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Please find below the school's term dates and key dates for this academic year: Other Key Dates for the Academic Year

Klassenversammlungen Aufgrund der Covid-19-Pandemie können wir Eltern nicht in die Schule einladen, um unsere Klassenversammlungen zu sehen. Trotzdem möchten wir das Lernen jeder Klasse teilen und feiern. Anstatt also Eltern in die Schule einzuladen, werden wir auf dieser Seite unserer Website Videos unserer Klassenversammlungen veröffentlichen. Sie werden das ganze Jahr über veröffentlicht. Wir hoffen, Sie genießen die. Captain Webb Primary School YouTube Page Below are some of the most recent assemblies uploaded Y3 - Class Assembly - Volcanoes https://youtu.be/h1k2Ltk_jN0 2022.01.28 Y6 - Carol Singing https://www.youtube.com/watch?v=yRChJDa-Bew 2021.12.10 Y4 - Carol Singing https://www.youtube.com/watch?v=6AnKkZfujSA 2021.12.10 Y2 - Carol Singing https://www.youtube.com/watch?v=L0W_Zg5Qs4c 2021.12.10 Daycare - Jingle Bells Carol Group 2 https://www.youtube.com/watch?v=8yVRbt8EpAA 2021.12.10 Daycare - Christmas Pudding Carol Group 2 https://www.youtube.com/watch?v=X00Dgx5Ce7s 2021.12.10 Y5 - Class Assembly - The Tudors https://www.youtube.com/watch?v=Up0748QJ1W8 2021.11.22 Y5 - Carol Singing https://www.youtube.com/watch?v=N77Qbvmzs90 2021.12.10 Y3 - Carol Singing https://www.youtube.com/watch?v=05jjvIsIVA0 2021.12.10 Y1 - Carol Signing https://www.youtube.com/watch?v=hm-36R18Fh4 2021.12.10 Daycare - Jingle Bells Carol Group 2 https://www.youtube.com/watch?v=QakCAJYFfAA 2021.12.10 Daycare - Christmas Pudding Carol Group 1 https://www.youtube.com/watch?v=OxPs9X10sbQ 2021.12.10

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.

Cultural Capital What is a Cultural capital? Cultural capital is the accumulation of knowledge, behaviours, and skills that a pupil can draw upon and which demonstrates their cultural awareness, knowledge and competence; it is one of the key ingredients a student will draw upon to be successful in society, their career and the world of work. Cultural capital promotes social mobility and success in our stratified society. Cultural capital gives a student power and it helps them achieve goals, become successful, and rise up the social ladder without necessarily having wealth or financial capital. Cultural capital is having assets that give students the desire to aspire and achieve social mobility whatever their starting point. Our Cultural Capital At Captain Webb Primary School, our curriculum is designed to instil high aspirations in all of our children and to encourage them to become resilient, life-long learners who embrace challenges and continue to grow and develop their cultural capital. Our children will be inspired to follow whichever path they choose whilst being well-rounded, conscientious global citizens. Our 6C values, understanding of SMSC and British Values enrich and underpin our curriculum to ensure Captain Webb children are prepared and equipped to succeed in their futures in an ever changing world. “Education for global citizenship helps enable young people to develop the core competencies which allow them to actively engage with the world, and help to make it a more just and sustainable place.” - Oxfam.org.uk We are working hard to be Global Citizens at Captain Webb Primary School. ENRICHMENT AT CAPTAIN WEBB > SMSC AT CAPTAIN WEBB > At Captain Webb, we ensure that our curriculum is a vehicle for SMSC education. SMSC stands for spiritual, moral, social and cultural education. Please click to find out more about our SMSC grids which outline how we intergrate SMSC into our learning across the school. BRITISH VALUES AT CAPTAIN WEBB > At Captain Webb we actively take opportunities to teach British values and feel this is embedded through our weekly assemblies and interwoven in our enriching curriculum. Please click to find out how this is taught across the school. PROTECTIVE CHARACTERISTICS >

Kontaktiere uns Um eine Nachricht an das Schulsekretariat zu senden, füllen Sie bitte das untenstehende Formular aus und senden Sie es ab. Für alle Anfragen rufen Sie bitte Julie Folger an unserer Hauptrezeption zwischen 8.30 und 15.30 Uhr an. Tel: 01952 386770 Erfolg! Nachricht erhalten. Senden Captain Webb Grundschule Webb Crescent, Dawley Telford, TF4 3DU

PROTECTED CHARACTERISTICS PROMOTING THE NINE PROTECTED CHARACTERISITICS The Equality Act became law in 2010. It covers everyone in Britain and protects people from discrimination, harassment and victimisation. ​ The Equality Act protects people against discrimination because of the protected characteristics that we all have. ​ Under the Equality Act, there are nine protected characteristics: Age Disability Gender reassignment Race - including colour, nationality, ethnic or national origin Religion or belief Marriage or civil partnership Sex Sexual orientation Pregnancy and maternity No form of discrimination is tolerated at Captain Webb Primary School and our pupils show respect for those who share the protected characteristics. ​ We do not teach about all the protected characteristics in every year group. The curriculum is planned and delivered so that our pupils develop age appropriate knowledge and understanding during their time at Captain Webb Primary School (see below). ​ Each year group also have a selection of books to support in the delivery of the nine Protected Characteristics. Protected Characteristics - Content by year group. Nursery Reception Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Captain Webb Primary School Equality Policies Pupil Equality Policy Staff Equality Policy

Curriculum Subjects You can read more information about each subject that we teach, how we plan lessons, and how we manage the learning progression, by selecting from the links below: Art Computing Cultural Capital D&T Geography History Maths (including KIRF) MFL Music Artsmark PE Phonics PHSE Protective Characteristics RE Reading RSE Science Spelling Spoken Word Writing If you still have any questions, about any of our curriculum subjects, then you can get further information by contacting the school office (01952 386770 or A2174@taw.org.uk ) and the admin team will be happy to forward your questions to the appropriate subject lead.

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). ​

Unvergessliche Erfahrungen Kindern bedeutungsvolle „Erinnerungswürdige Erfahrungen“ zu bieten, ist ein wichtiger Bestandteil des Lernens an der Captain Webb Primary School. Zu Beginn jedes Halbjahresthemas geht jede Jahrgangsgruppe entweder zu Besuch oder hat einen Thementag unter der Leitung eines Experten auf diesem Gebiet. Auf diese Weise können Kinder wichtige Elemente für jeden Themenbereich des Lernens aus erster Hand erfahren; Schlüsselwortschatz hören und verwenden; kontextualisieren ihr Schreiben und ihre Mathematik und entwickeln ein solides Verständnis der relevanten historischen, geografischen oder wissenschaftlichen Konzepte. Wir bieten unseren Kindern auch viele Möglichkeiten zum Lernen im Freien durch Tages- und Wohnbesuche im Arthog Outreach Centre in Wales und eine Wohnreise nach Frankreich in der sechsten Klasse! Unser Ziel ist es sicherzustellen, dass Kinder (durch den Besuch lokaler und regionaler Museen und Stätten von historischem und geografischem Interesse) unsere Schule am Ende der Schlüsselphase 2 mit kulturellem Kapital und einer tiefen Wertschätzung ihrer Herkunft verlassen. ​ Ein Kind, das seine Grundschulzeit an der Captain Webb Primary School verbringt, hat zwei von Lehrern geleitete Thementage in der Schule erlebt; hatte vier Ausflüge in die örtliche Gemeinschaft; besuchte fünf Orte von lokalem Interesse; von vierzehn Experten auf ihrem Gebiet gelernt; besuchte acht geografische und historische Sehenswürdigkeiten und erlebte Artefakte und Ausstellungen aus neun verschiedenen Museen! Die Rezeption erlebte im Rahmen des Themas „Was passiert, wenn wir einschlafen?“ eine Reihe exotischer Tiere. Die 2. Klasse besucht die Park Hall Farm zu Beginn ihres Themas 'Muck, mess and Mixtures' Klasse 4 baute am 'Indianer-Tag' ein Tipi zum Thema 'Road Trip USA' und besuchte das Langley Science Department während ihres Themas 'Tränke'. Die 5. Klasse erlebte während eines Workshops zu ihrem Thema 'Ab mit dem Kopf!' Tudors zu sein. Die 6. Klasse besuchte das Birmingham Sea Life Centre im Rahmen ihres Themas „Frozen Kingdom“. Hier ist, was unser Schülerrat über die unvergesslichen Erfahrungen der Captain Webb Primary School zu sagen hat: ​ Was ist ein unvergessliches Erlebnis? ​ „Wenn wir fachkundige Besucher haben oder wenn wir auf Reisen gehen, an die wir uns erinnern werden“ Warum machen wir unvergessliche Erlebnisse? Eine gute Zeit zu haben und sich für immer an diese Erlebnisse zu erinnern – auch wenn wir älter sind Um beim Lernen zu helfen – um die Dinge im wirklichen Leben zu sehen Um uns beim Schreiben zu helfen – damit wir wissen, worüber wir schreiben. Es macht es für uns wahr. Sie können sich die Dinge klarer vorstellen, wenn Sie sie kennenlernen. Um uns auch bei allen anderen Themen zu helfen. Sie setzen Vokabeln in reale Lebenssituationen um. Manchmal verwenden wir es, um kontextbezogene Arbeit in Mathematik zu leisten – letztes Jahr waren wir im Chester Zoo und durften den neuen Park entwerfen, als wir etwas über die Gegend lernten. Wir können uns gut amüsieren und uns an die schöne Zeit an unserer Schule erinnern. Wenn ein Experte kommt, kann er uns helfen. Sie helfen uns beim Lernen. Wenn Sie in ein Museum gehen, können Sie keine Fragen zu Objekten stellen… aber Sie können einen fachkundigen Besucher fragen! Helfen unvergessliche Erfahrungen beim Lernen? Ja... besonders in Schreiben, Mathematik, Themen, Naturwissenschaften, Lesen, Geschichte, Geographie und RE (wenn wir in die Kirche gehen) „Wenn wir keine unvergesslichen Erfahrungen mehr machen würden, würden wir die Dinge im wirklichen Leben nicht mehr sehen und es würde unser Lernen beeinträchtigen. Die Schule wäre bei weitem nicht so gut.“ Was war Ihrer Meinung nach bisher Ihr bestes unvergessliches Erlebnis? ​ West Midlands Safari Park, weil wir an den Fahrgeschäften teilnehmen durften, was uns bei unserem erzählerischen Schreiben half, das in einem Themenpark spielt. Western Park, weil wir Spielzeug herstellen durften und etwas über Spielzeug lernten. Park Hall Farm, weil ich all die Tiere gesehen habe, über die wir gelernt haben. Die Golden Ticket Show, weil wir einen Clown gesehen haben. Zu sehen, wie ein Wissenschaftler ein Herz seziert, weil es uns zeigte, wie alle Herzkammern aussahen. Pizza Express, weil wir tatsächlich eine Pizza machen mussten! Wir gingen zu einem Bauernhof und es war großartig, weil wir ein Schweinerennen sehen durften. Unvergesslich! Wir machten ein echtes Tipi, als wir etwas über die amerikanischen Ureinwohner lernten, weil wir erlebten, wie sie wirklich lebten. Stone Age Center, weil wir echte Holzkohle verwenden konnten, um Kunstwerke zu machen, genau wie die Steinzeitmenschen. ​ ​

Writing Curriculum Statement Intent At Captain Webb Primary, we want all children to be able to communicate their knowledge, ideas and emotions confidently through their writing. We believe that all children should experience an abundance of quality, engaging texts that fosters a love for reading and stimulates children to write. We want all children to be immersed in a rich, creative and carefully planned curriculum that provides real life contexts for writing. ​ We recognise the importance of nurturing a culture where children take pride in their writing, can write clearly and accurately and adapt their language and style for a range of contexts. We believe in setting high standards in the presentation of writing along with setting the important foundations in spelling and grammar. Our aim is for all children to leave our school, fully equipped with the literacy skills to achieve their dreams in future life and memories of their literacy journey at ‘Captain Webb’ lasting a life time. ​ Implementation At Captain Webb Primary School, we understand the importance of a learning journey that leads to opportunities for extended pieces of writing. We teach the National Curriculum, supported by a clear skills and knowledge progression. This ensures that skills and knowledge are built on year by year and sequenced appropriately to maximise learning for all children. Please click on the link below for our whole school writing progression grid. Whole School Writing Progression Grids Our teaching of writing across the school is linked to a topic or a class text, carefully chosen to inspire and excite the children. All writing units will start with a stimulus, which could be a high quality reading text or a memorable experience. Our teacher’s plan exciting memorable experiences every half term. These class visits provide the children with meaningful experiences to support them in writing for a range of purposes and illustrate how their writing skills can be applied to real life contexts. ​ Our teachers also use carefully selected, high-quality reading texts, relating to the History, Geography or Science focus or from the author focus for the half term. Children are expected to transfer their key topic knowledge and vocabulary into their writing and vice versa to transfer their spelling, grammar and punctuation knowledge into their topic work. We expect the high standards for writing in Literacy lessons to be evident within the work in all books. At Captain Webb Primary School, we believe that writing is strengthened by instilling a love for reading within our pupils. ​ Every year group has a yearly Curriculum Map that outlines where narrative or non-narrative are taught and links to other curriculum areas such as reading and humanities. Detailed Medium Term planning supports teachers to plan a sequence of progressive weekly lessons and over time, giving the children time to master new concepts. Within this document, key objectives and vocabulary are outlined.​ The curriculum has been specifically sequenced in a logical progression to ensure that new knowledge and skills build on what has been taught before: Early Years to Year 6. This enables our pupils to know more and remember more. End points and target points within objectives are identified for each year group through a whole school progression plans. 2 Year Old Provision Read More Pre-School Read More Reception Read More Year 1 Read More Year 2 Read More Year 3 Read More Year 4 Read More Year 5 Read More Year 6 Read More Medium Term Plan Example How is Writing taught at Captain Webb? We use carefully chosen model texts as well as live teacher modelling and shared writing so that pupils can see the process involved in creating a piece of writing. The learning journey is captured throughout a unit of work and is documented through consistent working walls and washing lines. Please find examples of these on the photographs below. We recognise the vital importance of exposing our pupils to a rich and varied vocabulary and understand that their acquisition and command of vocabulary are key to their learning and progress across the whole curriculum. We use model texts and class novels to teach vocabulary in context and encourage discussion around word choices when writing. Dictionaries, thesauruses and word mats are readily available throughout all writing lessons. Guided writing sessions are used to target specific needs of both groups and individuals. All children are given focus spellings and are encouraged to integrate these into their writing. The weekly spellings are taken from the spelling rules being taught in their discrete RWI spelling session. (Refer to the spelling section below for more information.) The children are given the opportunity to write at length daily and all pupils complete an extended, independent piece of writing at the end of a unit of work known as their hot write. Teachers use the hot writes to measure the progress made within a unit of writing and targets are set in readiness for the next piece of writing. Here is an example from Year 2 Staff follow our Marking and Feedback policy, to provide pupils with live feedback as much as possible so that children are actively involved in drafting, editing and improving their writing. From an early age, children are encouraged to proofread their work carefully to check for spelling and punctuation errors. By the time children get to Key Stage 2, they will plan, draft and edit independently, enabling them to fully take part in the writing process. In Early Years, writing is taught under the area of Literacy: Reading & Writing. To support the learning of Writing, the skills in EYFS are essential. Children are given opportunities to write at each of their stations set up in the EYFS learning area, both in and outside of the classroom. Children are encouraged to know how to grip their pencil and build muscles for writing. More formal writing sessions begin in Reception through our systematic phonics programme, Read, Write Inc Phonics. Pupils are taught letter sounds and how to blend and segment to read and write simple words and phrases matched to the sounds learnt. As children’s phonics skills and knowledge of letter sounds develop further, children will then begin to complete writing tasks linked to a class text, using their phonics knowledge to write for a wider range of purposes. To find out more about writing in the EYFS, please follow this link. EYFS Curriculum At Captain Webb, we identify children who need additional support and provide intervention in the most effective and efficient way that we can. We run phonics, reading and writing intervention groups and ensure that our lessons are effectively differentiated to maximise each child’s potential. Spelling ​ The ability to write ideas down fluently requires a good understanding of spelling. In Reception and Key Stage 1, we follow the Read Write Inc Phonics programme to teach pupils how to write phonemes as graphemes. Please click on this link to find out more about Read Write Inc Phonics Spelling. From Year 2 to Year 6, we use the follow on programme Read Write Inc. Spelling. These schemes ensure full coverage of, and progression within the National Curriculum requirements. To find out more about the Read Write Inc Spellings programme please click on this link. Read Write Inc Spelling Programme Handwriting Handwriting is taught in line with the National Curriculum objectives. In the Early Years, pupils complete fine motor activities to develop hand/finger strength and are taught how to hold a pencil correctly. In Reception, all pupils are taught how to form their letters correctly using the Read Write Inc Phonics programme. For more information, please click on the links below. Read Write Inc. Phonics From Year 2 onwards, through daily handwriting lessons, we begin to explicitly teach correct joins, consistent letter size and clear ascenders and descenders. We follow the Nelson Handwriting scheme. Additional support is given through handwriting interventions where needed. Please refer to the handwriting policy below for more information on how handwriting is taught at Captain Webb Handwriting Policy Impact By the time children leave Captain Webb Primary School, they are competent writers who able to write creatively for a range of purposes. They can write for a sustained amount of time, manipulating grammar and punctuation skills to produce a crafted piece of written work. Our pupils acquire a wide vocabulary and have a strong command of the written word. Most importantly, they have a positive view of writing due to learning in an environment where writing is promoted as being an exciting, engaging and enjoyable subject in which they can express themselves confidently and creatively. ​ ‘We went to Warwick Castle and I know lots of facts about Castles now. I’ve written a report about Castle Defences.’ – Year 2 pupil. “I really enjoyed the story ‘On the Way Home’ by Jill Murphy. We wrote our own version of the story but changed it to ‘All the way around Dawley.’ It was so much fun. We went for a walk around the local area and used what we saw in our story like Captain Webb’s memorial.” Year 2 pupil. ‘Our visits help us with English because they help give us better descriptions of what we’re writing about. When we went to Blists Hill, we got to see real Victorian streets and a Victorian schoolroom, which I included in my story.’ – Year 6 pupil. ‘Writing in theme lessons gives us a wider variety of topics to write about and gives us inspiration about new things like when we wrote a science experiment about how lemons and oranges can power an LED light!’ – Year 6 pupil. Outcomes of work in both English and other books evidence the high quality of work and the impact of varied and cross-curricular writing opportunities. Attainment in writing is measured consistently throughout the year. At the three assessment checkpoints, progress is tracked, using our year group writing standards, which have been taken from the National Curriculum. For those children who have yet to access the Year 1 statements, pre key stage statements are used. Termly moderations take place, to quality assure judgements made. These are either in house, or as part of a cluster of local schools. End of Key Stage writing: teachers will assess a selection of pieces of writing in Years 2 and Year 6, using this to inform reported Teacher assessment judgements. Exemplification materials are used to support judgements made. Assessment data shows that… KS1 results have seen a steady rise and in 2019, 78% reached ARE with 22% reaching greater depth which is above national expectations. In 2019, 78% of KS2 children achieved ARE in writing and 20% greater depth which is in line with national expectations.

Gleichstellungsziele An der Captain Webb Primary School setzen wir uns dafür ein, Chancengleichheit für alle Schüler, Mitarbeiter, Eltern und Betreuer unabhängig von Rasse, Geschlecht, Behinderung, Weltanschauung, sexueller Orientierung, Alter oder sozioökonomischem Hintergrund zu gewährleisten. Unser Ziel ist es, eine Kultur der Inklusion und Vielfalt zu entwickeln, in der alle mit der Schule verbundenen Personen stolz auf ihre Identität und ihre Fähigkeit zur vollen Teilhabe am Schulleben sind. Wir bekämpfen Diskriminierung durch die positive Förderung der Gleichstellung, indem wir Mobbing und Stereotypen bekämpfen und ein Umfeld schaffen, in dem alle respektiert werden. Wir an der Captain Webb Primary School glauben, dass Vielfalt eine Stärke ist, die von allen respektiert und gefeiert werden sollte, die uns lernen, unterrichten und uns besuchen. Gleichberechtigung in Lehren und Lernen: Wir bieten allen unseren Schülern die Möglichkeit, erfolgreich zu sein und die höchsten persönlichen Leistungen zu erreichen. Wir tun dies durch: Gewährleistung eines gleichberechtigten Zugangs für alle Schülerinnen und Schüler und Vorbereitung auf das Leben in einer vielfältigen Gesellschaft. Förderung von Einstellungen und Werten, die diskriminierendes Verhalten oder Vorurteile in Frage stellen Den Schülern Möglichkeiten bieten, ihre eigene Kultur zu schätzen und die Vielfalt anderer Kulturen zu feiern Ich möchte alle Eltern einbeziehen, um die Bildung ihres Kindes zu unterstützen Anwendung von Unterrichtsansätzen, die für die gesamte Schulbevölkerung geeignet sind und die unsere Schüler/innen inklusiv und reflektierend sind. ​ Gleichberechtigung bei Zulassung und Ausschluss Unsere Aufnahmeregelungen sind fair und transparent und diskriminieren nicht aufgrund von Rasse, Geschlecht, Religion, Weltanschauung, Behinderung und/oder sozioökonomischem Hintergrund. Chancengleichheit für Mitarbeiter Alle Ernennungen und Beförderungen von Mitarbeitern erfolgen auf der Grundlage von Verdiensten und Fähigkeiten und in Übereinstimmung mit dem Gesetz. Die Schule verfügt über eine separate Gleichstellungsrichtlinie, die von leitenden Führungskräften überprüft wird. Bitte lesen Sie dies für weitere Details, wenn Sie es wünschen. Staff Equality, Equity and Diversity Policy Oct 23 Pupil Equality, Equity and Diversity Policy Oct 23

Schulentwicklungsplan ​ Dies sind die Bereiche, an denen die Schule im Schuljahr 2019/20 arbeitet, um sicherzustellen, dass wir Ihren Kindern weiterhin die bestmögliche Bildung bieten. In diesem Jahr sind die Hauptentwicklungsbereiche Lehrplaninnovation, Handschrift, Phonik und Lesen sowie Ergebnisse für Kinder mit sonderpädagogischem Förderbedarf. ​ ​ SDP 2023 - Behaviour and Pastoral SDP 2023 - Curriculum SDP 2023 - Governance SDP 2023 - SEND