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PSHE Curriculum Statement Intention At Captain Webb our aim 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 Our PSHE curriculum develops learning and results in the acquisition of knowledge and skills which will enable children to access the wider curriculum. It also, prepares them to be global citizens now and in their future roles within a global community. It promotes the spiritual, moral, cultural, mental and physical development of pupils, preparing them for the opportunities, responsibilities and experiences for later life. Our Relationships and Sex Education enables our children to learn how to be safe, and to understand and develop healthy relationships, both now and in their future lives. Implementation EYFS - In the Foundation Stage, PSHE and citizenship is taught as an integral part of topic work and is embedded throughout the curriculum. The objectives taught are the Personal, Social and Emotional Development statements from ‘Development Matters in the EYFS’ and the PSED Early Learning Goals. Reception also uses the Jigsaw Scheme of Work materials. (See below) Key Stage 1 and Key Stage 2 - At Key Stage 1 and 2, pupils are taught PSHE using ‘Jigsaw’ which is a spiral, progressive scheme of work, covering all of the above and aims to prepare children for life, helping them to know and value who they are and understand how they relate to other people in this ever-changing world. There is a strong emphasis on emotional Literacy (having self-awareness and recognition of your own feelings and knowing how to manage them), building resilience and nurturing mental and physical health. It includes mindfulness to allow children to advance their emotional awareness, concentration and focus. We teach about different kinds of relationships, including same sex relationships, and gender identity because it is important that our children should have an understanding of the full diversity of the world they live in and be prepared for life in modern Britain. The Sex Education aspects of PSHE are also taught through the ‘Jigsaw’. Alongside this in KS2 children have access the Expect Respect materials, which focus on healthy relationships and also deals with sensitive issues such as domestic abuse. PSHE also identifies links to British Values such as the rule of law and democracy. SMSC taught throughout the Jigsaw scheme of work and ensures that the development of children’s values plays a significant part in their ability to learn and achieve. To develop our pupil’s cultural capital at Captain Webb, we have visits from the local emergency services, Fire brigade, Lifeguards, Police and the RAF. We also give the children the opportunity to have visitors from Crucial Crew, Star, NSPCC to learn about ‘PANTS’ and ‘Helping hands. The children also get to experience other cultures by visiting places of worships to see how we are all different. All of these helps our children to experience the essential knowledge that they need to prepare them for their future success. PSHE is taught, every Monday morning throughout the whole school, through Jigsaw’s six half termly themes with each year group studying the same unit at the same time. The knowledge and skills of each unit progresses through each year. Autumn 1: Being Me in My World Autumn 2: Differences (including anti-bullying) Spring 1: Dreams and Goals Spring 2: Healthy Me Summer 1: Relationships Summer 2: Changing Me (including Sex Education) Impact The impact of following this programme will be that the standards of attainment across the school will meet or exceed those which are expected of our children nationally. We continuously assess the implementation and impact of our PSHE curriculum in order to achieve the highest outcomes possible across all year groups and ensure we provide the support that is necessary for all children to achieve. Through our PSHE curriculum, we believe we can enhance children’s education and help them to become caring, respectful, responsible, and confident individuals and citizens. By the time our children leave our school they will: be able to approach a range of real life situations and apply their skills and attributes to help navigate themselves through modern life be on their way to becoming healthy, open minded, respectful, socially and morally responsible, active members of society appreciate difference and diversity be able to understand and manage their emotions be able to look after their mental health and well-being be able to develop positive, healthy relationship with their peers both now and in the future. understand the physical aspects involved in RSE at an age appropriate level have respect for themselves and others. have a positive self esteem PSHE Policy 2022-25 PSHE Skills and Knowledge Progression Plans 2024.25

Reading Curriculum Statement Reading Curriculum Statement Intent At Captain Webb, we value reading as a key life skill and are dedicated to enabling our pupils to become lifelong readers. We believe that the teaching of reading is integral to a child’s understanding and appreciation of the world around them. We aim to provide children with experiences that will lead to rich language development so that at the end of their primary education with us, they are empowered with a breadth of vocabulary that they can build on in their future prospects. ​ Our reading curriculum strives to foster a love for reading and we believe that that all children should experience an abundance of quality, engaging texts across the curriculum. ​ We want reading to be the golden thread running through a child’s journey at Captain Webb. When they leave us, we want pupils to possess the reading skills and love of literature which will help them to enjoy and access any aspects of learning they encounter in the future ​ Implementation ​ Through the delivery of our reading curriculum we ensure a consistent and robust teaching and learning of early reading and phonics in FS and KS1, so that pupils are able to read with increased speed and fluency and access the wider curriculum. We follow the Read, Write Inc Phonics programme; a systematic, synthetic phonics scheme that is validated by the Department for Education. For more information, please follow this link. Phonics Curriculum Once children have graduated from the RWI scheme, and are able to decode accurately and speedily, reading a lot is the principal way they develop as readers. Putting in the ‘reading miles’ allows pupils to practise their reading, building experience with increasingly complex texts, encountering new knowledge, gaining new language, including vocabulary, and developing their fluency. Over the course of year 2 and into key stage 2, the focus of the teaching of reading therefore shifts from decoding towards ensuring pupils get this print experience and support with spoken language, both through teacher-led whole class reading sessions and independent reading. Children explore a broad range of challenging texts including fiction, non-fiction and poetry by having purposeful and in-depth discussions with the teacher and their peers to enable them to access the vocabulary, themes and content. Please see the whole class reading long term overview for your year group. ​ Please also seethe whole school Knowledge and Skills Grids for Reading. Whole Class Reading Reading Knowledge and Skills 23-25 Pupils who need extra support. Keeping up from the start. To ensure identified pupils keep up, we provide extra practice, in either small groups or one-to-one tuition. The extra practice is delivered by trained phonics and reading staff. Please refer to the Phonics curriculum link to find out more information about Read Write Inc Phonics Fast Track Tutoring programme. Some pupils who have graduated from the RWI Phonics may decode accurately but struggle with reading fluency. To help develop this, pupils who are identified as needing extra support will receive additional sessions with a well-trained member of staff. Story Time All pupils receive daily story time sessions with their teacher. The pupils listen to a wide range of stories that have all been carefully selected and chosen for their year groups. To find out more about the rationale behind our reading curriculum and the exciting texts your child will be reading, please click on the whole school reading spine below. Whole School Reading Spine Reading for Pleasure Embedding a school culture that values and supports reading for pleasure is extremely important to us. To enable this, we set aside time for pupils to enjoy and read books independently, discuss texts they are reading and share recommendations. The love2read session is timetabled for all classes once a week and also sets time for pupils to visit our newly refurbished school library. The children can enjoy the freedom of enjoying texts in a tranquil, child centered environment. All classrooms have attractive book corners where the children have access to 100 quality books, both fiction, non-fiction and poetry books to help embed their love of books, stories and reading. Reading across the curriculum Pupils are also expected to read in other subjects to access new information and build their subject knowledge. This reading will also contribute to reading miles and fluency. All subject areas have a recommended text list for all year groups attached to their subject curriculum map. Poetry and Rhymes Through sharing, reading, writing and performing rhymes and poems, we aim to build children’s emotional connection to language and the world around us. Poems are used throughout our curriculum to develop vocabulary, fluency and prosody, imagination and empathy. We also encourage children to review poetry – to form opinions about their own likes and dislikes and to understand and explain their preferences and respect the thoughts and feelings of others. We are committed as a school to developing a love of reading and to reading aloud each day. Alongside our class reading texts, we have four class poetry books to be shared throughout the year. Of course, teachers can add to the core books to further develop children’s exposure and enjoyment of poetry. We have identified a core set of poems for each year group. Each year group will learn by heart poems to be performed for assembly or to be shared with parents or visitors. Children will also be encouraged to revisit poems previously learnt. Each year group will also study a varied selection of poems during guided reading lessons, where vocabulary and meaning can be explored and explained, together with the development of children’s wider reading skills. Poetry also forms part of our writing curriculum and each year group has different forms of poetry to explore and create. This allows children the opportunity to learn more about particular structures of poetry and allows them to write their own poems using a wide range of poetic devices. Children are encouraged to perform their own poetry alongside the poems learnt by their year group. We also seek opportunities throughout the year for children to watch or hear poets reciting and discussing their own work. ​ Please see our Poetry Curriculum Poetry Curriculum How do we enrich the curriculum? Book recommendation boards are displayed throughout school to inform pupils are new and popular texts across the age ranges. The children are given the opportunity to loan these books from Mrs Passey and write reviews on these books for our school newsletter. At Captain Webb, we also have a range of opportunities within the academic year to further enhance reading opportunities for our children. Regular trips to the local library, engaging with national reading events including World Book Day, Roald Dahl Day and National Poetry day. Each year we invite external theatre companies into school to deliver whole school productions and drama workshops for our pupils, recent examples of which are Christmas Carol and Jack and the Beanstalk. We have also had Dance workshops based on 'Bringing Books to Life'. Year 3 story focus was Charlie and the chocolate factory, Year 4 focus was Alice in Wonderland and Year 5 focus was The Jungle Book. How can you help your child? EYFS and KS1 To support their reading journey your child will bring different sorts of books home from school. When your child is in the early stages of learning to read you can help by encouraging them to sound out the letters in words and then to ‘blend’ the sounds together to make a whole word. Please refer to the Phonics Curriculum page on the school website for further information. Sometimes your child might bring home a picture book that they know well, encourage your child to tell you the story out loud; ask them questions about things that happen or what they think about some of the characters in the story. We assess the children’s’ progress regularly and send home books that are matched to their ability. KS2 All pupils in KS2 will bring home a copy of their guided reading text to read at home. The class teacher will provide information in regards to homework expectations for reading the guided reading text. E.g. We would like you to read chapters 1 – 3 tonight. We also encourage all pupils to loan books from our school library to enjoy at home. The school’s Homework Policy states that all children are expected to read at home every day. This is for a maximum of 10 minutes. Reading regularly at home helps to develop children’s reading skills. Making the time to talk to your children about the books they choose and listening to them reading aloud regularly can make all the difference. Children need to understand why we read. They need to experience the range of feelings that a book can create or the power that can be gained from accessing information. Reading must not only be confined to stories. Many children love reading comics, magazines, newspapers, information books and poetry. All of these reading activities should be encouraged. Children in Key Stage 2 will all be at very different stages of development, but even for the most fluent readers there is a need for parental support. Most parents or carers are able to create quality time to share a book individually with one child. This is the time when children can develop a much deeper understanding of the books that they are reading. Rather than reading at home being ‘reading practice’, it should extend and enrich the reading experiences of school. One of the most powerful ways in which parents can do this is to show real enthusiasm themselves. Your sense of excitement about books and stories, your anticipation about what will happen next in a story and a discussion about your own likes and dislikes, will greatly influence your child. Teachers will check the Home School Reading Record daily and record for our end of term reading rewards including books, book vouchers or an author visit . Impact By the time children leave Captain Webb, they are competent readers who can recommend books to their peers, have a thirst for reading a range of genres including poetry, and participate in discussions about books, including evaluating an author’s use of language and the impact this can have on the reader. They can also read books to enhance their knowledge and understanding of all subjects on the curriculum, and communicate their research to a wider audience. ‘I go to Phonics every day to learn my sounds. I can now read words and I’ve just moved to Yellow phonics books.’ – Year 1 pupil. ‘I’ve read many books since I’ve been at Captain Webb. Some of my favourite texts are Stig of the Dump by Clive King, Harry Potter by JK Rowling and Street Child by Berlie Doherty.’ –Year 6 pupil. ‘This year, I’ve enjoyed reading lots of different non-fiction texts. I’m currently reading a non-fiction text on the heart and circulatory system which has helped me answer questions in Science.’ Year 5 pupil. Attainment in reading is measured using statutory assessments such as the end of EYFS and Key Stage 2 and following the outcomes in the Year 1 Phonics Screening check. Additionally, we track our own reading attainment through the use of RWI half termly and screening assessments, SALFORD Reading Assessments and ongoing teacher assessment. Assessment data shows that.. 82% of children passed the Year 1 Phonics Screening check in 2023. 75% reached ARE at KS1 with 27% reaching greater depth. 78% reached ARE at KS1 with 18% reaching greater depth. The impact of this implementation was also noted in our 2019 OFSTED: The teaching of reading is done very well. Staff are trained in how to teach phonics and daily routines and systems make sure everyone gets what they need. Whether reading in class or at home, staff check that pupils have books they understand. If any pupil needs a helping hand, adults find extra time straight away and this stops them from falling behind. As pupils’ confidence grows, teachers introduce them to new books and authors. Most days, teachers read to the class during ‘page-turner time’. They encourage pupils to talk about books and share their views.

在線安全 Child Criminal Exploitation (CCE) Child Criminal Exploitation occurs where an individual or group takes advantage of an imbalance of power to coerce, control, manipulate or deceive a child or young person under the age of 18. The victim may have been criminally exploited even if the activity appears consensual. Child Criminal Exploitation does not always involve physical contact; it can also occur through the use of technology. Child Sexual Exploitation (CSE) Child Sexual Exploitation is a type of sexual abuse. When a child or young person is exploited they're given things, like gifts, drugs, money, status and affection, in exchange for performing sexual activities. Children and young people are often tricked into believing they're in a loving and consensual relationship. This is called grooming. They may trust their abuser and not understand that they're being abused. Sometimes abusers use violence and intimidation to frighten or force a child or young person, making them feel as if they've no choice. Anybody can be a perpetrator of CSE, no matter their age, gender or race. The relationship could be framed as friendship, someone to look up to or romantic. Children and young people who are exploited may also be used to 'find' or coerce others to join groups. ​ Technology is very often used to groom victims. ​ This may occur through mobile phones with internet access, social networking sites e.g. TikTok, Snapchat, Instagram etc. and via games consoles that connect to the internet e.g. Playstation or Xbox. ​ Signs that someone may be a victim of CCE or CSE: Frequently absent from and doing badly in school. Going missing from home, staying out late and travelling for unexplained reasons. In a relationship or hanging out with someone older than them. Being angry, aggressive or violent. Being isolated or withdrawn. Having unexplained money and buying new things. Wearing clothes or accessories in gang colours or getting tattoos. Using new slang words. Spending more time on social media and being secretive about time online. Making more calls or sending more texts, possibly on a new phone or phones. Self-harming and feeling emotionally unwell. Taking drugs and abusing alcohol. Committing petty crimes like shop lifting or vandalism. Unexplained injuries and refusing to seek medical help. Carrying weap ons or having a dangerous breed of dog. ​ Support/Resources ​ PACE (Parents Against Child Sexual Exploitation) is a national charity that works with parents and carers whose children are sexually exploited. PACE offers one-to-one telephone support, national and local meet-ups with other affected parents and information on how parents can work in partnership with school, police and social care. The NSPCC has been campaigning to raise the profile of this form of child abuse. Share Aware : Help your child stay safe on social networks, apps and games. Staying safe away from home : Your guide to when your child's old enough to be out on their own, and how to teach them to keep safe while they're away. Home alone : How to decide when it's safe for your child to be home on their own, and what you can do if they're too young.

Over the past two years we have been working towards achieving a prestigious Artsmark Award which recognises a settings contribution towards the arts. We are delighted to announce that during half term we found out that we have been awarded an Artsmark Gold Award. The Artsmark Award is the only creative quality standard for schools, accredited by Arts Council England. It supports schools to develop and celebrate arts and cultural education, putting creativity and wellbeing at the heart of the curriculum. Artsmark ensures every young person can be creative and access a diverse, high-quality cultural education. We have seen a huge impact upon both children and staff at Captain Webb with initiatives such as Indian drumming on World Music Day as well as extra-curricular dance clubs. Here is some of the feedback we were given by the Artsmark assessors: “You clearly value the arts and recognise their contribution to supporting your pupils' emotional well-being and self-confidence.” ​ “You have used your Artsmark journey to develop children's cultural capital by commissioning various theatre groups, including Loud Mouth Theatre, Hobgoblin Theatre Company and Image Theatre Company, so that every child has enjoyed watching live performances.” ​ “Music is a growing strength within your overall arts offer with lessons provided by specialist music teachers throughout the whole school, including EYFS sessions delivered by 'Music Minors.” ​ “It is great to hear that you are beginning to develop pupil voice through your Arts Committee, and that they have relished the opportunity to work with your new partner, 'Primary Workshops' to plan and deliver Indian drumming workshops throughout the school in celebration of World Music Day.” ​ “Teachers' confidence has increased because of working alongside music specialists. They have also strengthened their fine art skills by participating in training on the use of sketch books, led by Go Sketch.” ​ “Clearly, the dance club specifically for boys was also a successful initiative, with their performance at a local theatre supporting positive learning behaviours.” Captain Webb Primary - Arts Mark Statement of Impact Captain Webb Primary - Arts Mark Statement of Commitment

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

關鍵階段 2（小學結束）結果 要查看我們 2018/19 年的最新績效數據，請參見下文。在這裡您可以找到達到以下目標的關鍵階段 2 學生的百分比： 閱讀、寫作和數學達到預期標准或以上；閱讀寫作和數學的平均進步；閱讀和數學的平均“比例分數”以及閱讀、寫作和數學的高水平。 有關更多信息，請閱讀教育部的指南：學校表現表：如何解釋數據。 To see more information about the school's attainment please follow the link: Captain Webb Primary School - Find school and college performance data in England - GOV.UK (find-school-performance-data.service.gov.uk) This is currently still only reporting 2019 results but will update to include 22.23 data soon.

Curriculum Design Statement Intent, Implementation and Impact 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: ​ L isten E ncourage A chieve R espect N urture ​ Community involvement is an integral part inviting families and visitors to facilitate learning new skills and share new experiences such as assemblies, curriculum outcomes and community days. Children also regularly contribute to supporting and developing their local community. This is important to ensure our children have a sense of belonging and value the community in which they live. Implementation 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 Impact 2019 In terms of Maths and English the impact of our curriculum outcomes is proving to be very positive with rapid progress being made. ​ Outcomes for pupils in the Early Years and the proportion of those achieving a Good Level of Development has improved from the previous year and is in line with national outcomes. ​ This is also reflected in KS1 where again outcomes are in line, or better than, national expectations reflecting good progress is being made. ​ By the end of KS2, in 2019, our pupils are on track to achieve outcomes in line or above national. ​ Impact Post 2019 ​ This data has not been officially updated since 18/19 as COVID prohibited the SATS taking place in 19/20 and 20/21. ​ Whilst SATs took place in 21/22 the DfE are not releasing this data due to the negative impact COVID had on the children's education, and the lack of time schools had had to reverse the effects of the enforced closures. ​ We have elected to post our latest data as we are proud of the hard work and commitment of our staff and students during these difficult times, with virtual schooling and additional tutoring, and we feel this is reflected in the results.

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。

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

WRAP AROUND CARE 目前沒有課後俱樂部 The school runs a Breakfast Club every morning during term time. The cost is £2.50 per session. Although we do not currently request you book for Breakfast Club we do ask that you inform the school in advance, if you intend to start sending your child, so we can ensure the correct staffing ratios are in place. At Breakfast Club children are offered a breakfast of cereal, toast or crumpets, and have fruit juice, milk or water as drink options. The school does not charge for the breakfast, it is an added option for those children that have not eaten before attending, or who are still hungry. At Breakfast Club the children can play games, use the IT suite, read or do their homework. Breakfast Club starts at 7:30am and runs through to the start of school. The children are escorted from the club directly to their class. Your child can be dropped off anytime from 7:30 to class start time. After School Club The school runs an After School Club every day during term time, between the end of school and 6pm. Your child will be escorted straight to After School Club once the school day has ended. The cost per session is: £4.00 up to 4.15pm £5.50 up to 5pm £8.00 up to 6pm After School Club places must be booked in advance by completing the form below, and returning to Miss Mansell in the school office (or by email to jess.mansell@taw.org.uk ). Once she receives your application she will be able to advise you of availability of requested places. It is essential that After School Club places are pre-booked to ensure appropriate staff ratios are in place. Unlike Breakfast Club there are no other staff available to cover if additional numbers are needed. We do not provide a meal at After School Club, but are happy if you wish to send in a snack for your child. At After School Club the children can play games, use the IT suite, read or do their homework. In addition they also do occasional activities such as baking, watch videos and have dance sessions. In the summer they also play games outside, weather permitting. After School Club Booking Form TERMLY ACTIVITY CLUBS Each half term the school runs various activities after school. These are advertised via Classdojo and Facebook, and are offered out on a first come, first served basis. You can book your child a place on these activities through Scopay (our online payment system) simply by consenting and making payment, however please make sure you book early as the clubs are very popular, and places go fast. Most of our clubs are run by Crossbar (a third party company who are specialist in sports education, who work alongside our school). There is a charge of £2 per session for these clubs. Activity sessions run by the teachers are free. A list of our current clubs is below: After School Activities - Summer 1 w/c 15th April 2024 - May Half Term Day Who Year Groups Subject Cost Monday Crossbar KS1 Multisports £10 Monday Mr Harris & Invite only Lego Free (12 Weeks) Miss Saville Tuesday Crossbar KS2 Boys Football £12 Wednesday Crossbar KS2 Striking & Fielding £12 Thursday Crossbar KS2 Girls Football £12 ​ ​ ​ ​ ​ ​

Newsletters At Captain Webb Primary School we run a weekly newsletter which is called 'Captains Catch Up '. We use the newsletter to inform you about events we are running, let you know dates for diaries, and showcase some of the work being done by our children. The newsletter is created by Mrs Hanafin (Admin) so if your child has won any awards, or taken part in anything exciting outside of school, please let her know so she can share the good news with our other parents. Below are the newsletters from the past few months - if you have missed a previous edition and would like a copy then please contact Mrs Hanafin and she will be happy to help you (genna.hanafin@taw.org.uk ). Captain's Catch Up - 19th April 2024 Read More Captain's Catch Up - 12th April 2024 Read More Captain's Catch Up - 21st March 2024 Read More Captain's Catch Up - 14th March 2024 Read More Captain's Catch Up - 8th March 2024 Read More Captain's Catch Up - 1st March 2024 Read More Captain's Catch Up - 23rd February 2024 Read More Captain's Catch Up - 9th February 2024 Read More Captain's Catch Up - 2nd Feb 2024 Read More Captain's Catch Up - 26th Jan 2024 Read More Captain's Catch Up - 19th Jan 2024 Read More Captain's Catch Up - 12th Jan 2024 Read More

Please find below the school's term dates and key dates for this academic year: Other Key Dates for the Academic Year