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The curriculum in a Hurst Education Trust (HET) school is broad, rich and ambitious, underpinned by its Christian vision and values. It is inclusive, enabling every child to flourish and preparing them well for future success for life in general and when they enter the world of higher education, training or work. A HET & Albourne Curriculum The curriculum in a Hurst Education Trust (HET) school is broad, rich and ambitious, underpinned by its Christian vision and values. Find out more English Our overarching intent for English lessons is to promote high standards of language and literacy. Find out more Mathematics We believe the way we teach maths is unique and best suited to meet the needs of every child in our classrooms. Find out more Religious Education As a Christian school, our Religious Education (RE) lessons are an important part of our curriculum as Jesus’ teachings are the basis of our school values. Find out more History Find out more Science Science lessons are enhanced by fun experiments and practical work. We take part in British Science Week by holding STEM (Science, Technology, Engineering and Mathematics) workshops. Find out more Art and Design At Albourne we celebrate a culture of creativity! We have developed a broad and ambitious Art and Design curriculum for our young learners. Find out more Design Technology Find out more Music Our music curriculum is designed to motivate, inspire and educate children, while providing them with a creative outlet. Find out more Physical Education We regard PE lessons and participation in sport as highly important for all children. We work hard to ensure pupils are enthusiastic about sports at all ages. Find out more Geography Inspiring lifelong curiosity & creating informed global citizens Find out more Computing Inspiring lifelong curiosity & creating informed global citizens Find out more PSHE Personal, Social, Health and Education (PSHE), including Relationships and Health Education, is an important part of the whole curriculum at Albourne. Find out more EYFS Find out more OPAL Play We have adopted the Outdoor Play and Learning (OPAL) Primary Programme to enhance pupils’ break times. Pupils can take part in active pursuits and have access to a range of traditional and modern equipment. Find out more Grow it Cook it Beach School Our Grow it Cook it Beach School offers children regular opportunities to develop their self-esteem through hands-on learning in a natural environment. Find out more Contact us The Street Albourne Hassocks West Sussex BN6 9DH 01273 832003 Office Manager: Mrs R Sweet office@albournecep.co.uk Headteacher: Ms F Keeling head@albournecep.co.uk SENCo: Ms Nargis Miah nmiah@albournecep.co.uk @albourneprimary Quick links Parents Key information Wrap Around Care Progress and Performance Admissions Diary dates Downloads Contact us

Welcome to Albourne C.E. Primary School. We are a friendly and welcoming Church of England School situated in Albourne village in the Mid Sussex countryside. Programme of Events Summer 2 Latest Newsletter Vision & Values Document Hurst Educational Trust & Albourne Vision Ofsted & SIAMS Reports 2025 Summer 1 Ask Me Abouts School @ a glance The Albourne Way Living life to the full Welcome to Albourne C of E Primary Ofsted 2025 Meet The Explorer, The Polisher & The Listener delight in showing their knowledge PUPILS LOVE LEARNING display impeccable manners and behave well 'Children at Albourne are fortunate to be there. ' 'They flourish from start to finish.' SIAMS Inspection January 2025 high expectations of pupils' learning and behaviour pupils' exceptionally strong attitudes to school To play, press and hold the enter key. To stop, release the enter key. We are a friendly and welcoming church school situated in Albourne village in the Mid Sussex countryside. We teach Primary School children age 4 to 11 years. Explore Headteacher's Welcome I am proud to lead an exceptionally committed and caring staff team in this thriving school. We are set in the heart of Albourne village in beautiful rural surroundings at the foot of the South Downs. Read more Christian Life Our Christian values are the basis for everything we do at Albourne and they play a key role in the development of our pupils academically, emotionally, morally, socially and spiritually. Find out more Curriculum Education at Albourne is inclusive and lessons are delivered in a way that ensures every child is accepted and valued for their individuality. Find out more Wrap Around Care We offer Wrap Around Care before and after the school day, in order to support working parents. Our provision includes a Breakfast Club, a range of extra-curricular clubs and an After School Club. Find out more Albourne school is like a big family - the children look out for each other and all staff and students know each other, regardless of which class they are in. The Albourne way has strengthened this as well as making the children aspire to constantly improve their work. Survey 2024 Latest news For all the latest school and class news, follow us on Instagram. Follow us on Instagram

Information for parents/carers about attendance and absence. Attendance and Absence Information for parents. The 2024-25 academic year Whilst we understand families will be looking forward to travel and holidays abroad again, after the past couple of years' disruption, but we want to set expectations now: as a school we will NOT be authorising holidays during this academic year (2024-25). Every day in school counts and we will be monitoring attendance and lateness on a daily basis. Reporting an absence If your child is going to be absent from school, we expect you (the parent/carer) to do the following: Call the school office before 9.00am to explain absence each day your child is off school - this is for safeguarding reasons. Ensure you provide a written letter of explanation when your child returns to school, in addition to the phone calls, so we can maintain accurate records. If your child’s absence is longer than three days we would expect medical advice to be sought. If parents/carers have not contacted school, they will receive a message asking them why the child is not at school. Unexplained absences may also be followed up by a home visit or a letter. If the reason for the absence is not explained then the absence will be marked as unauthorised. When to contact us Please do contact us if you are having any difficulties or face challenges we may not be aware of, before it becomes a problem that we need to raise with you. Withdrawal from learning requests In line with the Department for Education (DfE), we will not authorise pupil absence for withdrawal from learning during term time unless there are unusual and compelling circumstances. This applies to absences of any length. The withdrawal from learning request process is as follows: All withdrawal from learning requests should be made to the Headteacher by completing a form which is available from the school office, and below. The Headteacher will speak to you (the parent/carer) regarding your request It is possible that unauthorised absence will trigger involvement from the Local Authority Attendance Team and you could be liable for a fine. The school scrutinises registers regularly to identify any patterns of absence/poor punctuality and these are discussed with the Headteacher to see there is anything the school can do to assist. In cases where attendance and punctuality do not improve, further support will be sought from the Local Authority Attendance Team. Your assistance in setting good attendance patterns early is much appreciated and it will help your child later on in their education. Local Authority information and guidance about attendance can be found on the WSCC School absences page . Medical appointments Every effort should be made to arrange medical appointments outside school hours. If it is necessary for a child to be out of school for this reason, the child should be returned to school directly after the appointment. Proof of the appointment should be shown to the school office. Parents/carers must inform the school of any planned absences in advance using the absence request form. Copies of these will be kept with the child's records. Holidays during term time Parents should be aware that taking holidays in term time are not an entitlement and are strongly discouraged by the Government, Local Authority and the school. The Headteacher can only authorise absences for exceptional circumstances - and this will be rare. Why attendance matters Attendance is important to us - and will continue to be so - not because of any targets we, or others, set for us but because when your child is not in school, they are missing their education. In addition, the children have missed so much time in school over recent years, during the Covid-19 pandemic. Attendance and punctuality are an important part of good behaviour and such an important life skill. It is an essential requirement in any job and habits formed early become embedded. Pupils who miss valuable time in classrooms fall further behind and become more disengaged from the work of the class. It is hard to regain this ground and hard to motivate pupils when attendance drops. Absence Request Form (Word doc) Downloads For all letters, information and forms for parents, please visit our Downloads page. Downloads

Year R Robins Class Following the Albourne Way living life to the full Robins Curriculum Overview 2024-25 EYFS...The Albourne Way 2024

Information on our forthcoming events for parents and prospective parents, including our Open Days. Diary Dates Forthcoming events for parents and prospective parents this term. Forthcoming events Open Days for Prospective parents Wednesday 2nd October at 9:30 Tuesday 8th October at 1:30 Saturday 12th October 11:00 Wednesday 13th November 4:00 Thursday 28th November 9:30 For parents who would like to find out more about our school before applying for a place, or those who have already applied to our school and would like to visit again to see what's new. Please reserve your place by contacting the Office at office@albournecep.co.uk or by calling 01273 832003. Check back again soon for more events this term. Term dates View the West Sussex County Council school term dates for 2024-25. School Calendar with INSET Days Term dates 2024-25 (westsussex.gov.uk) School Calendar with INSET Days 2025-2026

Following the Albourne Way living life to the full Ask Me About Spring 2 Ask Me About Spring 1 Ask Me Abouts Autumn 2 Ask Me Abouts Autumn 1 Meet the Teacher September 2024 Wagtails Curriculum Overview 2024-25 Ask Me About Summer 1 Year 1 Wagtails Class Ask Me About July 2024 Ask Me About May 2024 Ask Me About March 2024

The Admissions Policy for Albourne Church of England Primary School is common to all Local Authority community or voluntary controlled schools in West Sussex. Admissions Find out how to apply to our school. Albourne Church of England Primary School is an academy within the Hurst Education Trust. As such the Trust is the Admission Authority responsible for all decisions in connection with admitting pupils. The Trust delegates the responsibility for admissions to the Governing Body of the school. Our admission arrangements are explained in our Admissions Policy. Every year our admission number (PAN) for Reception is 30 West Sussex operates a coordinated admission scheme for primary schools. Our admissions policy can be found here. Applications for Reception September 2025 Please note that for children who are eligible to start school in September 2025, parents/carers should apply online for a school place for their child. For full details and to apply online, please visit School places - West Sussex County Council If you need to complete a paper application form, please contact the West Sussex Pupil Admissions Team: Telephone: 033 301 42903 Email: admissions.north@westsussex.gov.uk Applications received after the closing date are considered late and dealt with after all those received on time. Open Day visits We hold open sessions for parents to visit our school to find out more about us. This is an ideal opportunity to help you decide on the right school for your child. Details of these events are listed below. Please reserve your space at an Open Day by calling the School Office on 01273 832003. Applying for Recption 2025 Key information downloads For all key information and school policy documents, please follow the link to our Policies page. Policies

We have adopted the Outdoor Play and Learning (OPAL) Primary Programme to enhance pupils’ break times. OPAL Play Enhancing pupils' break times. We have adopted the Outdoor Play and Learning (OPAL) Primary Programme to enhance pupils’ break times. Pupils can take part in active pursuits and have access to a range of traditional and modern equipment. Activities include: Dressing up A mud kitchen Water play Hula-hooping Dancing Den-building Tree climbing Riding scooters We have found this OPAL programme has a positive effect on the children’s well-being as well as their performance in lessons. You can find out more about the OPAL programme at outdoorplayandlearning.org.uk We also employ a Sports Leader at lunchtimes to facilitate different opportunities for pupils to play different sports. Active Learning Also use Teach Active, a programme of lesson plans for English and maths, to inspire ‘active learning’ and make sure children have opportunities to move around in their lessons. Read more on our Physical Education page. Downloads and links Download our documents for further information about our curriculum.

SEND - Special Educational Needs & Disabilities Following are the policies and reports relating to Special Education Needs and Disabilities (SEND) which we have at Albourne C of E Primary School school to help parents / carers and others in our school to know about our approach to supporting the needs of all children. To contact our SENCo, Ms Miah, please contact the school office on 01273 832003 / office@albournecep.co.uk The SEND Governor is Mrs L Whitmore, who can be contacted here: lwhitmore@albournecep.co.uk Link to West Sussex SEND: Special educational needs and disability (SEND) - West Sussex County Council SENDIAS Home Page - West Sussex SENDIAS Service SEND Report 2025-6 SEND Policy Supporting Pupils with Medical Conditions Local Offer West Sussex

Personal, Social and Health Education (PSHE), including Relationships and Health Education, is an important part of our whole curriculum. Through PSHE children develop the knowledge, skills and understanding they need to manage their lives. Personal, Social and Health Education Developing knowledge, skills and understanding for life beyond school. Curriculum Overviews Parent Letter RSE 2024 Whole School Overview 2024-25 Parent Information RSE 2024-25 INTENT (Why are we teaching this?) Personal, Social, Health and Economic (PSHE) education is a necessary part of all pupils’ learning to help them to stay healthy, safe and prepared for life. Relationship and Sex Education (RSE) enables young people to learn about healthy relationships, their mental well-being and their understanding of their bodies. At Albourne we believe in providing a nurturing learning environment in which each child is encouraged to develop their full potential, flourish, and celebrate their achievements and successes. As a school, we believe that children are all individuals and therefore, we encourage mutual respect, responsibility, and foster self-esteem in a happy, caring, and safe environment. The teaching and learning of PSHE using the Jigsaw scheme supports and upholds this vision. Behaviour and attitude to learning are underpinned by values that are taught through PSHE lessons, making it integral to the success of the whole school. IMPLEMENTATION (How is it being taught?) At Albourne, we follow the Jigsaw scheme of work to deliver our PSHE. Jigsaw is based on mindfulness philosophy and practice and brings together, PSHE Education, emotional literacy, social skills and spiritual development in a comprehensive scheme of learning. It is designed as a whole school approach, with all year groups working on the same theme (Puzzle) at the same time. Jigsaw holds children at its heart and aims to improve children’s capacity to learn, their resilience, emotional well-being and mental health. In line with statutory requirements, before the Changing Me jigsaw begins, parents will be given information about how children are taught about their bodies. This provides an opportunity for parents to ask questions and be reassured about how lessons are delivered in an age appropriate way. Please read the information provided below. This whole school approach provides structure and familiarity to children and supports their learning by reinforcing key themes. Below you can see an outline of the programme and how it develops through the school year: Jigsaw 3-11 offers a comprehensive Programme for Primary PSHE including statutory Relationships and Health Education, in a spiral, progressive and fully planned scheme of work, giving children relevant learning experiences to help them navigate their world and to develop positive relationships with themselves and others. Jigsaw consists of six half-term units of work (Puzzles), each containing six lessons (Pieces) covering each academic year. Term 1: Being Me in My World Term 2: Celebrating Difference (including anti-bullying) Term 3: Dreams and Goals Term 4: Healthy Me Term 5: Relationships Term 6: Changing Me (including Sex Education) Every Piece has two Learning Intentions, one specific to Relationships and Health Education (PSHE) (in purple) and the other designed to develop emotional literacy and social skills (in green). Puzzles are launched with a whole-school assembly containing an original song, with each year group studying the same unit at the same time (at their own level), building sequentially through the school year, facilitating whole-school learning themes. The various teaching and learning activities are engaging and mindful of different learning styles and the need for differentiation and the Early Years (EYFS) planning is aligned to the National Early Years Framework (England). Each lesson is built upon a Charter which underpins the behaviour and respect that is the basis for each lesson (one is provided within Jigsaw, but children and their teacher can write their own to ensure mutual respect and ownership). The lessons then split into 6 parts, all of which should be included in every session to ensure that the learning follows the optimum progression. Connect us - This is a game or activity designed to be fun and inclusive and to build and maximise social skills. ‘Connect us’ engenders positive relationships and enhances collaborative learning. It sets the atmosphere at the beginning of each Jigsaw Piece and can be used again at the end should the teacher feel the atmosphere needs to be lifted after some deep work during the lesson. Calm me - This section of the Piece helps children gain awareness of the activity in their minds, relaxing them and quietening their thoughts and emotions to a place of optimum learning capacity. This will also engender a peaceful atmosphere within the classroom. It is an invaluable life skill which also enhances reflection and spiritual development. This underpins the mindful approach advocated in Jigsaw. Open my mind - The Reticular Activating System of the brain filters the many stimuli entering the child’s mind at any given time. It is designed only to allow in that which is significant. Therefore, it is important to engage this system with the most important aspects of learning intended for each Piece (lesson). If we do this well, it will enable children to filter out activity around them not significant to this learning intention, thereby improving concentration and learning. Tell me or show me - This section of the Piece (lesson) is used to introduce new information, concepts and skills, using a range of teaching approaches and activities. Let me learn - Following Piaget’s learning model, after receiving new information/concepts, children need to manipulate, use, and play with that new information in order for it to make sense to them and for them to ‘accommodate’ it into their existing learning. Help me reflect -Throughout Jigsaw, children are encouraged to reflect on their learning experiences and their progress. By reflecting, children can process and evaluate what they have learnt, which enables them to consolidate and apply their learning. They are also asked to stop and become aware of their thoughts and feelings in any given moment in Pause Points (brief pauses within the lesson where the children can have a couple of moments to just stop and be to consider whether what they are learning may be particularly meaningful to them). Closure - Each Piece needs safe closure. This will always include the teacher praising the children for their effort, positive attitude and achievement, as well as giving one or two sentences to summarise the key learning points for the children. In addition to this, teachers have the freedom to plan with detail and attention to their individual children. Learners can be scaffolded, and any individual needs can be supported where necessary. The summative assessment process offers criteria for children either working at, beyond or towards the age-related expectations. Greater depth children can be challenged to ensure that they are being given the opportunities to enrich their learning further. The “Class Teacher” page at the start of every puzzle allows time for practitioners to consider the upcoming content. These support teachers to feel more confident in their own subject knowledge, which in turn allows them to extend the learning of the children. IMPACT (What is the effect?) “The positive results of pupils’ learning can then be seen in the standards they achieve.” Ofsted, 2019 The key elements of this for our schools are • Knowing and being able to evidence the impact of the PSHE curriculum both on learners individually and in the school as a whole. • Coherently being able to match and evidence the impact of PSHE with the intent So how can we achieve this? In order to be confident in the impact of PSHE, senior leaders and/or the PSHE leader will monitor the subject effectively using scrutiny and moderation of outcomes (see the “Teachers” tab on the Jigsaw PSHE Community Area for support and ideas with this). We take the time to carry out discussions with pupils and is the only way of knowing exactly what the children feel is the impact for them of their learning. We also take into account colleagues’ views. This can ensure that impact matches intent across the whole school community. Assessment is a major contributor in evidencing the impact and this needs to be tracked to ensure that pupils are building on their skills and knowledge over time. It can then show progression and also uniformity between parallel classes ensuring that in-school gaps or anomalies are dealt with especially issues with teacher confidence. Assessment in Jigsaw is both formative and summative. The two clear learning objectives for each lesson (piece) allow teachers to be mindful of the assessment elements within that session that can formatively help them pitch and plan subsequent lessons, and activities are included in each lesson to give the children the opportunity to self-assess using simple pictorial resources designed in a child-friendly, age appropriate manner. It also allows children of 6 and over the opportunity to identify areas for self-improvement. To support the teacher in tracking each child, there is a ‘Summative Assessment: tracking pupil progress’ sheet that can be used. This sheet has three attainment descriptors for each Puzzle. The teacher can then use a ‘best-fit’ approach to decide whether the child is working towards, working at or working beyond for that Puzzle, highlighting one green and one purple descriptor. The green descriptors will also flag up children who may need more support with emotional literacy or social skills development and they can be signposted to the setting’s pastoral support systems as appropriate. In Piece (lesson) 6 there are also exemplifications to aid teacher judgement for the working towards/ working at/working beyond attainment descriptors. As Jigsaw PSHE is a whole-school approach, rather than simply a lesson-a-week Scheme of Work for PSHE, there are numerous layers built in that engender a sense of belonging and community, and that value every individual, for example: praising one attitude or behaviour each week through the Weekly celebration, bringing the whole school together for assemblies and to sing the Jigsaw songs, and celebrating every child’s contribution to the school community through the 'end of Puzzle outcome. "As part of a whole school approach PSHE develops the qualities and attributes pupils need to thrive as individuals, family members and members of society." JIGSAW PROGRAMME Downloads and links Download our documents for further information about our curriculum. Jigsaw PSHE information for parents/carers Jigsaw RSE in PHSE - information for parents/carers Jigsaw LGBTQ in PHSE - information for parents/carers Jigsaw PSHE content overview (age 3-11) Calm Me Time at Home Jigsaw 00:00 / 06:09 For our PSHE policy please go to our Policies page. Policies