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Newsletters At Captain Webb Primary School we run a weekly newsletter which is called 'Captains Catch Up '. We use the newsletter to inform you about events we are running, let you know dates for diaries, and showcase some of the work being done by our children. The newsletter is created by Mrs Hanafin (Admin) so if your child has won any awards, or taken part in anything exciting outside of school, please let her know so she can share the good news with our other parents. Below are the newsletters from the past few months - if you have missed a previous edition and would like a copy then please contact Mrs Hanafin and she will be happy to help you (genna.hanafin@taw.org.uk ). Captain's Catch Up - 12th July 2024 Read More Captain's Catch Up - 5th July 2024 Read More Captain's Catch Up - 27th June 2024 Read More Captain's Catch Up - 21st June 2024 Read More Captain's Catch Up - 14th June 2024 Read More Captain's Catch Up - 7th June 2024 Read More Captain's Catch Up - 24th May 2024 Read More Captain's Catch Up - 17th May 2024 Read More Captain's Catch Up - 10th May 2024 Read More Captain's Catch Up - 3rd May 2024 Read More Captain's Catch Up - 26th April 2024 Read More Captain's Catch Up - 19th April 2024 Read More

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

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 ​ ​ Spelling Including Phonics Policy 23-25

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.

學生保費 學生保費的目的 政府認為，除了主要學校資金之外的學生保費是解決目前有資格獲得免費學校餐 (FSM) 的兒童與其較富裕的同齡人之間潛在不平等的最佳方式，方法是確保解決劣勢的資金能夠惠及學生誰最需要它。 對於非主流環境中來自低收入家庭的學生，如何分配學生保費由地方當局決定。例如，它可以分配給他們接受教育的環境，或者由地方當局專門用於額外的教育支持，以提高這些學生的學習水平。當局必須就如何使用這些學生的保費諮詢非主流環境。 DfE 說： 學校可以在他們認為合適的情況下自由地花費學生的保費。但是，他們將對如何使用額外資金支持來自低收入家庭的學生負責。新的衡量標準將包含在表現表中，以反映學生保費涵蓋的貧困學生的成績。 父母和照顧者如何為學生保費計劃的成功做出貢獻？ 如果您的孩子有資格獲得免費學校膳食，那麼即使他們不打算享用學校午餐，即使他們有權根據政府的“通用嬰兒免費學校膳食”計劃享受免費晚餐，也值得為他們註冊。它將對資金產生直接影響，並將最大限度地提供我們可以提供的支持。 父母的支持和參與是提高標準的關鍵因素。如果您在支持您的孩子方面需要幫助或建議，或者如果您不確定如何申請註冊免費學校膳食，請聯繫 Jacqui Darlington 夫人，她是學生保費條款的管理員。 誰有權享受免費學校餐？ 如果您有權獲得以下任何一項，您的孩子可能有權獲得免費校餐： 收入支持 基於收入的求職者津貼 與收入相關的就業和支持津貼 根據 1999 年移民和庇護法第六部分的支持 國家養老金信貸的保證要素 兒童稅收抵免（前提是您無權享受工作稅收抵免且年總收入不超過 16,190 英鎊） 連續工作稅收抵免 - 在您停止獲得工作稅收抵免資格後支付 4 週 普遍信用 Recovery Premium Funding 2023/24 Purpose Recovery premium is part of the government’s package of funding to support pupils whose education has been impacted by COVID-19. It is a time-limited grant providing over £300 million of additional funding for state-funded schools in the 2021/22 academic year and £1 billion across the 2022/23 and 2023/24 academic years. ​ Eligible schools This includes Local authority-maintained schools such as ours. Pupil eligibility Recovery premium allocations for mainstream schools will be based on pupil premium eligibility. This includes: pupils who are recorded as eligible for free school meals or have been recorded as eligible in the past 6 years, including eligible children of families who have no recourse to public funds. children looked after by local authorities, referred to as looked-after children. children previously looked after by a local authority or other state care, referred to as previously looked-after children. Funding rates for academic year 2023/24 Recovery premium allocations for academic year 2023/24 will be calculated on a per pupil basis, based on the following rates. In mainstream education, the rates are: £145 per eligible pupil in primary schools Funding paid to schools. To ensure that recovery premium is focused on effective approaches to raising the educational attainment of disadvantaged pupils, schools must use their recovery premium (and pupil premium) in line with the ‘menu of approaches’ set by the Department for Education. The menu of approaches can be found in ’Using pupil premium: guidance for school leaders ’. The menu has been developed in line with the EEF’s 3-tiered approach to help schools allocate spending across the following 3 areas: supporting high-quality teaching, such as staff professional development providing targeted academic support, such as tutoring tackling non-academic barriers to academic success, such as difficulties with attendance, behaviour and social and emotional wellbeing In line with the EEF’s recommended approach, schools should prioritise high-quality teaching, though the exact balance of spending between tiers will vary depending on the specific needs of pupils. The menu includes tutoring, but recovery premium conditions of grant for the 2022/23 and 2023/24 academic years state that schools must not use the grant to meet their portion of the costs of tuition provided through the National Tutoring Programme (NTP). Recovery premium is not a personal budget for individual pupils, and schools do not have to spend recovery premium so that it solely benefits eligible pupils. Recovery premium can be used to support other pupils with identified needs, such as pupils who have or have had a social worker, or pupils who act as a carer. It can also be used for whole class interventions, for example high-quality teaching, which will also benefit non-disadvantaged pupils. High attaining eligible pupils should receive just as much focus as lower attaining eligible pupils when it comes to spending funding. Evidence shows that eligible pupils who are among the highest performers at key stage 2 are more likely than their non-eligible peers to fall behind by key stage 4. ​ Accountability Schools must show they are using their recovery premium effectively: by publishing a statement on their website which presents an overview of their pupil premium and recovery premium strategy, and demonstrates that their use of the funding meets the requirements of the conditions of grant through inspections by Ofsted - inspectors may discuss plans schools have to spend their pupil premium and recovery premium funding through scrutiny of pupil premium and recovery premium plans by governors and trustees by declaring that they have spent the funding in line with the conditions of grant (including that it has not been spent on NTP) and can demonstrate this upon request ​ See current Pupil Premium Strategy Statement 2023/24 below Pupil Premium Strategy Statement 2023.24 Pupil Premium Strategy Statement 2022.23 Pupil Premium Strategy Statement 2021.22 Pupil Premium Plan 2020.2021 Covid Catch Up Premium Plan 2020.2021

在線安全 Safer Internet Day 2023 This year we once again took part in Safer Internet Day! Our teachers made sure we had space to talk about what devices we use to access the internet, what we do when we are online, what we like about using the internet and what our worries are. We recorded our thoughts and added them to the Safer Internet Day ‘Video Wall’ where industry leaders and online safety experts will listen to our voices! Click here to watch the videos on what each class did for Safer Internet Day 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！ Physical Security Systems we have in place In addition to teaching our children how to stay safe online we have installed, on our internet and IT systems, several security systems to block and filter out any inappropriate content. The following are some of the in-built security protection systems put in place, on our behalf by T&W: 1. Password management: This is critical, as this is where we all need to play our part. Passwords can be hacked easily if they do not have a good level of complexity, so to help protect your data we use a good, complex passwords. We never share password or leave them lying around. 2. Email protection – All emails go through a filtering system (Sophos) to ensure they do not contain a virus or from a known phishing source. Sophos is a tool that checks the content of the email very quickly and will let us know if it is safe to open. 3. Internet Filtering – We use a product called Smoothwall, this protects against access to certain internet sites and content that you would not want your children to see. 4. Monitoring of activity - Senso is a cloud based, real time monitoring of activity on school owned devices, designed to highlight [to school staff] users who may be vulnerable or at risk to themselves, at risk to others or behaving inappropriately. Senso indicates a potential concern by raising a “violation” when a keyword, acronym or phrase typed, matches against those found within our libraries. It sends automated alerts to the DSL’s. 5. Anti-Virus Software – Windows Defender. This is designed to detect and remove viruses and other kinds of malicious software from schools computers or laptops. 6. A Firewall - At its most basic, a firewall is essentially the barrier that sits between a private internal network and the public Internet, it monitors and filters incoming and outgoing network traffic based on our organisation's previously established security policies 7. Multifactor Authentication (MFA) – This is where you not only have a password but use a secondary device (like an app on a phone) as additional confirmation of the users identity. This increases security because even if one credential becomes compromised, unauthorized users will be unable to meet the second authentication requirement and will not be able to access the system. 8. Geofencing - This helps protect devices and accounts from access from certain ‘high risk’ geographical areas. Online Safety Workshops Y ear 5 and Year 6 took part in workshops run by a lady who works with the GK Consultant Services (who specialise in safeguarding for children). The workshops were aimed specifically at teaching the children to understand about online friendships, consents, sharing images and videos, and how to access help when online. Below is a copy of the PowerPoint used in the workshops. Online Safety Policy 2023.25 Computing Policy 2022.25 Online Safety Audit 2023.24 Online Safety Parents Meeting Minutes 12/07/2023 July 2024 Read More June 2024 Read More May 2024 Read More April 2024 Read More March 2024 Read More Feb 2024 Read More Jan 2024 Read More Nov 2023 Read More Oct 2023 Read More Sept 2023 Read More July 2023 Read More June 2023 Read More

特殊教育需求：學校提供 在韋伯船長，我們的主要目標是提供一個包容性的課程，該課程是差異化的，並考慮到孩子的需求以及讓他們能夠與同齡人一樣進入課程所有領域的能力。我們相信，這可以通過仔細的分組和規劃成功實現，必要時可以參考外部機構的建議。我們了解每個孩子都是獨立的個體，並以他們自己的方式學習，需要針對所有學習方式量身定制教學方法。 我們的學校優惠突出了我們能夠為孩子提供 SEND 的內容，並與我們的 SEN 政策密切相關。 鑑別： 我們的 SEND 政策強調了在對特殊教育需求或殘疾提出擔憂時如何識別和密切監控兒童。這遵循 SEND 行為準則 (2015) 的指導，並與 Telford 和 Wrekin 的本地報價密切相關 http://www.telford.gov.uk/send 關於您孩子的任何問題都應首先與班主任討論，他將與 SENDco 聯絡。然後，班主任和 SENDco 可以與家長會面，討論如何支持您的孩子以及後續步驟。 干預措施： 早期干預應該是學校干預策略的基礎——這要求學校完成對日托、托兒所、接待處和一年級的持續評估，並跟踪兒童的進步。建議限制干預項目的數量，以確保項目質量高、管理良好並影響成績。 第一波——全班教學 面向所有兒童的質量第一教學。有效地將所有兒童納入日常高質量的識字和數學教學中。 教師帶隊，助教支持 第 2 波 – 有針對性的供應 有針對性的規定是兒童在第 1 波規定中取得的進展低於預期時將獲得的規定。它可能會從外部機構的建議中獲得信息，並且需要一張供應地圖來突出確切的干預措施，包括基線數據以確保進展是可衡量的。兒童可能會根據他們的需要接受其中一些干預措施，通常是小團體。 由教師領導或由教師管理並由助教領導 第 3 波更高需求供應 較高需求供給是少數兒童在第 2 波供給無法使他們取得持續進步的情況下獲得的供給。它將聽取外部機構的建議，並需要一份詳細的、單獨的供應地圖來突出確切的干預措施，包括基線數據，以確保進展是可衡量的。這是一項非常個性化的規定。 由教師領導或由教師管理並由助教領導 四大需求領域： 在韋伯船長，我們遵循 SEN 行為準則 (2014) 來確定四個主要需求領域。這些都是： 溝通與互動 認知與學習 社交、情緒和心理健康 感官和身體發育 我們認識到兒童可能有不止一個需要領域，而且他們可能是相互關聯的。 Telford 和 Wrekin 當地優惠突出了地方當局如何努力滿足 SEND 兒童的需求，詳細介紹了為有某種特殊教育需要或殘疾的人提供的資源和服務： http://www.telford.gov.uk/send 為家長提供的服務： 在韋伯船長，我們努力與父母建立積極、支持的關係，以確保為兒童及其家人提供最好的服務。為此，我們提供： 定期家長諮詢日 可與班主任 / SENDco 開會討論家長的擔憂 定期與家長共享供應地圖，並討論進度 家長充分了解孩子在學校內和訪問外部機構獲得的支持 家長和孩子有機會為學校提供想法和討論 如何在家裡支持孩子的想法 與 SENDco/班主任和家長會面，討論外部機構的參與，例如在 LSAT 訪問之後 以下服務可能對需要支持的父母有所幫助 梁http://beeu.org.uk/self-help/ Telford 和 Wrekin 本地優惠http://www.telford.gov.uk/send IASS http://www.telfordsendiass.org.uk 家長開門 (POD) http://www.podstelford.org/ Ican2 http://www.ican2.org.uk/ 殘疾兒童活動 學生參與 在韋伯船長，我們認為讓孩子們參與決策和整個學校的決策是最重要的。孩子們充分了解他們的目標，並鼓勵他們分享他們對這些目標的看法並回顧他們在實現目標方面的進展。 SEND 登記冊上的所有兒童還將完成一頁資料，討論對他們來說什麼是重要的，他們認為什麼是困難的，以及如何最好地支持他們。 學生有機會加入學校理事會，在那裡他們能夠表達其他學生的想法和想法。學校理事會定期開會，聽取同學的建議，在會議上討論。 課程權利 SEN 行為準則（2015 年）規定：所有兒童和青少年都有權接受適當的教育，這種教育適合他們的需要、促進高標準和發揮潛力。這應該使他們能夠： • 做到最好 • 成為自信的人，過著充實的生活，並且 • 成功過渡到成年，無論是就業、繼續教育或高等教育或培訓 在韋伯船長，我們努力確保所有孩子都能獲得完整的課程，差異化是實現這一目標的關鍵工具。持續評估可幫助教師識別可能存在的困難領域，從而解決如何將這些問題最小化，做出調整以確保所有人都可以訪問課程。 我們以多種方式滿足額外需求，包括： 對小組的課堂支持 小團體或1-1提款 個人班級支持/個人退學 資源分化 專業資源 培養支持 全校供給圖（見附件） 學校提供的干預浪潮.docx 特定設施和通道 我們努力確保所有兒童都有機會進入學校生活的所有領域，確保他們能夠充分發揮潛力。所有建築物都設有殘疾人設施。扶手、坡道和精心選擇的教室確保所有人都可以使用。如有需要，將向家長和外部機構尋求建議，以確保充分滿足兒童的需求。 可以使用差異化、資源和專業設備來確保兒童能夠獲得完整的課程。學習風格是課程計劃的主要考慮因素，以確保滿足所有需求。 所有兒童都被納入學校生活的所有領域，在這些領域將採用必要的替代工作方式以確保所有人都能參與。 外部機構/服務學校聯絡 在韋伯船長，我們利用了許多外部機構的專業知識，這些機構支持並建議幫助我們滿足被認定為有 SEND 的兒童的需求。這些包括： Telford 和 Wrekin SEN 團隊 公平訪問面板 行為支持服務 (BSS) 早期干涉 學習支持諮詢小組 (LSAT) 教育心理學（EP） 言語和語言治療師（SALT） 職業治療 (OT) 感官包容服務 (SIS) 學校護士 家庭聯繫 Bee U 心理健康服務 輔導員 國際社會科學院 SENDco 還定期參加網絡更新會議並與其他 SENDco 聯絡以獲得建議和支持。 過渡安排 當孩子到達或離開韋伯船長學校時，我們將與家長和之前的環境密切聯繫，以確保充分了解孩子的需求以及如何最好地支持他們，包括後續步驟。 在新學年開始時換班時，孩子們會有幾天的時間來認識和熟悉他們的新老師和班級環境。如果認為有必要，孩子們可能會有額外的時間來支持這個過程並建立信心。班主任將與孩子們進行詳細的討論，包括分享最新的供應地圖和一年來取得的進展。 SEND 登記冊上的所有兒童還將完成一頁簡介，討論對他們來說什麼是重要的、他們的困難以及他們認為如何最好地支持他們。孩子可能需要一本關於他們的新班級和設施的信息手冊，以便與家人討論，從而在開始新的一年小組之前盡量減少焦慮。 向中學的過渡涉及韋伯船長和新學校之間的密切聯繫。所有關於孩子的 SEND 信息都將被發送到新學校，SENDco/班主任將就孩子的當前需求和後續步驟進行討論，包括支持孩子的最佳方式。對於有 EHCP 的孩子，我們確保邀請接收學校的 SENDco 參加夏季學期年度審查，以深入了解孩子的需求和信息，從而確保順利過渡。 有用的網址： Telford & Wrekin 委員會http://www.telford.gov.uk/send 發送實踐代碼 https://www.gov.uk/government/publications/send-code-of-practice-0-to-25 SEND Policies SEND Information Report - June 23 Read More Accessibilty Plan Read More SEND Brochure Read More SEND Policy - Jul 24 Read More 森科 接觸： 艾莉森·菲尼 加文·迪克 電話：01952 386770

Policies Safeguarding Policies Staff Equality Policy - Oct 23 Read More Child Sexual Exploitation - a Guide for Parents Read More Whistle Blowing Policy - Sep 23 Read More Pupil Equality Policy - Oct 23 Read More Child on Child Abuse Policy 23.24 Read More Parent Code of Conduct Policy - Oct 23 Read More Procedures for Managing safeguarding Concerns and Allegations - Apr 21 Read More Child Protection Policy - Sep 23 Read More Keeping Children Safe in Education - Sep 23 Read More Children's Emotional Health and Well being Policy - Sep 23 Read More Behaviour Principles Written Statement - Nov 23 Read More Anti Bullying Policy - Nov 23 Read More Social Media Policy - Sep 21 Read More Safer Recruitment Policy - Nov 21 Read More Domestic Abuse Policy - Oct 21 Read More Behaviour Policy - Nov 23 Read More Online Safety Policy - Sep 22 Read More Safeguarding Supervision Policy - Nov 21 Read More Child in Care Policy - Nov 23 Read More Visitors Policy - Oct 21 Read More Suicide Intervention Policy - Sep 21 Read More Children Missing From Education Protocol - Sep 21 Read More Our Safeguarding Team 2023-2024 Read More Use of Reasonable Force Policy - Nov 21 Read More Finance and Admin Policies Attendance Policy - Sept 24 Read More School Fund Audit (Sep 22 to Aug 23) Read More Governors and Staff Allowance Policy - Nov 23 Read More Unreasonable Complaints Policy - Nov 21 Read More Debt Policy - Nov 23 Read More Complaints Policy - Oct 21 Read More Gifts and Hospitality Policy - Oct 21 Read More Charges and Remissions Policy - Oct 2023 Read More SEND Policies SEND Information Report - June 23 Read More Accessibilty Plan Read More SEND Brochure Read More SEND Policy - Jul 24 Read More Information Governance Policies Pupil/Parent Privacy Notice Read More Parental Consent Form Read More Information Sharing Policy - Mar 23 Read More Mobile Phone Policy - Sep 23 Read More Data Protection Policy - Sep 23 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 - Jul 21 Read More Asthma Policy - Nov 21 Read More Supporting Children With Medical Needs Policy - Oct 21 Read More Administration of Medication Policy Read More First Aid Policy - Oct 21 Read More Health and Safety Policy - Oct 21 Read More Fire Safety Policy - Oct 21 Read More School's Emergency Plan - Oct 21 Read More Infection Control Policy - Sep 21 Read More COVID-19 Outbreak Management Plan Sep 21 Read More

學校財務 韋伯船長小學的政府授權預算： 請在下方找到 DfE 學校財務基準服務的鏈接。 該網站將允許您評估我們如何使用分配的預算，以及該支出在確保學生獲得最佳結果方面的有效性。 您還可以使用本網站上提供的信息來了解我們如何將收入和支出與其他類似的教育機構進行比較。 Gov.uk 學校財務基準網站 韋伯船長小學的學校基金賬戶： 請在下面找到學校學校基金帳戶的最新帳戶副本。這個賬戶是我們管理所有父母收入、籌集的資金和對學校的捐贈的地方 Financial Policies Attendance Policy - Sept 24 Read More School Fund Audit (Sep 22 to Aug 23) Read More Governors and Staff Allowance Policy - Nov 23 Read More Unreasonable Complaints Policy - Nov 21 Read More Debt Policy - Nov 23 Read More Complaints Policy - Oct 21 Read More Gifts and Hospitality Policy - Oct 21 Read More Charges and Remissions Policy - Oct 2023 Read More We are required to publish the following information: ​ How many school emloyees (if any) have a gross annual salary of £100,000 or more in increments of £10,000. ​ Annual Salary Number of Staff £100,000 – £110,000 0 £110,000 – £120,000 0 £120,000 – £130,000 0 ​ ​

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

Parent's Forum At Captain Webb we appreciate and value open communication between our school and parents. The goal of our Parent Forum is to ensure that the views of all parents are heard. The aim is that parents can talk freely with their elected Forum representative and they will act as a voice to inform the school of the needs of our children and families. We feel that it is a perfect way to share ideas, views and concerns and to make suggestions for improvements. ​ Our Parent Forum has four broad aims which are; ​ · To work together to improve the learning and welfare provided for our children. · To work in partnership with the school to create a welcoming school which is inclusive for all parents and carers. · To share information, knowledge and skills. · To further improve communications between Parent/Carers and Staff/Governors. One parent will be elected for each class, through a democratic vote. The vote will take place every September when each class will ask their pupils parents/carers if there are any volunteers for the role. Where more than one volunteer puts themselves forward an anonymised vote will be held. The Forum will report to the Governing body annually on its activities on behalf of all parents. ​ They will meet once every half term with Mrs Passey (Head) and Mr Harris (Parent Partnership Lead) to discuss any issues, ideas or opinions that have been raised. ​ Minutes and dates for each meeting will be posted on the website (below) and on Classdojo.​ Your Forum Representatives are: Reception Julie Mays VACANCY Year 1 Year 2 Year 3 Year 4 Year 5 VACANCY VACANCY Year 6 VACANCY Forum Meeting Minutes Meeting Minutes - ​ ​ ​ ​ The school has recently been re-awarded The Leading Parent Partnership Award for the work that we do in ensuring our parents needs are met, and views/opinions are not only requested, but taken into account in our everyday school life.

Remote Education Attendance is essential for pupils to get the most out of their school experience, including for their attainment, wellbeing, and wider life chances. There are, however, certain circumstances when it is not possible for a child to attend and it is in these circumstance where an offer of Remote Education can be made. Remote education should not be viewed as an equal alternative to attendance in school. For this reason schools may only consider it as a last resort when the alternative would be no education, and only after it has been established that the pupil is, or will be, absent from school. In such cases, remote education can have the benefit of allowing absent pupils to keep on track with their education and stay connected to their teachers and peers. The priority is always ATTENDANCE. Scenarios where remote attendance should be considered. Where schools have to close, or there are restrictions on attendance for pupils (i.e. during COVID) Providing remote education does not change the imperative to remain open or to reopen as soon as possible. Every effort will be made to ensure pupils can be taught in person by attending school or if appropriate and possible, attending a safe alternative site. After exploring all options to ensure the school remains open to all pupils, there may still be some exceptional occasions when school leaders or the local authority decide that it is not possible to open safely, or where opening would contradict guidance from local or central government. If restricting attendance for pupils is the only viable option, we will consider providing remote education to help pupils stay on track with the education they would normally receive. ​In individual cases where a child is unable to attend school but is able to learn. There should only be limited circumstances where a pupil is unable to attend school but is able and well enough to continue their education remotely. These circumstances should only involve a short-term absence and might include: pupils recovering from short-term infectious illnesses, pupils preparing for or recovering from some operations, or pupils recovering from injuries where attendance might inhibit recovery. In some exceptional cases, these circumstances might also include pupils whose attendance has been affected by a special educational need or disability (SEND) or a mental health issue. In these circumstances, and after the pupil’s absence from school has been established, we will consider providing pupils with remote education on a case-by-case basis. This will be part of a plan to reintegrate back to school, and only when it is judged that providing remote education would not adversely affect the pupil’s return to school. ​ Provision of remote education is a short-term solution allowing absent pupils to keep on track with their education and stay connected to their teachers and peers. Pupils with long-term medical conditions or any other physical or mental health needs affecting attendance may require additional support to continue their education. ​ At Captain Webb Primary School we refer our parents to the Oak National Academy website, as this provides high quality lessons that are meaningful, ambitious, and cover an appropriate range of subjects to enable pupils to keep on track with their education. ​ We will work with the parent/s so they understand which elements of learning their child will need. We will provide additional support in cases of SEND, and work collaboratively with families to support the children/parents accessing the learning successfully. We will help to overcome barriers to digital access by loaning school owned devices, accompanied by a user agreement, if and where necessary and/or possible. ​ The senior leader with overarching responsibility for the quality and delivery of remote education is Mrs Sarah Passey (Headteacher). ​