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Spelling Curriculum Statement Spelling at Captain Webb ​ Learning to spell has strong links with reading and writing. In reading, the children’s knowledge of the relationship between letters and sounds sets the foundations for them as spellers. Spelling is also a significant aspect of the writing element within the curriculum. If we want children to become confident writers, a strong understanding of spelling and spelling patterns is crucial. As stated in the National Curriculum (2014), it states that ‘Writing down ideas fluently depends on effective transcription: that is, on spelling quickly and accurately through knowing the relationship between sounds and letters (phonics) and understanding the morphology (word structure) and orthography (spelling structure) of words.’ At Captain Webb, we have adopted a whole-school approach to spelling that builds as the children move through the school. Read Write Inc Spelling In years Reception and Year 1 spelling is taught through RWI Phonics. The children in years 2 to 6 have daily spelling sessions which follow the Read Write Inc spelling programme. This programme follows on from the Read Write Inc. Phonics programme with the aim of getting every child to spell effortlessly. It is a standalone programme that has been designed to meet the requirements of the National Curriculum. . There is a daily teacher led spelling session of around 15–20 minutes. Children are assessed during the programme. There are Practice Tests which assess children’s spelling progress using the same format as the statutory assessments in England. This allows us to track individual children’s progress and identify units, words or concepts which we will need to re-teach. How does this programme support your child in learning to spell? ​ RWInc Spelling is an interactive programme which teaches spellings in a fun and engaging way. Each unit is introduced with a short video. It helps children to learn spellings with common patterns and uses rules in order to help them recall spellings as well as teaching exceptions to these rules. A short video to show RWI Spellings in practice. https://youtu.be/CuLGvjOTk6A ​ Daily Sessions consist of: Speed spell which tests children’s knowledge of words from previous units; Spelling Zone with an online introduction to the unit and rules and spelling patterns to be taught that week Dots and Dashes where children count phonemes and the recorded graphemes Rapid Recap of prior learning Word changes –by adding beginnings or endings to words (prefixes and suffixes) Words to Log and learn which helps children to log and learn new or unfamiliar words focusing on spelling patterns and rules. Rules are reviewed and practised through each unit until children can apply the rules in their own writing. Team teach and Four-in-a-row which help children assess their own progress; Jumping red/orange words which tests children’s knowledge of red and orange words (words from the word lists in the National Curriculum in England many of which are not able to be spelt by using sounds- these are often called the common exception , tricky words or High Frequency words). Challenge dictation sentences are available to challenge children to use new spellings. ​ Below, you will find the words banks for each unit of the spelling programme so you can print these and look at them at home with your child. Your child's class teacher will be able to let you know which spelling list they are currently working on at school. ​ Year 2 - Spelling Word Banks Read More Year 3 - Spelling Word Banks Read More Read More Year 4 - Spelling Word Banks Read More Year 5 - Spelling Word Banks Read More Year 6 - Spelling Word Banks Handy Tips for Supporting Your Child with Spelling ​ Practise spelling common exception words regularly. (Known as Red and Orange words) Revisit spellings from previous weeks. Ask your child to explain the rule for the week and get them to give you example words so that you can build up a word bank that can be referred to frequently. Make a note of the high frequency words which you notice your child is spelling wrong (remember that these are quite often RED WORDS and that you ‘Can’t fred a red!’) Play homophone games where you give them a word like right/write and they write you both spellings and show you on the sounds chart which graphemes they would choose to spell them right! Make sure they know which one is which! Play hold a sentence dictation where you give the child a short sentence with one of their spellings in which will help them to understand the meaning of the word and spell and punctuate correctly. Supporting Your Child’s Spelling at Home ​ To help you to support your children at home with their spellings on a weekly basis, the children will be given 6-8 spellings from the unit they are currently on which will follow a set pattern. They will be tested on these at the end of the week. In addition to these your child will also be given 6 red or orange words to learn from the National Curriculum word lists which are words the children are expected to know for their age range. To access a copy of the National Curriculum word list for each year group click on this link. ​ https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/239784/English_Appendix_1_-_Spelling.pdf ​ ​ Spelling Including Phonics Policy 23-25

Schülerprämie Der Zweck der Schülerprämie Die Regierung ist der Ansicht, dass die Schülerprämie, die zusätzlich zur Hauptschulfinanzierung gewährt wird, der beste Weg ist, um die derzeitigen Ungleichheiten zwischen Kindern, die Anspruch auf kostenlose Schulmahlzeiten (FSM) haben, und ihren wohlhabenderen Altersgenossen zu beheben, indem sichergestellt wird, dass die Mittel zur Beseitigung der Benachteiligung die Schüler erreichen wer braucht es am meisten. ​ Für Schülerinnen und Schüler aus einkommensschwachen Familien außerhalb des Regelschulsystems ist es Sache der Kommunalbehörde, über die Zuweisung der Schülerprämie zu entscheiden. Es könnte beispielsweise der Einrichtung zugewiesen werden, in der sie ausgebildet werden, oder von der Kommunalbehörde gehalten werden, um speziell für zusätzliche pädagogische Unterstützung aufzuwenden, um das Leistungsniveau dieser Schüler zu erhöhen. Die Behörde muss nicht-normale Einrichtungen konsultieren, wie die Prämie für diese Schüler verwendet werden soll. Das DfE sagt: ​ Den Schulen steht es frei, die Schülerprämie nach eigenem Ermessen auszugeben. Sie werden jedoch dafür verantwortlich gemacht, wie sie die zusätzlichen Mittel zur Unterstützung von Schülern aus einkommensschwachen Familien verwendet haben. In die Leistungstabellen werden neue Maßnahmen aufgenommen, die die Leistungen der benachteiligten Schüler erfassen, die von der Schülerprämie abgedeckt werden. ​ Wie können Eltern und Betreuer zum Erfolg der Schülerprämie beitragen? ​ Wenn Ihr Kind Anspruch auf kostenlose Schulmahlzeiten hat, lohnt es sich, es anzumelden, auch wenn es kein Mittagessen in der Schule zu sich nimmt und selbst wenn es Anspruch auf ein kostenloses Abendessen im Rahmen des staatlichen Universal Infant Free School Meal-Programms hat. Es wird sich direkt auf die Finanzierung auswirken und die Unterstützung, die wir bieten können, maximieren. ​ Die Unterstützung und Beteiligung der Eltern ist ein Schlüsselfaktor für die Anhebung der Standards. Wenn Sie Hilfe oder Beratung bei der Unterstützung Ihres Kindes wünschen oder unsicher sind, wie Sie sich für das kostenlose Schulessen anmelden können, wenden Sie sich bitte an Frau Jacqui Darlington, die für die Schülerprämie zuständig ist. Wer hat Anspruch auf kostenlose Schulmahlzeiten? ​ Ihr Kind hat möglicherweise Anspruch auf kostenlose Schulmahlzeiten, wenn Sie Anspruch auf Folgendes haben: Sozialhilfe Einkommensabhängige Arbeitslosenhilfe Einkommensbezogenes Beschäftigungs- und Unterstützungsgeld Unterstützung nach Teil VI des Zuwanderungs- und Asylgesetzes 1999 das garantierte Element des staatlichen Rentenkredits Steuergutschrift für Kinder (vorausgesetzt, Sie haben nicht auch Anspruch auf eine Steuergutschrift für Erwerbstätigkeit und haben ein jährliches Bruttoeinkommen von nicht mehr als 16.190 £) Ablauf der Steuergutschrift für Erwerbstätigkeit – wird 4 Wochen lang gezahlt, nachdem Sie sich nicht mehr für die Steuergutschrift für Erwerbstätigkeit qualifizieren Universalkredit Recovery Premium Funding 2023/24 Purpose Recovery premium is part of the government’s package of funding to support pupils whose education has been impacted by COVID-19. It is a time-limited grant providing over £300 million of additional funding for state-funded schools in the 2021/22 academic year and £1 billion across the 2022/23 and 2023/24 academic years. ​ Eligible schools This includes Local authority-maintained schools such as ours. Pupil eligibility Recovery premium allocations for mainstream schools will be based on pupil premium eligibility. This includes: pupils who are recorded as eligible for free school meals or have been recorded as eligible in the past 6 years, including eligible children of families who have no recourse to public funds. children looked after by local authorities, referred to as looked-after children. children previously looked after by a local authority or other state care, referred to as previously looked-after children. Funding rates for academic year 2023/24 Recovery premium allocations for academic year 2023/24 will be calculated on a per pupil basis, based on the following rates. In mainstream education, the rates are: £145 per eligible pupil in primary schools Funding paid to schools. To ensure that recovery premium is focused on effective approaches to raising the educational attainment of disadvantaged pupils, schools must use their recovery premium (and pupil premium) in line with the ‘menu of approaches’ set by the Department for Education. The menu of approaches can be found in ’Using pupil premium: guidance for school leaders ’. The menu has been developed in line with the EEF’s 3-tiered approach to help schools allocate spending across the following 3 areas: supporting high-quality teaching, such as staff professional development providing targeted academic support, such as tutoring tackling non-academic barriers to academic success, such as difficulties with attendance, behaviour and social and emotional wellbeing In line with the EEF’s recommended approach, schools should prioritise high-quality teaching, though the exact balance of spending between tiers will vary depending on the specific needs of pupils. The menu includes tutoring, but recovery premium conditions of grant for the 2022/23 and 2023/24 academic years state that schools must not use the grant to meet their portion of the costs of tuition provided through the National Tutoring Programme (NTP). Recovery premium is not a personal budget for individual pupils, and schools do not have to spend recovery premium so that it solely benefits eligible pupils. Recovery premium can be used to support other pupils with identified needs, such as pupils who have or have had a social worker, or pupils who act as a carer. It can also be used for whole class interventions, for example high-quality teaching, which will also benefit non-disadvantaged pupils. High attaining eligible pupils should receive just as much focus as lower attaining eligible pupils when it comes to spending funding. Evidence shows that eligible pupils who are among the highest performers at key stage 2 are more likely than their non-eligible peers to fall behind by key stage 4. ​ Accountability Schools must show they are using their recovery premium effectively: by publishing a statement on their website which presents an overview of their pupil premium and recovery premium strategy, and demonstrates that their use of the funding meets the requirements of the conditions of grant through inspections by Ofsted - inspectors may discuss plans schools have to spend their pupil premium and recovery premium funding through scrutiny of pupil premium and recovery premium plans by governors and trustees by declaring that they have spent the funding in line with the conditions of grant (including that it has not been spent on NTP) and can demonstrate this upon request ​ See current Pupil Premium Strategy Statement 2023/24 below Pupil Premium Strategy Statement 2023.24 Pupil Premium Strategy Statement 2022.23 Pupil Premium Strategy Statement 2021.22 Pupil Premium Plan 2020.2021 Covid Catch Up Premium Plan 2020.2021

Online sicherheit Safer Internet Day 2023 This year we once again took part in Safer Internet Day! Our teachers made sure we had space to talk about what devices we use to access the internet, what we do when we are online, what we like about using the internet and what our worries are. We recorded our thoughts and added them to the Safer Internet Day ‘Video Wall’ where industry leaders and online safety experts will listen to our voices! Click here to watch the videos on what each class did for Safer Internet Day Unsere Kinder leben jetzt in einem „Global Village“ und es ist wichtig, dass wir zusammenarbeiten, um sicherzustellen, dass unsere Kinder sowohl in der realen Welt als auch online sicher sind. ​ ​ Wie wir Kinder online schützen ​ In der Captain Webb Primary School lernen Kinder, wie sie online sicher bleiben können, indem sie sich ihres Verhaltens (ihrem eigenen Online-Verhalten) bewusst sind, wissen, was geeignete Inhalte sind und wie sie die Risiken des Kontakts von Personen, die sie kennen, und von Personen, die sie kennen, finden weiß nicht. ​ Online-Sicherheit ist in jede Einheit unseres Computer-Lehrplans (siehe unten) eingebunden. Wir blockieren eine ganze Woche mit Themenarbeit für Kinder, um während der 'Safer Internet Week' etwas über altersspezifische Aspekte der Online-Sicherheit zu erfahren, und die Schule wird von mehreren externen Agenturen (wie der NSPCC, Google und der örtlichen Polizei) besucht, um sich über aktuelle Fragen der Online-Sicherheit. Unser Fachschaftsrat beteiligt sich aktiv an Diskussionen und Entscheidungen zu allen Aspekten der Sicherheit, einschließlich der Online-Sicherheit. ​ Wir spielen eine aktive Rolle bei den Eltern und treffen uns regelmäßig mit allen, die Bedenken hinsichtlich der Sicherheit ihres Kindes im Internet haben. Wenn Sie Bedenken bezüglich der Online-Sicherheit haben, zögern Sie bitte nicht, uns zu kontaktieren und mit einem unserer Online-Sicherheitsexperten zu sprechen. ​ ​ ​ ​ ​ ​ ​ ​ ​ Tipps für die Sicherheit Ihres Kindes im Internet: ​ Wissen Sie, was Ihre Kinder online tun und mit wem sie sprechen. Bitten Sie sie, Ihnen beizubringen, Anwendungen zu verwenden, die Sie noch nie verwendet haben. Wenn Sie den Computer in einem Familienzimmer aufbewahren, können Sie die Online-Erfahrung Ihres Kindes teilen – und es ist weniger wahrscheinlich, dass es sich unangemessen verhält (zB per Webcam). Helfen Sie Ihren Kindern zu verstehen, dass sie niemals persönliche Daten an Online-Freunde weitergeben sollten – persönliche Daten umfassen ihre Messenger-ID, E-Mail-Adresse, Handynummer und alle Bilder von sich selbst, ihrer Familie oder Freunden. Wenn Ihr Kind ein Bild oder Video online veröffentlicht, kann jeder es ändern oder teilen. Erinnern Sie sie daran, dass sich vielleicht jeder ihre Bilder ansieht und eines Tages ein zukünftiger Arbeitgeber dies könnte! Wenn Ihr Kind Spam-/Junk-E-Mails und -Texte erhält, erinnern Sie es daran, ihnen niemals zu glauben, darauf zu antworten oder sie zu verwenden. Es ist keine gute Idee für Ihr Kind, Dateien zu öffnen, die von Personen stammen, die es nicht kennt. Sie wissen nicht, was sie enthalten – es könnte ein Virus oder schlimmer noch ein unangemessenes Bild oder Film sein. Helfen Sie Ihrem Kind zu verstehen, dass manche Leute online lügen und es daher besser ist, Online-Freunde online zu halten. Sie sollten sich niemals ohne einen Erwachsenen, dem sie vertrauen, mit Fremden treffen. Halten Sie die Kommunikation immer offen, damit ein Kind weiß, dass es nie zu spät ist, jemandem zu sagen, wenn ihm etwas unangenehm ist. Bringen Sie jungen Menschen bei, wie sie jemanden online blockieren und sie melden können, wenn sie sich unwohl fühlen. ​ Nützliche Websites Sie können diese Websites nützlich finden, wenn Sie mehr über die Internetsicherheit erfahren möchten: www.ceop.gov.uk - Das Zentrum für Kinderausbeutung und Online-Schutz (CEOP) widmet sich der Bekämpfung des sexuellen Missbrauchs von Kindern. Sie sind eine Regierungsbehörde, die Teil der britischen Polizeiarbeit ist und sich sehr darum kümmert, Täter entweder direkt oder in Zusammenarbeit mit lokalen und internationalen Streitkräften aufzuspüren und zur Rechenschaft zu ziehen. www.thinkuknow.co.uk - Das Centre Child Exploitation and Online Protection (CEOP) hat eine eigene Bildungswebsite eingerichtet, die speziell für Kinder, Jugendliche, Lehrer, Eltern und Betreuer konzipiert und geschrieben wurde. www.kidsmart.org.uk - Kidsmart ist eine preisgekrönte Internet-Sicherheits-Website für Eltern und Personen, die mit Kindern arbeiten. Es wurde von der Kinder-Internet-Wohltätigkeitsorganisation Childnet International entwickelt und bietet ausgezeichnete Informationen über viele der von Kindern verwendeten Technologien sowie Anleitungen, wie man online sicher bleibt. http://parents.vodafone.com/ - Vodafone hat diese Website in Zusammenarbeit mit mumsnet entwickelt. Es ist sehr leicht zugänglich und bietet Eltern Informationen und Anleitungen, um die digitale Welt ihres Kindes zu verstehen und sich stärker zu engagieren. Es gibt sogar einen Online-Test, um zu sehen, wie viel Sie wissen! Physical Security Systems we have in place In addition to teaching our children how to stay safe online we have installed, on our internet and IT systems, several security systems to block and filter out any inappropriate content. The following are some of the in-built security protection systems put in place, on our behalf by T&W: 1. Password management: This is critical, as this is where we all need to play our part. Passwords can be hacked easily if they do not have a good level of complexity, so to help protect your data we use a good, complex passwords. We never share password or leave them lying around. 2. Email protection – All emails go through a filtering system (Sophos) to ensure they do not contain a virus or from a known phishing source. Sophos is a tool that checks the content of the email very quickly and will let us know if it is safe to open. 3. Internet Filtering – We use a product called Smoothwall, this protects against access to certain internet sites and content that you would not want your children to see. 4. Monitoring of activity - Senso is a cloud based, real time monitoring of activity on school owned devices, designed to highlight [to school staff] users who may be vulnerable or at risk to themselves, at risk to others or behaving inappropriately. Senso indicates a potential concern by raising a “violation” when a keyword, acronym or phrase typed, matches against those found within our libraries. It sends automated alerts to the DSL’s. 5. Anti-Virus Software – Windows Defender. This is designed to detect and remove viruses and other kinds of malicious software from schools computers or laptops. 6. A Firewall - At its most basic, a firewall is essentially the barrier that sits between a private internal network and the public Internet, it monitors and filters incoming and outgoing network traffic based on our organisation's previously established security policies 7. Multifactor Authentication (MFA) – This is where you not only have a password but use a secondary device (like an app on a phone) as additional confirmation of the users identity. This increases security because even if one credential becomes compromised, unauthorized users will be unable to meet the second authentication requirement and will not be able to access the system. 8. Geofencing - This helps protect devices and accounts from access from certain ‘high risk’ geographical areas. Online Safety Workshops Y ear 5 and Year 6 took part in workshops run by a lady who works with the GK Consultant Services (who specialise in safeguarding for children). The workshops were aimed specifically at teaching the children to understand about online friendships, consents, sharing images and videos, and how to access help when online. Below is a copy of the PowerPoint used in the workshops. Online Safety Policy 2023.25 Computing Policy 2022.25 Online Safety Audit 2023.24 Online Safety Parents Meeting Minutes 12/07/2023 June 2024 Read More May 2024 Read More April 2024 Read More March 2024 Read More Feb 2024 Read More Jan 2024 Read More Nov 2023 Read More Oct 2023 Read More Sept 2023 Read More July 2023 Read More June 2023 Read More May 2023 Read More

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

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 - 27th June 2024 Read More Captain's Catch Up - 21st June 2024 Read More Captain's Catch Up - 14th June 2024 Read More Captain's Catch Up - 7th June 2024 Read More Captain's Catch Up - 24th May 2024 Read More Captain's Catch Up - 17th May 2024 Read More Captain's Catch Up - 10th May 2024 Read More Captain's Catch Up - 3rd May 2024 Read More Captain's Catch Up - 26th April 2024 Read More Captain's Catch Up - 19th April 2024 Read More Captain's Catch Up - 12th April 2024 Read More Captain's Catch Up - 21st March 2024 Read More

PSHE Curriculum Statement Intention At Captain Webb our aim is to provide our children with an engaging, exciting and empowering curriculum that allows them to develop as confident responsible citizens equipped with the skills that will allow them to be successful in our ever changing world, both in the present and the future. We believe that childhood should be a happy, investigative and enquiring time in our lives. We constantly provide enrichment opportunities (memorable experiences) to engage learners and develop their cultural capital which has been recognised as essential if children are to succeed. We believe that our children should not only reach their best academically, but also develop a thirst for knowledge, foster a love of learning and leave our school with exceptional independent learning skills. We are fully committed to developing each child's unique potential within a secure and caring environment. We use our Captain Webb Values to promote positive attitudes to learning: Listen Encourage Achieve Respect Nurture Our PSHE curriculum develops learning and results in the acquisition of knowledge and skills which will enable children to access the wider curriculum. It also, prepares them to be global citizens now and in their future roles within a global community. It promotes the spiritual, moral, cultural, mental and physical development of pupils, preparing them for the opportunities, responsibilities and experiences for later life. Our Relationships and Sex Education enables our children to learn how to be safe, and to understand and develop healthy relationships, both now and in their future lives. Implementation EYFS - In the Foundation Stage, PSHE and citizenship is taught as an integral part of topic work and is embedded throughout the curriculum. The objectives taught are the Personal, Social and Emotional Development statements from ‘Development Matters in the EYFS’ and the PSED Early Learning Goals. Reception also uses the Jigsaw Scheme of Work materials. (See below) Key Stage 1 and Key Stage 2 - At Key Stage 1 and 2, pupils are taught PSHE using ‘Jigsaw’ which is a spiral, progressive scheme of work, covering all of the above and aims to prepare children for life, helping them to know and value who they are and understand how they relate to other people in this ever-changing world. There is a strong emphasis on emotional Literacy (having self-awareness and recognition of your own feelings and knowing how to manage them), building resilience and nurturing mental and physical health. It includes mindfulness to allow children to advance their emotional awareness, concentration and focus. We teach about different kinds of relationships, including same sex relationships, and gender identity because it is important that our children should have an understanding of the full diversity of the world they live in and be prepared for life in modern Britain. The Sex Education aspects of PSHE are also taught through the ‘Jigsaw’. Alongside this in KS2 children have access the Expect Respect materials, which focus on healthy relationships and also deals with sensitive issues such as domestic abuse. PSHE also identifies links to British Values such as the rule of law and democracy. SMSC taught throughout the Jigsaw scheme of work and ensures that the development of children’s values plays a significant part in their ability to learn and achieve. To develop our pupil’s cultural capital at Captain Webb, we have visits from the local emergency services, Fire brigade, Lifeguards, Police and the RAF. We also give the children the opportunity to have visitors from Crucial Crew, Star, NSPCC to learn about ‘PANTS’ and ‘Helping hands. The children also get to experience other cultures by visiting places of worships to see how we are all different. All of these helps our children to experience the essential knowledge that they need to prepare them for their future success. PSHE is taught, every Monday morning throughout the whole school, through Jigsaw’s six half termly themes with each year group studying the same unit at the same time. The knowledge and skills of each unit progresses through each year. Autumn 1: Being Me in My World Autumn 2: Differences (including anti-bullying) Spring 1: Dreams and Goals Spring 2: Healthy Me Summer 1: Relationships Summer 2: Changing Me (including Sex Education) Impact The impact of following this programme will be that the standards of attainment across the school will meet or exceed those which are expected of our children nationally. We continuously assess the implementation and impact of our PSHE curriculum in order to achieve the highest outcomes possible across all year groups and ensure we provide the support that is necessary for all children to achieve. Through our PSHE curriculum, we believe we can enhance children’s education and help them to become caring, respectful, responsible, and confident individuals and citizens. By the time our children leave our school they will: be able to approach a range of real life situations and apply their skills and attributes to help navigate themselves through modern life be on their way to becoming healthy, open minded, respectful, socially and morally responsible, active members of society appreciate difference and diversity be able to understand and manage their emotions be able to look after their mental health and well-being be able to develop positive, healthy relationship with their peers both now and in the future. understand the physical aspects involved in RSE at an age appropriate level have respect for themselves and others. have a positive self esteem PHSE Policy 2023-2025 PSHE Skills and Knowledge Progression Plans 2024.25

Beziehungen und Sexualerziehung Puzzle PSHE an der Captain Webb Primary School ​ An der Captain Webb Primary School verwenden wir Jigsaw , um unseren PSHE-Lehrplan zu vermitteln. Jigsaw vereint persönliche, soziale, gesundheitliche und wirtschaftliche Bildung, emotionale Bildung, soziale Fähigkeiten und spirituelle Entwicklung in einem wöchentlichen Programm. Als ganzheitlicher Schulansatz konzipiert, bietet Jigsaw ein umfassendes Lernprogramm für die Foundation Stage bis zur 6. Klasse. Beziehungen und Sexualerziehung ​ An unserer Schule bieten wir Beziehungs- und Sexualerziehung durch das Jigsaw-Arbeitsschema an, das durch die PSHE-Vereinigung qualitätsgesichert ist. Unten sehen Sie eine Übersicht über den Lehrplan für Beziehungen und Sexualerziehung der einzelnen Jahrgangsstufen und sehen, wie er mit PSHE und sozialen und emotionalen Aspekten des Lernens verbunden ist. Bitte finden Sie auch einen von Jigsaw erstellten 'Elternleitfaden' zu Beziehungen und Sexualerziehung. RSE Policy 2022-25 RSE Overview Year 6 Read More RSE Overview Year 5 Read More RSE Overview Year 4 Read More RSE Overview Year 3 Read More RSE Overview Year 2 Read More RSE Overview Year 1 Read More Für weitere Informationen zum PSHE-Curriculum, dem wir folgen, wenden Sie sich bitte an das Schulsekretariat, um einen Termin mit dem zuständigen Mitarbeiter unter den untenstehenden Kontaktdaten zu vereinbaren. Klicken Sie auf das Bild oben, um auf den Leitfaden für Eltern und Betreuer zuzugreifen

Curriculum Design Statement Intent, Implementation and Impact Our curriculum provides children with engaging, exciting and empowering learning experiences that allows them to be successful. They become 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 context enrichment opportunities to engage learners and develop their cultural capital which has been recognised as essential if children are to succeed. ​ We believe that our children should not only reach their best academically, but also develop a thirst for knowledge, foster a love of learning and leave our school with exceptional independent learning skills. We are fully committed to developing each child's unique potential within a secure and caring environment. ​ We use our Captain Webb Values to promote positive attitudes to learning: ​ Listen Encourage Achieve Respect Nurture ​ Our children have a sense of belonging and value the community in which they live therefore community involvement is an integral part of the school. Regular invitations to families and visitors facilitate learning new and sharing experiences such as assemblies, curriculum outcomes and community days take place. Children regularly contribute to supporting and developing their local community. To see how we implement our curriculum please select from the links below. Curriculum Framework Overview - Year R Curriculum Framework Overview - Year 2 Curriculum Framework Overview - Year 4 Curriculum Framework Overview - Year 1 Curriculum Framework Overview - Year 3 Curriculum Framework Overview - Year 5 Curriculum Framework Overview - Year 6 Each year group have a curriculum overview which maps out the whole year curriculum planning. Each subject leader will have a long-term plan which sets the learning for the year for their subject area. Progression documents have been created to ensure full coverage of the National Curriculum. These have been developed following research and advice from expert leaders in education. Medium-term plans are created from progression documentation and longer-term plans to ensure coherent coverage of key knowledge, skills and concepts and clear progression routes over a sequence of lessons. Prior learning is evident on plans which supports teachers with ensuring key knowledge is revisited. Senior leaders and subject leaders will monitor planning for compliance. Reading is a high priority for the school where the selection of texts has been thought about carefully and invested in heavily. Text have been carefully mapped out to ensure they compliment the wider curriculum at an appropriate age-related standard. There is a commitment for children to gain a love of reading which is evident through the reading areas throughout school. Teachers react to the needs of the children and each cohort to ensure that the children’s needs are being met. Whether this is through SEND or cohort specific needs. The emotional needs of the children are met through a variety of external and internal specialists including a play therapist, counsellor, educational psychologist, LSAT, Mental Health Support Practitioner, behaviour and SEND outreach, Talk and drawing and ELSA. Children are immersed in a variety of experiences throughout their time at Captain Webb Primary & Nursery. These are often at the start of new learning to enhance their understanding and support children within knowing more and remembering more. Forest school is available to all pupils throughout the year to enhance the children’s love of learning and enquiry skills. They gain lifelong skills outside of classroom environment. During their time at Captain Webb Primary & Nursery, children will have the opportunity to attend Arthog Outreach (Y3 &Y5), Arthog residential (Y4) and France in Y6. Assessment for learning opportunities take place in lesson to assess prior knowledge and information gained in a lesson. Teachers use these to address any misconceptions. To support our assessment of the core subjects (English, Mathematics and Science) we use Ruth Miskin Assessments for RWI, Salford Reading ages, Fluency assessments, White Rose Mathematical tests & Rising Stars for Science. We capture data at 3 points across the academic year at the end of the of the Autumn, Spring and Summer Term to ensure that all children are making at least expected progress. By the time children leave Captain Webb Primary & Nursery, they have the appropriate knowledge and skills required to be secondary ready.

Förderung von Sport- und Sportprämien About the PE and sport premium Physical activity has numerous benefits for children and young people’s physical health, as well as their mental wellbeing (increasing self-esteem and emotional wellbeing and lowering anxiety and depression), and children who are physically active are happier, more resilient and more trusting of their peers. Ensuring that pupils have access to sufficient daily activity can also have wider benefits for pupils and schools, improving behaviour as well as enhancing academic achievement. The PE and sport premium has been allocated, by the government, to help primary schools achieve this commitment to make additional and sustainable improvements to the quality of the PE, physical activity and sport offered through their core budgets. It is allocated directly to schools, so they have the flexibility to use it in the way that works best for their pupils. ​ How we use the PE and sport premium Schools must use the funding to make additional and sustainable improvements to the quality of the PE, physical activity and sport they provide. This includes any carried forward funding. This means that we must use the PE and sport premium to: develop or add to the PE, physical activity and sport that our school provides build capacity and capability within the school to ensure that improvements made now are sustainable and will benefit pupils joining the school in future years We should use the PE and sport premium to secure improvements in the following 5 key indicators. Engagement of all pupils in regular physical activity, for example by: providing targeted activities or support to involve and encourage the least active children encouraging active play during break times and lunchtimes establishing, extending or funding attendance of school sports clubs and activities and holiday clubs, or broadening the variety offered adopting an active mile initiative raising attainment in primary school swimming to meet requirements of the national curriculum before the end of key stage 2 - every child should leave primary school able to swim The profile of PE and sport is raised across the school as a tool for whole-school improvement, for example by: actively encourage pupils to take on leadership or volunteer roles that support the delivery of sport and physical activity within the school (such as ‘sports leader’ or peer-mentoring schemes) embedding physical activity into the school day through encouraging active travel to and from school, active break times and holding active lessons and teaching Increased confidence, knowledge and skills of all staff in teaching PE and sport, for example by: providing staff with professional development, mentoring, appropriate training and resources to help them teach PE and sport more effectively to all pupils, and embed physical activity across your school hiring qualified sports coaches and PE specialists to work alongside teachers to enhance or extend current opportunities offered to pupils - teachers should learn from coaches the necessary skills to be able to teach these new sports and physical activities effectively Broader experience of a range of sports and physical activities offered to all pupils, for example by: introducing a new range of sports and physical activities to encourage more pupils to take up sport and physical activities partnering with other schools to run sports and physical activities and clubs providing more and broadening the variety of extra-curricular physical activities after school in the 3 to 6pm window, delivered by the school or other local sports organisations Increased participation in competitive sport, for example by: increasing and actively encouraging pupils’ participation in the School Games organising more sport competitions or tournaments within the school coordinating and entering more sport competitions or tournaments across the local area, including those run by sporting organisations ​ Online reporting As part of the funding agreement all schools must publish details of how they spend their PE and sport premium funding. These reports must be published online. ​ Online reporting must clearly show: the amount of PE and sport premium received a full breakdown of how it has been spent the impact the school has seen on pupils’ PE, physical activity, and sport participation and attainment how the improvements will be sustainable in the future We are also required to publish the percentage of pupils within our year 6 cohort who met the national curriculum requirement to: swim competently, confidently and proficiently over a distance of at least 25 metres use a range of strokes effectively, for example, front crawl, backstroke and breaststroke perform safe self-rescue in different water-based situations ​ Below are our reports Evidencing The Impact of Sports Funding PE & Sports Premium Funding Plan 2023.24 PE & Sports Premium Funding Plan 2022.23 PE & Sports Premium Funding Plan 2021.2022 PE & Sports Premium Funding Plan 2020.2021 Aktionsplan Schulsportprämienförderung 2019/20 Auswirkungen der Sportprämienförderung 2020/21 Review of Impact of Sports Premium Funding 2020/21 Evidencing the Impact of Sports Premium Funding 2021/22

Parent's Forum At Captain Webb we appreciate and value open communication between our school and parents. The goal of our Parent Forum is to ensure that the views of all parents are heard. The aim is that parents can talk freely with their elected Forum representative and they will act as a voice to inform the school of the needs of our children and families. We feel that it is a perfect way to share ideas, views and concerns and to make suggestions for improvements. ​ Our Parent Forum has four broad aims which are; ​ · To work together to improve the learning and welfare provided for our children. · To work in partnership with the school to create a welcoming school which is inclusive for all parents and carers. · To share information, knowledge and skills. · To further improve communications between Parent/Carers and Staff/Governors. One parent will be elected for each class, through a democratic vote. The vote will take place every September when each class will ask their pupils parents/carers if there are any volunteers for the role. Where more than one volunteer puts themselves forward an anonymised vote will be held. The Forum will report to the Governing body annually on its activities on behalf of all parents. ​ They will meet once every half term with Mrs Passey (Head) and Mr Harris (Parent Partnership Lead) to discuss any issues, ideas or opinions that have been raised. ​ Minutes and dates for each meeting will be posted on the website (below) and on Classdojo.​ Your Forum Representatives are: Reception Julie Mays VACANCY Year 1 Year 2 Year 3 Year 4 Year 5 VACANCY VACANCY Year 6 VACANCY Forum Meeting Minutes Meeting Minutes - ​ ​ ​ ​ The school has recently been re-awarded The Leading Parent Partnership Award for the work that we do in ensuring our parents needs are met, and views/opinions are not only requested, but taken into account in our everyday school life.

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

Reception Classes Children in Reception are provided with a range of rich, meaningful first-hand experiences in which they can explore, think creatively and are active. This starts with a memorable experience for each topic we are learning about. You will see this in our Long Term Overview. Children also take part in weekly Forest School sessions, that offer children opportunities to achieve and develop through hands on learning experiences. ​ All Early Years children have extensive opportunities to play. We recognise the importance of learning through play and the provision of stimulating, practical experiences. The children take part in adult-directed, adult-led, child-led and child-initiated play. Each class is taught by a teacher and have teaching assistants to support your child’s learning. ​ We also believe that to prepare children for learning in later years they need to experience sessions of adult led focussed teaching, particularly in the areas of writing, maths and phonics. We follow the Read, Write inc programme each day for our phonics. We strive as Early Years practitioners to create a balance between play based learning and a more formal adult led structure. Children are taught as a whole class for short, regular sessions during the day and are then given opportunities each day to work both with an adult and to access their own learning and work independently within the environment. ​ We encourage our children to be independent learners, and they are encouraged to select activities of their choosing from around both the indoor and outdoor environments. Adults plan exciting stimuli each week for the different areas of the environment to try and focus and move learning forward. ​ What Our Day looks like 08.45 – 09.00 – Our school day begins with days of the week, weather, and our daily timetable 09.00 - 09.50 – Daily phonics and small group time 09.50 - 10.00 – Fit for learning 10.00 - 10.45 - Maths 10.45 – 11.00 – Snack and playtime 11.00 – 11.45 – Project learning and theme 11.45 – 13.00 – Lunchtime 13.00 – 13.20 – Mindfulness & number sense 13.20 – 13.30 – Quality story time 13.30 – 14.55 – Project learning 14.55 – 14.15 – Story, rhyme time and home-time We also have weekly PE by Crossbar, forest school and music Minors. 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, raincoat or wet suit and wellies for their forest school day. · A book bag for your child. Parents sessions · Across the year we will be inviting parents and carers in for ‘Stay and Play’ sessions. We offer different planned parent workshops throughout the year so you can join us for phonics, maths, and theme sessions. We also invite you to celebrate world events like The Kings Coronation. · The children also have a fun non-competitive sports day in the last summer term. ​ Curriculum Framework Overview - Year R Maths Pre-Calulation Policy Reception Medium Term Lesson Plans Autumn Term 1 Autumn Term 2 Spring Term 1 Spring Term 2 Summer Term 1 Summer Term 2