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家書信 2020 - 2021 Year 5 - Safari Park 9 Oct 2023 Read More Year 5 - Chester Zoo 9 Oct 2023 Read More Year 5 - Cosford Air Museum 9 Oct 2023 Read More Year 1 - Tour of Telford 9 Oct 2023 Read More Rec - Tiny Town 15 Sept 2023 Read More Year 6 - Polar Regions Workshop 8 Sept 2023 Read More Year 1 - Weston Park 14 Jul 2023 Read More Year 1 & 2 - PJ's Children's Entertainer of the Year 6 Sept 2023 Read More Year 4 - ThinkTank 6 Sept 2023 Read More Year 5 - Egyptian Workshop 5 Sept 2023 Read More Year 3 - Shropshire Hills Discovery Centre 14 Jul 2023 Read More

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 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

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

Geography 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 Within geography, we believe that children should develop an understanding, and love of, the world around them. Our geography curriculum is designed to encourage children to ask and enquire about the natural and the human world. Throughout their time at Captain Webb, children are given opportunities to explore the world around them through memorable experience visits and fieldwork. These experiences, along with lessons within school, ignite an enthusiasm to learn. Geography is embedded in the processes and people around us that form our environment. At Captain Webb, we want our pupils to develop a deep understanding of the natural and human environments, alongside an understanding of the physical and human processes which form these. By providing pupils with the key knowledge, we enable them to develop the skills required to understand and navigate our world. Implementation Our pupils leave Captain Webb with all of the knowledge and skills required to be competent and enthusiastic geographers. Our curriculum has been rigorously planned to ensure that the knowledge children have is built upon not only each year, but each term and within every geography lesson. Knowledge within our geography curriculum is split into locational, place, human and physical. These are mapped out across the year groups to ensure progression. From this knowledge, children can also develop the key skills in each strand of the geography curriculum. These skills are applied during fieldwork both on site and during memorable experience visits. Children carry out fieldwork in every year at Captain Webb. Not only does this develop their geographical skills, but also their understanding of the world around them. Based on their fieldwork, children produce maps which also develops their sense of the key concepts of place, space and environment. Geography at Captain Webb is taught through blocks which supports children to develop mastery of the subject. Children working at greater depth are able to 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. ​ Impact As well as monitoring of attainment, the impact of effective geography teaching is clear in the children’s ability to apply their knowledge to fieldwork in each year group. The impact of geography is also evident within the opportunities we provide to develop cultural capital. We do this across the curriculum and throughout the school by: Investing in digital mapping technology to help children develop a sense of place and scale. Incorporating memorable experiences into every topic, which allow exploration of people and landscapes Fieldwork in the local area Topics regarding current global issues, such as climate change and plastic in the oceans A residential visit to France, enabling pupils to experience differing cultures Geography Policy 2022.25 Geography SEND Geography Skills and Knowledge Progression Plans

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

OUR SCHOOL STAFF Senior Leadership Team: Headteacher - Mrs Sarah Passey Deputy Head - Mrs Nicola Weston-Blakey Assistant Head (KS1) - Miss Natalie Manns Assistant Head (KS2) - Mr Chris Pilling EYS Lead - Mrs S Brannon Early Years: Reception Class 1- Mrs K McGee (Teacher), Mrs S Reynolds (TA) Reception Class 2- Miss E Robinson (Teacher), Mrs K Jones (TA) Preschool - Miss S Brannon (Teacher), Miss R Jones (TA), Mrs S Cecil (TA) Nursery Manager - Miss S Cox Nursery - Miss Hallybone (Teacher), Mrs E Burns (TA) Daycare - Mrs Amy Lewis (Room Lead), Mrs H Anthony (TA), Miss S Cooper (TA), Key Stage 1: Year 1 Class 1- Mrs K Longmore (Teacher), Miss D Evans (TA) Year 1 Class 2- Mr A Davies (Teacher), Mrs Y Byrne (TA) Year 2 Class 1- Mr R Harris (Teacher) Year 2 Class 2- Miss S Jenkins (Teacher) KS1 Support - Mrs A Farley (TA), Mrs G Limer (TA), Mrs J Garrad (TA) Key Stage 2: Year 3 Class 1- Mr S White (Teacher) Year 3 Class 2- Miss J Roberts (Teacher) Year 4 Class 1- Miss B Gears (Teacher) Year 4 Class 2- Miss S Davies (Teacher) Year 5 Class 1- Mrs N Weston (Teacher) Year 5 Class 2- Miss R Hill (Teacher) Year 6 Class 1- Miss T Read (Teacher) Year 6 Class 2- Miss M Saville (Teacher) Year 6 Class 3- Mrs K Wootton (Teacher) and Mrs F Tranter (Teacher) KS2 Children's Support - Mrs J Davies (TA), Mrs M Abbey-Offland (TA), Mrs S Larkin (TA), Mrs C Ward (TA) SENCO: Mr C Pilling (Teacher/SENCO), Mrs L Fewtrell (TA) Speech and Language Support : Mrs J Walker (TA) Pastoral: Mrs G Boden (Pastoral Manager), Mrs C Watkins (Pastoral Support), Mrs J Wheatley (Pastoral Support) Administration: Miss L Sanderson (School Business Manager), Miss J Mansell (Finance Admin), Mrs G Hanafin (Reception and Communications Admin). Caretaker: Mr J Featherstone

History Curriculum Statement Intent Our intent is to provide our children with an engaging, exciting and empowering curriculum that allows them to develop as confident responsible citizens equipped with the skills that will allow them to be successful in our ever-changing world, both in the present and the future. We believe that childhood should be a happy, investigative and enquiring time in our lives. We constantly provide enrichment opportunities (memorable experiences) to engage learners and develop their cultural capital which has been recognised as essential if children are to succeed. We believe that our children should not only reach their best academically, but also develop a thirst for knowledge, foster a love of learning and leave our school with exceptional independent learning skills. We are fully committed to developing each child's unique potential within a secure and caring environment. We use our Captain Webb Values to promote positive attitudes to learning: Listen Encourage Achieve Respect Nurture At Captain Webb, our intent, when teaching history, is to stimulate the children’s curiosity in order for them to develop their knowledge, skills and understanding. History is all around us. The study of history ignites our children’s curiosity about the past in Britain and the wider world. Through finding out about how and why the world, our country, culture and local community have developed over time, children understand how the past influences the present. History enables children to develop a context for their growing sense of identity and a chronological framework for their knowledge of significant events and people. What they learn through history can influence their decisions about personal choices, attitudes and values. We provide a vibrant, varied and engaging experience for all children. History at our school helps pupils to make sense of the present as well as the past, it enables them to appreciate the complexity and diversity of human societies and development. We wish to develop a curiosity for the subject, as well as an understanding and acceptance of the validity and importance of all types of history. Educational visit to museums and other learned sites provides children with a fantastic starting point for every topic. We are committed to ensuring children understand the value and importance of history in the wider community, and are able to use their historical skills, knowledge, and experiences to involve themselves in history in a variety of different contexts, both through local history and through some of the most storied civilisations on Earth. Implementation Our whole curriculum is shaped by our school vision which aims to enable all children, regardless of background, ability, additional needs, to flourish to become the very best version of themselves they can possibly be. History topics are taught in 2 weekly blocks across the academic year, enabling students to fully immerse themselves in the program of study. 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. It is important that the children develop progressive skills of a historian throughout their time at Captain Webb and do not just learn a series of facts about the past. In History, pupils at Captain Webb, find evidence, weigh it up and reach their own conclusion. To do this successfully, as historians, they need to be able to research, interpret evidence, including primary and secondary sources, and have the necessary skills to argue for their point of view; a skill that will help them in their adult life. Impact By the time the children at Captain Webb leave our school they will have developed: A secure knowledge and understanding of people, events and contexts from the historical periods covered. The ability to think critically about history and communicate confidently in styles appropriate to a range of audiences. The ability to consistently support, evaluate and challenge their own and others’ views using detailed, appropriate and accurate historical evidence derived from a range of sources. The ability to think, reflect, debate, discuss and evaluate the past, forming and refining questions and lines of enquiry. A passion for history and an enthusiastic engagement in learning, which develops their sense of curiosity about the past and their understanding of how and why people interpret the past in different ways. A respect for historical evidence and the ability to make robust and critical use of it to support their explanations and judgements. A desire to embrace challenging activities, including opportunities to undertake high-quality research across a range of history topics. History Policy 2023.26 History Skills and Knowledge Progression Plans History Focussed Strand Grid

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。

Spoken Language Reading and writing float on a sea of talk. James Britton What is Spoken Language? The national curriculum for English reflects the importance of spoken language in pupils’ development across the whole curriculum – cognitively, socially and linguistically. Spoken language underpins the development of reading and writing. The quality and variety of language that pupils hear and speak are vital for developing their vocabulary and grammar and their understanding for reading and writing. Curriculum Intent At Captain Webb Primary School, we value Spoken Language as an important part of the children’s entitlement to a broad and balanced curriculum. Spoken Language provides the children with the opportunities to develop and extend skills and an opportunity to express their individual interests, thoughts and ideas. Our aim is to enable the children improve their levels of spoken language so that all pupils are able to communicate effectively and confidently in front of any type of audience. These skills are encouraged in every area of our curriculum as good communication skills can enhance every type of learning. The children are encouraged to explore ideas through talk; challenge each other’s opinions and develop their own reasoned arguments, as well as talking in full sentences with a clear and confident voice. Pupils should be taught to: listen and respond appropriately to adults and their peers ask relevant questions to extend their understanding and build vocabulary and knowledge articulate and justify answers, arguments and opinions give well-structured descriptions and explanations maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas speak audibly and fluently with an increasing command of Standard English participate in discussions, presentations, performances and debates gain, maintain and monitor the interest of the listener(s) consider and evaluate different viewpoints, attending to and building on the contributions of others select and use appropriate registers for effective communication. Spoken language: speaking, listening & responding Implementation The teaching and implementation of the Spoken Language curriculum is based on the Early Learning Goals and National Curriculum; it is supported by expectations from the Voice 21 framework, ensuring a well-structured approach. These skills are at the core of our curriculum and pupils are encouraged to listen and learn from sharing ideas with others. Staff at Captain Webb model the use of higher level vocabulary within their speech and expanding children’s vocabulary is a key focus in all years. Subject specific vocabulary is embedded across the curriculum, through teacher modelling, in context. Contextual learning helps children to understand new words and supports them in including new vocabulary in their work. This model is reflected in both shared and guided reading sessions, where children are given the chance to explore unfamiliar vocabulary and expand their knowledge of words. Talk partners are used extensively throughout the school, together with a range of planned learning opportunities that encourage pupils to explore language e.g. role play, drama activities, group discussion, hot seating. In KS2, pupils also take part in class debates. Drama is used across a range of subjects including History, problem solving in Mathematics, hot-seating during English lessons and Religious Education,. to explore and engage children in their learning. This gives children the chance to embed the use of specific vocabulary repetitively. At Christmas, EYFS and KS1 children perform their Christmas production to the school while LKS2 produce and lead a production of drama, jokes and songs at Easter. At the end of the academic year, the Year 6 children perform a tailored production to parents and carers. All pupils also perform to their parents once a year in their year group assembly. Daily poetry and rhyme and singing sessions are prioritised in EYFS and KS1. All year groups have a core set of poems that the pupils learn off by heart and perform in assemblies. Our pupils need lots of opportunities to speak and listen. This is especially true of pupils with special educational needs (SEND) and/or pupils with English as an additional language (EAL). Within every day teaching, we use a range of resources to support communication e.g. visuals made with Communication in Print, word banks, sentence stems, speaking frames. Some pupils take part in small group activities (Talk Boost) and some pupils receive additional support e.g. speech and language assistant or therapist. Impact Constructive formative feedback is provided to pupils regarding their spoken language and listening skills, not only to improve their knowledge and skills but also to establish secure foundations for effective spoken language at primary school right through to secondary education and beyond. Pupils at Captain Webb Primary School have a wide vocabulary and are confident speakers. They enjoy talking amongst peers and to adults in school and demonstrate excellent listening skills.

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 23 Pupil Equality, Equity and Diversity Policy Oct 23

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 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