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Headteacher's welcome. Facebook Updates. Learn more information about our Primary School and Nursery. Our School - Vision and Ethos At Captain Webb Primary School we take a collaborative approach to learning, by listening to, and involving, all people in our school community. Every child is valued as an individual and encouraged to achieve and succeed in all that they do. All people involved with Captain Webb Primary School are thoughtful and respectful of others, creating a nurturing environment to help us strive for success

EAL - English as an additional language What is EAL in education Teaching English as an Additional Language involves supporting learners to access a mainstream curriculum taught in English. For those learners, English is not their first language – they are acquiring proficiency in the language while also learning subjects through English (Sharples, 2021). Who might be an EAL learner There are various contexts in which EAL provisions are offered. At Captain Webb we may provide such provision for learners arriving from abroad (such as children of migrants, refugees, etc), or perhaps to learners who speak a language or languages other than English at home and therefore need some support to acquire this additional language. What is “EAL provision” in practice Accessing the curriculum EAL learners need support to access curriculum content that is delivered in English. Typically, they are learning the same content as other learners. Gaps in language knowledge may be barriers to accessing content due to their current level of English. The role of an EAL specialist teacher is to identify those gaps and to support learners in overcoming them. Those gaps could relate to any skill (reading, listening, speaking…), or system (vocabulary, grammar, pronunciation), and are not mutually exclusive. The EAL teacher works alongside the class teachers. They help learners to access subject content “in the moment” during class. In practice, that might mean clarifying instructions, supporting with a reading text, teaching and concept checking keywords for the topic, or providing sentence stems or ‘process language’ to help learners articulate their thoughts… At a planning level, the EAL teacher may adapt content to make it more accessible. For example, they might grade a text or use text enhancement techniques to draw attention to important features of the language, bring accompanying visuals to build context, create scaffolded tasks to help learners process the content, create consolidation tasks, provide graphic organisers to help record learning, plan tasks to help develop learners’ knowledge of word formation, and so much more. Developing general communication skills EAL support is not just about accessing the academic aspects of a curriculum. EAL learners may also need to develop their general level of communication in English, which can help them on a day-to-day basis. School is a place for building friendships, expressing oneself, developing interests, and much more besides just acquiring academic skills and qualifications. In order to better integrate into a school community, EAL learners need to feel confident to communicate in and out of the classroom. The role of an EAL teacher is also to facilitate learners in developing such skills. EAL Policy 2024.25

Phonics Curriculum Statement What is Phonics? Phonics is the method of teaching reading through the identification of sounds and graphemes. All words are made up of individual sounds. These sounds are merged together to form words. e.g. in ‘mat’ we have the sounds ‘m’, ‘a’, ‘t’, ship – ‘sh’, ‘i’, ‘p’. A grapheme is another name for the letters we use to write the sound. The spelling of that sound on the page. The new National Curriculum ensures that all children are taught Phonics systematically. This gives your children the tools to read any word. What is Read Write Inc? At Captain Webb, we use Read, Write, Inc. an inclusive synthetic phonic programme to teach our children to read, to write and to spell. We have adopted this as our whole school approach as the programme facilitates a graduated and tailored approach to learning basic sounds and letter formation before advancing to more complex sounds and reading for comprehension. The programme moves with integrity from learning to read to reading to learn. This video, taken from the Ruth Miskin website, explains the scheme in more detail: https://youtu.be/sjlPILhk7bQ Teaching Phonics at Captain Webb We start teaching the programme in your child’s Reception year and then continue until they have worked their way through the whole reading scheme. Our aim is for all children to complete the programme by the end of the first half term of Year 2. Those children who have not reached the expected level by the time they leave KS1 will continue to access the RWI programme and receive additional targeted intervention to ensure they catch up with their peers. RWI is taught through daily phonic lessons where we teach sounds. Children practise reading and spelling words containing these sounds, then we give children decodable books containing sounds and words they can read. They read each storybook four times at school and again with you at home. We assess all children on the scheme every half term, to ensure that they are placed in the appropriate group for their reading ability. This also allows us to quickly identify any children who need some support to access the learning at the level of the group. If this arises, we provide one-to-one tutoring for the child in accordance with the Read, Write, Inc scheme, to help them make rapid progress and once again be at the level of their group. Groups are taught by either teachers or teaching assistants who have had Read, Write, Inc phonics training; in utilising so many staff, we can ensure that groups are kept as small as possible and that the teaching the children receive is tailored to their needs. To find out more information on the half termly progress expectations for Phonics, please click on the link below. Half Termly Progress Expectations - Phonics In Reception, children begin by learning the Set 1 sounds. Set 1 Sounds are taught in the following order together with rhymes to help children form the letters correctly and instantly recognise sounds ready for blending. For the set 1 handwriting rhymes please click on this link. Handwriting Rhymes They also begin learning to blend sounds together to make words after learning the first 5 sounds, firstly through practising oral blending, also known as Fred Talk. Then, when they can blend independently, they progress on to reading green words. As soon as children can read green words, they begin to read stories in their Read, Write, Inc sessions. Each storybook is matched to the sounds they can already read, which sets them up for success and helps to build their confidence with reading. Each colour set also contains 5 non-fiction texts It is through these storybooks that we teach children red words, which are irregular words that are not phonetically plausible and cannot be sounded out (Fred Talked). Each storybook is taught in the same way, with children practising reading the green words in the story and also the red words, before they begin to read the book. Children will then read the book several times to help build their fluency and comprehension skills. Order of Story books: Children will hopefully follow the order listed below. The expectation is that all children will leave Year One as confident speedy readers, ready to take on the challenges of Year Two. However, some children may need extra support and your teacher will talk to you about this. Books Green Words in Books Red Ditty 1-10 Read More Green 1-10 Read More Purple 1-10 Read More Pink 1-10 Read More Orange 1-12 Read More Yellow 1-10 Read More Blue 1-10 Read More Grey 1-13 Read More When the children move on to Green story books, they will begin to learn Set 2 Sounds – the long vowels. When they are very confident with all of set 1 and 2 they are taught Set 3 Sounds. Speed Sounds Set 3 Nonsense Words also known as alien Words As well as learning to read and blend real words children will have plenty of opportunities to apply their sound recognition skills on reading ‘Nonsense words also known as alien words’. These words will also feature heavily in the Year One Phonics Screening check in the summer term. To find out more about the Year 1 Phonics Screening check please click on this link. https://home.oxfordowl.co.uk/at-school/primary-school-assessment-tests/year-1-phonics-screening-check/ Spelling Spelling will only start in Reception when children are ready to write and form their letters. Children will use first use ‘Fred fingers’ to first sound out a word before they write it down. Children learn how to spell rather than just get tested. Furthermore, this way of teaching spellings allows children to use Fred fingers whenever they get stuck with spelling a word. Children pinch each sound on fingers before writing the word. What can you do to help? 1. Use pure sounds, not letter names We teach using pure sounds. We pronounce the sounds clearly, using pure sounds (‘m’ not’ muh’, ’s’ not ‘suh’, etc.) so that your child will be able to blend the sounds together to make words more easily. To hear how to pronounce sounds correctly, watch the following video. https://youtu.be/s6OiU2h3sUI 2. Use Fred Talk to read and spell words (see above) 3. Listen to your child read their Storybook every day. 4. Read aloud a variety of stories to your child every day. Our school library has a wonderful selection of picture books, speak to our admin team about loaning out books to read at home. You can access online resources (see below) where there are tips and videos to give you more information to help you to understand more about Phonics, Read Write Inc. and how to practise reading and writing with your child at home. Online resources available Ruth Miskin Parents’ Page: https://www.ruthmiskin.com Ruth Miskin Facebook: https://www.facebook.com/miskin.education Free e-books for home reading: http://www.oxfordowl.co.uk/Reading/

Writing Curriculum Statement Intent At Captain Webb Primary School, we intend for our children to leave as confident, capable and independent writers, who not only understand the purpose and importance of writing but also enjoy the writing process. We intend for children to use their writing skills across the curriculum. Our overarching principle about learning is: ‘Knowing more and remembering more’. We have designed our curriculum so that more time is given to embed key knowledge, make connections and be ready for the next stage of a child’s learning journey. Through their growing knowledge and understanding, we want all children to be able to communicate their knowledge, ideas and emotions confidently through their writing. Unapologetically ambitious, our writing curriculum focuses on excellence by learning from outstanding writers. We want our children to draw upon a rich exposure to quality literature so that throughout the writing process, they can write as a reader and read as a writer. We recognise the importance of nurturing a culture where children take pride in their writing, can write clearly and accurately and adapt their language and style for a range of contexts, audiences and purposes. We believe in setting high standards in the presentation of writing along with setting the important foundations in spelling and grammar. 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. Within English lessons, we are teaching all children to have a deep and secure understanding of the concepts that they are being taught. In order to do this, our curriculum is designed to reduce cognitive load by ensuring we structure and design lessons in small coherent steps, which organically allows opportunity for the promotion of retention. This allows for an inclusive learning environment where all children are supported to transfer learning from short-term to long-term memory. Please see the link below for the whole school writing progression knowledge and skills grids. Spoken language is the first and most important resource that young writers have. Our writing curriculum, places quality literature and spoken language at the forefront of all writing units. Children need to have a wide experience of story, knowledge of written language and how this works and knowledge of how print works as a means of communication. Young children can compose long before they can transcribe and many teaching approaches at this stage focus on easing the burden of transcription and enabling children to compose more freely. Therefore, initially a child needs the help and support of another person, usually an adult, in order to write conventionally. This support can be gradually withdrawn as transcription becomes easier and the child increases in independence, finding their voice as a writer. Our teaching of writing across the school is linked to a class text, carefully chosen to inspire and excite the children. All writing units will start with a stimulus, which could be a high quality reading text or a memorable experience. Our teacher’s plan exciting memorable experiences every half term. These class visits provide the children with meaningful experiences to support them in writing for a range of purposes and illustrate how their writing skills can be applied to real life contexts. Children are expected to transfer their key topic knowledge and vocabulary into their writing and vice versa to transfer their spelling, grammar and punctuation knowledge into their topic work. We expect the high standards for writing in Literacy lessons to be evident within the work in all books. At Captain Webb Primary School, we believe that writing is strengthened by instilling a love for reading within our pupils. In EYFS, Key Stage 1 and Key Stage 2 English is taught on a daily basis. Every year group has a Yearly Curriculum Map that outlines where narrative or non-narrative are taught and links to other curriculum areas such as reading and humanities. Detailed Medium Term planning supports teachers to plan a sequence of progressive weekly lessons and over time, giving the children time to master new concepts. Within this document, key objectives and vocabulary are outlined. Whole School Writing Progression Grids 24 - 25 2 Year Old Provision Read More Pre-School Read More Reception Read More Year 1 Read More Year 2 Read More Year 3 Read More Year 4 Read More Year 5 Read More Year 6 Read More Medium Term Plan Example The Writing Process We organise intended learning into units of writing. These group the knowledge, skills and understanding that we want children to remember, do and use. We start with a high quality and inspiring text , identifying points within the text at which a piece of extended writing could be crafted, building lessons from this point up. For extended pieces, teachers use key skill checklists to support the writing process. • PRIOR ASSESSMENT & TARGET SETTING – Using the previous writing unit to determine what the pupils need to develop, gaps in learning and any objectives that need specifically focusing on in this next unit. • GENRE – This is the text type. We consider what we want pupils to write and why (purpose, audience and intended impact). • CONTEXT – This includes any hooks into writing and any knowledge or experience that pupils require to write a particular piece. (Quality texts, memorable experiences or cross curricular links) • TEXT / READINIG ANALYSIS – This requires effective models of the genre to build up pupils’ understanding of texts in this particular style. Opportunities to unpick modelled texts, consider the author’s choice of language and vocabulary and identify any SPAG features. • ORGANISING IDEAS – This may include speaking and listening opportunities including drama. For example – retelling a text orally, hot seating a character, acting in role. Children will begin to organise ideas for their writing through lists, flow charts and / or writing frames. Teachers should be careful with the format used so we don’t limit ideas to small boxes which are not useful to follow when composing. Tools and approaches should enable pupils to plan ideas for the composition and the vocabulary they will use within the writing. Scaffolds to support this are useful. • VOCABULARY DEVELOPMENT – Consider words that will support pupils to improve their composition, draw attention to any taught spelling patterns. These should be taught within context with opportunities for pupils to apply within the composition of sentence structures. • SENTENCE COMPOSITION – Plan for sentence composition linked to the genre type. Composition practice should link to the end outcome piece so pupils can draw on this practice to support independent composition. Sentence types, grammar knowledge and skills should be taken from the progression document. • PUNCTUATION – Plan for punctuation linked to the genre. Practice composition should link to the end outcome piece so pupils can draw on this practice to support independent composition. Knowledge and skills should be taken from the progression document and assessment of pupils’ previous writing. • MODELLED WRITING – Teachers usually prepare the models to support the compositional and transcriptional skills, and component knowledge being developed in the sequence. Using the model teachers diagnose the model with pupils so that they understand how this was composed. This builds their understanding of what a good one looks like. These models of writing are displayed on our classroom washing lines. • SHARED WRITING – Using the planning and model how to compose the piece (parts of the piece) with the pupils. Teacher modelling is really important to develop writer’s voice and promote thinking. (Thinking out loud – articulating the processes of a writer.) • GUIDED WRITING – Working with groups of pupils to specifically guide their writing skills. Assessment is key to delivering guided writing. Identifying the needs of the pupils, for example developing transcriptional skills for our lowest attaining pupils and providing challenge for our higher attainers. For example: teachers to guide writing to understand how to critically shape sentences for effect. • INDEPENDENT WRITING - Pupils compose their own piece. This can be in parts as they work through paragraphs of the text or as a full piece. Redrafting and editing can be of sections to lead to more focused impact. • RE-DRAFT AND EDIT – Teacher modelling of these skills is really important. Pupils are often not shown how to undertake this process effectively and therefore it can lose impact. After composition pupils may redraft sections of the writing to up level skills and improve the piece. Editing writing – pupils read through the writing and make correction in the writing. The pupils use the COMB materials to build their independence with proof – reading skills. • PUBLISHED PIECE – Writing can be published in a range of ways. It is really important to develop pride in writing and allow pupils opportunities to make choices on how they want to publish material. • APPLY TO A NEW CONTEXT – Pupils should have the opportunity to apply the style of writing to new context as this allows them to practise the skills. Teachers must ensure pupils have the knowledge to write in this context. Pupils should use and apply taught skills for subjects across the curriculum. • ASSESSMENT & FEEDBACK – Teachers should analyse pupils’ writing against the writing moderation documents / termly targets for the year group. They should provide feedback to pupils on their successes and next steps. (Target Setting) Staff follow our Marking and Feedback policy, to provide pupils with live feedback as much as possible so that children are actively involved in drafting, editing and improving their writing. From an early age, children are encouraged to proofread their work carefully to check for spelling and punctuation errors. By the time children get to Key Stage 2, they will plan, draft and edit independently, enabling them to fully take part in the writing process. Modelled Writing using our washing lines. The Importance of Vocabulary We recognise the vital importance of exposing our pupils to a rich and varied vocabulary and understand that their acquisition and command of vocabulary are key to their learning and progress across the whole curriculum. We use model texts and class novels to teach vocabulary in context and encourage discussion around word choices when writing. Dictionaries, thesauruses and word mats are readily available throughout all writing lessons. Guided writing sessions are used to target specific needs of both groups and individuals. All children are given focus spellings and are encouraged to integrate these into their writing. The weekly spellings are taken from the spelling rules being taught in their discrete RWI spelling session. (Refer to the spelling section below for more information.) The children are given the opportunity to write at length daily and all pupils complete an extended, independent piece of writing at the end of a unit of work known as their hot write. Teachers use the hot writes to measure the progress made within a unit of writing and targets are set in readiness for the next piece of writing. Here is an example from Year 2 Staff follow our Marking and Feedback policy, to provide pupils with live feedback as much as possible so that children are actively involved in drafting, editing and improving their writing. From an early age, children are encouraged to proofread their work carefully to check for spelling and punctuation errors. By the time children get to Key Stage 2, they will plan, draft and edit independently, enabling them to fully take part in the writing process. Early Years Our curriculum maps are carefully planned to have breadth and depth and introduce quality core concepts, bodies of knowledge and key concepts which will be built on in Year 1. The ambitious curriculum is a carefully devised sequential offer to ensure the children become fluent in essential foundational knowledge necessary for writing. This enables our pupils to know more and remember more ready for future learning. End points are identified in the EYFS writing progression document. The teachers plan effective writing units based on high quality writing texts. The plans include rich opportunities (through self-initiated learning and taught lessons) for pupils to develop their understanding of phonics application through Read, Write, Inc. Their writing involves transcription (spelling and handwriting) and composition of sounds that they have previously been taught - articulating ideas and structuring them in speech, before writing. Reception and Year 1 are taught spelling patterns as part of their daily phonics lesson. EYFS Curriculum At Captain Webb, we identify children who need additional support and provide intervention in the most effective and efficient way that we can. We run phonics, reading and writing intervention groups and ensure that our lessons are effectively differentiated to maximise each child’s potential. Spelling The ability to write ideas down fluently requires a good understanding of spelling. In Reception and Key Stage 1, we follow the Read Write Inc Phonics programme to teach pupils how to write phonemes as graphemes. Please click on this link to find out more about Read Write Inc Phonics Spelling. From Year 2 to Year 6, we use the follow on programme Read Write Inc. Spelling. These schemes ensure full coverage of, and progression within the National Curriculum requirements. To find out more about the Read Write Inc Spellings programme please click on this link. Read Write Inc Spelling Programme Handwriting Handwriting is taught in line with the National Curriculum objectives. In the Early Years, pupils complete fine motor activities to develop hand/finger strength and are taught how to hold a pencil correctly. In Reception, all pupils are taught how to form their letters correctly using the Read Write Inc Phonics programme. For more information, please click on the links below. Read Write Inc. Phonics From Year 2 onwards, through daily handwriting lessons, we begin to explicitly teach correct joins, consistent letter size and clear ascenders and descenders. We follow the Nelson Handwriting scheme. Additional support is given through handwriting interventions where needed. Please refer to the handwriting policy below for more information on how handwriting is taught at Captain Webb Handwriting Policy 24 - 25 Impact In order to identify the impact our curriculum is having on our pupils; we check the extent to which learning has become permanently embedded in children’s long-term memory in addition to looking for excellence in their outcomes. When undertaking these we ask the following key questions: • How well do pupils remember the content that they have been taught? • Do books and pupil discussions radiate excellence? • Does learning ‘travel’ with pupils and can they deliberately reuse it in more sophisticated contexts? Each year group has writing assessment criteria that aligns with the whole school writing progression map. We make assessment judgements termly. Three pieces of writing will be assessed every term throughout the year using the assessment grids. These grids match the termly targets set out in the year groups progression map. Evidence of the core knowledge and skills for each term will demonstrate if a child is working towards, at or above age related expectations. Teachers record the summative assessments on O Track. These assessments are moderated by SLT each term. Formative and Summative Assessments End of unit assessments (Hot Writes) End of term assessments (3 pieces of writing evidence) Internal Moderation of termly assessments. Internal Monitoring Termly Pupil Progress Meetings Lesson Monitoring and Book scrutiny Pupil Voice External Moderation Cluster Group Moderation. Assessment data shows that.. 77% reached ARE at KS2 with 2% reaching greater depth. Writing Policy 24 - 25

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: Parent's Forum are also instrumental in helping the school raise money to support with projects and resources. In 2024 they helped organise the Summer Fayre which raised £1,231. This has been used to purchase playground games and resources to enhance break and dinner times for the children, as well as purchasing new books for the school library. We currently have some vacancies for the Parents Forum so if you would like to volunteer please contact Lynn in the school office or email (A2174@taw.org.uk) and your details will be passed on. 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.

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

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

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。

About our nursery. How your child will spend their day. Educational sylabus that we follow. How to apply for a place. How to apply for childcare funding - Talking 2's and 30 hours funding. How much we charge for non-funded places. Welcome to EYFS 一般信息 韋伯船長幼兒園是韋伯船長小學的一部分。 托兒所位於主教學樓右側的校園內。 在韋伯船長托兒所，我們提供了一個培育、關懷和安全的環境，讓孩子們可以快樂地成長，學習一起玩耍和工作。我們通過慣例和期望支持我們的孩子獲得技能和態度，使他們能夠享受早年，然後無縫過渡到學校。 我們的托兒所員工由完全合格的教師、助教和托兒所助理組成。所有員工在一個令人興奮和激勵的學習環境中共同努力，通過基礎階段和早期學習目標來規劃我們的學前課程。所有托兒所團隊都參加全校培訓和活動。 作為托兒所，我們與接待班密切合作，組織主題日和故事時間，並儘可能經常使用學校設施，包括學校禮堂的體育、參加學校製作、學校照片等。 我們的外部環境很有吸引力，提供了許多可以通過遊戲學習的不同區域，包括與托兒所大樓並排的迷你森林區。所有區域都是安全的。 托兒所只是學期時間。確切的學期日期可在學校網站上找到。 我們在整個學年關閉了五個員工培訓日。 托兒所由一個兩歲 和一個三歲的 房間組成。請點擊相應頁面的鏈接，了解如何為您的孩子註冊和申請資助 Meet the Early Years Team Mrs Kirsty McGee Reception Teacher Mrs Karen Jones Reception TA Mrs Sam Brannon EYFS Leader Reception Teacher Miss Sophie Cecil Reception TA Miss Louise Hallybone Pre-School 1 Teacher Mrs Emma Burns Pre-School 2 TA Mrs Amy Lewis 2Year Old Room Leader Mrs Hannah Anthony 2 Year Old TA Miss Stephanie Cooper 2 Year Old TA Miss Stephanie Cox Nursery Manager My Key Person We Know that good teaching and learning begins with positive relationships. Relationships fulfil our most fundamental needs as humans - social connectedness. A nurturing approach recognises that positive relationships are central to both learning and wellbeing, which is why all of our children are assigned to a 'key person'. The key person is a named practitioner who has responsibilities for a small group of children. They are there to help the child feel safe and secure. the role is important for both child and parent and it is an approach set out in the EYFS. The key person will respond to children's needs and help them settle into a new environment . Communication is paramount between parent and key person, as these discussions hold key information about the child. Forest School Forest School is a specialised approach to outdoor learning that aims to develop confidence and self esteem through hands-on learning in woodland environments. All of our EYFS children access our forest school at least once per week, where the forest school leader/teacher have planned thoughtful activities which inter link their topics and themes within the classroom. Forest school is the perfect natural environment for children to build their self esteem, creativity and learn to manage their own risks whilst being supported by an adult. Memorable Experience To introduce our children to the half termly topic, all children will have a 'Memorable Experience'. This means the children will be taken out on a visit or we arrange for a work shop to come into school. This helps them get a real insight into the next topic. Pre-school have a weekly Music Minors session with a professional music teacher. For more information about the company please follow the link Telford | England | Music Minors Early Year's Policies The policies below are specific to Early Years. For all our whole school policies please see our 'Policies and Procedures' page. EYFS Policy Jan 2024 See More Intimate Care Policy Feb 2024 See More EYFS Admissions Policy Sept 2023 See More Staff Supervision Policy Sep 2024 See More Sleep Policy Sept 2024 See More Progressive Plans Communication and Language Best See More EAD Best See More Literacy Best See More Maths Best See More PD Best See More PSE Best See More Understanding of the World Best See More Curriculum Framework Overview - Nursery

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

SMSC at Captain Webb SMSC- (Spiritual, Moral, Social, and Cultural) At Captain Webb, we ensure that our curriculum is a vehicle for SMSC education. SMSC stands for spiritual, moral, social and cultural education. The following explores each aspect of SMSC and outlines how pupils may demonstrate their development in each area. Spiritual Exploring beliefs and experience; respecting values; discovering oneself and the surrounding world; using imagination and creativity; reflecting. Our children's spiritual development is shown by their beliefs, religious or otherwise, which inform their perspective on life and their interest in and respect for different people’s feelings and values sense of enjoyment and fascination in learning about themselves, others and the world around them, including the intangible use of imagination and creativity in their learning willingness to reflect on their experiences. Moral Recognising right and wrong; understanding consequences; investigating moral and ethical issues; offering reasoned views. Our children's moral development is shown by their ability to recognise the difference between right and wrong and their readiness to apply this understanding in their own lives understanding of the consequences of their actions interest in investigating, and offering reasoned views about, moral and ethical issues. Social Using social skills in different contexts; working well with others; resolving conflicts; understanding how communities work. Our children's social development is shown by their use of a range of social skills in different contexts, including working and socialising with pupils from different religious, ethnic and socio-economic backgrounds willingness to participate in a variety of social settings, cooperating well with others and being able to resolve conflicts effectively develop interest in, and understanding of, the way communities and societies function at a variety of levels. acceptance of and engagement with the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs. They will develop and demonstrate skills and attitudes that will allow them to participate fully in and contribute positively to life in modern Britain Cultural Appreciating cultural influences; participating in culture opportunities; understanding, accepting, respecting and celebrating diversity. Our children's cultural development is shown by their: understanding and appreciation of the wide range of cultural influences that have shaped their own heritage willingness to participate in, and respond to, for example, artistic, musical, sporting, mathematical, technological, scientific and cultural opportunities interest in exploring, understanding of, and respect for cultural diversity and the extent to which they understand, accept, respect and celebrate diversity, as shown by their attitudes towards different religious, ethnic and socio-economic groups in the local, national and global communities. knowledge of Britain’s democratic Parliamentary system and its central role in shaping our history and values, and in continuing to develop Britain SMSC and Religious Education It is our aim that Religious Education should contribute to the spiritual, moral and social and cultural development of our pupils. Religious Education can help children develop their own informed values, religious and non-religious. Children should learn to respect themselves and be sensitive to the needs and experiences of others, including considering the effect our actions have upon others. Religious Education can also help develop pupils’ understanding of social issues like stewardship of the Earth’s resources, our citizenship within local, national and global communities and a genuine respect for persons and sensitivity to their values and beliefs. Religious Education should also equip pupils to challenge inequalities and disadvantages associated with race, gender, class and ability. SMSC and PSHE Jigsaw brings together SMSC, emotional literacy, mindfulness, social skills and spiritual development. A variety of teaching strategies are used and are mindful of each child’s preferred learning style. Jigsaw is designed as a whole school approach, with all year groups working on the same theme (Puzzle) at the same time. This enables each Puzzle to start with an introductory assembly, generating a whole school focus for adults and children alike. There is a Weekly Celebration that highlights a theme from that week’s lesson across the school, and encourages children to reflect that learning in their behaviour and attitudes. HOW WE PREPARE CHILDREN FOR LIFE IN MODERN BRITAIN AT CAPTAIN WEBB RETURN TO CURRICULUM SUBJECTS >

聯繫我們 要向學校辦公室發送消息，請填寫並提交以下表格。 如有任何疑問，請在上午 8 點至下午 3 點至下午 3 點之間致電我們主接待處的 Julie Folger。 電話：01952 386770 成功！收到消息。 發送 韋伯船長小學 韋伯新月，道利 德福，TF4 3DU