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  • Captain Webb Primary School and Nursery | Dawley | Telford

    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

  • Admissions | Captain Webb Primary School and Nursery

    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

  • Online Safety | captainwebb

    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! Online Safety Policy 2022.23 Computing Policy 2022.23

  • Maths including KIRF | captainwebb

    Maths 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 At Captain Webb, our intent for mathematics is to teach a rich, balanced and progressive curriculum that helps children develop an ability to solve problems, to reason, to think logically and to work systematically and accurately. We believe that equipping our children with fundamental maths skills will pave pathways to creating resilient, forward-thinking learners, who will continue to build upon these skills in every key stage. Through our maths learning, we provide opportunities which cater for the needs of all individuals and sets them up with the necessary skills and knowledge for them to become successful in their future adventures. We aim to prepare them for a successful working life; we incorporate sustained levels of challenge through varied and high quality activities that use maths to reason, problem solve and develop fluent conceptual understanding in each area ​ Implementation Our pupils leave Captain Webb with the knowledge and skills required to be great and confident mathematicians by embedding a curriculum that allows children to better make sense of the world around them by making connections between mathematics and everyday life. We teach the National Curriculum by adopting the White Rose Maths scheme as a planning tool, but we adapt according to the need of our pupils. This adaptation is based upon summative assessment gap information, ongoing formative teaching judgements and pupil feedback. This ensures that skills and knowledge are built on year by year and sequenced appropriately to maximise learning for all children. ​ Our knowledge-based curriculum introduces new mathematical concepts using a ‘Concrete, Pictorial and Abstract’ approach; enabling all children to experience hands-on learning when discovering new mathematical topics, and allows them to have clear models and images to aid their understanding. Declarative knowledge (arithmetic and basic math skills) is taught daily so that pupils know useful facts and formulae and develop an understanding of relationships and familiar patterns. Procedural knowledge is greatly linked to our calculation policy and enables our pupils to process mathematical information accurately and at speed. Finally, conditional knowledge allows children to apply and embed their knowledge through challenging, rich and sophisticated problems ​ Select to see our long-term plans below: Year 6 long term plans Read More Year 5 long term plans Read More Year 4 long term plans Read More Year 3 long term plans Read More Year 2 long term plans Read More Year 1 long term plans Read More Impact Mathematics is an important creative discipline that helps children to understand and change the world. This is supported by the opportunities we provide to develop cultural capital. We do this across the curriculum and throughout the school by: Organising events such as STEM Week, allowing pupils to apply their knowledge and skills to cross-curricular concepts or topics Working with global companies such as HSBC to promote financial skills for work, learning and life Giving children the opportunity to use money in real-life contexts (having spending money on trips or going to the local sweet shop in Year 2) Our contextual activities in maths at the end of each unit link to a real-life context which gives children a clear understanding of the importance and purpose of mathematical skills Year 6 undertake an Enterprise project which gives them the opportunity to work with a budget; plan, design and make a product; market a product; engage in the selling process and finally, calculate and understand the importance of profit. Maths Policy 2022.23 Maths - Number Formation Policy 2022.23 Calculation Policy 2019.20 Calculation Policy 2019.20 Appendix A Calculation Policy 2019.20 Appendix B Jottings Policy 2022.23 Multiplication Planner 2022.23 KIRF Progression Document 2022.23 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 ​ ​ KIRF (Key Instant Recall Facts) At Captain Webb Primary we practise KIRF (Key Instant Recall Facts) daily as part of our Maths Lessons. We strongly believe that knowing these facts is a gateway to become confident mathematicians. The aim is for children to recall these facts instantly as this will not only allow them to access the Maths Curriculum with ease, but also build their sense of number and confidence when working with number. To help your child achieve this crucial fluency target, we ask that you help your child to complete some KIRF based activity at least four times a week as part of our reward homework scheme. Autumn Term 1st Half - 2021-22 Autumn Term 2nd Half - 2021-22 Spring Term 1st Half - 2021-22 Spring Term 2nd Half - 2021-22

  • Spellings | captainwebb

    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 ​ ​

  • Art | captainwebb

    Art 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 Our school believes that art is a vital part in children’s education as it can give children the opportunities to express their individual interests, thoughts and ideas. A high-quality art education – along with a considered sequence of lessons - will help to engage, excite and empower our children as well as equipping them with the knowledge and skills to experiment and create their own artwork and crafts. As pupils progress throughout our school, they will have a strong understanding of the key art elements (line, tone, texture, colour, pattern, shape, 3D forms), to be able to effectively plan and create pieces of art and evaluate it. Children will also recognise how art has changed throughout the years as they are exposed to many artists and art movements. The art curriculum will develop children’s critical abilities, as well as an understanding of their own and others’ cultural heritages through the study of a diverse range of artists. An example of this is in Year 1 where children take inspiration from well-known portrait artists such as Arcimboldo and also the work of modern artist Amy Sherald who is a black African-American artist. In Year 2, children take inspiration from cubism artist Paul Klee and African American artist Alma Thomas. Finally in Year 6, who look at sculpture and the work of Alberto Giacometti, also study the works of Richard Hunt who is an African American sculptor. ​ Implementation The teaching of art at Captain Webb Primary School is based on the National Curriculum and is also linked to class topics to ensure a well-structured approach. Knowledge and Skills that the children will develop, are effectively mapped out across each year group and are progressive throughout the school. Children are given the knowledge to help them understand the context of the artwork as well as the artist they are learning about. With this knowledge and the skills that follow they are able to take inspiration and produce individual pieces of artwork on their own Children are also given the chance to develop their artistic skills by being given opportunities to practise and master them. e.g. drawing, painting, printing, textiles and sculpture. Every year group at Captain Webb Primary School follows the same art journey: Researching the key artist, skill or era Testing mediums or methods Designing Creating Evaluating Our high-quality art curriculum is supported by a wide variety of art resources and mediums. These are used to help children experiment and develop confidence as they progress through the school Captain Webb also sees the value of how the local and wider community can greatly support and enhance teaching of art throughout the school. An example of this is as part of Year 1’s ‘Home Under the Hammer’ theme they visit the local museum (Jackfield) where they work with clay to produce a clay tile. We have also made links with local colleges to engage the services of art students to work with specific year groups on chosen art mediums linked to their theme. Impact The structure of the art curriculum ensures that children are able to develop their knowledge and understanding of the work of artists, craftspeople and designers from a range of times and cultures and apply this knowledge to their own work. Our curriculum is well thought out and is planned to demonstrate progression. Children learn to understand the key principles of art: line, tone, texture, shape, form, space, pattern, colour, contrast, proportion and perspective. Children have the chance to refine their skills as they progress through year groups. This also supports children having age related expectations at the end of their year. Art is celebrated around the school with artwork being displayed throughout the school e.g. work displayed in classes, sculptures being displayed around the school. We measure the impact of our curriculum through the following methods: Images of the children’s practical learning. Asking the pupils about their learning (pupil voice). Moderation staff meetings where pupil’s books are scrutinised and there is the opportunity for a dialogue between teachers to understand their class’s work. Verbal feedback of work throughout the course of the lessons. Assessments at the beginning and end of each art unit – focussing on the knowledge of the key skill and artist that will be studied Art Policy 22.23 Art Skills and Knowledge Progression Plans 2022.23 Art and Design - Skills and Medium Term Plans 2022.23 Art and Design - Medium Term Plans 2022.23 Art and Design - Artist Throughout School 2022.23

  • 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 2022.23 MFL Skills and Knowledge Progression Plans 2021.22

  • 2 Year Olds Provision | captainwebb

    2 Year Old Day Care Day Care is a specially adapted for our two year olds where the children access planned activities to their own individual needs and interests. This helps us to really get to know your child as an individual and establish their next steps. The children love to explore a bright and airy environment where they can start to develop their independence, social and communication skills. We also have a lovely contained garden area with a music wall, buddy bench, mark making, bikes and much more. The day care children will access a yoga session once per week led by a qualified toddler yoga teacher. During the session the children will build confidence, gain self esteem and promote healthy well being. These sessions are linked to our themes which will enhance the children's understanding and experiences. ​ ​ ​​​​​​​​​​

  • 3 Year Old Provision | captainwebb

    3 Year Old Pre-School We provide a safe, inclusive and engaging environment indoors and outdoors that, motivates, excites and challenges our Pre-school children. We have recently refurbished our Pre-school room which boasts beautiful furniture and new equipment specifically designed for our 3 to 4 year olds. The EYFS garden has also been transformed and has now been completely renovated and is specially designed for the needs of our children. ​ Our aim is for our children to thrive in a setting that has the children’s interests at the heart of all that is offered, resulting in high levels of motivation, where every child acquires and consolidates skills and knowledge at their highest level. Our children will take part in daily adult-directed, adult-led, and child-initiated activities. These are planned around a termly theme which you will find on our long-term overview. Our children also have the opportunity to learn through weekly forest school sessions where the children are encouraged to explore and investigate the natural world. ​ 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. ​ Starting Pre-school Nursery can be joined by completing the booking forms that can be downloaded below or requested at the school office. If you wish your child to attend our Pre-school class, please contact school office on 01952 386770 and ask for Miss Cox.

  • About our Nursery | captainwebb | Dawley

    Welcome to Our Nursery 一般信息 韋伯船長幼兒園是韋伯船長小學的一部分。 托兒所位於主教學樓右側的校園內。 在韋伯船長托兒所,我們提供了一個培育、關懷和安全的環境,讓孩子們可以快樂地成長,學習一起玩耍和工作。我們通過慣例和期望支持我們的孩子獲得技能和態度,使他們能夠享受早年,然後無縫過渡到學校。 我們的托兒所員工由完全合格的教師、助教和托兒所助理組成。所有員工在一個令人興奮和激勵的學習環境中共同努力,通過基礎階段和早期學習目標來規劃我們的學前課程。所有托兒所團隊都參加全校培訓和活動。 作為托兒所,我們與接待班密切合作,組織主題日和故事時間,並儘可能經常使用學校設施,包括學校禮堂的體育、參加學校製作、學校照片等。 我們的外部環境很有吸引力,提供了許多可以通過遊戲學習的不同區域,包括與托兒所大樓並排的迷你森林區。所有區域都是安全的。 托兒所只是學期時間。確切的學期日期可在學校網站上找到。 我們在整個學年關閉了五個員工培訓日。 托兒所由一個兩歲 和一個三歲的 房間組成。請點擊相應頁面的鏈接,了解如何為您的孩子註冊和申請資助 Meet the Early Years Team Mrs Kirsty McGee Reception Teacher Mrs Selina Larkin Reception TA Miss Emma Robinson Reception Teacher Mrs Karen Jones Reception TA Mrs Samantha Brannon EYFS Leader Pre-School Teacher Miss Sophie Walker Pre-School TA Miss Ruby Jones Pre-School TA Miss Louise Hallybone Pre-School Teacher Miss Dawn Evans Pre-School TA Miss Nicola Richards 1-1 Support Mrs Amy Lewis 2Year Old Room Leader Miss Stephanie Cox Nursery Manager Mrs Emma Burns 2 Year Old TA Mrs Hannah Anthony 2 Year Old TA Miss Stephanie Cooper 2 Year Old TA Implementation The Early Years Foundation Stage Curriculum (EYFS) begins at birth and continues until our children reach the end of their Reception year. At Captain Webb we provide an engaging curriculum that maximises opportunities for meaningful cross-curricular links and learning experiences, as well as promoting the unique child by offering extended periods of play and sustained thinking. We follow the children’s interests and ideas to foster a lifelong love of learning both in and outside of school. Our curriculum has been designed to enable children to succeed through cooperative and collaborative learning. As such, there is a strong emphasis on the Prime Areas of learning; Communication and Language, Physical Development and Personal, Social and Emotional Development. This is of particular importance in our nursery rooms which are skilfully planned for and feed into the Specific areas; Literacy Maths Understanding of the World Expressive Arts and Design ​ At Captain Webb we believe that early language skills and extending vocabulary should be at the core of our curriculum and is embedded into our in-door and out-door learning environment. We have devised specific vocabulary for each of our learning areas and incorporate these into our planning. We understand that early language skills is one of the key components to becoming a successful, confident learner. Our Early Years setting is equipped with a wide range of resources across a variety of learning zones that supports the seven areas of the EYFS curriculum. These are developed and planned for by staff to provide meaningful experiences and create learning opportunities for pupils across an engaging and enhanced environment both inside and out. Adults work along side children during their play and adult focused activities, modelling skills, learning strategies, encouraging independence and providing opportunities to embed and deepen their understanding. Alongside our enabling environment we ensure that the children learn through a carful balance of child and adult lead activities. ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​​​​​​​​​​ My Key Person We Know that good teaching and learning begins with positive relationships. Relationships fulfil our most fundamental needs as humans - social connectedness . ​ A nurturing approach recognises that positive relationships are central to both learning and wellbeing, which is why all of our children are assigned to a 'key person'. The key person is a named practitioner who has responsibilities for a small group of children. ​ They are there to help the child feel safe and secure. the role is important for both child and parent and it is an approach set out in the EYFS. The key person will respond to children's needs and help them settle into a new environment . Communication is paramount between parent and key person, as these discussions hold key information about the child. ​ ​ ​​​​​​​​​​ Forest School Forest School is a specialised approach to outdoor learning that aims to develop confidence and self esteem through hands-on learning in woodland environments. All of our EYFS children access our forest school at least once per week, where the forest school leader/teacher have planned thoughtful activities which inter link their topics and themes within the classroom. Forest school is the perfect natural environment for children to build their self esteem, creativity and learn to manage their own risks whilst being supported by an adult. ​ ​ ​​​​​​​​​​ Memorable Experience To introduce our children to the half termly topic, all children will have a 'Memorable Experience'. This means the children will be taken out on a visit or we arrange for a work shop to come into school. This helps them get a real insight into the next topic. ​ ​ ​​​​​​​​​​

  • SMSC | captainwebb

    SMSC at Captain Webb SMSC- (Spiritual, Moral, Social, and Cultural) At Captain Webb, we ensure that our curriculum is a vehicle for SMSC education. SMSC stands for spiritual, moral, social and cultural education. ​ The following explores each aspect of SMSC and outlines how pupils may demonstrate their development in each area. ​ Spiritual Exploring beliefs and experience; respecting values; discovering oneself and the surrounding world; using imagination and creativity; reflecting. Our children's spiritual development is shown by their beliefs, religious or otherwise, which inform their perspective on life and their interest in and respect for different people’s feelings and values sense of enjoyment and fascination in learning about themselves, others and the world around them, including the intangible use of imagination and creativity in their learning willingness to reflect on their experiences. Moral Recognising right and wrong; understanding consequences; investigating moral and ethical issues; offering reasoned views. Our children's moral development is shown by their ability to recognise the difference between right and wrong and their readiness to apply this understanding in their own lives understanding of the consequences of their actions interest in investigating, and offering reasoned views about, moral and ethical issues. Social Using social skills in different contexts; working well with others; resolving conflicts; understanding how communities work. Our children's social development is shown by their use of a range of social skills in different contexts, including working and socialising with pupils from different religious, ethnic and socio-economic backgrounds willingness to participate in a variety of social settings, cooperating well with others and being able to resolve conflicts effectively develop interest in, and understanding of, the way communities and societies function at a variety of levels. Cultural Appreciating cultural influences; participating in culture opportunities; understanding, accepting, respecting and celebrating diversity. Our children's cultural development is shown by their: understanding and appreciation of the wide range of cultural influences that have shaped their own heritage willingness to participate in, and respond to, for example, artistic, musical, sporting, mathematical, technological, scientific and cultural opportunities interest in exploring, understanding of, and respect for cultural diversity and the extent to which they understand, accept, respect and celebrate diversity, as shown by their attitudes towards different religious, ethnic and socio-economic groups in the local, national and global communities. HOW WE PREPARE CHILDREN FOR LIFE IN MODERN BRITAIN AT CAPTAIN WEBB RETURN TO CURRICULUM SUBJECTS >

  • Enrichment at Captain Webb | captainwebb

    Enrichment Experiences At Captain Webb our curriculum is designed to instil high aspirations in all of our children and to encourage them to become resilient, life long learners who embrace challenges and continue to grow. Our children will be inspired to follow whichever path they choose whilst being well-rounded, conscientious citizens of our community as well as understanding how they can be global citizens. Our 6C values, understanding of SMSC and British Values enrich and underpin our curriculum to ensure Captain Webb children are prepared and equipped to succeed in their futures in an ever changing world. Our curriculum gives children opportunities to develop enquiring minds and a life long love of learning. We believe in celebrating every success and preparing our children for the future. We pride ourselves on giving our children a range of experiences to bring their learning to life, from hands on workshops, performances and trips to our two residentials a year including our Y6 trip to France, where we see our children develop and become ready for the next step in their journey. ​ Please find below an overview of our enrichment opportunities. Pupil Voice: How would you describe our curriculum at Captain Webb Primary? Pupil Voice: How would you describe our educational visits at Captain Webb Primary? CURRICULUM SUBJECTS >

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