Search Results

Briefe nach Hause 2020 - 2021 Year 5 - Safari Park 9 Oct 2023 Read More Year 5 - Chester Zoo 9 Oct 2023 Read More Year 5 - Cosford Air Museum 9 Oct 2023 Read More Year 1 - Tour of Telford 9 Oct 2023 Read More Rec - Tiny Town 15 Sept 2023 Read More Year 6 - Polar Regions Workshop 8 Sept 2023 Read More Year 1 - Weston Park 14 Jul 2023 Read More Year 1 & 2 - PJ's Children's Entertainer of the Year 6 Sept 2023 Read More Year 4 - ThinkTank 6 Sept 2023 Read More Year 5 - Egyptian Workshop 5 Sept 2023 Read More Year 3 - Shropshire Hills Discovery Centre 14 Jul 2023 Read More

Unser aktueller Ofsted-Bericht 2019 Um frühere Berichte anzuzeigen, besuchen Sie das Ofsted School-Daten-Dashboard für unsere Schule, indem Sie auf den untenstehenden Link klicken.

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.

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

Our School Governing Body What do our school governors do? ​ Governors are volunteers who are responsible for overseeing the management side of a school: strategy, policy, budgeting and staffing. They enable our school to run as effectively as possible, working alongside senior leaders and supporting teachers to provide excellent education to children. Being a school governor is a commitment to attending governing body meetings which consider issues such as setting the school vision, mitigating financial risk and scrutinising educational outcomes. They are also involved in our school community, acting as critical friends to the headteacher and senior leaders. Governors bring a wide range of skills and expertise from their professional lives to the governing board and we benefit greatly from working with these skilled volunteers, for example some of our governors have experience of finance, safeguarding, school management and human resources. A governor with business know-how can transform the running of a school. ​ Core governor responsibilities Setting the strategic direction Governing bodies are the key strategic decision makers in every school. Along with the Head Teacher, it is the job of our governing body to set the school’s aims and objectives around how the school will develop and improve. They set the policies, formulate plans and agree targets to help our school achieve these objectives, as well as regularly reviewing their strategic framework in light of that progress. Creating robust accountability The governing body is there to support and challenge our school’s senior leadership team. They play a crucial role in holding our Head Teacher to account for securing the best possible outcomes for our pupils. By challenging key decisions and asking pertinent questions about the school’s performance data, our governors aim to guarantee high standards in education. Ensuring financial probity Governing bodies have a strategic role in the financial management of schools. Their key responsibilities include, setting financial priorities through the school development plan, 3 year financial plan and the annual budget. They also decide on how our school’s delegated budget should be spent in accordance with the school improvement plan and statutory curriculum requirement. ​ How does our Governing Body work? ​ Governing body meetings We hold full governing body meetings twice a term (we no longer have separate committees). We send out all the supporting documentation a week prior to these meeting to allow Governors to have time to read and familiarise themselves with the paperwork. It also gives them time to raise any questions they might have, and challenge the information provided. Whilst there are many important aspects of the role of a governor, the most important is the business that takes place at these meetings. School visits Our Governing body is responsible for monitoring and evaluating the effectiveness of our school and its curriculum. School visits help our governors to understand more about the school and the reality of school life. Governor visits to classrooms are not a form of inspection but serve as a clear monitoring function on the implementation of the school’s strategic planning. Governor visits are encouraged. ​ Link Governors ​ The Headteacher, with the support of her leadership team, draft a school development plan (every September). This document examines all the areas in the school, which require additional focus, to ensure the best possible outcomes for all the children. The development plan is created from children's progress data, reviews by the School Improvement Partner, the Ofsted report, and general observance of the school in action. The Governors have the responsibility of ensuring this plan is effectively targeted, and that the school performs the actions that are needed. To help the full governing body with this duty each governor is assigned a role linked specifically to each area of the development plan, and it is this Link Governors duty to report back their observations and findings to the full governors. A copy of the development plan can be found here . ​ Our current Link governors are: ​ Safeguarding J Kiernan Prevent J Kiernan Online Safety (including filtering and monitoring) J Kiernan SEND L Hough Pupil Premium L Hough Attendance L Hough & A Farley Website & SCR J Garrad Pastoral J Garrad Curriculum - Behaviour R Harris Curriculum - Maths J Kiernan Curriculum - English A Farley Curriculum - EAL A Farley Curriculum - Science M Chetwood Curriculum – Higher Attainers L Hough ​ Below are several documents detailing who are governors are, how they were elected and the duration of their service, the code of conduct which they must follow, the rules of the meetings and decision making processes, and the dates the meetings will be held. Full Governing Body meeting dates and attendance 23.24 Read More Register of Business Interests and Governor Information Form 23.24 Read More Statement of Roles and Responsibilities & Delegated Limits 23.24 Read More Governors Terms of Reference 23.24 Read More Governors Code of Conduct 23.24 Read More

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

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 >

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

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 2022/23 I n February 2021, the government announced a one-off recovery premium as part of its package of funding to support education recovery. The recovery premium provides additional funding for state-funded schools in the 2021/22 and 2022/23 academic years. Building on the pupil premium , this funding will help schools to deliver evidence-based approaches for supporting disadvantaged pupils. ​ Pupil eligibility The recovery premium will be allocated using the same data as the pupil premium. This means the following pupils will attract recovery premium funding to schools: pupils who are eligible for free school meals (FSM) pupils who have been eligible for free school meals at any point in the last 6 years children looked after by local authorities and referred to as looked-after children (LAC) post looked-after children (post-LAC) ​ Funding Funding allocations School allocations will be calculated on a per pupil basis. Mainstream schools will get: £145 for each eligible pupil in mainstream education ​ Payment schedule The recovery premium will be paid in 4 payments to schools during the 2021 to 2022 academic year on the following schedule. ​ Maintained Schools Schedule of Payments: Payments will be sent to local authorities on the last working day in: September 2021 December 2021 April 2022 June 2022 September 2022 December 2022 April 2023 June 2023 ​ Using recovery premium funding Schools should spend this premium on evidence-based approaches to support pupils. In line with the Education Endowment Foundation’s pupil premium guide , activities should include those that: support the quality of teaching, such as staff professional development provide targeted academic support, such as tutoring deal with non-academic barriers to success in school, such as attendance, behaviour and social and emotional support Like the pupil premium, schools can: spend the recovery premium on a wider cohort of pupils than those who attract the funding direct recovery premium spending where they think the need is greatest ​ Reporting and accountability Schools must show how they are using their recovery premium effectively: by reporting on their use of recovery premium as part of their pupil premium strategy statement (see below) through Ofsted inspections - as part of these inspections, inspectors may discuss plans schools have to spend their recovery premium funding ​ See proposed use of Recovery Premium Funding in the Pupil Premium Strategy Statement 22/23 below Catch Up Funding 2020/2021 Children and young people across the country have experienced unprecedented disruption to their education as a result of coronavirus (COVID-19). Those from the most vulnerable and disadvantaged backgrounds will be among those hardest hit. The aggregate impact of lost time in education will be substantial, and the scale of our response must match the scale of the challenge. Schools’ allocations will be calculated on a per pupil basis, providing each mainstream school with a total of £80 for each pupil in from Reception through to Year 6 As the catch-up premium has been designed to mitigate the effects of the unique disruption caused by coronavirus (COVID-19), the grant will only be available for the 2020 to 2021 academic year. It will not be added to schools’ baselines in calculating future years’ funding allocations. ​ See how we used our Catch Up Funding in the Covid Catch Up Premium Plan 2020/21 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

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. ​ ​

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

Early Help at Captain Webb At Captain Webb Primary we recognise the challenges that families face in bringing up children. Everyone needs help at some point in their lives and therefore an ethos of early help is important for any school. There maybe times when you need extra help, support or advice. If this is the case please come and talk to us, we are here to help. ​ Children, young people and families develop resilience if there are protective factors in place such as: a positive relationship with an adult, good literacy and communication skills, good school attendance and parents in or actively seeking work. Children's needs are best met when help is offered in a universal setting within a socially mixed group and early on when problems start to emerge. ​ Children and young people’s needs are best met when addressed in the context of the whole family, meaning that parents/carers and siblings needs are addressed, with consent, as part of a holistic and integrated early help response. ​ Early help services should support and strengthen families, so that they can thrive. How can I access Early Help at captain Webb? ​ Your class teacher is your first point of contact for any issues or concerns. Teachers are responsible for the well being of all the children in their class and will liaise and signpost to other staff members as required. ​ Our early help assessment lead at Captain Webb Primary is Mrs Gemma Boden. Mrs Boden is contactable by email or phone. ​ Email: gemma.boden@taw.org.uk or by calling the main school office on 01952 386 770. ​ Heading 1