are given 6 seconds per question with three seconds rest between each question, so the test should last less than 5 minutes. The MTC will establish which pupils’ times table knowledge is at the expected level and will also help identify which pupils are struggling with their times tables so they can get extra support. To help your child prepare for these checks, we progressive introduce multiplication facts from year 1 with the expectation that all facts will be known by the end of Year 4. (See the multiplication Planner). As a school, we also use Time Table Rock Stars. This is an interactive online program which allows your child to practice key facts at speed and allows the teacher to see which facts the children are having difficulty with. Questions on the six, seven, eight, nine and twelve times table are more likely to come up most often and as these are the hardest for most children to learn, it is a good idea to focus on learning these tables with your child. For more information regarding the multiplication tables check, please click the link below. https://www.gov.uk/government/publications/multiplication-tables-check-information-for-parents ​ KIRF (Key Instant Recall Facts) At Captain Webb Primary we practise KIRF (Key Instant Recall Facts) daily as part of our Maths Lessons. We strongly believe that knowing these facts is a gateway to become confident mathematicians. The aim is for children to recall these facts instantly as this will not only allow them to access the Maths Curriculum with ease, but also build their sense of number and confidence when working with number. To help your child achieve this crucial fluency target, we ask that you help your child to complete some KIRF based activity at least four times a week as part of our reward homework scheme. Autumn Term 1st Half - 2023.24 Autumn Term 2nd Half - 2023.24 Spring Term 1st Half - 2023.24 Spring Term 2nd Half - 2023.24 Summer Term 1st Half - 2023.24 Summer Term 2nd Half - 2023.24

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.

Schulfinanzen Das von der Regierung delegierte Budget der Captain Webb Primary School: Untenstehend finden Sie einen Link zum DfE Schools Financial Benchmarking Service. ​ Auf dieser Seite können Sie beurteilen, wie wir unser zugewiesenes Budget ausgeben und wie effektiv diese Ausgaben sind, um das beste Ergebnis für unsere Schüler zu erzielen. ​ Sie können auch die Informationen auf dieser Website verwenden, um zu sehen, wie wir in Bezug auf Einnahmen und Ausgaben im Vergleich zu anderen ähnlichen Bildungseinrichtungen abschneiden. ​ Gov.uk Schools Financial Benchmarking Site ​ Schulgeldkonto der Captain Webb Primary School: Nachfolgend finden Sie eine Kopie der neuesten Konten für das Schulgeldkonto der Schulen. Auf diesem Konto verwalten wir alle Einkünfte der Eltern, gesammelte Gelder und Spenden an die Schule Financial Policies Attendance Policy - Oct 23 Read More School Fund Audit (Sep 22 to Aug 23) Read More Governors and Staff Allowance Policy - Nov 23 Read More Unreasonable Complaints Policy - Nov 21 Read More Debt Policy - Nov 23 Read More Complaints Policy - Oct 21 Read More Gifts and Hospitality Policy - Oct 21 Read More Charges and Remissions Policy - Oct 2023 Read More We are required to publish the following information: ​ How many school emloyees (if any) have a gross annual salary of £100,000 or more in increments of £10,000. ​ Annual Salary Number of Staff £100,000 – £110,000 0 £110,000 – £120,000 0 £120,000 – £130,000 0 ​ ​

Our School - Vision and Ethos At Captain Webb Primary School we take a collaborative approach to learning, by listening to, and involving, all people in our school community. ​ Every child is valued as an individual and encouraged to achieve and succeed in all that they do. ​ All people involved with Captain Webb Primary School are thoughtful and respectful of others, creating a nurturing environment to help us strive for success

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

Computing Curriculum Statement Intent Our intent is to provide our children with an engaging, exciting and empowering computing curriculum that allows them to develop as confident, experienced and responsible users of technology. We want our children to be equipped with the knowledge and skills that will allow them to be successful in our ever-changing world, both in the present and in the future. ​ We believe that childhood should be a happy, investigative and enquiring time in our lives and so where appropriate, computing knowledge and skills are applied to theme-based tasks to make learning creative, accessible and engaging. We want our pupils to be fluent with a range of devices, applications and hardware and aim that by Upper Key Stage 2, children have the independence and confidence to choose the best tool to fulfil whatever task or challenge they may encounter. ​ We understand that the use of technology brings with it inherent risks. We believe that our children should be equipped with the knowledge, skills and understanding to use technology safely and respectfully, in order to become positive contributors to our world’s ‘global village’. 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 Implementation Computing is taught at Captain Webb Primary School as an area of learning, as well as being integrated, where appropriate, with other curriculum areas such as Geography, History, Science, Music, PSHE, Maths and Literacy. We have implemented a curriculum where pupils from the age of 2 to the age of 11 not only enjoy but also experience a range of activities that broaden their knowledge and understanding. ​ Computing consists of one unit per half term, which is either taught in a weekly lesson or as ‘Computing Days’, where children are able to immerse themselves in the progression of knowledge and skills of a particular area of learning and apply them within a given context. ​ The key knowledge and skills of each topic are mapped across each year group. This ensures that children develop their knowledge of computer systems and networks, various forms of digital media, data and information, and programming, progressively throughout the whole school. The skills in these areas are also developed systematically, with the programme of study for each year group building on previous learning and preparing for subsequent years. Knowledge and skills are informed and linked to enable achievement of key stage end points, as informed by the 2014 National Curriculum. ​ Throughout the Computing units taught in each year group, children learn to use and express themselves and develop their ideas. For example, when writing and presenting with desktop publishing or exploring art and design using digital media. Children develop practical skills in the safe use of computers and the internet, and the ability to apply these skills to real-life scenarios. For example, understanding safe use of social media, computer networks and email. We teach children to understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation. Children are also taught to analyse problems in computational terms, and have repeated practical and progressive experience of writing computer programs in order to solve such problems. We also teach a progression of computing vocabulary to support children in the development of their computing knowledge. ​ Online safety is taught broadly and regularly at Captain Webb Primary School. We understand that Online Safety concerns not only digital tools and spaces, but also behaviour. Where appropriate, Online Safety is taught within Computing lessons. For example when children learn about computer systems and networks they learn about the importance of how data on networks can be copied and shared, and the importance of securing data on networks. In addition, Online Safety is taught during PSHE lessons. For example, when children learn about bullying, cyber bullying is included in context. Children are also taught Online Safety during a blocked ‘Online Safety Week’, where the eight strands of ‘Education for a Connected World’ (self-image and identity, online relationships, online reputation, online bullying, managing online information, health well-being and lifestyle, privacy and security, copyright and ownership) are taught in depth to key phases across the whole school. The evaluated impact of ‘Online Safety Week’ is used to direct further opportunities to develop our children’s knowledge and understanding of Online Safety, such as additional PSHE lessons, assemblies delivered by online agencies and targeted displays. Impact The implementation of this curriculum ensures that when children leave Captain Webb Primary School, they are safe, competent and creative users of technology. They will have developed skills to express themselves creatively using a range of digital media and be equipped to apply their skills in programming to different challenges and scenarios. Our children will know the risks of using digital technology and will be able to use it safely, respectfully and positively. They will have a secure and comprehensive knowledge of the opportunities and potential for the use of technology and digital systems in our world, both now and in the future. This is important in a society where technologies and trends are rapidly evolving. Children will be able to apply the British values of democracy, tolerance, mutual respect, rule of law and liberty when using digital systems. They will have increased cultural capital by seeing how computer networks, systems, devices, applications and hardware are used in real-life situations for their own benefit, and the benefit of wider society. ​ The pictures below show examples of computing curriculum progression through the years: Online Safety Policy 2023.25 Online Safety Audit 2023.24 Computing Policy 2023.25 Device and Technology Acceptable use Agreement for pupils Computing Skills and Knowledge Progression Plans 2022.25 Year 1 Year 2 Year 3 Year 4 Year 5 Year 6

British Values At Captain Webb Primary School we actively take opportunities to teach British values and feel this is embedded through our weekly assemblies and interwoven in our enriching curriculum. We explore the 5 areas of British Values as part of our curriculum: Democracy Rule of law Individual liberty Mutual respect Tolerance of those of different faiths and beliefs Democracy: Children have the opportunity to have their voices heard through our School Council; the elections of the pupil council are based solely on pupil votes. Class rules are devised and agreed by every member of a class. Pupils are also given opportunities to put themselves forward for other responsibilities within the school. The children are also developed as leaders in different capacities. The Importance of Laws: The importance of laws, whether they be those that govern the class, the school, or the country, are consistently reinforced throughout regular school days, as well as when dealing with behaviour and through school assemblies. Our value based 6C system teaches our children the value and reasons behind laws, that they govern and protect us, the responsibilities that this involves and the consequences when laws are broken. Visits from authorities such as the Fire Service and the police are regular parts of our calendar and help to reinforce this message. Individual Liberty: Within school, children are actively encouraged to make choices, knowing that they are in a safe and supportive environment. As a school we educate and provide boundaries for young pupils to make choices confidently and safely. Our children are encouraged to know, understand and exercise their rights and personal freedoms and are advised on how to exercise these safely. This is explored, for example, through our E-Safety curriculum and PSHE lessons. Throughout the academic year, our children are offered the opportunity to participate in numerous extra-curricular clubs, workshops and events which allow them to exercise their individual choice. Mutual Respect: Part of our whole school ethos and behaviour policy has revolved around the six core values of being Caring, Courageous, Cooperative, Calm, Creative and Committed. These are central to every aspect of the children’s learning and allow us to talk about how we learn, foster excellent behaviour and give the children lifelong skills. Our children follow these values in every aspect of school life and have previously been part of discussions and assemblies related to what these values mean and how they are shown. The whole school follows this values led education approach and parents are encouraged to reinforce the importance of the 6Cs at home. Tolerance of those of different faiths and beliefs: At Captain Webb, we value the diverse ethnic backgrounds of all pupils and families and, where possible, members of different faiths or religions are encouraged to share their knowledge to enhance learning within their classes and the whole school. Assemblies and discussions involving prejudices are followed up and supported by learning in RE and PSHE. Our RE and PSHE curriculum have designated topic areas to focus on and celebrate similarities and differences in other faiths and beliefs. Assemblies, theme weeks and workshops offer our children enriched experiences to deepen their understanding, tolerance and knowledge of our culturally diverse society. Assemblies: British values are central to our assemblies through the teaching of the 6Cs and through highlighting and commemorating key events past and present. These include Remembrance Day which teaches the children about the impact that the two World wars had on Britain and the role that Britain played. Children are also given the opportunity to purchase poppies and the whole school takes part in a minutes silence to show their respect for the thousands that lost their lives during these times. In recent years we have celebrated key British events such as the Olympic Games, the Royal wedding, and the Golden Jubilee through special assemblies and themed lessons. Throughout the school year, the children learn about and support different charities and take part in events such as Children in Need. We feel this is an integral part of the children understanding how they can be well-rounded citizens and help society. British Values in the Curriculum: British Values comes through our curriculum throughout the school. See our curriculum plans for more information. CURRICULUM SUBJECTS >