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- Memorable Experiences | captainwebb
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.
- MFL | captainwebb
MFL Curriculum Statement Intent Our intent is to provide our children with an engaging, exciting and empowering curriculum that allows them to develop as confident responsible citizens equipped with the skills that will allow them to be successful in our ever-changing world, both in the present and the future. We believe that childhood should be a happy, investigative and enquiring time in our lives. We constantly provide enrichment opportunities (memorable experiences) to engage learners and develop their cultural capital which has been recognised as essential if children are to succeed. We believe that our children should not only reach their best academically, but also develop a thirst for knowledge, foster a love of learning and leave our school with exceptional independent learning skills. We are fully committed to developing each child's unique potential within a secure and caring environment. We use our Captain Webb Values to promote positive attitudes to learning: Listen Encourage Achieve Respect Nurture Learning a foreign language is a liberation from insularity and provides an opening to other cultures. The 2014 National Curriculum for Modern Foreign Languages Appendix A aims to ensure that all children receive: A high-quality languages education which should foster pupils’ curiosity and deepen their understanding of the world. Teaching should enable pupils to express their ideas and thoughts in another language and to understand and respond to its speakers, both in speech and in writing. At Captain Webb we are committed to ensuring that teaching enables pupils to express their ideas and thoughts in another language and to understand and respond to its speakers, both in speech and in writing. We recognise that competence in another language enables children to interpret, create and exchange meaning within and across cultures. We believe that by teaching MFL we provide the foundation for learning further languages, as well as the means to access international opportunities for study and work later in life. The teaching of French in KS2 provides an appropriate balance of spoken and written language and lays the foundations for further foreign language teaching at KS3. Implementation At Captain Webb we teach French as this is the first language that our feeder secondary schools start with and the language that staff are most familiar with. Children are introduced to French in the EYFS through basic classroom routines. Throughout KS1, children are included in participating in special occasions such as World French Day. This enables the children to develop early language acquisition skills that facilitate their understanding of the patterns of language and how these are similar to , or differ from English. In KS2, French is taught to each class during a weekly timetabled lesson of 45 minutes. Lessons throughout KS2 support the four skills of speaking, listening, reading and writing whilst in addition learning about Francophone cultures. Children are taught skills to enable them to listen attentively and respond by joining in with rhymes, games and songs. We emphasise the speaking and listening skills over the reading and writing skills. We follow the primary MFL Scheme of work for French provided by La Jolie Ronde which thus ensures coverage and progression across school. Knowledge and skills in French are mapped out across the school from Year 3 – Year 6. At the beginning of a new unit of learning, children have the opportunity to recall prior learning as well as what they would like to find out. This informs the programme of study and also ensures that lessons are relevant and take account of children’s different starting points. Children develop an appreciation of a variety of stories, poems, rhymes and songs (particularly action songs). These are delivered through the curriculum content, as well as through using a variety of native French speakers through the aid of recordings. As confidence grows children are encouraged to record their work through pictures, captions and sentences. Cross curricular links have been identified in PE, music, art and DT, and are taken advantage of in order to deepen learning. In Year 6, children have the opportunity to visit France in order to experience a different language and culture. An After School Club provides children with the experience of learning about Francophone cultures in a fun environment. We believe introducing a physical element into some games serves to reinforce memory. Impact We believe that by the time our children leave our school: Children will be able to communicate with adults and each other in French. Children will have become aware that a language has a structure, and that the structure differs from one language to another having developed their language through the four key skills of speaking, listening, reading and writing. Children will learn how the language skills acquired can be applied to a range of different languages. Children will have developed an understanding of Francophone customs and cultures consequently having further respect for others. Children will increase their self-esteem. Children will transfer to KS3 effectively and successfully and will be well prepared to continue and develop their language skills. MFL Policy 2024.25 MFL Skills and Knowledge Progression Plans MFL SEND Read More Year 3 - Medium Term Plans Read More Year 4 - Medium Term Plans Read More Year 5 - Medium Term Plans Read More Year 6 - Medium Term Plans
- Staff | captainwebb
OUR SCHOOL STAFF Senior Leadership Team: Headteacher - Mrs Sarah Passey Deputy Head - Mrs Nicola Weston-Blakey Assistant Head (KS1) - Miss Natalie Manns Assistant Head & SENCO (KS2) - Mr Chris Pilling EYS Lead - Mrs S Brannon Early Years: Reception Class 1- Mrs K McGee (Teacher), Mrs S Cecil (TA) Reception Class 2- Mrs Brannon (Teacher), Mrs K Jones (TA) Preschool - Miss L Hallybone (Teacher), Miss E Burns (TA) Nursery Manager - Miss S Cox Daycare - Mrs Amy Lewis (Room Lead), Mrs H Anthony (TA), Miss A Halford (TA), Key Stage 1: Year 1 Class 1- Mrs K Longmore (Teacher), Miss D Evans (TA) Year 1 Class 2- Miss E Robinson (Teacher), Mrs S Reynolds (TA) Year 2 Class 1- Mr A Davies (Teacher) Year 2 Class 2- Miss S Jenkins (Teacher) KS1 Support - Mrs G Limer (TA), Miss M Lloyd (TA) Key Stage 2: Year 3 Class 1- Miss N Manns (Teacher), Mr R Harris (Teacher) Year 3 Class 2- Miss J Roberts (Teacher) Year 3 Support - Mrs C Watkins (TA & Pastoral Support), Miss A Farley (TA) Miss K Willets (TA) Year 4 Class 1- Miss T Read (Teacher) Year 4 Class 2- Miss R Hill (Teacher) Year 4 Support - Mrs C Withers (TA) Year 5 Class 1- Mr C Pilling (Teacher), Mrs F Tranter (Teacher) Year 5 Class 2- Mr S White (Teacher) Year 6 Class 1- Mrs Weston (Teacher) , Miss K Wootton (Teacher) Year 6 Class 2- Miss M Saville(Teacher) KS2 Children's Support - Mrs J Davies (TA), Mrs M Abbey-Offland (TA), Mrs L Fewtrell (TA), Mrs I Perry (TA) Mrs J Garrard (TA) SENCO: Mr C Pilling (Teacher/SENCO) Speech and Language Support : Mrs J Walker (TA) Pastoral: Mrs G Boden (DSL &Pastoral Lead), Mrs C Watkins (Pastoral Support), Mrs J Wheatley (Pastoral Support) Administration: Miss L Sanderson (School Business Manager), Miss J Mansell (Finance Admin), Mrs G Hanafin (Reception and Communications Admin). Caretaker: Mr J Featherstone
- Admissions | Captain Webb Primary School and Nursery
How to apply for your child a place at Captain Webb Primary School and Nursery 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
- Phonics | captainwebb
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 half term, 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. 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/
- P.E. and Sport Premium Funding | captainwebb
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 2024.25 PE & Sports Premium Funding Plan 2023.24 PE & Sports Premium Impact 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
- 2 Year Olds Provision | captainwebb
2 Year Old's (Day Care) We have a well established curriculum for our 2 year olds, that is planned by our highly professional, experienced and qualified staff who take each opportunity to meet the individual needs of their children. The Pre-School Manager and EYFS Lead Teacher work closely with staff to ensure that planning and delivery is of the highest quality. This close working relationship will also ensure an effective and efficient transition into the rising 3’s room and beyond into reception. Here at Captain Webb we offer our 2 year olds a range of different experiences that supports their communication and language, physical development and their overall confidence such as, as weekly profession music teacher form ‘Music Minors Company’, a P.E. session with our Cross Bar coaches, weekly sessions in our onsite forest school and a weekly yoga session from our qualified toddler yoga teacher and room leader. We ensure that our staff: child ratio 1:4 for children aged 2 – 3, and 1:8 for children aged 3 – 4 years are upheld and often exceeded. What Our Day looks like 9:45 (12:15) – Drop off. This is an opportunity to talk to staff about their children and ensure a calm and happy handover. 9:15 (12:45) – Focus Communication and Language groups. The children will learn to regulate their behaviour, join in with singing and an activity that promotes effective communication and language. 9:30 (1:00) - Dough Disco. This session focuses on the children’s fine motor control. 9:45 (1:15) – Project learning and rolling snack. During this time the staff will open the outdoor environment, run a planned activity and support children to access snack independently and safely. Key workers will also use this time to develop individual’s next steps through an overarching theme which can be found on the overviews bellow. 11:15 (2:45) – Key worker groups. These sessions are specifically planned to meet next steps and therefore could be focused around maths, literacy and always delivered with high quality communication and language at the heart of the session. 11:30 (3:00) – Rhyme time. The 2 year old have specific rhymes that are planned for across the year. 11:45 (3:15) – Home time. This is an additional opportunity for parents to talk to staff about their child. Each parent will receive a daily form which gives specific information about their child’s day. *We offer a quiet and peaceful environment for any children who are still having naps in the afternoon. These are supervised by a member of staff at all times and a sleep record is kept for each child. What you will need to provide Water is always accessible within the room but if you would like to provide your child with a water bottle please ensure it is labelled with their name. Outdoor clothing and wellies for their forest school day. Bag of spare clothes (pants, socks, trousers/skirt and top). Nappies, we do provide wet wipes but if your child requires something specific, please inform the staff. Barrier creams will be applied with permission and will need to be provided by you. Parents sessions Across the year we will be inviting parents and carers in for ‘Stay and Play’ sessions, dates are pre-planned and you can find them here . Stay and play sessions are your opportunity to talk to the room staff, look at your child’s learning journey and experiencing project learning opportunities. We often celebrate events in these sessions such as Christmas or valentines day with parents and carers. This children have a fun non-competitive sports day in the last summer term. Rolling Snacks Snack time at our nursery is fun and educational. We try to replicate the family environment with children sitting around the table to encourage conversation and develop physical skills pouring water from jugs and when using the cutlery. Water, cow’s milk and fresh fruit is provided throughout the day at our snack table (or alternative milk for those with dairy allergies). We change our snack menu daily. Our Snack Menu 2 Year Old's Medium Term Lesson Plans Autumn Term 1 Autumn Term 2 Spring Term 1 Spring Term 2 Summer Term 1 Summer Term 2 2 Year Old's Long Term Lesson Plans Maths Progression Literacy Progression
- Curriculum Subjects | captainwebb
Curriculum Subjects You can read more information about each subject that we teach, how we plan lessons, and how we manage the learning progression, by selecting from the links below: Art Computing Cultural Capital D&T Geography History Maths (including numbersense) MFL Music Artsmark PE Phonics PHSE Protective Characteristics RE Reading RSE Science Spelling Spoken Word Writing If you still have any questions, about any of our curriculum subjects, then you can get further information by contacting the school office (01952 386770 or A2174@taw.org.uk ) and the admin team will be happy to forward your questions to the appropriate subject lead.
- SEN and Disabilities | captainwebb
Sonderpädagogischer Förderbedarf: Schulangebot Inclusion in Our School In the Spring term of 2024, all of our school stakeholders worked together to build a shared definition of inclusion in our school. This is what they decided: “At Captain Webb Primary School, inclusion means we are always changing our school and the way we work so that everyone in our community can be present, participate and achieve. We work hard to reduce exclusion from the learning, culture and community of our school. It involves the constant restructuring of our cultures, policies and practices so they respond to the changing diversity of students”. Unser Hauptziel bei Captain Webb ist es, einen integrativen Lehrplan anzubieten, der differenziert ist und die Bedürfnisse des Kindes berücksichtigt und die Fähigkeit, den Zugang zu allen Bereichen des Lehrplans im Einklang mit Gleichaltrigen zu ermöglichen. Wir glauben, dass dies durch eine sorgfältige Gruppierung und Planung erfolgreich erreicht werden kann, die, falls erforderlich, durch Empfehlungen von externen Stellen informiert wird. Wir verstehen, dass jedes Kind ein Individuum ist und auf seine eigene Weise lernt. Die Lehrmethoden müssen auf alle Lernstile zugeschnitten sein. Unser Schulangebot hebt hervor, was wir Kindern mit SEND bieten können und knüpft stark an unsere SEN-Politik an. Identifizierung: Unsere SEND-Richtlinie hebt hervor, wie Kinder identifiziert und genau überwacht werden, wenn Bedenken hinsichtlich eines besonderen Bildungsbedarfs oder einer Behinderung geäußert werden. Dies folgt den Richtlinien des SEND-Verhaltenskodex (2015) und ist eng mit dem lokalen Angebot von Telford und Wrekin verbunden http://www.telford.gov.uk/send Alle Bedenken bezüglich Ihres Kindes sollten zunächst mit dem Klassenlehrer besprochen werden, der sich mit dem SENDco in Verbindung setzt. Der Klassenlehrer und SENDco können sich dann mit den Eltern treffen, um zu besprechen, wie Ihr Kind unterstützt wird und welche nächsten Schritte es gibt. Eingriffe: Frühförderung sollte die Grundlage der Interventionsstrategie einer Schule sein – dies erfordert, dass die Schule laufende Bewertungen in der Tagesbetreuung, im Kindergarten, in der Aufnahme und in der ersten Klasse abschließt und den Fortschritt der Kinder verfolgt. Es wird empfohlen, die Zahl der Interventionsprogramme zu begrenzen, um sicherzustellen, dass die Programme von hoher Qualität sind, gut verwaltet werden und einen Einfluss auf den Erfolg haben. Welle 1 – Inklusiver Ganzklassenunterricht Quality First Teaching für alle Kinder. Die effektive Einbindung aller Kinder in den täglichen hochwertigen Alphabetisierungs- und Mathematikunterricht. Geführt von Lehrern, unterstützt von TAs Welle 2 – Gezielte Bereitstellung Gezielte Versorgung ist die Versorgung, die Kinder erhalten, wenn sie weniger als erwartete Fortschritte innerhalb der Bereitstellung von Welle 1 machen. Es kann durch Ratschläge von externen Stellen informiert werden und benötigt eine Bereitstellungskarte, um genaue Interventionen hervorzuheben, einschließlich Basisdaten, um sicherzustellen, dass Fortschritte messbar sind. Kinder können einige dieser Interventionen erhalten, oft in kleinen Gruppen, abhängig von ihren Bedürfnissen. Von Lehrern geleitet oder von Lehrern geleitet und von TAs geleitet Welle 3 Versorgung mit höherem Bedarf Höherer Bedarf ist die Versorgung, die eine kleine Anzahl von Kindern erhält, wenn die Versorgung in Welle 2 ihnen keine kontinuierlichen Fortschritte ermöglicht. Es wird durch Ratschläge von externen Stellen informiert und benötigt eine detaillierte, individuelle Bereitstellungskarte, um genaue Interventionen hervorzuheben, einschließlich Basisdaten, um sicherzustellen, dass Fortschritte messbar sind. Es ist eine sehr individuelle Regelung. Von Lehrern geleitet oder von Lehrern geleitet und von TAs geleitet Die vier Bedarfsbereiche: Bei Captain Webb befolgen wir den SEN-Verhaltenskodex (2014), um vier Hauptbedarfsbereiche zu identifizieren. Diese sind: Kommunikation und Interaktion Kognition und Lernen Soziale, emotionale und mentale Gesundheit Sensorische und körperliche Entwicklung Wir erkennen an, dass Kinder mehr als einen Bedarfsbereich haben können und dass sie miteinander verbunden sein können. Das lokale Angebot von Telford und Wrekin zeigt, wie sich die Kommunalbehörde bemüht, den Bedürfnissen von Kindern mit SEND gerecht zu werden, und beschreibt die Ressourcen und Dienstleistungen, die Menschen mit irgendeiner Form von sonderpädagogischem Förderbedarf oder Behinderung zur Verfügung stehen: http://www.telford.gov.uk/send Angebote für Eltern: Bei Captain Webb bemühen wir uns, eine positive, unterstützende Beziehung zu den Eltern aufzubauen, um das Beste für Kinder und ihre Familien zu gewährleisten. Um dies zu unterstützen bieten wir: Termly Elternsprechtage Treffen mit dem Klassenlehrer / SENDco möglich, um elterliche Anliegen zu besprechen Bereitstellung von Karten, die regelmäßig mit den Eltern geteilt und Fortschritte besprochen werden Die Eltern werden umfassend über die Unterstützung informiert, die Kinder innerhalb der Schule und durch den Besuch externer Einrichtungen erhalten Möglichkeiten für Eltern und Kinder, Ideen einzubringen und Angebote in der Schule zu diskutieren Ideen, wie man Kinder zu Hause unterstützen kann Treffen mit SENDco / Klassenlehrer und Eltern, um die Beteiligung externer Agenturen zu besprechen, z. B. nach einem LSAT-Besuch Folgende Angebote können für unterstützungsbedürftige Eltern hilfreich sein BEAM http://beeu.org.uk/self-help/ Lokales Angebot von Telford und Wrekin http://www.telford.gov.uk/send IASS http://www.telfordsendiass.org.uk Eltern öffnen Türen (PODs) http://www.podstelford.org/ Ican2 http://www.ican2.org.uk/ Aktivitäten für Kinder mit Behinderungen Schülerbeteiligung Wir bei Captain Webb glauben, dass es von größter Bedeutung ist, die Kinder in Entscheidungen einzubeziehen, die sich selbst einbeziehen, und Entscheidungen über die gesamte Schule. Die Kinder werden umfassend über ihre Ziele informiert und werden ermutigt, ihre Ansichten darüber zu teilen und ihre Fortschritte bei der Erreichung dieser Ziele zu überprüfen. Alle Kinder des SEND-Registers füllen außerdem ein einseitiges Profil aus, in dem sie darüber sprechen, was ihnen wichtig ist, was ihnen schwerfällt und wie sie am besten unterstützt werden können. Schülerinnen und Schüler haben die Möglichkeit, dem Schulrat beizutreten, wo sie die Gedanken und Ideen ihrer Mitschülerinnen und Mitschüler äußern können. Der Schulrat trifft sich regelmäßig und nimmt Vorschläge der Klassenkameraden auf, die in den Sitzungen diskutiert werden sollen. Lehrplananspruch Der SEN-Leitfaden (2015) stellt fest: Alle Kinder und Jugendlichen haben Anspruch auf eine angemessene Bildung, die ihren Bedürfnissen entspricht, hohe Standards und die Entfaltung von Potenzialen fördert. Dies sollte ihnen ermöglichen: • ihr Bestes geben • selbstbewusste Menschen werden, die ein erfülltes Leben führen, und • einen erfolgreichen Übergang ins Erwachsenenalter schaffen, sei es in eine Erwerbstätigkeit, in eine weiterführende oder höhere Bildung oder Ausbildung Bei Captain Webb bemühen wir uns sicherzustellen, dass alle Kinder Zugang zum gesamten Lehrplan haben, wobei Differenzierung ein wichtiges Instrument ist, um dies zu ermöglichen. Laufende Bewertungen helfen den Lehrkräften, mögliche Schwierigkeitsbereiche zu erkennen und so zu klären, wie diese minimiert werden können, indem Anpassungen vorgenommen werden, um sicherzustellen, dass der Lehrplan für alle zugänglich ist. Wir decken zusätzliche Bedürfnisse auf verschiedene Weise ab, darunter: in der Klasse Unterstützung für Kleingruppen kleine Gruppe oder 1-1 Rückzug individuelle Klassenförderung / individueller Rückzug Differenzierung der Ressourcen spezialisierte Ressourcen Pflegeunterstützung Gesamtschulplan (siehe Anhang) Schulangebot Wellen der Intervention.docx Besondere Einrichtungen und Zugang Wir bemühen uns, allen Kindern den Zugang zu allen Bereichen des Schullebens zu ermöglichen, damit sie ihr volles Potenzial entfalten können. Behindertengerechte Einrichtungen sind in allen Gebäuden vorhanden. Handläufe, Rampen und eine sorgfältige Auswahl der Klassenräume sorgen dafür, dass der Zugang für alle möglich ist. Bei Bedarf wird Rat von Eltern und externen Einrichtungen eingeholt, um sicherzustellen, dass die Bedürfnisse der Kinder vollständig erfüllt werden. Differenzierung, Ressourcen und spezielle Ausrüstung können eingesetzt werden, um sicherzustellen, dass Kinder Zugang zum gesamten Lehrplan haben. Lernstile sind ein wichtiger Aspekt bei der Unterrichtsplanung, um sicherzustellen, dass alle Bedürfnisse berücksichtigt werden. Alle Kinder werden in alle Bereiche des Schullebens einbezogen, bei Bedarf werden alternative Arbeitsformen eingesetzt, um sicherzustellen, dass alle teilnehmen können. Externe Agenturen / Dienste, mit denen die Schule in Verbindung steht Bei Captain Webb greifen wir auf das Fachwissen einer Reihe von externen Einrichtungen zurück, die uns unterstützen und beraten, um die Bedürfnisse von Kindern zu erfüllen, bei denen eine SEND-Erkrankung festgestellt wurde. Diese schließen ein: Telford und Wrekin SEN-Team Faires Zugangspanel Verhaltensunterstützungsdienst (BSS) Frühintervention Beratungsteam für Lernunterstützung (LSAT) Pädagogische Psychologie (EP) Logopäde und Sprachtherapeuten (SALT) Ergotherapie (OT) Sensorische Inklusion (SIS) Schulkrankenschwester Familie verbinden Bee U Service für psychische Gesundheit und Wohlbefinden Berater IASS Das SENDco nimmt auch regelmäßig an Netzwerk-Update-Meetings teil und steht mit anderen SENDcos für Beratung und Unterstützung in Verbindung. Übergangsregelungen Wenn ein Kind ankommt oder die Captain Webb School verlässt, werden wir eng mit den Eltern und der vorherigen Einrichtung zusammenarbeiten, um sicherzustellen, dass die Bedürfnisse des Kindes gut verstanden werden und wie es am besten unterstützt werden kann, einschließlich der nächsten Schritte. Bei einem Klassenwechsel zu Beginn eines neuen Schuljahres haben die Kinder Vorrücktage, um sich mit ihrer neuen Lehrkraft und ihrem neuen Klassenumfeld vertraut zu machen. Wenn es für notwendig erachtet wird, können Kinder zusätzliche Tage haben, um den Prozess zu unterstützen und Vertrauen aufzubauen. Die Klassenlehrer werden detaillierte Gespräche über die Kinder führen, einschließlich der neuesten Bereitstellungskarte und der im Laufe des Jahres erzielten Fortschritte. Alle Kinder im SEND-Register werden auch ein einseitiges Profil ausfüllen, in dem sie darüber sprechen, was ihnen wichtig ist, ihre Schwierigkeiten und wie sie sich am besten unterstützen können. Es kann notwendig sein, dass das Kind ein Informationsbuch über seine neue Klasse und Einrichtungen hat, um mit der Familie darüber zu sprechen und so die Angst vor dem Beginn einer neuen Klasse zu minimieren. Übergänge in die Sekundarstufe beinhalten eine enge Verbindung zwischen dem Captain Webb und der neuen Schule. Alle über das Kind gespeicherten SEND-Informationen werden an die neue Schule gesendet und der SENDco / Klassenlehrer bespricht die aktuellen Bedürfnisse des Kindes und die nächsten Schritte, einschließlich der besten Möglichkeit, das Kind zu unterstützen. Für Kinder mit einem EHCP stellen wir sicher, dass das SENDco der aufnehmenden Schule zum Jahresrückblick im Sommersemester eingeladen wird, um einen Einblick und Informationen über die Bedürfnisse des Kindes zu erhalten und so einen reibungslosen Übergang zu gewährleisten. Hilfreiche Links: Rat von Telford & Wrekin http://www.telford.gov.uk/send Verhaltenskodex SENDEN https://www.gov.uk/government/publications/send-code-of-practice-0-to-25 SEND Policies SEND Information Report - June 23 June 24 Read More Accessibilty Plan Read More SEND Brochure Read More SEND Policy - Jul 24 -Jul 25 Read More SENCO Kontakt: Alison Feeney Gavin Dick Tel: 01952 386770
- Maths including KIRF | captainwebb
Intent At Captain Webb Primary School, our overarching principle about learning is: ‘Knowing more and Remembering more’. We have designed our curriculum so that more time is given to embed key knowledge, make connections and be ready for the next stage of a child’s learning journey. Through their growing knowledge and understanding, we aim to make all our children confident and competent mathematicians, who can make links in their maths learning to other areas of the curriculum. We aim to provide all pupils with a challenging mathematics curriculum and high-quality teaching to produce individuals who are numerate, creative, independent, inquisitive, enquiring and confident. We also aim to provide a stimulating environment and adequate resources so that pupils can develop their mathematical skills to the full. Through our well-planned maths learning journeys, we provide opportunities which cater for the needs of all individuals and empowers them with the necessary skills and knowledge to become successful in their future adventures. We incorporate sustained levels of challenge through varied and high-quality activities and ensure that children are on track at each stage of their education in fluency, reasoning and problem solving. Thus, in turn will prepare them for the next stage of their education and a successful working life. Implementation (Planning an inclusive curriculum). Our inclusive knowledge-based curriculum plans for success. Through small, well-sequenced steps (as outlined in our medium-term plans) new mathematical concepts are introduced using a ‘Concrete, Pictorial and Abstract’ approach. This enables all children to experience hands-on learning when discovering new mathematical knowledge and allows them to have clear models and images to aid their understanding. This also ensures that models of proof are constructed to exemplify mathematical laws and principles. The Concrete-Pictorial-Abstract model also allows children to build on their knowledge of key concepts in small steps and allows all learners to keep up with the curriculum demands. This approach to Maths is reflected in our calculation policy and pedagogy, with Teachers modelling and exploring key knowledge through the I-We-YOU approach. At Captain Webb the scope of our curriculum is inclusive and ambitious. Through declarative, procedural and conceptual knowledge, teacher’s use a curriculum ,engineered by the National Curriculum and White Rose, to ensure that children are exposed to mathematical knowledge and concepts which will prepare them for their next stage in education. It is our belief that mathematicians are best developed through memorisation of core facts and formula. In EYFS, Key Stage 1 and Key Stage 2 Maths is taught on a daily basis. In each aspect of the Maths Curriculum and throughout each key phase, the children embark on a contextualised mathematical journey. This ensures that there is breadth and depth to the curriculum offer. Each journey consists of the following: 1) Activating Prior Knowledge Use of a variety of assessments to revisit and build on pupils’ existing knowledge and understanding. 2) Instruction Use of well-planned manipulatives and representations which the children can then draw upon independently in the future. (See Jottings Policy) 3) Modelling of strategies The teaching of methods and procedures in order for the children to solve calculations in preparation for reasoning and problem solving (See Calculation Policy). 4) Guided Practice Opportunities for the children to make connections between mathematical facts, procedures and concepts, thus developing a rich network of mathematical knowledge. 5) Independent Practice The development of independence and motivation in order to develop metacognition-the ability to independently plan, monitor and evaluate their thinking and learning. 6) Structured reflection The use of contextualised tasks and resources which challenge and support pupils’ mathematics; deepening their thinking with models of proof, generalisation and conjectures. Through our creative curriculum approach, we also seek to explore and utilise further opportunities to use and apply mathematics across all subject areas which is promoted during our Theme work in the afternoon. Early Years The 2024 Development Matters, which supports the statutory framework, is used to drive the curriculum and is supported by Number sense. It is widely accepted that early acquisition of core maths facts is a significant indication of future success. In reflection of this, Number sense was introduced in Reception in September 2023. This program is reflective of phonics. Its rigorous and repetitive approach ensures children retain knowledge in order for them to move on to the next stage of their learning. The curriculum in Early years focuses on depth over breadth. Pupils are encouraged to develop their Problem Solving, Reasoning and fluency in a broad range of contexts in which they can explore, learn, enjoy, practise, discuss and extend their skills. Pupils are encouraged to exploit their mathematical potential in both indoor and outdoor enabling environments. They are provided with a wide range of activities that promote regular active participation, exploration of real-life problems, development of imaginative play and early experience of mathematical language. All pupils are supported positively and encouraged to gain confidence and competence in their skills. It is essential that children leave Early Years with a strong sense of number so that children are ready for the Year 1 curriculum. This is achieved through: A sequenced, progressive learning journey. Ensuring children are emersed in maths so that times like snack time and play are incidental opportunities to revisit knowledge. Planning activities are in place with a clear intent for each session. Ensuring independent activities consolidate prior learning or pre-teaching concepts to come. Parental engagement and opportunities for families/carers to engage in the curriculum both in school and at home. Enquiry based sessions which embedded through play. Key Stages 1 and 2 The scope of our curriculum design ensures that: There are systematic opportunities for retrieval, practice and overlearning. The learning journey allows children to practice and revisit key knowledge (as stated in our progression documents). Children revisit to the point of automaticity. Testing secures facts and methods into the long-term memory. Planning for Success Declarative Knowledge Declarative knowledge (fluency) is taught daily so that pupils know useful facts and formulae and develop an understanding of relationships and familiar patterns. Every child’s maths learning journeys start with revisiting previous knowledge in order to make connections with the new knowledge to be taught. Sufficient time and resources allow children to gain knowledge and be able retain key information at this stage. Procedural knowledge Procedural knowledge is the teaching of procedures and algorithms and is a fundamental part of the learning journey. The school has a clear calculation policy which ensures that there is a reliable, accurate and consistent forward projecting approach. This stage of the learning journey enables our pupils to process mathematical information accurately and at speed. Conceptual Knowledge At this stage, the children will know a combination of methods and facts in order to be exposed to a variety of problems and reasoning. These are taught using the variation model so that the children are exposed to a strategy and can over learn this in order to have a get way into solving a range of challenging, rich and sophisticated problems. Practice A core element of our curriculum design is to allow children sufficient time to practice to the point of automaticity. Practice and revisiting of key knowledge is completed daily as part of morning activities; during our KIRF time (Key Instant Recall Facts) where children focus on knowing key facts in order to access the curriculum and be fluent in key skills and in lesson time. Assessment NCETM states that: ‘ If a pupil fails to grasp a concept or procedure, then this needs to be identified quickly and gaps in understanding addressed systematically to prevent them falling behind.’ In reflection of this, assessment grids of non-negotiables are used to ascertain what must be known at this point to stay on the long -term trajectory. Success Children can identify and talk about their success against the targets given to them at the start of the unit. These are then shared with parents along with next steps. The Use of Knowledge Grids At Captain Webb we have introduced the use of knowledge organisers to support children in their lessons and at home. These have proved a valuable tool in making children resourceful and independent learners. This is because: The knowledge organisers include judiciously selected tier 2 and tier 3 vocabulary. This vocabulary will be taught explicitly to students. The knowledge organisers incorporate the building blocks for learning in that subject that all students are entitled to know and understand. The knowledge organisers are designed to aid retrieval practice and metacognitive learning. Here are some examples of the knowledge organisers that we are currently using in different areas in maths: Knowledge Organisers are used to promote planning, teaching and retrieving previous learning that will have the intended positive impact on our pupils’ outcomes, experiences and future opportunities. Due to the fact that pupils can access their maths knowledge organisers at any time, pupils are supported to become resilient and independent learners. An Inclusive Approach-Adaptive Teaching Curriculum Considerations Adaptive teaching is when teachers “adapt teaching to respond to the strengths and needs of all pupils”. Specifically, adaptive teaching requires teachers to: Know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively. Have a secure understanding of how a range of factors can inhibit pupils’ ability to learn and how best to overcome these. Demonstrate an awareness of the physical, social and intellectual development of children and know how to adapt teaching to support pupils’ education at different stages of development. Have a clear understanding of the needs of all pupils – including those with SEND, those of high ability, those with English as an additional language – and be able to use and evaluate distinctive teaching approaches to engage and support them. Scaffolding We understand that pupils are likely to learn at different rates and to require different levels and types of support from teachers to succeed. As a result of this, we seek to understand pupils’ differences, including their different levels of prior knowledge and potential barriers to learning. We adapt teaching in a responsive way, including providing targeted support to pupils who are struggling and offering the opportunity to think deeply within the concept for those who are ready for challenge. This will increase pupil success. At Captain Webb we follow the mastery curriculum which ensures every learner is confident with a concept before moving onto the next stage. With the mastery approach, most learners will be working towards the same outcome, with teaching being tailored and scaffolded to meet individual needs. We do acknowledge that there maybe some learners who may require a more personalised approach, including specific learning outcomes and provision to develop fundamental skills. We believe all learners should work alongside their peers. Research by EEF states that ‘the best mass learning happens when learners can talk through their ideas with a teacher or a partner and therefore it is encouraged this productive discussion through lessons when planning opportunities talk we ensure that all learners have the support they need to access these discussions which include scaffolding such as sentence frames, visual support and all peer partners’. We believe it is important that all learners are given the equal chance to learn core knowledge appropriate to their age. These are highlighted as end points in our Assessments and are crucial so that children can keep up, not catch up. Key Stage 1 Learners should have 1-1 correspondence when counting Learners should develop automaticity in addition and subtraction facts to and within 10. Ensure learners have a concept of ‘more than’ and ‘less then’ and can describe the relative sizing of number. Encourage learners to represent numbers in many different ways in pictures, as calculation, in words. Ensure learners can explain the place value of 10s and ones. Use resources such as 10s frames numicon and base 10 blocks confidently to support learning where needed. Key stage 2 Ensure learners are secure with all times tables by the end of year four as this acts as a foundation for other maths and concepts. Learners should have secure understanding of place value up to 10,000 and beyond. Learners begin to apply their knowledge of number and written methods to reasoning problems. Strategies to Scaffold learning. At Captain Webb, we support learners in a range of ways to help them to keep up with the curriculum demands. Our adapted lessons consider how all learners can: Retain vocabulary. Access the Maths curriculum despite literacy difficulties. Allocate time to develop conceptual understanding. Be fluent in number facts. Teachers refer to the ‘Whole School SEND Teacher Handbook’ ,the local Maths Hub and Captain Webb’s Strategies for Supporting SEND Document for guidance and support. https://www.wholeschoolsend.org.uk/resources/teacher-handbook-send ) Impact We measure the impact of our curriculum through: Formal and Summative assessments: Reception Baseline Data/ELGs Optional SATs KS1 and Teacher’s Assessment using the framework. Multiplication Check Yr 4 Key Stage Two SATs. Formative and Internal Assessment Numbersense assessment tracks progress in key facts. White Rose Assessments are used to track the progress across the sequence of learning. Must Have/Now Need Tracking Internal Monitoring Termly Pupil Progress Meetings Lesson Monitoring and Book scrutiny Pupil Voice External Moderation Cluster Group Moderation. Read More Nursery - Medium Term Plans Read More Year R - Medium Term Plans Read More Year 1 - Medium Term Plans Year 1 - Long Term Plans Read More Year 2 - Medium Term Plans Year 2 - Long Term Plans Read More Year 3 - Medium Term Plans Year 3 - Long Term Plans Read More Year 4 - Medium Term Plans Read More Year 5 - Medium Term Plans Read More Year 6 - Medium Term Plans Year 4 - Long Term Plans Year 5 - Long Term Plans Year 6 - Long Term Plans Mathmatical Vocabulary Progression Document 2023-25 Key Knowledge Skills - Conditional Knowledge Grids Key Knowledge Skills - Geometry - Position and Direction Key Knowledge Skills - Statistics Key Knowledge Skills Geometry - Properties of shape Key Knowledge Skills - Measure Key Knowledge Skills - Calculation Key Knowledge Skills - Algebra Key Knowledge Skills - FDPRP Key Knowledge Skills - Place Value Key Knowledge Skills - Calculation Maths Policy 2023-2025 Maths - Number Formation Policy 2022 - 2025 Calculation Policy 2022 - 2025 Pre-Calculation Policy 2022 - 2025 Jottings Policy 2022 - 2025 Declarative Knowledge: The Importance of being fluent in Maths. At Captain Webb we prioritise core declarative knowledge from an early age, so that pupils are familiar with the facts and methods that will form the strategies taught and applied later in the learning sequence.’ We strongly believe that mathematical fluency skills help pupils to think faster and more clearly; giving them a formative start in order to tackle complex problem-solving and reasoning questions. The school follows the Numbersense program which systematically teaches factual fluency and provides a progressive approach to achieve factual fluency in additive and multiplicative facts for each and every child. Numbersense Progression Document 2022 - 2025 YEAR 4 MULTIPLICATION PROGRESS CHECK “Leaving primary school with a fundamental grasp of basic numeracy is as important as leaving being able to read. And just as the phonics check has helped more children learn to read, this will ensure more pupils know their times tables.” Nick Gibb, schools minister. In June each year, Year 4 pupils are required to sit a multiplication tables check (MTC). This test is online and will require the children to answer 25 questions on their multiplication knowledge from two to twelves times table. Pupils are given 6 seconds per question with three seconds rest between each question, so the test should last less than 5 minutes. The MTC will establish which pupils’ times table knowledge is at the expected level and will also help identify which pupils are struggling with their times tables so they can get extra support. To help your child prepare for these checks, we progressive introduce multiplication facts from year 1 with the expectation that all facts will be known by the end of Year 4. (See the multiplication Planner). As a school, we also use Time Table Rock Stars. This is an interactive online program which allows your child to practice key facts at speed and allows the teacher to see which facts the children are having difficulty with. Questions on the six, seven, eight, nine and twelve times table are more likely to come up most often and as these are the hardest for most children to learn, it is a good idea to focus on learning these tables with your child. For more information regarding the multiplication tables check, please click the link below. https://www.gov.uk/government/publications/multiplication-tables-check-information-for-parents Archived home-work can be found at Captain Webb Primary - YouTube
- School Finances | captainwebb
Schulfinanzen Das von der Regierung delegierte Budget der Captain Webb Primary School: Untenstehend finden Sie einen Link zum DfE Schools Financial Benchmarking Service. Auf dieser Seite können Sie beurteilen, wie wir unser zugewiesenes Budget ausgeben und wie effektiv diese Ausgaben sind, um das beste Ergebnis für unsere Schüler zu erzielen. Sie können auch die Informationen auf dieser Website verwenden, um zu sehen, wie wir in Bezug auf Einnahmen und Ausgaben im Vergleich zu anderen ähnlichen Bildungseinrichtungen abschneiden. Gov.uk Schools Financial Benchmarking Site Schulgeldkonto der Captain Webb Primary School: Nachfolgend finden Sie eine Kopie der neuesten Konten für das Schulgeldkonto der Schulen. Auf diesem Konto verwalten wir alle Einkünfte der Eltern, gesammelte Gelder und Spenden an die Schule Financial Policies Attendance Policy - Sept 24 - Sept 25 Read More School Fund Audit (Sep 23 - Aug 24) Read More Governors and Staff Allowance Policy - Nov 23 - Nov 24 Read More Unreasonable Complaints Policy - Nov 21 Read More Debt Policy - Nov 23 - Nov 24 Read More Complaints Policy - Oct 21 Read More Gifts and Hospitality Policy - Oct 21 Read More Charges and Remissions Policy - Oct 23 - Oct 24 Read More We are required to publish the following information: How many school emloyees (if any) have a gross annual salary of £100,000 or more in increments of £10,000. Annual Salary Number of Staff £100,000 – £110,000 0 £110,000 – £120,000 0 £120,000 – £130,000 0
- Ofsted | captainwebb
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.