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IMG_7602 歡迎來到 韋伯船長小學 我謹代表所有兒童、工作人員和州長熱烈歡迎您訪問我們的網站。我很榮幸成為韋伯船長小學和幼兒園的校長，我為這所學校感到無比自豪。 在韋伯船長，我們為學生提供友好、支持和安全的學習環境。我們提倡對學習的熱愛，並確保每個人都能充分發揮其潛力。我們努力為所有孩子提供基於現實生活經驗的廣泛而均衡的課程，從而使他們能夠發揮他們的潛力；激發想像力和學習熱情。我們將所有兒童視為個體，我們的員工旨在發現和發展他們的優勢，以鼓勵和培養人才，因為我們相信無論是在體育、藝術還是學術領域，所有人都能取得成功。 我們將教育視為一項合資企業，涉及所有人：兒童、父母、員工、州長和更廣泛的社區。我們希望在這次合作中，我們能夠依靠您的合作和支持；知道我們可以一起為每個孩子提供最好的。 我們學校是一個學習型社區，每個人都努力工作以達到最佳狀態。我們積極推動終身學習，並不斷追求卓越。 我希望您喜歡瀏覽我們的網站。它將讓您體驗學校生活，深入了解可用的活動和機會的範圍，並為家長和監護人提供許多有用的信息。如果您願意來認識我們，環顧四周，看看孩子們在工作中的工作，並了解您的孩子如何在這裡茁壯成長，我們將非常高興。請隨時聯繫學校辦公室——我很樂意隨時歡迎您。 S 帕西夫人 班主任 加入我們的Facebook 在 Webb 船長小學的 facebook 頁面上及時了解我們所有的新聞。 閱讀更多

申請韋伯船長小學和托兒所的名額 如果您有興趣為您的孩子申請韋伯船長小學或託兒所的名額，我們鼓勵您聯繫學校並為您自己和您的孩子預約參觀。通過這種方式，您可以環顧我們的網站，被介紹給工作人員，並提出您可能遇到的任何問題。 請致電 Julie 01952 386770，她會為您安排 如果您決定將您的孩子送到韋伯船長，那麼您可以為他們申請一個名額。請遵循以下指南： 小學 要申請韋伯船長小學的名額，您必須聯繫地方當局的招生團隊。 作為一所維持學校，Captain Webb Primary School 的招生政策由地方當局、 Telford 和 Wrekin 市議會決定， 他們制定招生標準並分配名額，無論是接待名額還是年中轉學（即來自另一所學校） ）。因此，他們還負責處理申請不成功的任何上訴。 有關申請學校名額的信息以及有關入學安排的信息，請訪問他們的網站 。 LA 會通知我們您已經申請了一個位置，然後通知我們您是否成功。 一旦你成功的學校會再請你完成公司內部的入學申請表，一本為我們提供的所有聯繫人，醫療需求和同意我們需要的信息。我們還將要求您提供您自己（通常是駕駛執照或護照）和您孩子（出生證明）的身份證明。 然後根據數據保護法案記錄和存儲此信息......請參閱 保護您的數據 早些年 我們托兒所的錄取由學校決定。 我們的早年設置需要 2 歲的孩子到接待處。我們提供政府資助和私人資助的名額，並為需要額外工作時間的人出售環繞式保險。 對於我們早年設置的申請，請填寫下面的申請表，然後通過電子郵件或郵寄到 我們的學校 。或者，您可以聯繫 Julie (01952 386770)，她會安排一份申請​​表供您領取或郵寄給您。 有關資助名額的更多信息，請致電 01952 386770 聯繫學校辦公室，您將與負責托兒所招生和行政管理的 Gemma 取得聯繫。 一旦確定我們有足夠的空間來滿足您的需求，Gemma 將與您討論開始日期。我們還將要求您提供您自己（通常是駕駛執照或護照）和您孩子（出生證明）的身份證明。 然後根據數據保護法案記錄和存儲此信息......請參閱 保護您的數據 有關 2 歲和 3 歲資助的權利的更多信息也可以在 www.telford.gov.uk 上找到， Nursery Application Form

在線安全 Google Internet Legends 於 2019 年 7 月訪問了我們學校，幫助我們了解如何在互聯網上保持安全。 我們的孩子現在生活在一個“地球村”中，重要的是我們要共同努力，確保我們的孩子在現實世界和網絡上都是安全的。 我們如何確保兒童在線安全 在韋伯船長小學，孩子們通過了解他們的行為（他們自己的在線行為）、了解什麼是以及如何找到合適的內容以及與他們認識的人和他們接觸的人接觸的風險來學習如何保持在線安全。不知道。 在線安全與我們計算課程的每個單元（見下文）息息相關。在“更安全的互聯網周”期間，我們阻止了整整一周的主題工作，讓孩子們了解網絡安全的特定年齡方面，並且幾個外部機構（如 NSPCC、谷歌和當地警察）訪問了學校，以了解當前在線安全問題。我們的學生會在安全的各個方面（包括在線安全）的討論和決策中發揮著積極作用。 我們與家長一起發揮積極作用，定期與可能擔心孩子上網安全的任何人會面。如果您對在線安全有任何疑問，請隨時與我們的在線安全專家聯繫並與我們交談。 確保您的孩子在線安全的提示： 了解您的孩子在網上做什麼以及他們在與誰交談。請他們教您使用您從未使用過的任何應用程序。 將計算機放在家庭房間意味著您可以分享您孩子的在線體驗 - 並且他們不太可能做出不當行為（即通過網絡攝像頭）。 幫助您的孩子了解他們不應該將個人詳細信息透露給在線朋友——個人信息包括他們的信使 ID、電子郵件地址、手機號碼以及他們自己、家人或朋友的任何照片。如果您的孩子在線發布圖片或視頻，任何人都可以更改或分享。提醒他們，任何人都可能正在查看他們的照片，未來有一天，未來的雇主也可以！ 如果您的孩子收到垃圾郵件/垃圾郵件和短信，請提醒他們永遠不要相信、回复或使用它們。打開不認識的人的文件對您的孩子來說不是一個好主意。他們不會知道它們包含什麼——可能是病毒，或者更糟——不適當的圖像或電影。 幫助您的孩子了解有些人在網上撒謊，因此最好讓網上的朋友保持在線。如果沒有他們信任的成年人，他們不應該與任何陌生人見面。 始終保持溝通暢通，讓孩子知道如果某事讓他們感到不舒服，告訴某人永遠不會太晚。 教年輕人如何在網上屏蔽某人，以及如何在他們感到不舒服時舉報他們。 有用的網站 如果您想了解有關互聯網安全的更多信息，您可能會發現這些網站很有用： www.ceop.gov.uk - 兒童剝削和在線保護 (CEOP) 中心致力於消除對兒童的性虐待。他們是一個政府機構，是英國警務部門的一部分，非常關注直接或與當地和國際部隊合作跟踪和追究違法者的責任。 www.thinkuknow.co.uk - 兒童剝削和在線保護 (CEOP) 中心建立了自己的教育網站，該網站專為兒童、年輕人、教師、父母和照顧者設計和編寫。 www.kidsmart.org.uk - Kidsmart 是一個屢獲殊榮的互聯網安全網站，面向父母和兒童工作人員。它由兒童互聯網慈善機構 Childnet International 開發，提供有關兒童使用的許多技術的優秀信息，以及有關如何“保持在線安全”的指導。 http://parents.vodafone.com/ - Vodafone 與 mumsnet 共同開發了該網站。它非常易於訪問，並為父母提供有關了解孩子的數字世界和更多參與的信息和指導。甚至還有一個在線測試，看看你知道多少！ Computing Whole School Curriculum Overvi

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

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: Maths (including KIRF) Writing Phonics Spelling Reading Science PE D&T Computing Music Geography History PHSE RSE Art RE MFL

關係和性教育 韋伯船長小學的拼圖 PSHE 在韋伯船長小學，我們使用Jigsaw 來提供我們的 PSHE 課程。 Jigsaw 在每週一課的課程中將個人、社會、健康和經濟教育、情感素養、社交技能和精神發展結合在一起。 Jigsaw 設計為整體學校方法，為基礎階段到 6 年級提供全面的學習計劃。 關係和性教育 在我們學校，我們通過拼圖工作計劃提供關係和性教育，該計劃由 PSHE 協會保證質量。您可以在下方查看各年級關係和性教育課程的概覽，並了解它與 PSHE 以及學習的社會和情感方面的關係。另請參閱 Jigsaw 製作的關於關係和性教育的“家長指南”。 RSE Policy 2021.22 RSE Overview Year 6 Read More RSE Overview Year 5 Read More RSE Overview Year 4 Read More RSE Overview Year 3 Read More RSE Overview Year 2 Read More RSE Overview Year 1 Read More 有關我們正在遵循的 PSHE 課程的更多信息，請聯繫學校辦公室，使用下面的聯繫方式與相關工作人員預約。 單擊上面的圖片訪問父母和照顧者指南

我們如何管理和保護您的數據 通用數據保護條例 (GDPR) 通用數據保護條例 (GDPR) 是歐盟範圍內的一項立法，它將確定如何處理和保護人們的個人數據，以及個人對其自己的數據享有的合法權利。 “個人數據”是指可以識別活人身份的信息。 主要原則 GDPR 規定了處理所有個人數據必須遵守的關鍵原則。 數據必須： 合法、公平和透明地處理；為特定、明確和合法的目的收集；僅限於處理目的所必需的內容；準確並保持最新；安全地舉行；僅在出於收集原因所必需的時間內保留 個人對自己的數據也享有更強的權利。 個人的權利包括：獲知其數據的使用方式、訪問其數據、糾正不正確的信息、刪除其數據、限制其數據的使用方式、將其數據從一個組織轉移到另一個組織，並反對他們的數據被使用 新要求 GDPR 類似於1998 年的數據保護法 (DPA) （學校已經遵守），但加強了 DPA 的許多原則。主要變化有： 學校必須任命一名數據保護官，他將就遵守 GDPR 和其他相關數據保護法提供建議 隱私聲明必須採用清晰明了的語言，並包含一些額外信息——學校處理數據的“法律依據”、個人對其自身數據的權利 學校只有一個月的時間來滿足學科訪問請求，並且在大多數情況下無法收費 如果學校需要個人同意來處理數據，則該同意必須是自由的、具體的、知情的和明確的 有針對兒童數據的新的特殊保護 必須在數據洩露後 72 小時內通知信息專員辦公室 組織必須證明他們如何遵守新法律 學校在考慮以新方式使用數據或實施新技術監控學生時，需要進行數據保護影響評估 我們如何實現這一目標 在韋伯船長小學，我們認真對待數據保護，並確保我們完全遵守數據保護法和新的 GDPR 立法。為此，我們採取了以下措施： 我們在信息專員辦公室 註冊為數據控制者 - 我們的註冊號是 Z6446791 我們通過與地方當局的合同僱用了一名數據保護官。 我們已經更新了我們的數據保護政策，並確保每年對其進行審查以確保遵守法律（見下文）。該政策包括有關提出數據請求的新指南以及父母/照顧者需要遵循的流程。 我們更新了我們的信息自由政策，並確保每年對其進行審查以確保遵守法律（見下文）。 我們已經完成了對學校收到、持有或共享的所有信息的數據審計。這包括指定對每個數據流負責的個人，分析數據的接收、存儲方式，其相關性，我們是否有合法目的來保存數據以及在適當的時間刪除/銷毀數據。 我們已確認與我們共享數據的組織也遵守 GDPR 和數據保護法規。 我們更新了我們的隱私聲明（見下文） 我們為所有數據處理人員（即有權訪問/使用我們持有的信息）組織了關於數據保護和新 GDPR 的年度培訓。 我們已經審查了我們持有和使用數據的合法目的。雖然我們使用的大部分數據是根據法律義務（即根據1996 年教育法 或確保兒童在教育中安全（DfE，2016） 並允許我們執行我們的公共任務）完成的，但我們使用的一些數據不是。在這些情況下我們將始終尋求家長同意。我們更新了家長同意書（見下文），以確保家長可以清楚地看到所要求的內容，並且可以積極選擇加入。 家長可以隨時使用下面的同意書或聯繫學校辦公室撤回同意 雖然您孩子的教育不取決於您是否同意，但我們也會徵求您對某些活動的同意。雖然這不屬於 GDPR 的範圍，但拒絕同意某些請求（即旅行和訪問、觀看視頻）可能會影響您的孩子參與某些教育活動 。 Parental Consent Form and Information Governance Policies Pupil/Parent Privacy Notice Read More Parental Consent Form Read More Information Sharing Policy - Mar 22 Read More Mobile Phone Policy - Sep 21 Read More Data Protection Policy - April 22 Read More FOI Policy - Sep 21 Read More FOI Model Publication Scheme Read More

PSHE Curriculum Statement Intention At Captain Webb our aim is to provide our children with an engaging, exciting and empowering curriculum that allows them to develop as confident responsible citizens equipped with the skills that will allow them to be successful in our ever changing world, both in the present and the future. We believe that childhood should be a happy, investigative and enquiring time in our lives. We constantly provide enrichment opportunities (memorable experiences) to engage learners and develop their cultural capital which has been recognised as essential if children are to succeed. We believe that our children should not only reach their best academically, but also develop a thirst for knowledge, foster a love of learning and leave our school with exceptional independent learning skills. We are fully committed to developing each child's unique potential within a secure and caring environment. We use our Captain Webb Values to promote positive attitudes to learning: Listen Encourage Achieve Respect Nurture Our PSHE curriculum develops learning and results in the acquisition of knowledge and skills which will enable children to access the wider curriculum. It also, prepares them to be global citizens now and in their future roles within a global community. It promotes the spiritual, moral, cultural, mental and physical development of pupils, preparing them for the opportunities, responsibilities and experiences for later life. Our Relationships and Sex Education enables our children to learn how to be safe, and to understand and develop healthy relationships, both now and in their future lives. Implementation EYFS - In the Foundation Stage, PSHE and citizenship is taught as an integral part of topic work and is embedded throughout the curriculum. The objectives taught are the Personal, Social and Emotional Development statements from ‘Development Matters in the EYFS’ and the PSED Early Learning Goals. Reception also uses the Jigsaw Scheme of Work materials. (See below) Key Stage 1 and Key Stage 2 - At Key Stage 1 and 2, pupils are taught PSHE using ‘Jigsaw’ which is a spiral, progressive scheme of work, covering all of the above and aims to prepare children for life, helping them to know and value who they are and understand how they relate to other people in this ever-changing world. There is a strong emphasis on emotional Literacy (having self-awareness and recognition of your own feelings and knowing how to manage them), building resilience and nurturing mental and physical health. It includes mindfulness to allow children to advance their emotional awareness, concentration and focus. We teach about different kinds of relationships, including same sex relationships, and gender identity because it is important that our children should have an understanding of the full diversity of the world they live in and be prepared for life in modern Britain. The Sex Education aspects of PSHE are also taught through the ‘Jigsaw’. Alongside this in KS2 children have access the Expect Respect materials, which focus on healthy relationships and also deals with sensitive issues such as domestic abuse. PSHE also identifies links to British Values such as the rule of law and democracy. SMSC taught throughout the Jigsaw scheme of work and ensures that the development of children’s values plays a significant part in their ability to learn and achieve. To develop our pupil’s cultural capital at Captain Webb, we have visits from the local emergency services, Fire brigade, Lifeguards, Police and the RAF. We also give the children the opportunity to have visitors from Crucial Crew, Star, NSPCC to learn about ‘PANTS’ and ‘Helping hands. The children also get to experience other cultures by visiting places of worships to see how we are all different. All of these helps our children to experience the essential knowledge that they need to prepare them for their future success. PSHE is taught, every Monday morning throughout the whole school, through Jigsaw’s six half termly themes with each year group studying the same unit at the same time. The knowledge and skills of each unit progresses through each year. Autumn 1: Being Me in My World Autumn 2: Differences (including anti-bullying) Spring 1: Dreams and Goals Spring 2: Healthy Me Summer 1: Relationships Summer 2: Changing Me (including Sex Education) Impact The impact of following this programme will be that the standards of attainment across the school will meet or exceed those which are expected of our children nationally. We continuously assess the implementation and impact of our PSHE curriculum in order to achieve the highest outcomes possible across all year groups and ensure we provide the support that is necessary for all children to achieve. Through our PSHE curriculum, we believe we can enhance children’s education and help them to become caring, respectful, responsible, and confident individuals and citizens. By the time our children leave our school they will: be able to approach a range of real life situations and apply their skills and attributes to help navigate themselves through modern life be on their way to becoming healthy, open minded, respectful, socially and morally responsible, active members of society appreciate difference and diversity be able to understand and manage their emotions be able to look after their mental health and well-being be able to develop positive, healthy relationship with their peers both now and in the future. understand the physical aspects involved in RSE at an age appropriate level have respect for themselves and others. have a positive self esteem PSHE Policy 2021.22 PSHE Skills and Knowledge Progression Plans 2021.22

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/

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 2021.22 MFL Skills and Knowledge Progression Plans 2021.22