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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 Pupil Premium Strategy Statement 2024.25 Pupil Premium Strategy Statement 2023.24 Pupil Premium Strategy Statement 2022.23 Pupil Premium Strategy Statement 2021.22

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

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 - 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/Vexatious Complaints Policy - Sep 2024 Read More Debt Policy - Nov 24 Read More Complaints Policy - Oct 24 Read More Gifts and Hospitality Policy - Oct 21 Read More Charges and Remissions Policy - Oct 23 - Oct 24 Read More We are required to publish the following information: How many school emloyees (if any) have a gross annual salary of £100,000 or more in increments of £10,000. Annual Salary Number of Staff £100,000 – £110,000 0 £110,000 – £120,000 0 £120,000 – £130,000 0

Cultural Capital What is a Cultural capital? Cultural capital is the accumulation of knowledge, behaviours, and skills that a pupil can draw upon and which demonstrates their cultural awareness, knowledge and competence; it is one of the key ingredients a student will draw upon to be successful in society, their career and the world of work. Cultural capital promotes social mobility and success in our stratified society. Cultural capital gives a student power and it helps them achieve goals, become successful, and rise up the social ladder without necessarily having wealth or financial capital. Cultural capital is having assets that give students the desire to aspire and achieve social mobility whatever their starting point. Our Cultural Capital At Captain Webb Primary School, 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 and develop their cultural capital. Our children will be inspired to follow whichever path they choose whilst being well-rounded, conscientious 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. “Education for global citizenship helps enable young people to develop the core competencies which allow them to actively engage with the world, and help to make it a more just and sustainable place.” - Oxfam.org.uk We are working hard to be Global Citizens at Captain Webb Primary School. ENRICHMENT AT CAPTAIN WEBB > SMSC AT CAPTAIN WEBB > At Captain Webb, we ensure that our curriculum is a vehicle for SMSC education. SMSC stands for spiritual, moral, social and cultural education. Please click to find out more about our SMSC grids which outline how we intergrate SMSC into our learning across the school. BRITISH VALUES AT CAPTAIN WEBB > At Captain Webb we actively take opportunities to teach British values and feel this is embedded through our weekly assemblies and interwoven in our enriching curriculum. Please click to find out how this is taught across the school. PROTECTIVE CHARACTERISTICS >

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.

Science 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 intention is to provide a high-quality science education that provides children with the foundations they need to recognise the importance of science in every aspect of daily life. As one of the core subjects taught in primary schools, we give the teaching and learning of science the prominence and relevance it requires. Through science learning, our children have a greater awareness of the role of science in everyday life. Science at Captain Webb ignites pupils' curiosity and offers opportunities to develop their observation, questioning and reasoning skills whilst equipping them with the key knowledge and understanding of the world around them. We intend for our children to think independently and to be life-long learners who are enthused, curious and inquisitive, confident to ask ‘Big Questions’ and who are well prepared for their future in the ever-changing world. Implementation Our pupils leave Captain Webb with all the knowledge and skills required to be curious and confident scientists by embedding a curriculum that helps children foster a healthy curiosity about the world around them. Our curriculum has been planned to ensure that the knowledge children have is built upon not only each year, but each term and within every science lesson. We’ve found that this increases children’s enthusiasm for the topic whilst embedding procedural knowledge into their long-term memory. Knowledge within our science curriculum is taught through the specific disciplines of biology, chemistry, and physics. These are mapped out across the year groups to ensure progression. Our knowledge-based curriculum encourages practical exploration and investigation activities, which enable our children to think and behave like scientists. Children understand how science can be used to explain what is occurring, predict how things will behave, and analyse causes. Thus, our curriculum aims to enable pupils to develop enquiring minds with a range of investigative skills. Please see our science knowledge and skills grid, which shows end of year key knowledge and highlights progression through the scientific strands. Science Knowledge and Skills Grid 23.25 - BIOLOGY Science Knowledge and Skills Grid 23.25 - CHEMISTRY Science Knowledge and Skills Grid 23.25 - PHYSICS Science Knowledge and Skills Grid 23.25 - NEW SKILLS Quality texts linked to our science teaching Working scientifically plays an important role in our science planning as it means that children able to obtain key scientific knowledge through practical experiences like using scientific equipment, conducting experiments, and explaining ideas confidently. Below are our BIG science questions that children have the opportunity to explore and answer throughout the year. These show children the range of scientific enquiry methods we can use to investigate scientific phenomena’s. Scientific Enquiry Science at Captain Webb is taught through blocks which supports children to develop mastery of the subject. Children working at greater depth can revisit their learning and delve deeper into the topic. At the beginning of each topic, initial assessments are completed to determine prior knowledge and ensure that progression is consistent. Children also ask 6 ‘big questions’ about their topic to inform teachers’ planning and guarantee that learning is driven by children’s interests. This further develops their enthusiasm for the topic. Our science policy highlights coverage of science unit blocks in each year group, planning and assessment tools. Science Policy 24.25 Impact As well as monitoring of attainment, the impact of effective science teaching is clear in the children’s ability to apply their knowledge to scientific enquiries. The impact of science is also evident within the opportunities we provide to develop cultural capital. We do this across the curriculum and throughout the school by: Organising events such as Science Week or STEM Week, allowing pupils to apply their knowledge and skills to cross-curricular concepts or topics Working closely with local secondary schools, thus demonstrating a love of science work and an interest in further study and work in this field Working collaboratively and practically to investigate and experiment Having butterflies and chicks to assist with real-life learning about life cycles Igniting curiosity through our memorable experiences, including the Wonderdome and Dorothy Clive Gardens Exposing children to a variety of visits where they explore animals and their habitats, including Blue Planet Aquarium, Chester Zoo, and visits from the Exotic Zoo Visiting a theme park so pupils can experience forces in a real-life context Numerous visits to the local area to widen children’s understanding of the area around them

MFL Curriculum Statement Intent Our intent is to provide our children with an engaging, exciting and empowering curriculum that allows them to develop as confident responsible citizens equipped with the skills that will allow them to be successful in our ever-changing world, both in the present and the future. We believe that childhood should be a happy, investigative and enquiring time in our lives. We constantly provide enrichment opportunities (memorable experiences) to engage learners and develop their cultural capital which has been recognised as essential if children are to succeed. We believe that our children should not only reach their best academically, but also develop a thirst for knowledge, foster a love of learning and leave our school with exceptional independent learning skills. We are fully committed to developing each child's unique potential within a secure and caring environment. We use our Captain Webb Values to promote positive attitudes to learning: Listen Encourage Achieve Respect Nurture Learning a foreign language is a liberation from insularity and provides an opening to other cultures. The 2014 National Curriculum for Modern Foreign Languages Appendix A aims to ensure that all children receive: A high-quality languages education which should foster pupils’ curiosity and deepen their understanding of the world. Teaching should enable pupils to express their ideas and thoughts in another language and to understand and respond to its speakers, both in speech and in writing. At Captain Webb we are committed to ensuring that teaching enables pupils to express their ideas and thoughts in another language and to understand and respond to its speakers, both in speech and in writing. We recognise that competence in another language enables children to interpret, create and exchange meaning within and across cultures. We believe that by teaching MFL we provide the foundation for learning further languages, as well as the means to access international opportunities for study and work later in life. The teaching of French in KS2 provides an appropriate balance of spoken and written language and lays the foundations for further foreign language teaching at KS3. Implementation At Captain Webb we teach French as this is the first language that our feeder secondary schools start with and the language that staff are most familiar with. Children are introduced to French in the EYFS through basic classroom routines. Throughout KS1, children are included in participating in special occasions such as World French Day. This enables the children to develop early language acquisition skills that facilitate their understanding of the patterns of language and how these are similar to , or differ from English. In KS2, French is taught to each class during a weekly timetabled lesson of 45 minutes. Lessons throughout KS2 support the four skills of speaking, listening, reading and writing whilst in addition learning about Francophone cultures. Children are taught skills to enable them to listen attentively and respond by joining in with rhymes, games and songs. We emphasise the speaking and listening skills over the reading and writing skills. We follow the primary MFL Scheme of work for French provided by La Jolie Ronde which thus ensures coverage and progression across school. Knowledge and skills in French are mapped out across the school from Year 3 – Year 6. At the beginning of a new unit of learning, children have the opportunity to recall prior learning as well as what they would like to find out. This informs the programme of study and also ensures that lessons are relevant and take account of children’s different starting points. Children develop an appreciation of a variety of stories, poems, rhymes and songs (particularly action songs). These are delivered through the curriculum content, as well as through using a variety of native French speakers through the aid of recordings. As confidence grows children are encouraged to record their work through pictures, captions and sentences. Cross curricular links have been identified in PE, music, art and DT, and are taken advantage of in order to deepen learning. In Year 6, children have the opportunity to visit France in order to experience a different language and culture. An After School Club provides children with the experience of learning about Francophone cultures in a fun environment. We believe introducing a physical element into some games serves to reinforce memory. Impact We believe that by the time our children leave our school: Children will be able to communicate with adults and each other in French. Children will have become aware that a language has a structure, and that the structure differs from one language to another having developed their language through the four key skills of speaking, listening, reading and writing. Children will learn how the language skills acquired can be applied to a range of different languages. Children will have developed an understanding of Francophone customs and cultures consequently having further respect for others. Children will increase their self-esteem. Children will transfer to KS3 effectively and successfully and will be well prepared to continue and develop their language skills. MFL Policy 2024.25 MFL Skills and Knowledge Progression Plans MFL SEND Read More Year 3 - Medium Term Plans Read More Year 4 - Medium Term Plans Read More Year 5 - Medium Term Plans Read More Year 6 - Medium Term Plans

Curriculum Subjects You can read more information about each subject that we teach, how we plan lessons, and how we manage the learning progression, by selecting from the links below: Art Computing Cultural Capital D&T Geography History Maths (including numbersense) MFL Music Artsmark PE Phonics PHSE Protective Characteristics RE Reading RSE Science Spelling Spoken Word Writing If you still have any questions, about any of our curriculum subjects, then you can get further information by contacting the school office (01952 386770 or A2174@taw.org.uk ) and the admin team will be happy to forward your questions to the appropriate subject lead.

體育和體育保費資助 About the PE and sport premium Physical activity has numerous benefits for children and young people’s physical health, as well as their mental wellbeing (increasing self-esteem and emotional wellbeing and lowering anxiety and depression), and children who are physically active are happier, more resilient and more trusting of their peers. Ensuring that pupils have access to sufficient daily activity can also have wider benefits for pupils and schools, improving behaviour as well as enhancing academic achievement. The PE and sport premium has been allocated, by the government, to help primary schools achieve this commitment to make additional and sustainable improvements to the quality of the PE, physical activity and sport offered through their core budgets. It is allocated directly to schools, so they have the flexibility to use it in the way that works best for their pupils. How we use the PE and sport premium Schools must use the funding to make additional and sustainable improvements to the quality of the PE, physical activity and sport they provide. This includes any carried forward funding. This means that we must use the PE and sport premium to: develop or add to the PE, physical activity and sport that our school provides build capacity and capability within the school to ensure that improvements made now are sustainable and will benefit pupils joining the school in future years We should use the PE and sport premium to secure improvements in the following 5 key indicators. Engagement of all pupils in regular physical activity, for example by: providing targeted activities or support to involve and encourage the least active children encouraging active play during break times and lunchtimes establishing, extending or funding attendance of school sports clubs and activities and holiday clubs, or broadening the variety offered adopting an active mile initiative raising attainment in primary school swimming to meet requirements of the national curriculum before the end of key stage 2 - every child should leave primary school able to swim The profile of PE and sport is raised across the school as a tool for whole-school improvement, for example by: actively encourage pupils to take on leadership or volunteer roles that support the delivery of sport and physical activity within the school (such as ‘sports leader’ or peer-mentoring schemes) embedding physical activity into the school day through encouraging active travel to and from school, active break times and holding active lessons and teaching Increased confidence, knowledge and skills of all staff in teaching PE and sport, for example by: providing staff with professional development, mentoring, appropriate training and resources to help them teach PE and sport more effectively to all pupils, and embed physical activity across your school hiring qualified sports coaches and PE specialists to work alongside teachers to enhance or extend current opportunities offered to pupils - teachers should learn from coaches the necessary skills to be able to teach these new sports and physical activities effectively Broader experience of a range of sports and physical activities offered to all pupils, for example by: introducing a new range of sports and physical activities to encourage more pupils to take up sport and physical activities partnering with other schools to run sports and physical activities and clubs providing more and broadening the variety of extra-curricular physical activities after school in the 3 to 6pm window, delivered by the school or other local sports organisations Increased participation in competitive sport, for example by: increasing and actively encouraging pupils’ participation in the School Games organising more sport competitions or tournaments within the school coordinating and entering more sport competitions or tournaments across the local area, including those run by sporting organisations Online reporting As part of the funding agreement all schools must publish details of how they spend their PE and sport premium funding. These reports must be published online. Online reporting must clearly show: the amount of PE and sport premium received a full breakdown of how it has been spent the impact the school has seen on pupils’ PE, physical activity, and sport participation and attainment how the improvements will be sustainable in the future We are also required to publish the percentage of pupils within our year 6 cohort who met the national curriculum requirement to: swim competently, confidently and proficiently over a distance of at least 25 metres use a range of strokes effectively, for example, front crawl, backstroke and breaststroke perform safe self-rescue in different water-based situations Below are our reports Evidencing The Impact of Sports Funding PE & Sports Premium Funding Plan 2024.25 PE & Sports Premium Funding Plan 2023.24 PE & Sports Premium Impact 2023.24 PE & Sports Premium Funding Plan 2022.23 PE & Sports Premium Funding Plan 2021.2022 PE & Sports Premium Funding Plan 2020.2021 2019/20 年度學校體育保費資助行動計劃 2020/21 年度體育保費資助的影響 Review of Impact of Sports Premium Funding 2020/21 Evidencing the Impact of Sports Premium Funding 2021/22

關係和性教育 韋伯船長小學的拼圖 PSHE 在韋伯船長小學，我們使用Jigsaw 來提供我們的 PSHE 課程。 Jigsaw 在每週一課的課程中將個人、社會、健康和經濟教育、情感素養、社交技能和精神發展結合在一起。 Jigsaw 設計為整體學校方法，為基礎階段到 6 年級提供全面的學習計劃。 關係和性教育 在我們學校，我們通過拼圖工作計劃提供關係和性教育，該計劃由 PSHE 協會保證質量。您可以在下方查看各年級關係和性教育課程的概覽，並了解它與 PSHE 以及學習的社會和情感方面的關係。另請參閱 Jigsaw 製作的關於關係和性教育的“家長指南”。 RSE Policy 2022-25 RSE Overview Year 6 Read More RSE Overview Year 5 Read More RSE Overview Year 4 Read More RSE Overview Year 3 Read More RSE Overview Year 2 Read More RSE Overview Year 1 Read More 有關我們正在遵循的 PSHE 課程的更多信息，請聯繫學校辦公室，使用下面的聯繫方式與相關工作人員預約。 單擊上面的圖片訪問父母和照顧者指南

平等目標 在韋伯船長小學，我們致力於確保所有學生、教職員工、家長和照顧者的機會均等，無論種族、性別、殘疾、信仰、性取向、年齡或社會經濟背景如何。我們的目標是發展一種包容和多元化的文化，讓所有與學校有關的人都為自己的身份和充分參與學校生活的能力感到自豪。 我們通過積極促進平等、挑戰欺凌和陳規定型觀念以及創造尊重所有人的環境來解決歧視問題。 在韋伯船長小學，我們相信多樣性是一種力量，所有學習、教學和訪問我們的人都應該尊重和慶祝。 教與學的平等： 我們為所有學生提供成功的機會，並達到個人成就的最高水平。我們這樣做： 確保所有學生的入學機會平等，並為他們在多元化社會中的生活做好準備。 提倡挑戰任何歧視行為或偏見的態度和價值觀 為學生提供機會欣賞自己的文化並慶祝其他文化的多樣性 尋求讓所有家長參與支持他們孩子的教育 採用適合整個學校人口的教學方法，這些方法具有包容性和反映我們學生的特點。 錄取和排除的平等 我們的招生安排公平透明，不因種族、性別、宗教、信仰、殘疾和/或社會經濟背景而歧視。 員工機會均等 所有員工的任用和晉升均以功績為基礎，並依法進行。 學校有單獨的平等政策，由高層領導審查。如果您願意，請閱讀本文以獲取更多詳細信息。 Staff Equality, Equity and Diversity Policy Oct 24 Pupil Equality, Equity and Diversity Policy Oct 24