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Witamy w Szkoła Podstawowa im. Kapitana Webba W imieniu wszystkich dzieci, pracowników i gubernatorów serdecznie witam Państwa na naszej stronie internetowej. To dla mnie wielki zaszczyt być dyrektorem Szkoły Podstawowej i Przedszkola im. Kapitana Webba, szkoły, z której jestem niezmiernie dumny. W Captain Webb zapewniamy naszym uczniom przyjazne, wspierające i bezpieczne środowisko do nauki. Promujemy zamiłowanie do nauki i dbamy o to, aby każda osoba osiągnęła swój pełny potencjał. Dokładamy wszelkich starań, aby umożliwić wszystkim naszym dzieciom wykorzystanie ich potencjału poprzez zapewnienie im szerokiego i zrównoważonego programu nauczania opartego, tam gdzie to możliwe, na doświadczeniach z prawdziwego życia; które rozpalają wyobraźnię i pasję do nauki. Postrzegamy wszystkie dzieci jako jednostki, a nasz personel stara się znaleźć i rozwijać swoje mocne strony, aby wspierać i wspierać talenty, ponieważ wierzymy w sukces dla wszystkich, czy to w sporcie, sztuce, czy w nauce. Postrzegamy edukację jako wspólne przedsięwzięcie, angażujące wszystkich: dzieci, rodziców, personel, gubernatorów i szerszą społeczność. Mamy nadzieję, że będziemy mogli liczyć na Państwa współpracę i wsparcie w tym partnerstwie; wiedząc, że razem możemy zapewnić to, co najlepsze dla każdego dziecka. Nasza szkoła to społeczność ucząca się, w której każda osoba ciężko pracuje, aby osiągnąć jak najlepsze wyniki. Pozytywnie promujemy uczenie się przez całe życie i nieustannie dążymy do doskonałości. Mam nadzieję, że spodoba Ci się nasza strona internetowa. Daje przedsmak życia szkolnego i daje wgląd w zakres dostępnych zajęć i możliwości, a także dostarcza wielu przydatnych informacji dla rodziców i opiekunów. Będziemy zachwyceni, jeśli zechcesz przyjechać i spotkać się z nami, rozejrzeć się, zobaczyć dzieci w pracy i odkryć, jak Twoje dziecko mogłoby się tu rozwijać. Zachęcamy do kontaktu z sekretariatem szkoły – w każdej chwili z przyjemnością witam. Pani S. Passey Dyrektor szkoły Dołącz do nas na Facebooku Bądź na bieżąco ze wszystkimi naszymi wiadomościami, tak jak to się dzieje, na stronie facebookowej Captain Webb Primary School. Czytaj więcej

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 - 13th Dec 2024 Read More Captain's Catch Up - 29th Nov 2024 Read More Captain's Catch Up - 22nd Nov 2024 Read More Captain's Catch Up - 15th Nov 2024 Read More Captain's Catch Up - 8th Nov 2024 Read More Captain's Catch Up - 25th October 2024 Read More Captain's Catch Up - 18th October 2024 Read More Captain's Catch Up - 11th October 2024 Read More Captain's Catch - 4th October 2024 Read More Captain's Catch Up - 27th September 2024 Read More Captain's Catch Up - 20th September 2024 Read More Captain's Catch Up - 13th September 2024 Read More

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. Poetry Day - October 2024 Below are some video clips of our children reading out poems they wrote/covered on Poetry Day, working alongside the poet James Carver.

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 want all of our children to be confident fluent readers who read widely, read often, read for pleasure and read to learn. We want them to be exposed to a variety of literature, genres and authors. 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 (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. This enables our pupils to know more and remember more. End points within objectives are identified for each year group through a whole school reading progression plan. Please click the link below for further information. We feel passionately that developing a love of reading from an early age will benefit our children hugely: personally, socially and educationally. Therefore, reading is at the heart of everything we do. Through the use of carefully chosen texts, we expose our children to literature that will spark their passions and develop a love of English. Click the link below to find out the rationale behind our Reading curriculum. Phonics & Reading Through the delivery of our reading curriculum we ensure a consistent and robust teaching and learning of early reading and phonics in the Early Years and Key Stage One, 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. Skilled staff deliver daily sessions to ensure rapid progression. Children’s progress through the scheme is assessed continuously to ensure that gaps are addressed quickly and effectively. Books that children read match their level of phonetic knowledge. Skilled reading depends on both fluency and phonic knowledge alongside language comprehension. For more information on the teaching of Phonics, please click on the link below which will transfer you to our Phonics curriculum page. Reading Knowledge and Skills 24 - 25 Whole School Reading Spine 24 - 25 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 click on the Year 2 and KS2 reading long term overview below to find out more about the texts your child will be reading. Year 2 & KS2 Reading Overview KS2 Reading Learning Sequence Book Warmers At the beginning of our reading units, we explore the main themes, contexts and background information to help the pupils have a foundational understanding of the text before they begin reading. For example, when the text was written, any settings / countries the text takes place and any cultural and social conventions that may be outlined within a text. These introductory sessions are called 'book warmers' and the pupils have an opportunity to read facts and information about the text as well as use iPADs to access QR codes that link to webpages to further videos and explanations. Most importantly, the book warmers will introduce the pupils to tier 3 vocabulary (subject specific words) that they will come across in subsequent lessons. Vocabulary Lab The teaching of vocabulary is at the forefront of all our daily reading lessons. Tier 2 and tier 3 vocabulary is identified within texts and definitions are provided with picture examples to enhance pupil's understanding of these words. The vocabulary is explored and discussed as the pupil's read to enhance pupil's language development and comprehension. Teaching Prosody All reading sessions focus on improving reading fluency and pupils will listen to the teachers read aloud with expression and intonation. The pupils are taught prosody through a variety of fluency strategies such as echo read, choral read and reader's theatre. They have daily opportunities to re-read the text on their own or with a partner. Fluent and expressive reading (prosody!) is inextricably linked to comprehension. Why? Because prosody helps children build a more complete and accurate picture of what’s being conveyed on the page. How we adapt the pace, emphasis, phrasing and intonation of our reading helps communicate the broader and deeper meaning of what we read. Recent research from the EEF backs this up, finding that prosodic reading improves a child’s comprehension and overall literacy achievement in school. The pupils also have an opportunity to re-read the text at home as part of their reading homework. Understanding of the text On day 1 of our 2 day sequence, the teacher ask questions and models thought processes as they read to enhance pupil's comprehension. The dialogic talk between the adult and pupils is a priority for this session, the teacher explicitly teaches comprehension skills relevant to the extract. These specific comprehension skills are taught using VIPERS reading domains (vocabulary, inference, prediction, explanation, retrieval and summary) On day 2 of our sequence, the teacher models the answering of written comprehension questions based on the extract they have previously read on day one. Teachers plan questions focusing on mixed domains. Pupils complete the questions independently. Quick Quiz and Summarise The reading lessons also include quick quizzes with the focus predominantly upon the quick recall of key facts/key information. (retrieval questions) The pupils talk with a partner to talk about what has happened, what they already know and summarise any key events or facts. Daily Story Time We place reading at the heart of the curriculum, so it is prioritised allowing pupils to access the full curriculum offer. All pupils receive daily story time sessions with an adult modelling fluency and intonation. The pupils listen to a wide range of stories that have all been carefully selected and chosen for their year groups. All texts are outlined in our whole school reading spine, at the top of this webpage. Puffin Keeper Book Warmer Reading for Pleasure Embedding a school culture that values and supports reading for pleasure is extremely important to us. Pupils develop a love of reading; a broad knowledge of authors and understand more about the world in which they live to widen their horizons and raise their aspirations. 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 centred 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. Around school, you will find displays which celebrate authors - including our author of the term displays, pupil’s favourite books, authors and recommended reads. Reading across the curriculum Reading is prioritised across our broad and balanced curriculum allowing pupils to read and understand all subjects. 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 Map for further information. Poetry Curriculum 24 - 25 Assessment At all stages, reading attainment is assessed to ensure that gaps are addressed quickly and effectively so that pupils’ progress is accelerated. Targeted support and intervention for reading is a priority – we have a dedicated reading team who ensure any child falling or a risk of falling behind their peers is identified. RWI Fast Track tutoring breaks phonics into small steps to support every child with decoding, including those with SEND. There is a sharp focus on ensuring pupils gain fluency and phonic knowledge alongside language comprehension as modelled by the Scarborough Reading Rope (2001). In KS2, reading fluency is assessed at the beginning of each half term using oral reading fluency (ORF) measures. ORF assessments measure reading rate and accuracy and are expressed in terms of the number of words read correctly per minute (wcpm). On average, pupils should read at least 90 words per minute. Any pupils who require further support with their reading fluency are provided with additional reading practice. During this interventions, the pupils re-read passages using strategies such as echo read and timed reads. Our aim is to ensure all pupils leave our school fluent, confident readers as we know oral reading fluency has consistently been found to have a high correlation with reading comprehension. During whole class reading sessions, formative assessment takes place daily, while termly summative assessment takes place in the form of NFER testing which allows analysis of gaps in comprehension knowledge to be quickly addressed. All pupils are also assessed on their reading of the common exception words for their year group. Please see the spelling curriculum page for these word lists. How do we enrich the curriculum? Book recommendation boards are displayed throughout school to inform pupils of 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 home two books home. The first book will be a fully decodable book matched to your child’s phonic knowledge. 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 support on early reading strageties. The second book will be a picture book for you to share at bedtime. This is an opportunity to share a love of reading with your child, talk about the story and offer opinions. KS2 All pupils in KS2 will bring home a copy of their whole class novel 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. In response to a recent parent's survey, we will also be sending home an additional text from our 100 books for our pupils to read 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 . This year we celebrated National Poetry Day with a very special guest. A well-known poet called James Carter. He worked with all year groups to create different types of poetry including rhyme, similes, kennings and cinquains. Please see the video clips below of our wonderful work. 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. Assessment data shows that.. 90% of children passed the Year 1 Phonics Screening check in 2023. 72% reached ARE at KS2 with 28% 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. Reading Policy 24-25

Widok rodzica Ofsted Parent View gives you, as parents, the chance to tell Ofsted what you think of your child’s school, including: how happy your child is at the school how the school manages bullying or challenging behaviour If your child has special educational needs and/or disabilities (SEND), we will ask how well the school supports them. The questionnaire can be completed at any time - you don’t have to wait until the school is being inspected. Ofsted will use your responses to help plan inspections. The information you provide can: inform discussions inspectors have with school leaders during an inspection help Ofsted decide when to inspect a school In addition to this, they also publish the overall summary of the responses to Ofsted Parent View. This information is anonymised. If your child attends a maintained nursery, please read more about how to respond to the questionnaire here . Click ‘Give your views now’ to register and complete a survey to help your child’s school improve. Parental questionnaire Autumn 2023 - Responses Every term we hold a Parents Consultation Session. Parents can look through their child's work, and raise any questions they may have about their child's progress, in a 1:1 meeting with the class teacher. During this session we ask parents to complete a questionnaire on how they feel the school is performing on behalf of their child. The questions are the same as those on the Ofsted Parent View website, so we can combine and analyse both sets of results to see how parents perceive our service. Below are the results from the Autumn 23 questionnaire: Comments Below is a selection of some of the comments made by our parents. “My child will be sad to leave at the end of the year” “Great school - thanks” “Every teacher my child has had throughout the years has been excellent. I can’t thank them, and the school enough for all their hard work…they a credit to the education sector” “Teachers make school great for the children” “The school are brilliant at making sure children’s mental health is well maintained” “My child really loves school and enjoys coming everyday” “I’m very happy how my child is growing in confidence and with her friendship group” “Great school. My kids love it. Thank you” “This school takes an holistic approach to my child’s wellbeing, supporting us as parents to ensure she is happy and thriving at school and home” “We had a couple of issues with other children, but the issues were dealt with straight away. We are happy” “Perfect for my children” “Miss Saville is amazing, and I can’t thank her enough” “Couldn’t wish for a better school...the staff work hard to ensure my girls are happy and progressing well” “This school have been amazing with all my children…I highly recommend this school to fellow parents” “I highly recommend this school they are very supportive with everything and anything” “Since my son has been attending Captain Webb, I’ve noticed a massive change in his attitude towards school. His last school was a challenge for me every day but now he is fine – I can’t thank you enough” “My child enjoys school” “my child struggles to come out of his shell and the teachers have done an amazing job to ensure he is comfortable” You Said.....We Did... Obviously some parents have queries/concerns that they raise. Below are the actions we are taking in response to these. My children have lost all their jumpers We have created a centralised lost property which can be accessed by parents, by requesting access at the school office. All unclaimed lost property will be disposed of every half term. or used as additional uniform for children. If clothing is clearly labelled we do try and return it to its owner. We need more reminders about events We work really hard at communication. We use ClassDojo, Facebook and the school website to communicate with parents. We will endeavour to post more reminders on Classdojo in the week leading up to events, in the form of a post called 'The Week Ahead'' My child was unable to participate in P.E. due to the weather....I understand the hall was double booked. This will have happened due to events taking place in the school hall - such as workshops and productions. If the weather is favourable we do take the children outside. Unfortunately if the weather is wet some children don't have the appropriate clothing and surfaces become slippy. We always aim for children to have at least 2 hours of physical activity a week during lesson times, this can include forest school, and activities in the classroom. My child needs more support - SALT SENCO has contacted parent and this has been resolved. I do feel naughty children are favoured....some pupils are disruptive. This is becoming more common in schools since COVID. We have a small percentage of our children, with multiple additional needs, which can result in them struggling to engage with their lessons. We are working very hard on supporting not only these children, but all children in school to attain the most from their education. Behaviour is part of our School Development Plan this year, which has resulted in: A member of SLT being appointed as Behaviour Lead A new Behaviour Policy has been created and shared on our Policies and Procedures page. Additional training has been received by all staff. Additional outside agencies have been commissioned to support children. Internal staff have been trained in further interventions such as ELSA and Drawing and Talking Therapy.

Cultural Capital What is a Cultural capital? Cultural capital is the accumulation of knowledge, behaviours, and skills that a pupil can draw upon and which demonstrates their cultural awareness, knowledge and competence; it is one of the key ingredients a student will draw upon to be successful in society, their career and the world of work. Cultural capital promotes social mobility and success in our stratified society. Cultural capital gives a student power and it helps them achieve goals, become successful, and rise up the social ladder without necessarily having wealth or financial capital. Cultural capital is having assets that give students the desire to aspire and achieve social mobility whatever their starting point. Our Cultural Capital At Captain Webb Primary School, our curriculum is designed to instil high aspirations in all of our children and to encourage them to become resilient, life-long learners who embrace challenges and continue to grow and develop their cultural capital. Our children will be inspired to follow whichever path they choose whilst being well-rounded, conscientious global citizens. Our 6C values, understanding of SMSC and British Values enrich and underpin our curriculum to ensure Captain Webb children are prepared and equipped to succeed in their futures in an ever changing world. “Education for global citizenship helps enable young people to develop the core competencies which allow them to actively engage with the world, and help to make it a more just and sustainable place.” - Oxfam.org.uk We are working hard to be Global Citizens at Captain Webb Primary School. ENRICHMENT AT CAPTAIN WEBB > SMSC AT CAPTAIN WEBB > At Captain Webb, we ensure that our curriculum is a vehicle for SMSC education. SMSC stands for spiritual, moral, social and cultural education. Please click to find out more about our SMSC grids which outline how we intergrate SMSC into our learning across the school. BRITISH VALUES AT CAPTAIN WEBB > At Captain Webb we actively take opportunities to teach British values and feel this is embedded through our weekly assemblies and interwoven in our enriching curriculum. Please click to find out how this is taught across the school. PROTECTIVE CHARACTERISTICS >

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 2024.25 History Skills and Knowledge Progression Plans History Focussed Strand Grid

Kluczowy etap 2 (koniec szkoły podstawowej) Wyniki Poniżej przedstawiamy nasze najnowsze dane dotyczące wyników 2018/19. Tutaj możesz znaleźć procent kluczowych uczniów drugiego etapu, którzy osiągnęli: oczekiwany lub wyższy poziom w czytaniu, pisaniu i matematyce; średni postęp w czytaniu, pisaniu i matematyce; średni „wynik w skali” w czytaniu i matematyce oraz wysoki poziom osiągnięć w czytaniu, pisaniu i matematyce. Więcej informacji można znaleźć w wytycznych Ministerstwa Edukacji: Tabele wyników w szkołach: jak interpretować dane. 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)

Plan rozwoju szkoły Są to obszary, nad którymi szkoła będzie pracować w roku akademickim 2019/20, aby zapewnić jak najlepszą edukację dla Twoich dzieci. W tym roku głównymi obszarami rozwoju są innowacje programowe, pismo ręczne, fonika i czytanie oraz wyniki dla dzieci ze specjalnymi potrzebami edukacyjnymi.

Skontaktuj się z nami Aby wysłać wiadomość do biura szkoły prosimy o wypełnienie i przesłanie poniższego formularza. Wszelkie pytania prosimy kierować do Julie Folger w naszej głównej recepcji w godzinach 8.30-15.30. Tel: 01952 386770 Sukces! Wiadomość otrzymana. Wysłać Szkoła Podstawowa im. Kapitana Webba Webb Crescent, Dawley Telford, TF4 3DU

Art 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 Our school believes that art is a vital part in children’s education as it can give children the opportunities to express their individual interests, thoughts and ideas. A high-quality art education – along with sequential and progressive lessons - will help to engage, excite and empower our children as well as equipping them with the knowledge and skills to experiment and create their own artwork and crafts. From this children are able to make links with their learning to produce amazing art! As pupils progress throughout our school, they will have a strong understanding of the key art elements (line, tone, texture, colour, pattern, shape, 3D forms), to be able to effectively plan and create pieces of art and evaluate it. Children will also recognise how art has changed throughout the years as they are exposed to many artists and art movements. The art curriculum will develop children’s critical abilities, as well as an understanding of their own and others’ cultural heritages through the study of a diverse range of artists. An example of this is in Year 3, children take inspiration from cubism artist Paul Klee and African American artist Alma Thomas. Finally in Year 4, who look at sculpture and the work of Alberto Giacometti, also study the works of Richard Hunt who is an African American sculptor. In Year 6, children study the Mexican artist Frida Kahlo. All children will be exposed to artists from many cultural heritages from out ‘Art in the Moment’ displays. Implementation The teaching of art at Captain Webb Primary School is based on the National Curriculum and is also linked to class topics to ensure a well-structured approach. Knowledge and Skills that the children will develop, are effectively mapped out across each year group and are progressive throughout the school. Children are given the knowledge to help them understand the context of the artwork as well as the artist they are learning about. With this knowledge and the skills that follow they are able to take inspiration and produce individual pieces of artwork on their own Children are also given the chance to develop their artistic skills by being given opportunities to practise and master them. Every year group at Captain Webb Primary School follows the same art journey: Art Gallery – Looking at many pieces of art from a focus artist Exploration of other artists Introduction to new knowledge or skill (experimentation) Evaluation of mediums or methods Creating a plan Creating their final piece Evaluating Acting upon evaluation Comparing Artists (KS2 Only) Our high-quality art curriculum is supported by a wide variety of art resources and mediums. These are used to help children experiment and develop confidence as they progress through the school. Staff at Captain Webb Primary have also received high quality CPD training on the effective use of sketchbooks. This ensures all children at Captain Webb can use sketchbook effectively. Impact The structure of the art curriculum ensures that children are able to develop their knowledge and understanding of the work of artists, craftspeople and designers from a range of times and cultures and apply this knowledge to their own work. Our curriculum is well thought out and is planned to demonstrate progression. Children learn to understand the key principles of art: line, tone, texture, shape, form, space, pattern, colour, contrast, proportion and perspective. Children have the chance to refine their skills as they progress through year groups. This also supports children having age related expectations at the end of their year. Art is celebrated around the school with artwork being displayed throughout the school e.g. work displayed in classes, sculptures being displayed around the school. We measure the impact of our curriculum through the following methods: Images of the children’s practical learning. Asking the pupils about their learning (pupil voice). Moderation staff meetings where pupil’s books are scrutinised and there is the opportunity for a dialogue between teachers to understand their class’s work. Verbal feedback of work throughout the course of the lessons. Art Policy 24.25 Art Skills and Knowledge Progression Plans Art Skills and Knowledge Progression Plans EYFS Art and Design - Skills and Medium Term Plans Art and Design - Medium Term Plans Art and Design - Artist Throughout School