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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 23 -Mar 24 Read More Mobile Phone Policy - Sep 23 Read More Data Protection Policy - Sep 24 Read More FOI Policy - Sep 21 Read More FOI Model Publication Scheme Read More

Reading Curriculum Statement Reading Curriculum Statement Intent At Captain Webb, we value reading as a key life skill and are dedicated to enabling our pupils to become lifelong readers. We want all of our children to be confident fluent readers who read widely, read often, read for pleasure and read to learn. We want them to be exposed to a variety of literature, genres and authors. We believe that the teaching of reading is integral to a child’s understanding and appreciation of the world around them. We aim to provide children with experiences that will lead to rich language development so that at the end of their primary education with us, they are empowered with a breadth of vocabulary that they can build on in their future prospects. Our reading curriculum strives to foster a love for reading and we believe that that all children should experience an abundance of quality, engaging texts across the curriculum. We want reading to be the golden thread running through a child’s journey at Captain Webb. When they leave us, we want pupils to possess the reading skills and love of literature which will help them to enjoy and access any aspects of learning they encounter in the future. Implementation (Planning an inclusive curriculum). Our inclusive knowledge-based curriculum plans for success. We teach the National Curriculum, supported by a clear skills and knowledge progression. This ensures that skills and knowledge are built on year by year and sequenced appropriately to maximise learning for all children. This enables our pupils to know more and remember more. End points within objectives are identified for each year group through a whole school reading progression plan. Please click the link below for further information. We feel passionately that developing a love of reading from an early age will benefit our children hugely: personally, socially and educationally. Therefore, reading is at the heart of everything we do. Through the use of carefully chosen texts, we expose our children to literature that will spark their passions and develop a love of English. Click the link below to find out the rationale behind our Reading curriculum. Phonics & Reading Through the delivery of our reading curriculum we ensure a consistent and robust teaching and learning of early reading and phonics in the Early Years and Key Stage One, so that pupils are able to read with increased speed and fluency and access the wider curriculum. We follow the Read, Write Inc Phonics programme; a systematic, synthetic phonics scheme that is validated by the Department for Education. Skilled staff deliver daily sessions to ensure rapid progression. Children’s progress through the scheme is assessed continuously to ensure that gaps are addressed quickly and effectively. Books that children read match their level of phonetic knowledge. Skilled reading depends on both fluency and phonic knowledge alongside language comprehension. For more information on the teaching of Phonics, please click on the link below which will transfer you to our Phonics curriculum page. Reading Knowledge and Skills 24 - 25 Whole School Reading Spine 24 - 25 Phonics Curriculum Once children have graduated from the RWI scheme, and are able to decode accurately and speedily, reading a lot is the principal way they develop as readers. Putting in the ‘reading miles’ allows pupils to practise their reading, building experience with increasingly complex texts, encountering new knowledge, gaining new language, including vocabulary, and developing their fluency. Over the course of year 2 and into key stage 2, the focus of the teaching of reading therefore shifts from decoding towards ensuring pupils get this print experience and support with spoken language, both through teacher-led whole class reading sessions and independent reading. Children explore a broad range of challenging texts including fiction, non-fiction and poetry by having purposeful and in-depth discussions with the teacher and their peers to enable them to access the vocabulary, themes and content. Please click on the Year 2 and KS2 reading long term overview below to find out more about the texts your child will be reading. Year 2 & KS2 Reading Overview KS2 Reading Learning Sequence Book Warmers At the beginning of our reading units, we explore the main themes, contexts and background information to help the pupils have a foundational understanding of the text before they begin reading. For example, when the text was written, any settings / countries the text takes place and any cultural and social conventions that may be outlined within a text. These introductory sessions are called 'book warmers' and the pupils have an opportunity to read facts and information about the text as well as use iPADs to access QR codes that link to webpages to further videos and explanations. Most importantly, the book warmers will introduce the pupils to tier 3 vocabulary (subject specific words) that they will come across in subsequent lessons. Vocabulary Lab The teaching of vocabulary is at the forefront of all our daily reading lessons. Tier 2 and tier 3 vocabulary is identified within texts and definitions are provided with picture examples to enhance pupil's understanding of these words. The vocabulary is explored and discussed as the pupil's read to enhance pupil's language development and comprehension. Teaching Prosody All reading sessions focus on improving reading fluency and pupils will listen to the teachers read aloud with expression and intonation. The pupils are taught prosody through a variety of fluency strategies such as echo read, choral read and reader's theatre. They have daily opportunities to re-read the text on their own or with a partner. Fluent and expressive reading (prosody!) is inextricably linked to comprehension. Why? Because prosody helps children build a more complete and accurate picture of what’s being conveyed on the page. How we adapt the pace, emphasis, phrasing and intonation of our reading helps communicate the broader and deeper meaning of what we read. Recent research from the EEF backs this up, finding that prosodic reading improves a child’s comprehension and overall literacy achievement in school. The pupils also have an opportunity to re-read the text at home as part of their reading homework. Understanding of the text On day 1 of our 2 day sequence, the teacher ask questions and models thought processes as they read to enhance pupil's comprehension. The dialogic talk between the adult and pupils is a priority for this session, the teacher explicitly teaches comprehension skills relevant to the extract. These specific comprehension skills are taught using VIPERS reading domains (vocabulary, inference, prediction, explanation, retrieval and summary) On day 2 of our sequence, the teacher models the answering of written comprehension questions based on the extract they have previously read on day one. Teachers plan questions focusing on mixed domains. Pupils complete the questions independently. Quick Quiz and Summarise The reading lessons also include quick quizzes with the focus predominantly upon the quick recall of key facts/key information. (retrieval questions) The pupils talk with a partner to talk about what has happened, what they already know and summarise any key events or facts. Daily Story Time We place reading at the heart of the curriculum, so it is prioritised allowing pupils to access the full curriculum offer. All pupils receive daily story time sessions with an adult modelling fluency and intonation. The pupils listen to a wide range of stories that have all been carefully selected and chosen for their year groups. All texts are outlined in our whole school reading spine, at the top of this webpage. Puffin Keeper Book Warmer Reading for Pleasure Embedding a school culture that values and supports reading for pleasure is extremely important to us. Pupils develop a love of reading; a broad knowledge of authors and understand more about the world in which they live to widen their horizons and raise their aspirations. To enable this, we set aside time for pupils to enjoy and read books independently, discuss texts they are reading and share recommendations. The love2read session is timetabled for all classes once a week and also sets time for pupils to visit our newly refurbished school library. The children can enjoy the freedom of enjoying texts in a tranquil, child centred environment. All classrooms have attractive book corners where the children have access to 100 quality books, both fiction, non-fiction and poetry books to help embed their love of books, stories and reading. Around school, you will find displays which celebrate authors - including our author of the term displays, pupil’s favourite books, authors and recommended reads. Reading across the curriculum Reading is prioritised across our broad and balanced curriculum allowing pupils to read and understand all subjects. Pupils are also expected to read in other subjects to access new information and build their subject knowledge. This reading will also contribute to reading miles and fluency. All subject areas have a recommended text list for all year groups attached to their subject curriculum map. Poetry and Rhymes Through sharing, reading, writing and performing rhymes and poems, we aim to build children’s emotional connection to language and the world around us. Poems are used throughout our curriculum to develop vocabulary, fluency and prosody, imagination and empathy. We also encourage children to review poetry – to form opinions about their own likes and dislikes and to understand and explain their preferences and respect the thoughts and feelings of others. We are committed as a school to developing a love of reading and to reading aloud each day. Alongside our class reading texts, we have four class poetry books to be shared throughout the year. Of course, teachers can add to the core books to further develop children’s exposure and enjoyment of poetry. We have identified a core set of poems for each year group. Each year group will learn by heart poems to be performed for assembly or to be shared with parents or visitors. Children will also be encouraged to revisit poems previously learnt. Each year group will also study a varied selection of poems during guided reading lessons, where vocabulary and meaning can be explored and explained, together with the development of children’s wider reading skills. Poetry also forms part of our writing curriculum and each year group has different forms of poetry to explore and create. This allows children the opportunity to learn more about particular structures of poetry and allows them to write their own poems using a wide range of poetic devices. Children are encouraged to perform their own poetry alongside the poems learnt by their year group. We also seek opportunities throughout the year for children to watch or hear poets reciting and discussing their own work. Please see our Poetry Curriculum Map for further information. Poetry Curriculum 24 - 25 Assessment At all stages, reading attainment is assessed to ensure that gaps are addressed quickly and effectively so that pupils’ progress is accelerated. Targeted support and intervention for reading is a priority – we have a dedicated reading team who ensure any child falling or a risk of falling behind their peers is identified. RWI Fast Track tutoring breaks phonics into small steps to support every child with decoding, including those with SEND. There is a sharp focus on ensuring pupils gain fluency and phonic knowledge alongside language comprehension as modelled by the Scarborough Reading Rope (2001). In KS2, reading fluency is assessed at the beginning of each half term using oral reading fluency (ORF) measures. ORF assessments measure reading rate and accuracy and are expressed in terms of the number of words read correctly per minute (wcpm). On average, pupils should read at least 90 words per minute. Any pupils who require further support with their reading fluency are provided with additional reading practice. During this interventions, the pupils re-read passages using strategies such as echo read and timed reads. Our aim is to ensure all pupils leave our school fluent, confident readers as we know oral reading fluency has consistently been found to have a high correlation with reading comprehension. During whole class reading sessions, formative assessment takes place daily, while termly summative assessment takes place in the form of NFER testing which allows analysis of gaps in comprehension knowledge to be quickly addressed. All pupils are also assessed on their reading of the common exception words for their year group. Please see the spelling curriculum page for these word lists. How do we enrich the curriculum? Book recommendation boards are displayed throughout school to inform pupils of new and popular texts across the age ranges. The children are given the opportunity to loan these books from Mrs Passey and write reviews on these books for our school newsletter. At Captain Webb, we also have a range of opportunities within the academic year to further enhance reading opportunities for our children. Regular trips to the local library, engaging with national reading events including World Book Day, Roald Dahl Day and National Poetry day. Each year we invite external theatre companies into school to deliver whole school productions and drama workshops for our pupils, recent examples of which are Christmas Carol and Jack and the Beanstalk. We have also had Dance workshops based on 'Bringing Books to Life'. Year 3 story focus was Charlie and the chocolate factory, Year 4 focus was Alice in Wonderland and Year 5 focus was The Jungle Book. How can you help your child? EYFS and KS1 To support their reading journey your child will bring home two books home. The first book will be a fully decodable book matched to your child’s phonic knowledge. When your child is in the early stages of learning to read you can help by encouraging them to sound out the letters in words and then to ‘blend’ the sounds together to make a whole word. Please refer to the Phonics Curriculum page on the school website for further support on early reading strageties. The second book will be a picture book for you to share at bedtime. This is an opportunity to share a love of reading with your child, talk about the story and offer opinions. KS2 All pupils in KS2 will bring home a copy of their whole class novel to read at home. The class teacher will provide information in regards to homework expectations for reading the guided reading text. E.g. We would like you to read chapters 1 – 3 tonight. We also encourage all pupils to loan books from our school library to enjoy at home. In response to a recent parent's survey, we will also be sending home an additional text from our 100 books for our pupils to read at home. The school’s Homework Policy states that all children are expected to read at home every day. This is for a maximum of 10 minutes. Reading regularly at home helps to develop children’s reading skills. Making the time to talk to your children about the books they choose and listening to them reading aloud regularly can make all the difference. Children need to understand why we read. They need to experience the range of feelings that a book can create or the power that can be gained from accessing information. Reading must not only be confined to stories. Many children love reading comics, magazines, newspapers, information books and poetry. All of these reading activities should be encouraged. Children in Key Stage 2 will all be at very different stages of development, but even for the most fluent readers there is a need for parental support. Most parents or carers are able to create quality time to share a book individually with one child. This is the time when children can develop a much deeper understanding of the books that they are reading. Rather than reading at home being ‘reading practice’, it should extend and enrich the reading experiences of school. One of the most powerful ways in which parents can do this is to show real enthusiasm themselves. Your sense of excitement about books and stories, your anticipation about what will happen next in a story and a discussion about your own likes and dislikes, will greatly influence your child. Teachers will check the Home School Reading Record daily and record for our end of term reading rewards including books, book vouchers or an author visit . This year we celebrated National Poetry Day with a very special guest. A well-known poet called James Carter. He worked with all year groups to create different types of poetry including rhyme, similes, kennings and cinquains. Please see the video clips below of our wonderful work. Impact By the time children leave Captain Webb, they are competent readers who can recommend books to their peers, have a thirst for reading a range of genres including poetry, and participate in discussions about books, including evaluating an author’s use of language and the impact this can have on the reader. They can also read books to enhance their knowledge and understanding of all subjects on the curriculum, and communicate their research to a wider audience. ‘I go to Phonics every day to learn my sounds. I can now read words and I’ve just moved to Yellow phonics books.’ – Year 1 pupil. ‘I’ve read many books since I’ve been at Captain Webb. Some of my favourite texts are Stig of the Dump by Clive King, Harry Potter by JK Rowling and Street Child by Berlie Doherty.’ –Year 6 pupil. ‘This year, I’ve enjoyed reading lots of different non-fiction texts. I’m currently reading a non-fiction text on the heart and circulatory system which has helped me answer questions in Science.’ Year 5 pupil. Attainment in reading is measured using statutory assessments such as the end of EYFS and Key Stage 2 and following the outcomes in the Year 1 Phonics Screening check. Assessment data shows that.. 90% of children passed the Year 1 Phonics Screening check in 2023. 72% reached ARE at KS2 with 28% reaching greater depth. The impact of this implementation was also noted in our 2019 OFSTED: The teaching of reading is done very well. Staff are trained in how to teach phonics and daily routines and systems make sure everyone gets what they need. Whether reading in class or at home, staff check that pupils have books they understand. If any pupil needs a helping hand, adults find extra time straight away and this stops them from falling behind. As pupils’ confidence grows, teachers introduce them to new books and authors. Most days, teachers read to the class during ‘page-turner time’. They encourage pupils to talk about books and share their views. Reading Policy 24-25

Policies Safeguarding Policies Staff Equality Policy - Oct 24 Read More Child Sexual Exploitation - a Guide for Parents Read More Whistle Blowing Policy - Sep 24 Read More Pupil Equality Policy - Oct 24 Read More Child on Child Abuse Policy - Nov 24 Read More Parent Code of Conduct Policy - Sep 24 Read More Procedures for Managing safeguarding Concerns and Allegations - Apr 23 Read More Child Protection Policy - Sep 24 Read More Keeping Children Safe in Education - Sep 24 Read More Children's Emotional Health and Well being Policy - Sep 24 Read More Behaviour Principles Written Statement - Nov 23 - Nov 24 Read More Anti Bullying Policy - Nov 24 Read More Social Media Policy - Sep 24 Read More Safer Recruitment Policy - Nov 24 Read More Domestic Abuse Policy - Sep 24 Read More Behaviour Policy - Sep 24 - Sep 25 Read More Online Safety Policy - Nov 23 - Nov 25 Read More Safeguarding Supervision Policy - Nov 21 Read More Child in Care Policy - Nov 24 Read More Visitors Policy - Jan 24 Read More Suicide Intervention Policy - Sep 24 Read More Children Missing From Education Protocol - Dec 24 Read More Our Safeguarding Team 2024 Read More Physical Intervention Policy - Sep 24 Read More Finance and Admin 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 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 Information Governance Policies Pupil/Parent Privacy Notice Read More Parental Consent Form Read More Information Sharing Policy - Mar 23 -Mar 24 Read More Mobile Phone Policy - Sep 23 Read More Data Protection Policy - Sep 24 Read More FOI Policy - Sep 21 Read More FOI Model Publication Scheme Read More Health and Safety Policies Site Security Annual Review document 2024 Read More Asbestos Management Plan - Sep 24 - Sep 25 Read More Asthma Policy - Nov 21 Read More Supporting Children With Medical Needs Policy - Oct 21 Read More Administration of Medication Policy Nov 23 - 24 Read More First Aid Policy - Nov 23 - Nov 24 Read More Health and Safety Policy - Nov 23 - Nov 24 Read More Fire Safety Policy - Nov 23 Nov 24 Read More School's Emergency Plan - Sep 23 - Sep 24 Read More Infection Control Policy - Jan 24 - Jan 25 Read More

我們最新的 Ofsted 報告 2019 要查看以前的報告，請單擊下面的鏈接訪問我們學校的 Ofsted 學校數據儀表板。

Welcome to Captain Webb Primary School and Nursery. We educate children from 2 - 11 years old. Ofsted rated GOOD. 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

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

Computing Curriculum Statement Computing Curriculum Statement Intent Our intent is to provide our children with an engaging, exciting and empowering computing curriculum that allows them to develop as confident, experienced and responsible users of technology. We want our children to be equipped with the knowledge and skills that will allow them to be successful in our ever-changing world, both in the present and in the future. We believe that childhood should be a happy, investigative and enquiring time in our lives and so, where appropriate, computing knowledge and skills are applied to theme-based tasks to make learning creative, accessible and engaging. We want our pupils to be fluent with a range of devices, applications and hardware and aim that by Upper Key Stage 2, children have the independence and confidence to choose the best tool to fulfil whatever task or challenge they may encounter. We understand that the use of technology brings with it inherent risks. We believe that our children should be equipped with the knowledge, skills and understanding to use technology safely and respectfully, in order to become positive contributors to our world’s ‘global village’. 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. Implementation Computing is taught at Captain Webb Primary School as an area of learning, as well as being integrated, where appropriate, through cross curricular links. We have implemented a curriculum where pupils from the age of 2 to the age of 11 not only enjoy but also experience a range of activities that broaden their knowledge and understanding. Computing consists of one unit per half term, which is either taught in a weekly lesson or as ‘Computing Days’, where children are able to immerse themselves in the progression of knowledge and skills of a particular area of learning and apply them within a given context. The key knowledge and skills of each topic are mapped across each year group. This ensures that children develop their knowledge of computer systems and networks, various forms of digital media, data and information, and programming, progressively throughout the whole school. The skills in these areas are also developed systematically, with the programme of study for each year group building on previous learning and preparing for subsequent years. Knowledge and skills are informed and linked to enable achievement of key stage end points, as informed by the 2014 National Curriculum. Throughout the Computing units taught in each year group, children learn to use and express themselves and develop their ideas. For example, when writing and presenting with desktop publishing or exploring art and design using digital media. Children develop practical skills in the safe use of computers and the internet, and the ability to apply these skills to real-life scenarios. For example, understanding safe use of social media, computer networks and email. We teach children to understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation. Children are also taught to analyse problems in computational terms and have repeated practical and progressive experience of writing computer programs in order to solve such problems. We also teach a progression of computing vocabulary to support children in the development of their computing knowledge. Online safety is taught broadly and regularly at Captain Webb Primary School. We understand that Online Safety concerns not only digital tools and spaces, but also behaviour. Where appropriate, Online Safety is taught within Computing lessons. For example, when children learn about computer systems and networks, they learn about the importance of how data on networks can be copied and shared, and the importance of securing data on networks. In addition, Online Safety is taught during PSHE lessons. For example, when children learn about bullying, cyber bullying is included in context. Children are also taught Online Safety during a blocked ‘Online Safety Week’, where the eight strands of ‘Education for a Connected World’ (self-image and identity, online relationships, online reputation, online bullying, managing online information, health well-being and lifestyle, privacy and security, copyright and ownership) are taught in depth to key phases across the whole school. The evaluated impact of ‘Online Safety Week’ is used to direct further opportunities to develop our children’s knowledge and understanding of Online Safety, such as additional PSHE lessons, assemblies delivered by online agencies and targeted displays. Impact The implementation of this curriculum ensures that when children leave Captain Webb Primary School, they are safe, competent and creative users of technology. They will have developed skills to express themselves creatively using a range of digital media and be equipped to apply their skills in programming to different challenges and scenarios. Our children will know the risks of using digital technology and will be able to use it safely, respectfully and positively. They will have a secure and comprehensive knowledge of the opportunities and potential for the use of technology and digital systems in our world, both now and in the future. This is important in a society where technologies and trends are rapidly evolving. Children will be able to apply the British values of democracy, tolerance, mutual respect, rule of law and liberty when using digital systems. They will have increased cultural capital by seeing how computer networks, systems, devices, applications and hardware are used in real-life situations for their own benefit, and the benefit of wider society. The pictures below show examples of computing curriculum progression through the years: Online Safety Policy 2023.25 Online Safety Audit 2023.24 Computing Policy 2024.25 Device and Technology Acceptable use Agreement for pupils Computing Skills and Knowledge Progression Plans 2024.25 Year 1 Year 2 Year 3 Year 4 Year 5 Year 6

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

How to apply for your child a place at 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 EYFS Admissions Policy Sept 2023 See More

父視圖 Ofsted Parent View gives you, as parents, the chance to tell Ofsted what you think of your child’s school, including: how happy your child is at the school how the school manages bullying or challenging behaviour If your child has special educational needs and/or disabilities (SEND), we will ask how well the school supports them. The questionnaire can be completed at any time - you don’t have to wait until the school is being inspected. Ofsted will use your responses to help plan inspections. The information you provide can: inform discussions inspectors have with school leaders during an inspection help Ofsted decide when to inspect a school In addition to this, they also publish the overall summary of the responses to Ofsted Parent View. This information is anonymised. If your child attends a maintained nursery, please read more about how to respond to the questionnaire here . Click ‘Give your views now’ to register and complete a survey to help your child’s school improve. Parental questionnaire Autumn 2023 - Responses Every term we hold a Parents Consultation Session. Parents can look through their child's work, and raise any questions they may have about their child's progress, in a 1:1 meeting with the class teacher. During this session we ask parents to complete a questionnaire on how they feel the school is performing on behalf of their child. The questions are the same as those on the Ofsted Parent View website, so we can combine and analyse both sets of results to see how parents perceive our service. Below are the results from the Autumn 23 questionnaire: Comments Below is a selection of some of the comments made by our parents. “My child will be sad to leave at the end of the year” “Great school - thanks” “Every teacher my child has had throughout the years has been excellent. I can’t thank them, and the school enough for all their hard work…they a credit to the education sector” “Teachers make school great for the children” “The school are brilliant at making sure children’s mental health is well maintained” “My child really loves school and enjoys coming everyday” “I’m very happy how my child is growing in confidence and with her friendship group” “Great school. My kids love it. Thank you” “This school takes an holistic approach to my child’s wellbeing, supporting us as parents to ensure she is happy and thriving at school and home” “We had a couple of issues with other children, but the issues were dealt with straight away. We are happy” “Perfect for my children” “Miss Saville is amazing, and I can’t thank her enough” “Couldn’t wish for a better school...the staff work hard to ensure my girls are happy and progressing well” “This school have been amazing with all my children…I highly recommend this school to fellow parents” “I highly recommend this school they are very supportive with everything and anything” “Since my son has been attending Captain Webb, I’ve noticed a massive change in his attitude towards school. His last school was a challenge for me every day but now he is fine – I can’t thank you enough” “My child enjoys school” “my child struggles to come out of his shell and the teachers have done an amazing job to ensure he is comfortable” You Said.....We Did... Obviously some parents have queries/concerns that they raise. Below are the actions we are taking in response to these. My children have lost all their jumpers We have created a centralised lost property which can be accessed by parents, by requesting access at the school office. All unclaimed lost property will be disposed of every half term. or used as additional uniform for children. If clothing is clearly labelled we do try and return it to its owner. We need more reminders about events We work really hard at communication. We use ClassDojo, Facebook and the school website to communicate with parents. We will endeavour to post more reminders on Classdojo in the week leading up to events, in the form of a post called 'The Week Ahead'' My child was unable to participate in P.E. due to the weather....I understand the hall was double booked. This will have happened due to events taking place in the school hall - such as workshops and productions. If the weather is favourable we do take the children outside. Unfortunately if the weather is wet some children don't have the appropriate clothing and surfaces become slippy. We always aim for children to have at least 2 hours of physical activity a week during lesson times, this can include forest school, and activities in the classroom. My child needs more support - SALT SENCO has contacted parent and this has been resolved. I do feel naughty children are favoured....some pupils are disruptive. This is becoming more common in schools since COVID. We have a small percentage of our children, with multiple additional needs, which can result in them struggling to engage with their lessons. We are working very hard on supporting not only these children, but all children in school to attain the most from their education. Behaviour is part of our School Development Plan this year, which has resulted in: A member of SLT being appointed as Behaviour Lead A new Behaviour Policy has been created and shared on our Policies and Procedures page. Additional training has been received by all staff. Additional outside agencies have been commissioned to support children. Internal staff have been trained in further interventions such as ELSA and Drawing and Talking Therapy.

關鍵階段 2（小學結束）結果 要查看我們 2018/19 年的最新績效數據，請參見下文。在這裡您可以找到達到以下目標的關鍵階段 2 學生的百分比： 閱讀、寫作和數學達到預期標准或以上；閱讀寫作和數學的平均進步；閱讀和數學的平均“比例分數”以及閱讀、寫作和數學的高水平。 有關更多信息，請閱讀教育部的指南：學校表現表：如何解釋數據。 To see more information about the school's attainment please follow the link: Captain Webb Primary School - Find school and college performance data in England - GOV.UK (find-school-performance-data.service.gov.uk)

Curriculum Design Statement Intent, Implementation and Impact Our curriculum provides children with engaging, exciting and empowering learning experiences that allows them to be successful. They become confident, responsible citizens equipped with the skills that will allow them to be successful in our ever-changing world, both in the present and the future. We believe that childhood should be a happy, investigative, and enquiring time in our lives. We constantly provide context enrichment opportunities to engage learners and develop their cultural capital which has been recognised as essential if children are to succeed. We believe that our children should not only reach their best academically, but also develop a thirst for knowledge, foster a love of learning and leave our school with exceptional independent learning skills. We are fully committed to developing each child's unique potential within a secure and caring environment. We use our Captain Webb Values to promote positive attitudes to learning: Listen Encourage Achieve Respect Nurture Our children have a sense of belonging and value the community in which they live therefore community involvement is an integral part of the school. Regular invitations to families and visitors facilitate learning new and sharing experiences such as assemblies, curriculum outcomes and community days take place. Children regularly contribute to supporting and developing their local community. To see how we implement our curriculum please select from the links below. Curriculum Framework Overview - Nursery Curriculum Framework Overview - Year R Curriculum Framework Overview - Year 1 Curriculum Framework Overview - Year 2 Curriculum Framework Overview - Year 3 Curriculum Framework Overview - Year 4 Curriculum Framework Overview - Year 5 Curriculum Framework Overview - Year 6 Each year group have a curriculum overview which maps out the whole year curriculum planning. Each subject leader will have a long-term plan which sets the learning for the year for their subject area. Progression documents have been created to ensure full coverage of the National Curriculum. These have been developed following research and advice from expert leaders in education. Medium-term plans are created from progression documentation and longer-term plans to ensure coherent coverage of key knowledge, skills and concepts and clear progression routes over a sequence of lessons. Prior learning is evident on plans which supports teachers with ensuring key knowledge is revisited. Senior leaders and subject leaders will monitor planning for compliance. Reading is a high priority for the school where the selection of texts has been thought about carefully and invested in heavily. Text have been carefully mapped out to ensure they compliment the wider curriculum at an appropriate age-related standard. There is a commitment for children to gain a love of reading which is evident through the reading areas throughout school. Teachers react to the needs of the children and each cohort to ensure that the children’s needs are being met. Whether this is through SEND or cohort specific needs. The emotional needs of the children are met through a variety of external and internal specialists including a play therapist, counsellor, educational psychologist, LSAT, Mental Health Support Practitioner, behaviour and SEND outreach, Talk and drawing and ELSA. Children are immersed in a variety of experiences throughout their time at Captain Webb Primary & Nursery. These are often at the start of new learning to enhance their understanding and support children within knowing more and remembering more. Forest school is available to all pupils throughout the year to enhance the children’s love of learning and enquiry skills. They gain lifelong skills outside of classroom environment. During their time at Captain Webb Primary & Nursery, children will have the opportunity to attend Arthog Outreach (Y3 &Y5), Arthog residential (Y4) and France in Y6. Assessment for learning opportunities take place in lesson to assess prior knowledge and information gained in a lesson. Teachers use these to address any misconceptions. To support our assessment of the core subjects (English, Mathematics and Science) we use Ruth Miskin Assessments for RWI, Salford Reading ages, Fluency assessments, White Rose Mathematical tests & Rising Stars for Science. We capture data at 3 points across the academic year at the end of the of the Autumn, Spring and Summer Term to ensure that all children are making at least expected progress. By the time children leave Captain Webb Primary & Nursery, they have the appropriate knowledge and skills required to be secondary ready. Assessment Policy 2024.25