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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

Bezpieczeństwo w Internecie Safer Internet Day 2023 This year we once again took part in Safer Internet Day! Our teachers made sure we had space to talk about what devices we use to access the internet, what we do when we are online, what we like about using the internet and what our worries are. We recorded our thoughts and added them to the Safer Internet Day ‘Video Wall’ where industry leaders and online safety experts will listen to our voices! Click here to watch the videos on what each class did for Safer Internet Day Nasze dzieci mieszkają teraz w „Globalnej Wiosce” i ważne jest, abyśmy pracowali razem, aby zapewnić naszym dzieciom bezpieczeństwo zarówno w prawdziwym świecie, jak iw Internecie. Jak dbamy o bezpieczeństwo dzieci w Internecie? W szkole podstawowej Captain Webb dzieci uczą się, jak zachować bezpieczeństwo w Internecie, będąc świadomym swojego zachowania (własnego zachowania w Internecie), wiedząc, co jest i jak znaleźć odpowiednie treści i ryzyko kontaktu zarówno ze strony osób, które znają, jak i osób, które nie wiem. Bezpieczeństwo w sieci jest powiązane z każdą jednostką naszego programu nauczania informatyki (patrz poniżej). Blokujemy cały tydzień pracy tematycznej dla dzieci, aby poznać specyficzne dla wieku aspekty bezpieczeństwa w Internecie podczas „Tygodnia Bezpiecznego Internetu”, a szkołę odwiedza kilka agencji zewnętrznych (takich jak NSPCC, Google i lokalna policja), aby dowiedzieć się o bieżących kwestie bezpieczeństwa w Internecie. Nasza Samorząd Studentów odgrywa aktywną rolę w dyskusjach i podejmowaniu decyzji dotyczących wszystkich aspektów bezpieczeństwa, w tym bezpieczeństwa w Internecie. Odgrywamy aktywną rolę z rodzicami, spotykając się regularnie z każdym, kto może mieć obawy dotyczące bezpieczeństwa swojego dziecka w Internecie. Jeśli masz jakiekolwiek obawy dotyczące bezpieczeństwa w Internecie, nie wahaj się skontaktować i porozmawiać z jednym z naszych ekspertów ds. bezpieczeństwa w Internecie. Wskazówki, jak zapewnić dziecku bezpieczeństwo w Internecie: Dowiedz się, co Twoje dzieci robią w Internecie i z kim rozmawiają. Poproś ich, aby nauczyli Cię korzystać z aplikacji, z których nigdy nie korzystałeś. Trzymanie komputera w pokoju rodzinnym oznacza, że możesz dzielić się doświadczeniami online swojego dziecka – i że jest mniej prawdopodobne, że będzie zachowywać się niewłaściwie (np. za pośrednictwem kamery internetowej). Pomóż swoim dzieciom zrozumieć, że nigdy nie powinny udostępniać swoich danych osobowych znajomym online — dane osobowe obejmują identyfikator komunikatora, adres e-mail, numer telefonu komórkowego oraz zdjęcia przedstawiające siebie, rodzinę lub przyjaciół. Jeśli Twoje dziecko opublikuje zdjęcie lub film w Internecie, każdy może je zmienić lub udostępnić. Przypomnij im, że każdy może oglądać ich zdjęcia i pewnego dnia przyszły pracodawca może to zrobić! Jeśli Twoje dziecko otrzymuje spam/śmieci e-mail i SMS-y, przypomnij mu, aby nigdy im nie wierzył, odpowiedz na nie lub użyj ich. Otwieranie przez dziecko plików pochodzących od osób, których nie zna, nie jest dobrym pomysłem. Nie będą wiedzieć, co zawierają — może to być wirus lub gorzej — nieodpowiedni obraz lub film. Pomóż swojemu dziecku zrozumieć, że niektórzy ludzie kłamią w Internecie, dlatego lepiej jest utrzymywać online partnerów online. Nigdy nie powinni spotykać się z nieznajomymi bez osoby dorosłej, której ufają. Zawsze miej otwartą komunikację, aby dziecko wiedziało, że nigdy nie jest za późno, aby komuś powiedzieć, jeśli coś sprawia, że czuje się nieswojo. Naucz młodych ludzi, jak zablokować kogoś w Internecie i jak zgłosić go, jeśli czuje się nieswojo. Przydatne strony internetowe Te strony mogą być przydatne, jeśli chcesz dowiedzieć się więcej o bezpieczeństwie w Internecie: www.ceop.gov.uk – Centrum Wyzysku Dzieci i Ochrony w Internecie (CEOP) zajmuje się zwalczaniem wykorzystywania seksualnego dzieci. Są agencją rządową, która jest częścią policji w Wielkiej Brytanii i zajmuje się śledzeniem i pociąganiem przestępców do odpowiedzialności bezpośrednio lub we współpracy z siłami lokalnymi i międzynarodowymi. www.thinkuknow.co.uk - Centrum Wyzysku Dzieci i Ochrony w Internecie (CEOP) założyło własną edukacyjną stronę internetową, która została zaprojektowana i napisana specjalnie dla dzieci, młodzieży, nauczycieli, rodziców i opiekunów. www.kidsmart.org.uk — Kidsmart to wielokrotnie nagradzana strona internetowa poświęcona bezpieczeństwu w Internecie dla rodziców i osób pracujących z dziećmi. Został on opracowany przez internetową organizację charytatywną dla dzieci Childnet International i zawiera doskonałe informacje na temat wielu technologii używanych przez dzieci, wraz ze wskazówkami, jak „zachować bezpieczeństwo” w Internecie. http://parents.vodafone.com/ - Vodafone opracowało tę witrynę we współpracy z mumsnet. Jest bardzo dostępny i dostarcza rodzicom informacji i wskazówek dotyczących zrozumienia cyfrowego świata ich dziecka i większego zaangażowania. Istnieje nawet test on-line, aby sprawdzić, ile wiesz! Physical Security Systems we have in place In addition to teaching our children how to stay safe online we have installed, on our internet and IT systems, several security systems to block and filter out any inappropriate content. The following are some of the in-built security protection systems put in place, on our behalf by T&W: 1. Password management: This is critical, as this is where we all need to play our part. Passwords can be hacked easily if they do not have a good level of complexity, so to help protect your data we use a good, complex passwords. We never share password or leave them lying around. 2. Email protection – All emails go through a filtering system (Sophos) to ensure they do not contain a virus or from a known phishing source. Sophos is a tool that checks the content of the email very quickly and will let us know if it is safe to open. 3. Internet Filtering – We use a product called Smoothwall, this protects against access to certain internet sites and content that you would not want your children to see. 4. Monitoring of activity - Senso is a cloud based, real time monitoring of activity on school owned devices, designed to highlight [to school staff] users who may be vulnerable or at risk to themselves, at risk to others or behaving inappropriately. Senso indicates a potential concern by raising a “violation” when a keyword, acronym or phrase typed, matches against those found within our libraries. It sends automated alerts to the DSL’s. 5. Anti-Virus Software – Windows Defender. This is designed to detect and remove viruses and other kinds of malicious software from schools computers or laptops. 6. A Firewall - At its most basic, a firewall is essentially the barrier that sits between a private internal network and the public Internet, it monitors and filters incoming and outgoing network traffic based on our organisation's previously established security policies 7. Multifactor Authentication (MFA) – This is where you not only have a password but use a secondary device (like an app on a phone) as additional confirmation of the users identity. This increases security because even if one credential becomes compromised, unauthorized users will be unable to meet the second authentication requirement and will not be able to access the system. 8. Geofencing - This helps protect devices and accounts from access from certain ‘high risk’ geographical areas. Online Safety Workshops Y ear 5 and Year 6 took part in workshops run by a lady who works with the GK Consultant Services (who specialise in safeguarding for children). The workshops were aimed specifically at teaching the children to understand about online friendships, consents, sharing images and videos, and how to access help when online. Below is a copy of the PowerPoint used in the workshops. Online Safety Policy 2023.25 Computing Policy 2022.25 Online Safety Audit 2023.24 Online Safety Parents Meeting Minutes 12/07/2023 Dec 2024 Read More Nov 2024 Read More October 2024 Read More September 2024 Read More July 2024 Read More June 2024 Read More May 2024 Read More April 2024 Read More March 2024 Read More Feb 2024 Read More Jan 2024 Read More Nov 2023 Read More

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 - 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 Captain's Catch Up - 6th September 2024 Read More Captain's Catch Up - 19th July 2024 Read More

Parent's Forum At Captain Webb we appreciate and value open communication between our school and parents. The goal of our Parent Forum is to ensure that the views of all parents are heard. The aim is that parents can talk freely with their elected Forum representative and they will act as a voice to inform the school of the needs of our children and families. We feel that it is a perfect way to share ideas, views and concerns and to make suggestions for improvements. Our Parent Forum has four broad aims which are; · To work together to improve the learning and welfare provided for our children. · To work in partnership with the school to create a welcoming school which is inclusive for all parents and carers. · To share information, knowledge and skills. · To further improve communications between Parent/Carers and Staff/Governors. One parent will be elected for each class, through a democratic vote. The vote will take place every September when each class will ask their pupils parents/carers if there are any volunteers for the role. Where more than one volunteer puts themselves forward an anonymised vote will be held. The Forum will report to the Governing body annually on its activities on behalf of all parents. They will meet once every half term with Mrs Passey (Head) and Mr Harris (Parent Partnership Lead) to discuss any issues, ideas or opinions that have been raised. Minutes and dates for each meeting will be posted on the website (below) and on Classdojo. Your Forum Representatives are: Parent's Forum are also instrumental in helping the school raise money to support with projects and resources. In 2024 they helped organise the Summer Fayre which raised £1,231. This has been used to purchase playground games and resources to enhance break and dinner times for the children, as well as purchasing new books for the school library. We currently have some vacancies for the Parents Forum so if you would like to volunteer please contact Lynn in the school office or email (A2174@taw.org.uk) and your details will be passed on. Forum Meeting Minutes Meeting Minutes - The school has recently been re-awarded The Leading Parent Partnership Award for the work that we do in ensuring our parents needs are met, and views/opinions are not only requested, but taken into account in our everyday school life.

Intent ​ ​ At Captain Webb Primary School, our overarching principle about learning is: ‘Knowing more and Remembering more’. We have designed our curriculum so that more time is given to embed key knowledge, make connections and be ready for the next stage of a child’s learning journey. Through their growing knowledge and understanding, we aim to make all our children confident and competent mathematicians, who can make links in their maths learning to other areas of the curriculum. ​ We aim to provide all pupils with a challenging mathematics curriculum and high-quality teaching to produce individuals who are numerate, creative, independent, inquisitive, enquiring and confident. We also aim to provide a stimulating environment and adequate resources so that pupils can develop their mathematical skills to the full. ​ Through our well-planned maths learning journeys, we provide opportunities which cater for the needs of all individuals and empowers them with the necessary skills and knowledge to become successful in their future adventures. We incorporate sustained levels of challenge through varied and high-quality activities and ensure that children are on track at each stage of their education in fluency, reasoning and problem solving. Thus, in turn will prepare them for the next stage of their education and a successful working life. ​ Implementation (Planning an inclusive curriculum). ​ Our inclusive knowledge-based curriculum plans for success. Through small, well-sequenced steps (as outlined in our medium-term plans) new mathematical concepts are introduced using a ‘Concrete, Pictorial and Abstract’ approach. This enables all children to experience hands-on learning when discovering new mathematical knowledge and allows them to have clear models and images to aid their understanding. This also ensures that models of proof are constructed to exemplify mathematical laws and principles. ​ ​ The Concrete-Pictorial-Abstract model also allows children to build on their knowledge of key concepts in small steps and allows all learners to keep up with the curriculum demands. This approach to Maths is reflected in our calculation policy and pedagogy, with Teachers modelling and exploring key knowledge through the I-We-YOU approach. ​ At Captain Webb the scope of our curriculum is inclusive and ambitious. Through declarative, procedural and conceptual knowledge, teacher’s use a curriculum ,engineered by the National Curriculum and White Rose, to ensure that children are exposed to mathematical knowledge and concepts which will prepare them for their next stage in education. It is our belief that mathematicians are best developed through memorisation of core facts and formula. ​ In EYFS, Key Stage 1 and Key Stage 2 Maths is taught on a daily basis. In each aspect of the Maths Curriculum and throughout each key phase, the children embark on a contextualised mathematical journey. This ensures that there is breadth and depth to the curriculum offer. Each journey consists of the following:​ ​ 1) Activating Prior Knowledge Use of a variety of assessments to revisit and build on pupils’ existing knowledge and understanding.​ 2) Instruction Use of well-planned manipulatives and representations which the children can then draw upon independently in the future. (See Jottings Policy)​ 3) Modelling of strategies The teaching of methods and procedures in order for the children to solve calculations in preparation for reasoning and problem solving (See Calculation Policy).​ 4) Guided Practice Opportunities for the children to make connections between mathematical facts, procedures and concepts, thus developing a rich network of mathematical knowledge.​ 5) Independent Practice The development of independence and motivation in order to develop metacognition-the ability to independently plan, monitor and evaluate their thinking and learning. 6) Structured reflection The use of contextualised tasks and resources which challenge and support pupils’ mathematics; deepening their thinking with models of proof, generalisation and conjectures. Through our creative curriculum approach, we also seek to explore and utilise further opportunities to use and apply mathematics across all subject areas which is promoted during our Theme work in the afternoon. Early Years The 2024 Development Matters, which supports the statutory framework, is used to drive the curriculum and is supported by Number sense. It is widely accepted that early acquisition of core maths facts is a significant indication of future success. In reflection of this, Number sense was introduced in Reception in September 2023. This program is reflective of phonics. Its rigorous and repetitive approach ensures children retain knowledge in order for them to move on to the next stage of their learning. The curriculum in Early years focuses on depth over breadth. Pupils are encouraged to develop their Problem Solving, Reasoning and fluency in a broad range of contexts in which they can explore, learn, enjoy, practise, discuss and extend their skills. Pupils are encouraged to exploit their mathematical potential in both indoor and outdoor enabling environments. They are provided with a wide range of activities that promote regular active participation, exploration of real-life problems, development of imaginative play and early experience of mathematical language. All pupils are supported positively and encouraged to gain confidence and competence in their skills. ​ It is essential that children leave Early Years with a strong sense of number so that children are ready for the Year 1 curriculum. ​ This is achieved through: ​ A sequenced, progressive learning journey. Ensuring children are emersed in maths so that times like snack time and play are incidental opportunities to revisit knowledge. Planning activities are in place with a clear intent for each session. Ensuring independent activities consolidate prior learning or pre-teaching concepts to come. Parental engagement and opportunities for families/carers to engage in the curriculum both in school and at home. Enquiry based sessions which embedded through play.​ ​ Key Stages 1 and 2 The scope of our curriculum design ensures that: There are systematic opportunities for retrieval, practice and overlearning. The learning journey allows children to practice and revisit key knowledge (as stated in our progression documents). Children revisit to the point of automaticity. Testing secures facts and methods into the long-term memory. ​ Planning for Success ​ Declarative Knowledge Declarative knowledge (fluency) is taught daily so that pupils know useful facts and formulae and develop an understanding of relationships and familiar patterns. Every child’s maths learning journeys start with revisiting previous knowledge in order to make connections with the new knowledge to be taught. Sufficient time and resources allow children to gain knowledge and be able retain key information at this stage. ​ Procedural knowledge Procedural knowledge is the teaching of procedures and algorithms and is a fundamental part of the learning journey. The school has a clear calculation policy which ensures that there is a reliable, accurate and consistent forward projecting approach. This stage of the learning journey enables our pupils to process mathematical information accurately and at speed. ​ Conceptual Knowledge At this stage, the children will know a combination of methods and facts in order to be exposed to a variety of problems and reasoning. These are taught using the variation model so that the children are exposed to a strategy and can over learn this in order to have a get way into solving a range of challenging, rich and sophisticated problems. ​ Practice A core element of our curriculum design is to allow children sufficient time to practice to the point of automaticity. Practice and revisiting of key knowledge is completed daily as part of morning activities; during our KIRF time (Key Instant Recall Facts) where children focus on knowing key facts in order to access the curriculum and be fluent in key skills and in lesson time. ​ Assessment NCETM states that: ‘ If a pupil fails to grasp a concept or procedure, then this needs to be identified quickly and gaps in understanding addressed systematically to prevent them falling behind.’ In reflection of this, assessment grids of non-negotiables are used to ascertain what must be known at this point to stay on the long -term trajectory. ​ Success Children can identify and talk about their success against the targets given to them at the start of the unit. These are then shared with parents along with next steps. The Use of Knowledge Grids At Captain Webb we have introduced the use of knowledge organisers to support children in their lessons and at home. These have proved a valuable tool in making children resourceful and independent learners. This is because: ​ The knowledge organisers include judiciously selected tier 2 and tier 3 vocabulary. This vocabulary will be taught explicitly to students. The knowledge organisers incorporate the building blocks for learning in that subject that all students are entitled to know and understand. The knowledge organisers are designed to aid retrieval practice and metacognitive learning. ​ Here are some examples of the knowledge organisers that we are currently using in different areas in maths: ​ ​ Knowledge Organisers are used to promote planning, teaching and retrieving previous learning that will have the intended positive impact on our pupils’ outcomes, experiences and future opportunities. ​ Due to the fact that pupils can access their maths knowledge organisers at any time, pupils are supported to become resilient and independent learners. An Inclusive Approach-Adaptive Teaching Curriculum Considerations Adaptive teaching is when teachers “adapt teaching to respond to the strengths and needs of all pupils”. Specifically, adaptive teaching requires teachers to: Know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively. Have a secure understanding of how a range of factors can inhibit pupils’ ability to learn and how best to overcome these. Demonstrate an awareness of the physical, social and intellectual development of children and know how to adapt teaching to support pupils’ education at different stages of development. Have a clear understanding of the needs of all pupils – including those with SEND, those of high ability, those with English as an additional language – and be able to use and evaluate distinctive teaching approaches to engage and support them. ​ Scaffolding We understand that pupils are likely to learn at different rates and to require different levels and types of support from teachers to succeed. As a result of this, we seek to understand pupils’ differences, including their different levels of prior knowledge and potential barriers to learning. We adapt teaching in a responsive way, including providing targeted support to pupils who are struggling and offering the opportunity to think deeply within the concept for those who are ready for challenge. This will increase pupil success. At Captain Webb we follow the mastery curriculum which ensures every learner is confident with a concept before moving onto the next stage. With the mastery approach, most learners will be working towards the same outcome, with teaching being tailored and scaffolded to meet individual needs. We do acknowledge that there maybe some learners who may require a more personalised approach, including specific learning outcomes and provision to develop fundamental skills. We believe all learners should work alongside their peers. Research by EEF states that ‘the best mass learning happens when learners can talk through their ideas with a teacher or a partner and therefore it is encouraged this productive discussion through lessons when planning opportunities talk we ensure that all learners have the support they need to access these discussions which include scaffolding such as sentence frames, visual support and all peer partners’. We believe it is important that all learners are given the equal chance to learn core knowledge appropriate to their age. These are highlighted as end points in our Assessments and are crucial so that children can keep up, not catch up. ​ Key Stage 1 Learners should have 1-1 correspondence when counting Learners should develop automaticity in addition and subtraction facts to and within 10. Ensure learners have a concept of ‘more than’ and ‘less then’ and can describe the relative sizing of number. Encourage learners to represent numbers in many different ways in pictures, as calculation, in words. Ensure learners can explain the place value of 10s and ones. Use resources such as 10s frames numicon and base 10 blocks confidently to support learning where needed. Key stage 2 Ensure learners are secure with all times tables by the end of year four as this acts as a foundation for other maths and concepts. Learners should have secure understanding of place value up to 10,000 and beyond. Learners begin to apply their knowledge of number and written methods to reasoning problems. Strategies to Scaffold learning. At Captain Webb, we support learners in a range of ways to help them to keep up with the curriculum demands. Our adapted lessons consider how all learners can: Retain vocabulary. Access the Maths curriculum despite literacy difficulties. Allocate time to develop conceptual understanding. Be fluent in number facts. Teachers refer to the ‘Whole School SEND Teacher Handbook’ ,the local Maths Hub and Captain Webb’s Strategies for Supporting SEND Document for guidance and support. https://www.wholeschoolsend.org.uk/resources/teacher-handbook-send ) Impact We measure the impact of our curriculum through: Formal and Summative assessments: Reception Baseline Data/ELGs Optional SATs KS1 and Teacher’s Assessment using the framework. Multiplication Check Yr 4 Key Stage Two SATs. Formative and Internal Assessment Numbersense assessment tracks progress in key facts. White Rose Assessments are used to track the progress across the sequence of learning. Must Have/Now Need Tracking Internal Monitoring Termly Pupil Progress Meetings Lesson Monitoring and Book scrutiny Pupil Voice External Moderation Cluster Group Moderation. Read More Nursery - Medium Term Plans Read More Year R - Medium Term Plans Read More Year 1 - Medium Term Plans Year 1 - Long Term Plans Read More Year 2 - Medium Term Plans Year 2 - Long Term Plans Read More Year 3 - Medium Term Plans Year 3 - Long Term Plans Read More Year 4 - Medium Term Plans Read More Year 5 - Medium Term Plans Read More Year 6 - Medium Term Plans Year 4 - Long Term Plans Year 5 - Long Term Plans Year 6 - Long Term Plans Mathmatical Vocabulary Progression Document 2023-25 Key Knowledge Skills - Conditional Knowledge Grids Key Knowledge Skills - Geometry - Position and Direction Key Knowledge Skills - Statistics Key Knowledge Skills Geometry - Properties of shape Key Knowledge Skills - Measure Key Knowledge Skills - Calculation Key Knowledge Skills - Algebra Key Knowledge Skills - FDPRP Key Knowledge Skills - Place Value Key Knowledge Skills - Calculation Maths Policy 2023-2025 Maths - Number Formation Policy 2022 - 2025 Calculation Policy 2022 - 2025 Pre-Calculation Policy 2022 - 2025 Jottings Policy 2022 - 2025 Declarative Knowledge: The Importance of being fluent in Maths. At Captain Webb we prioritise core declarative knowledge from an early age, so that pupils are familiar with the facts and methods that will form the strategies taught and applied later in the learning sequence.’ We strongly believe that mathematical fluency skills help pupils to think faster and more clearly; giving them a formative start in order to tackle complex problem-solving and reasoning questions. The school follows the Numbersense program which systematically teaches factual fluency and provides a progressive approach to achieve factual fluency in additive and multiplicative facts for each and every child. Numbersense Progression Document 2022 - 2025 YEAR 4 MULTIPLICATION PROGRESS CHECK “Leaving primary school with a fundamental grasp of basic numeracy is as important as leaving being able to read. And just as the phonics check has helped more children learn to read, this will ensure more pupils know their times tables.” Nick Gibb, schools minister. In June each year, Year 4 pupils are required to sit a multiplication tables check (MTC). This test is online and will require the children to answer 25 questions on their multiplication knowledge from two to twelves times table. Pupils are given 6 seconds per question with three seconds rest between each question, so the test should last less than 5 minutes. The MTC will establish which pupils’ times table knowledge is at the expected level and will also help identify which pupils are struggling with their times tables so they can get extra support. To help your child prepare for these checks, we progressive introduce multiplication facts from year 1 with the expectation that all facts will be known by the end of Year 4. (See the multiplication Planner). As a school, we also use Time Table Rock Stars. This is an interactive online program which allows your child to practice key facts at speed and allows the teacher to see which facts the children are having difficulty with. Questions on the six, seven, eight, nine and twelve times table are more likely to come up most often and as these are the hardest for most children to learn, it is a good idea to focus on learning these tables with your child. For more information regarding the multiplication tables check, please click the link below. https://www.gov.uk/government/publications/multiplication-tables-check-information-for-parents ​ Archived home-work can be found at Captain Webb Primary - YouTube

Jak zarządzamy i chronimy Twoje dane Ogólne rozporządzenie o ochronie danych (RODO) ​ Ogólne rozporządzenie o ochronie danych (RODO) to ogólnounijny akt prawny, który określi, w jaki sposób dane osobowe osób są przetwarzane i przechowywane w bezpieczny sposób, oraz jakie prawa przysługują osobom w odniesieniu do ich własnych danych. ​ „Dane osobowe” oznaczają informacje, które umożliwiają identyfikację żyjącej osoby. ​ Główne zasady ​ RODO określa kluczowe zasady, z którymi należy przetwarzać wszystkie dane osobowe. ​ Dane muszą być: przetwarzane zgodnie z prawem, rzetelnie i przejrzyście; zbierane w konkretnych, wyraźnych i prawnie uzasadnionych celach; ograniczone do tego, co niezbędne do celów, w których są przetwarzane; dokładne i aktualizowane; trzymane bezpiecznie; przechowywane tylko tak długo, jak jest to konieczne z powodów, dla których zostały zebrane ​ Istnieją również silniejsze prawa osób fizycznych w odniesieniu do ich własnych danych. ​ Prawa osoby fizycznej obejmują: uzyskanie informacji o sposobie wykorzystania jej danych, dostęp do swoich danych, sprostowanie nieprawidłowych informacji, usunięcie danych, ograniczenie sposobu wykorzystywania danych, przeniesienie danych z jednej organizacji do drugiej i sprzeciwić się w ogóle wykorzystywaniu ich danych ​ Nowe wymagania ​ RODO jest podobne do Ustawy o ochronie danych (DPA) 1998 (której szkoły już przestrzegają), ale wzmacnia wiele zasad DPA. Główne zmiany to: ​ Szkoły muszą wyznaczyć inspektora ochrony danych, który doradzi w zakresie zgodności z RODO i innymi odpowiednimi przepisami o ochronie danych protection Informacje o ochronie prywatności muszą być jasne i proste oraz zawierać dodatkowe informacje – „podstawę prawną” przetwarzania w szkole, prawa jednostki w odniesieniu do jej własnych danych Szkoły będą miały tylko miesiąc na spełnienie próśb o dostęp do przedmiotów i w większości przypadków nie mogą pobierać opłat Jeżeli szkoła potrzebuje zgody osoby fizycznej na przetwarzanie danych, zgoda ta musi być dobrowolna, konkretna, świadoma i jednoznaczna Wprowadzono nowe, specjalne zabezpieczenia danych dzieci Biuro Komisarza ds. Informacji musi zostać powiadomione w ciągu 72 godzin od naruszenia danych Organizacje będą musiały wykazać, w jaki sposób przestrzegają nowego prawa Szkoły będą musiały przeprowadzić ocenę wpływu na ochronę danych, rozważając wykorzystanie danych w nowy sposób lub wdrożenie nowej technologii do monitorowania uczniów data ​ Jak dążymy do osiągnięcia tego? ​ W Captain Webb Primary School poważnie traktujemy ochronę danych i zapewniamy pełną zgodność zarówno z ustawą o ochronie danych, jak i nowym ustawodawstwem RODO. W tym zakresie podjęliśmy następujące działania: ​ Jesteśmy zarejestrowani jako Administrator Danych w Information Commissioners Office – nasz numer rejestracyjny to Z6446791 Zatrudniliśmy inspektora ochrony danych na podstawie umowy z władzami lokalnymi. Zaktualizowaliśmy naszą Politykę ochrony danych i zapewniamy jej coroczne przeglądy w celu zapewnienia zgodności z przepisami (patrz poniżej). Polityka zawiera nowe wytyczne dotyczące składania wniosków o dane oraz procesu, który rodzice/opiekunowie będą musieli przestrzegać. Zaktualizowaliśmy naszą Politykę dotyczącą wolności informacji i zapewniamy, że jest ona corocznie sprawdzana w celu zapewnienia zgodności z przepisami (patrz poniżej). Przeprowadziliśmy audyt danych wszystkich informacji otrzymanych, przechowywanych lub udostępnianych przez szkołę. Obejmuje to wskazanie osoby odpowiedzialnej za każdy strumień danych, analizę sposobu, w jaki dane są otrzymywane, przechowywane, ich znaczenia, czy mamy prawny cel przechowywania danych i czy są one usuwane/niszczone w odpowiednim czasie. Potwierdziliśmy, że organizacje, z którymi udostępniamy dane, również przestrzegają przepisów RODO i ochrony danych. Zaktualizowaliśmy naszą Politykę prywatności (patrz poniżej) Zorganizowaliśmy coroczne szkolenie z zakresu ochrony danych i nowego RODO dla wszystkich pracowników, którzy przetwarzają dane (tj. mają dostęp/korzystają z posiadanych przez nas informacji). Przeanalizowaliśmy nasze cele prawne dotyczące przechowywania i wykorzystywania danych. Chociaż większość wykorzystywanych przez nas danych jest wykonywana zgodnie z obowiązkiem prawnym (tj. zgodnie z Ustawą o edukacji z 1996 r. lub Zapewnienie dzieciom bezpieczeństwa w edukacji (DfE, 2016) i pozwala nam wykonywać nasze zadania publiczne, niektóre wykorzystywane przez nas dane nie są zawsze będziemy prosić rodziców o zgodę. Zaktualizowaliśmy nasz formularz zgody rodziców (patrz poniżej), aby zapewnić rodzicom, że wyraźnie widać, o co proszą, i mogą pozytywnie wyrazić zgodę. ​ Zgoda może zostać wycofana przez rodzica w dowolnym momencie, korzystając z poniższego formularza zgody lub kontaktując się z sekretariatem szkoły Chociaż edukacja Twojego dziecka nie jest uzależniona od Twojej zgody, prosimy również o wyrażenie zgody na określone czynności. Chociaż nie jest to objęte zakresem RODO, odmowa wyrażenia zgody na niektóre prośby (tj. wycieczki i wizyty, oglądanie filmu) może mieć wpływ na włączenie Twojego dziecka do niektórych działań edukacyjnych . Parental Consent Form and Information Governance Policies Pupil/Parent Privacy Notice Read More Parental Consent Form Read More Information Sharing Policy - Mar 23 -Mar 24 Read More Mobile Phone Policy - Sep 23 Read More Data Protection Policy - Sep 24 Read More FOI Policy - Sep 21 Read More FOI Model Publication Scheme Read More

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

School Games Mark Award 2023.25 Captain Webb received the top accolade for school sport and games: The School Games PLATINUM Award ! This Government led scheme rewards schools for their commitment to the development of competition across their school and into the community. We have achieved this award for 4 years running (excluding COVID years). AWARD WINNING PROVISION OF PE. P.E 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 Implementation Physical Education is taught at Captain Webb Primary School as an area of learning, as well as being integrated where possible with other curriculum areas such as Maths where we provide a contextual opportunity for time and measure. We have implemented a curriculum where pupils from the age of 2 to the age of 11 not only enjoy but also allows them to experience a range of activities that broaden their knowledge and experience. PE consists of two hourly lessons per week. During the summer term Year 5 and 6 receive high quality swimming lessons where there is also a focus on performing lifesaving strokes. ​ The key knowledge and skills of each topic are mapped across each year group. This ensures that children develop their knowledge of games, dance, gymnastics, athletics and outdoor and adventurous activity progressively throughout the whole school. The skills in these areas are also developed systematically, with the programme of study for each year group building on previous learning and preparing for subsequent years. Knowledge and skills are informed and linked to enable achievement of key stage end points, as informed by the 2014 National Curriculum. We teach lessons so that children develop fundamental movement skills, become increasingly competent and confident and access a broad range of opportunities to extend their agility, balance and coordination, individually and with others. Every lesson requires the children to think of the importance of preparing their body for physical activity, acquiring and developing new knowledge and skills and also evaluating and improving their performances and the performance of others. ​ As part of the Telford School Sport Partnership children are given a wide range of opportunities to engage in inter and intra competitions throughout the year. This allows them to communicate, collaborate and compete against each other on a consistent basis. At Captain Webb we acquire an outside agency to teach PE alongside class teachers. This ensures that every child receives high quality PE and that teachers receive specialist training on a regular basis. This guarantees sustainability. They also provide opportunities for children to extend their school day by taking part in a variety of activities thus supporting their health and well being during the current pandemic crisis. Our PE Curriculum, along with PSHE and science, teaches children about the importance of healthy living and learning about the need for good nutrition. We aim for children to develop the necessary knowledge and skills which will have a positive impact on their future by becoming physically active citizens to benefit their long-term health and well-being. This is delivered during Health Awareness Week which focus on cross curricular links with PSHE and Science. ​ Impact In order to increase our children’s cultural capital, we provide opportunities for the children to; ​ Inter sporting competitions such as the Crossbar cup. A range of intra sporting competitions such as Archery, Boccia and New Age Curling. Arthog Outreach where children experience canoeing, caving and climbing. Arthog residential visit where children experience a variety of outdoor activities such as, orienteering, mining, mountain walk as well as team building activities where children focus on problem solving. France residential visit where children experience survival skills, scavenger hunt and take part in Chateaux Olympics. ​ The school achieves well in a number of sporting activities and achieved a School Games Mark Gold Award in recognition of its PE provision and children’s access to competitive sports which the school has maintained since 2017. The use of external agencies such as West End Dance also demonstrates the positive impact of the Pe curriculum. We are now working towards achieving an AFPE Quality Games Mark Award which acknowledges and celebrates outstanding practice and innovation in Physical Education, School Sport and Physical Activity. Physical Education Policy 2024.25 P.E. Long Term Plan 2024.25 Athletics Skills and Knowledge Progression Plans Dance Skills and Knowledge Progression Plans Gymnastics Skills and Knowledge Progression Plans Invasion Games Skills and Knowledge Progression Plans Net Games Skills and Knowledge Progression Plans Striking and Fielding Skills and Knowledge Progression Plans Swimming Skills and Knowledge Progression Plans Target Games Skills and Knowledge Progression Plans PE SEND Captain Webb Primary School provides a holistic whole school approach to delivering more than the minimum CMO guidelines of 60 minutes of activity every day. We have achieved this in many ways. ​ Within the school week, we provide all children with 2 hours of timetabled PE. A minimum of 1 hour is delivered by a qualified sports coach with the other hour being delivered by the class teacher. During these lessons children aren’t only taught knowledge about the sport they are playing, they are also taught how to warm up and why this is important. PE is also used as a cross curricular link to support the children’s learning. An example of this is the maths unit which focuses on measure, ordinal numbers and time. Here the measure the length of a jump, order where their friends came in a race and time how long it takes their friends to complete a race. In PSHE children are taught how to keep healthy, this includes knowing how to eat a balanced diet and why this is important. ​ In this current financial crisis, we aim to support the parents as much as possible. So to ensure that all children are able to participate in PE with the correct clothing, we provide them with a universal PE kit. This creates an inclusive environment where everyone feels involved. ​ At Captain Webb we also understand the importance of brain breaks. We engage the children in physical activity during the start of a lesson. This usually takes place in EYFS and KS1 where an introductory video to a lesson that promotes movement is shared. The Jack Hartman channel, which is one of our favourites to use, involves maths skills alongside singing and physical movement. Go Noodle is also used, this can range from dancing, yoga and call and respond movement songs. Our Daily Mile track is used in the afternoons in between lessons as a brain break. Children complete laps around the track and complete activities at different stations during their lap. ​ Our swimming programme changed venues this year as our local swimming pool had closed so this meant finding alternative provision further afield. Although this was stressful and more costly to the school it was worth it seeing the enjoyment on the children’s faces and their amazing progress. Due to COVID our swimming percentage of children who can swim 25 metres unaided plummeted to 20%. We therefore prioritised this and spent extra funding and by the end of the sessions, this had increased to 70%. This is our highest percentage to date. ​ Including the statutory two hours of PE we are very proud that we also provide a range of physical lunch time activities. Children can take part in the following carousel activities: daily mile, football, parachute games, adventure playground, acting out stories in forest school and basketball. ​ In addition to this, we have appointed sports leaders throughout the school. Two children represent each year group. These children attend regular meetings with the PE coordinator. During these meetings the leaders have contributed to the breadth of curriculum and after school club activities. They also supported the coordinator with organising Sports Day and with activities on the day. ​ We also offer a range of other sports clubs after school with the aim of appealing to all children; these include netball, hockey, dance, cricket, athletics, and dodgeball. These clubs are provided by teachers, external sports coaches, and local club volunteers. This year the attendance at these clubs has been higher than ever. Our after-school club (wrap around provision) also offer physical activities and games every evening, as well as access to the climbing frame, hall and the playground. To increase our children’s cultural capital and physical activity, we provide these unique opportunities for the children to take part in; ​ Arthog Outreach where Year 3 and Year 5 students experience canoeing and caving. Arthog residential visit where Year 4 pupils experience a variety of outdoor activities such as, orienteering, mining, mountain walking as well as team building activities where children focus on problem solving. France residential visit where Year 6 children experience survival skills, scavenger hunting and take part in Chateaux Olympics. Furthermore, we have established a wide range of links with clubs and sports centres in our local area which have encouraged children to continue to be active outside of the school environment. These links include secondary schools, Shropshire Cricket Board, Hexagon Telford Tigers Schools Partnership, Tennis Shropshire Schools, Multicultural Development Telford & Wrekin, Bikeability and Sports for Champions. As a school, we also advertise and offer taster sessions and assemblies, where coaches come in and allow the children to experience these sports in the school environment. We have recently acquired a new partnership in Sports for Champions. This partnership offers the children of Captain Webb Primary School the opportunity to raise money whilst exercising alongside a Team GB athlete. Bikeability provides children the opportunity to take part in a practical cycling training course, delivered by Telford & Wrekin Council’s Bikeability Team. Bikeability is a national standard cycle training programme designed to give cyclists the skills and confidence to cycle in modern road conditions. ​ Finally, our association with the Telford School Sports Partnership continues to have a positive impact on our PE curriculum. They provide important CPD opportunities for our school staff to upskill and to ensure the quality of lessons they deliver are at a high level. They also provide engaging sporting festivals and transition events. They arrange inter school sport competitions for all abilities and ages. We have entered many all-inclusive competitions including dodgeball, archery, athletics, kwik cricket, new age kurling and football. We also regularly enter more than one team into competitions, ensuring that we offer not only competition for competing, but also competition for participation. This enables a larger proportion of children to experience a competitive environment and ensures that they are exceeding the minimum requirement of being active for 60 minutes a day. ​ In conclusion, through our provision of lunchtime and afterschool clubs, sports leaders, community links, timetabled PE sessions and a wide range of competitions for all abilities, we provide at least the minimum CMO guidelines of 60 minutes of activity per day. As a result of this, children in our school have active lifestyles and they understand the importance of looking after their body and being healthy. This is something that they take forward with them as they leave Captain Webb Primary School environment and transition into secondary school.

OUR SCHOOL STAFF Senior Leadership Team: Headteacher - Mrs Sarah Passey Deputy Head - Mrs Nicola Weston-Blakey Assistant Head (KS1) - Miss Natalie Manns Assistant Head & SENCO (KS2) - Mr Chris Pilling EYS Lead - Mrs S Brannon Early Years: Reception Class 1- Mrs K McGee (Teacher), Mrs S Cecil (TA) Reception Class 2- Mrs Brannon (Teacher), Mrs K Jones (TA) Preschool - Miss L Hallybone (Teacher), Miss E Burns (TA) Nursery Manager - Miss S Cox Daycare - Mrs Amy Lewis (Room Lead), Mrs H Anthony (TA), Miss A Halford (TA), Key Stage 1: Year 1 Class 1- Mrs K Longmore (Teacher), Miss D Evans (TA) Year 1 Class 2- Miss E Robinson (Teacher), Mrs S Reynolds (TA) Year 2 Class 1- Mr A Davies (Teacher) Year 2 Class 2- Miss S Jenkins (Teacher) KS1 Support - Mrs G Limer (TA), Miss M Lloyd (TA) Key Stage 2: Year 3 Class 1- Miss N Manns (Teacher), Mr R Harris (Teacher) Year 3 Class 2- Miss J Roberts (Teacher) Year 3 Support - Mrs C Watkins (TA & Pastoral Support), Miss A Farley (TA) Miss K Willets (TA) Year 4 Class 1- Miss T Read (Teacher) Year 4 Class 2- Miss R Hill (Teacher) Year 4 Support - Mrs C Withers (TA) Year 5 Class 1- Mr C Pilling (Teacher), Mrs F Tranter (Teacher) Year 5 Class 2- Mr S White (Teacher) Year 6 Class 1- Mrs Weston (Teacher) , Miss K Wootton (Teacher) Year 6 Class 2- Miss M Saville(Teacher) KS2 Children's Support - Mrs J Davies (TA), Mrs M Abbey-Offland (TA), Mrs L Fewtrell (TA), Mrs I Perry (TA) Mrs J Garrard (TA) SENCO: Mr C Pilling (Teacher/SENCO) Speech and Language Support : Mrs J Walker (TA) Pastoral: Mrs G Boden (DSL &Pastoral Lead), 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

PROTECTED CHARACTERISTICS PROMOTING THE NINE PROTECTED CHARACTERISITICS The Equality Act became law in 2010. It covers everyone in Britain and protects people from discrimination, harassment and victimisation. ​ The Equality Act protects people against discrimination because of the protected characteristics that we all have. ​ Under the Equality Act, there are nine protected characteristics: Age Disability Gender reassignment Race - including colour, nationality, ethnic or national origin Religion or belief Marriage or civil partnership Sex Sexual orientation Pregnancy and maternity No form of discrimination is tolerated at Captain Webb Primary School and our pupils show respect for those who share the protected characteristics. ​ We do not teach about all the protected characteristics in every year group. The curriculum is planned and delivered so that our pupils develop age appropriate knowledge and understanding during their time at Captain Webb Primary School (see below). ​ Each year group also have a selection of books to support in the delivery of the nine Protected Characteristics. Protected Characteristics - Content by year group. Nursery Reception Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Captain Webb Primary School Equality Policies Pupil Equality Policy Staff Equality Policy

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

Niezapomniane przeżycia Zapewnienie dzieciom znaczących „pamiętnych doświadczeń” jest kluczowym elementem nauki w szkole podstawowej Captain Webb. Na początku każdego tematu półrocza, coroczna grupa albo udaje się na wizytę, albo ma dzień tematyczny prowadzony przez eksperta w tej dziedzinie. Umożliwia to dzieciom doświadczenie z pierwszej ręki ważnych elementów dla każdego obszaru tematycznego uczenia się; słyszeć i używać kluczowego słownictwa; kontekstualizować ich pisanie i matematykę oraz rozwijać solidne zrozumienie odpowiednich pojęć historycznych, geograficznych lub naukowych. Zapewniamy również naszym dzieciom wiele możliwości nauki na świeżym powietrzu poprzez całodniowe i stacjonarne wizyty w Arthog Outreach Centre w Walii oraz wyjazd do Francji w klasie szóstej! Naszym celem jest zapewnienie, że (poprzez zwiedzanie muzeów lokalnych i regionalnych oraz miejsc o znaczeniu historycznym i geograficznym) dzieci opuszczają naszą szkołę pod koniec Etapu Kluczowego 2 z kapitałem kulturowym i głębokim zrozumieniem tego, skąd pochodzą. ​ Dziecko, które spędza swoje lata w szkole podstawowej w Captain Webb Primary School, przeżyje w szkole dwa dni tematyczne prowadzone przez nauczycieli; odbył cztery wycieczki do lokalnej społeczności; odwiedził pięć miejsc o znaczeniu lokalnym; uczył się od czternastu ekspertów w swojej dziedzinie; odwiedził osiem punktów geograficznych i historycznych oraz doświadczył artefaktów i wystaw z dziewięciu różnych muzeów! Recepcja doświadczyła szeregu egzotycznych zwierząt w ramach tematu „Co się dzieje, gdy zasypiamy?”. Rok 2 odwiedza Park Hall Farm na początku ich tematu „Muck, bałagan i mieszanki” Rok 4 zbudował tipi w „Dzień Rdzennych Amerykanów” podczas tematu „Wycieczka samochodowa w USA” i odwiedził Wydział Nauki Langley podczas tematu „Mikstury”. Rok 5 doświadczył bycia Tudorami podczas warsztatów na temat „Precz z głową!” Rok 6 odwiedził Birmingham Sea Life Centre w ramach tematu „Królestwo Mrozu”. Oto, co nasza Samorząd Uczniowski ma do powiedzenia na temat pamiętnych doświadczeń Szkoły Podstawowej im. Kapitana Webba: ​ Czym jest niezapomniane przeżycie? ​ „Kiedy mamy doświadczonych gości lub kiedy wybieramy się na wycieczki, które będziemy pamiętać” Dlaczego robimy niezapomniane doświadczenia? Aby dobrze się bawić i zapamiętać te doświadczenia na zawsze – nawet gdy jesteśmy starsi Aby pomóc w nauce – zobaczyć rzeczy w prawdziwym życiu Aby pomóc nam w naszym pisaniu – abyśmy wiedzieli o czym piszemy. To dla nas realne. Kiedy się o nich dowiadujesz, możesz sobie wyraźniej wyobrazić rzeczy. Aby pomóc nam również we wszystkich innych tematach. Wkładają słownictwo w sytuacje z życia codziennego. Czasami używamy go do pracy kontekstowej w matematyce – w zeszłym roku pojechaliśmy do zoo w Chester i zaprojektowaliśmy nowy park, gdy poznawaliśmy okolicę. Możemy się dobrze bawić i wspominać wspaniałe czasy w naszej szkole. Kiedy przychodzi ekspert, mogą nam pomóc. Pomagają nam się uczyć. Jeśli pójdziesz do muzeum, nie możesz zadawać pytań o przedmioty… ale możesz zapytać eksperta! Czy niezapomniane doświadczenia pomagają w nauce? Tak... zwłaszcza w pisaniu, matematyce, temacie, nauce, czytaniu, historii, geografii i RE (kiedy idziemy do kościoła) „Gdybyśmy nie robili już niezapomnianych doświadczeń, nie zobaczylibyśmy rzeczy w prawdziwym życiu, a to wpłynęłoby na naszą naukę. Szkoła nie byłaby tak dobra”. Jak myślisz, jakie było Twoje najlepsze niezapomniane doświadczenie do tej pory? ​ West Midlands Safari Park, ponieważ musieliśmy wybrać się na przejażdżki, które pomogły nam w pisaniu narracji, które rozgrywało się w parku rozrywki. Western Park, ponieważ robiliśmy zabawki i uczyliśmy się o zabawkach. Park Hall Farm, ponieważ mogłem zobaczyć wszystkie zwierzęta, o których się uczyliśmy. Pokaz Złotego Biletu, bo zobaczyliśmy klauna. Widząc, jak naukowiec przeprowadza sekcję serca, ponieważ pokazał nam, jak wyglądają wszystkie komory serca. Pizza Express, bo naprawdę musimy zrobić pizzę! Pojechaliśmy na farmę i było świetnie, bo zobaczyliśmy wyścig świń. Niezapomniany! Robienie prawdziwego tipi, gdy poznawaliśmy rdzennych Amerykanów, ponieważ doświadczyliśmy, jak naprawdę żyli. Stone Age Center, ponieważ faktycznie musieliśmy użyć prawdziwego węgla drzewnego do pracy artystycznej, tak jak ludzie z epoki kamienia. ​ ​