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This is where parents can find and download all our school policy documents. Policies Important school documents. Below are all our school policy documents. New policies are published on our website following the agreement of school Governors, where relevant. Paper copies are available from the school office on request. GDPR From the May 2018, the General Data Protection Regulation (GDPR) replaced the Data Protection Act (DPA). The School collects and uses personal information about staff, students, parents or carers and other individuals who come into contact with the School. This information is gathered in order to enable it to provide education and other associated functions. In addition, there may be a legal requirement to collect and use information to ensure that the School complies with its statutory obligations. We ensure that your personal data is processed fairly and lawfully, is accurate, is kept secure and is retained for no longer than is necessary. The schools registration number is ZB323813. This registration is renewed annually and updated as and when necessary. You can find our Privacy Notice in the list of policies below. Download policies Click to download. Accessibility Plan Acceptable use of technology policy Admissions Policy 2026/27 Admissions Policy 2025/26 Allegations of Abuse policy Anti-bullying policy Behaviour Principles HET Attendance and Punctuality policy Charging and Remissions policy Children with health needs who cannot attend school policy Child Protection & Safeguarding Policy 2025-26 Complaints Procedure (HET) Collective Worship policy Data Protection policy Dog in school policy 2025 Equal Opportunities policy Excellence in Teaching and Learning policy Freedom of Information & publication Scheme Health and Safety policy Internet Use and E-safety policy Medicines in School policy Mental Health and Wellbeing policy Positive Behaviour policy PSHE inc RSE Positive handling policy Privacy Notice Pupils Pupil Premium Strategy Report 2025-2026 RE Policy Remote learning Special Educational Needs and Disabilities (SEND) policy SEND Information Report 2025-6 Suspension and Permanent Exclusion policy Supporting pupils with medical conditions policy Visitors' policy Volunteer policy Whistleblowing

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. Vision and Values Vision & Values The Albourne Way Vision and values Everything we do at Albourne Church of England School is underpinned by John 10:10 ‘Jesus said, “I have come that you may have life in all its fullness.”’ When developing a ‘Culture of Excellence for ALL’, we encapsulated life in all its fullness within The Albourne Way. The Albourne Way came out of our vision to nurture and enable all of our children to flourish and be the person that they are capable of being. The Albourne Way encourages both the community and our children to be caring citizens, confident and independent learners as well as responsible and resilient individuals. They will use the Christian Values, learnt and understood during their time at Albourne School to guide and support them to experience life in all its fullness as they progress from Primary School towards adulthood. 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. We encourage pupils to consider how we model our values through our actions in daily life. We teach our pupils these key values: Perseverance Aspiration Respect Responsibility Kindness Courage Our school’s vision is that, by learning and living these values, our pupils will develop and experience ‘life in all its fullness.’ (John 10:10) Find out more about The Albourne Way . Find out more about our Christian ethos on our Christian life page.

Our Breakfast Club opens at 7.45am for parents who wish to drop their children at school early. Pupils have time for supervised play and activities, both indoors and outdoors, and are provided with a healthy breakfast. Wrap Around Care Offering supervised activities before and after the school day. Our Breakfast Club opens at 7.45am for parents who wish to drop their children at school early. Pupils have time for supervised play and activities, both indoors and outdoors, and are provided with a healthy breakfast. Breakfast is served between 8.15am and 8.30am. The Club offers a selection of cereals; a choice of fruit and toast with a choice of margarine, honey and jam. Milk and/or water is also available. Activities include puzzles, games, colouring and art. When the weather is fine, pupils are able to have supervised play outdoors in the playground. In poor weather the Breakfast Club activities are provided in the school hall. An After School Club is available from Albourne Under 5s for more information please contact them directly on Albournepreschool@outlook.com . Key information downloads For all key information and school policy documents, please follow the link to our Policies page. Policies

Year 5 Woodpeckers Class Following the Albourne Way living life to the full Ask Me About 'Ask Me Abouts' will be added here half-termly to keep you informed about what we have been doing and what we intend to do in Woodpeckers class. Ask Me About Ask Me About February 2024 Ask Me About March 2024 Ask Me About May 2024 Ask Me About July 2024

At Albourne School, we see the way in which we teach mathematics as unique and best suited to meet the needs of every child in our classrooms. Mathematics... The Albourne Way Teaching maths in a unique and personalised way. Maths Whole School Overview 2024-25 HET Calculation Policy Problem Solving Maths….The Albourne Way Everything we do at Albourne Church of England School is underpinned by our vision, The Albourne Way – living life to the full. Children in our school will achieve highly because our expectations for pupil outcomes are ambitious. We have a broad and ambitious Maths programme of study which meets the requirements of the National Curriculum. Children are taught a coherent progression of skills and are given opportunities to answer a range of fluency, reasoning and problem solving questions. We teach content through a mastery approach following concrete, pictorial and abstract representations. Number sense and place value is vital for our learners to be efficient problem solvers who are able to reason and justify their thinking. Recalling basic number facts helps our children to think faster and more clearly, giving them the energy, attention and focus to tackle more complex questions. We believe that maths is achievable for all and we teach through mainly flexible groupings. Often children work within mixed ability groups but at times more targeted challenge and support is beneficial and children may be grouped accordingly. We strive for every learner to feel motivated, empowered and capable so they are confident to apply their learning independently and in real life contexts. With this solid foundation, children have the skills and experience to enable them to develop a love for maths and the resilience to persevere when needed. Challenge to all is provided through deepening understanding rather than acceleration of content. By the end of their time at our schools, children are well equipped with a range of mathematical skills and strategies, which can be effectively transferred in different areas of the curriculum and prepare them for future successes. INTENT To ensure all pupils are fluent mathematicians who are confident in the fundamentals of mathematics through varied and frequent practice with increasingly complex problems over time. In order that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately. To promote mathematical reasoning by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language. To solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions. To encourage a sense of enjoyment and curiosity about mathematics. To make sure that all children leave Albourne Church of England Primary as confident mathematicians. Curriculum planning and organisation We follow the White Rose Maths scheme of learning. Teachers follow the units of work in order outlined by White Rose, but being flexible and spending more or less time on a topic as needed by each cohort. The two exceptions to this are: Year 6, where the order of topics has been adjusted slightly to match how we feel will best prepare the children for the end of Key Stage 2 assessments, and EYFS where NCETM’s Mastering Number is used as the main maths resource (see below), with White Rose being used for non-number based units. This is set out in the Long Term Plan, which also details the timing of reflection weeks (where learning is assessed, consolidated and extended) and the problem solving focus for each half-term. To ensure working mathematically skills are taught systematically and consistently, each half-term children will have at least one stand-alone problem solving lesson which focuses on a specific problem solving strategy. Mastering Number at Reception and Key Stage 1 is used in Reception, Year 1 and Year 2. In Year 1 and 2 this is an additional daily teacher-led session of 10 to 15 minutes, designed to ensure that pupils develop fluency with, and understanding of, number that is crucial to future success in maths and academic progress more generally. As of 2024/25 we will also be taking part in Mastering Number at Key Stage 2. To further support fluency with number facts and times tables, the school use ‘Mighty Multiples’. Starting in Year 1 children practise and take challenges in number bonds and multiplication and division facts. Certificates are awarded when children reach key milestones: Bronze: Number bonds to 10 and 20, including word problems. Silver: 2, 5, and 10 times tables, multiplication and division facts and word problems and well as the ‘Mixed 1’ challenge including all 3 times tables learnt so far. Gold: 4, 3, and 8 times tables, ‘Mixed 2’ (2, 5, 10, 4, 3 and 8), all including multiplication and division facts and word problems. Platinum: 6, 7, 9, 11 and 12 times tables, multiplication and division facts and word problems, finishing with ‘Mixed 3’ (all times tables 12 x 12). In addition to this Times Tables Rocks Stars used as a way for children to practise their fluency at school and at home. While teachers use White Rose resources as the basis for their planning, they are encouraged to add to these with additional resources as they see fit. Teachers will carefully select which parts of maths resources are used to ensure a teaching for Mastery approach, which includes the five big ideas. We are part of the Sussex Maths Hub Maths Mastery Programme. We are taking part in the ‘embedding’ programme in 2023/2024 and will move to ‘sustaining’ in 2024/2025. This has provided excellent CPD and support for teachers across the school. Other resources that support the planning and teaching of a Mastery approach are: Albourne Progression in Calculation document NCETM, Teaching for Mastery https://www.ncetm.org.uk/teaching-for-mastery/ Nrich, http://nrich.maths.org/teacher-primary Other problem solving and reasoning resources to be found in each class: I see reasoning, Talk it, Solve it. IMPLEMENTATION Teaching The main features of a maths lesson at Albourne include: The lesson starting with a ‘Magic 10’. This is a 10-minute session designed to recap and revisit prior learning.Activities in a Magic 10 might include: practising key fluency skills with activities such as the counting stick for times tables, answering questions from content covered last week, last month, last year (or Flash Back 5), active maths activities where children are putting into practice skills they have already learnt or tasks designed to promote mathematical thinking. Daily 10 Which one doesn’t belong One Maths Minute · Children working through the curriculum content at the same pace. Differentiation is achieved by extending children by emphasising deep knowledge and through individual support and intervention. A ‘ping-pong’ style lesson where teachers introduce learning in small steps, giving children opportunities to practice, before introducing the next step. This goes side by side with an ‘I do’ (teacher), ‘We do’ (teacher and children) and ‘You do’ (children) approach. This approach increases classroom engagement, enables children to make rapid progress through modelling and scaffolding, and reduces cognitive load as steps are manageable, achievable and guided. Use of working walls to support children’s learning, these will be referred to and added to during lessons. · Teachers use precise questioning in class to test conceptual and procedural knowledge, and assess pupils regularly to identify those requiring intervention so that all pupils keep up. · Teachers will use the concrete, pictorial and abstract approach (CPA) to ensure that procedural and conceptual understanding are developed simultaneously. Use of precise vocabulary, definitions, stem sentences and generalisations. Verbalised by the children through ‘I say, you say, you say, we say’. Opportunities for extension activities for ‘rapid graspers’ / 'independent learners' that do not move on to new content but deepen knowledge within the content they are working on. Opportunities for problem solving and reasoning for all Teachers and teaching assistants monitoring all pupils during a lesson, and providing support for those children who need it as identified in each lesson. Children being involved in their own assessment through ‘purple pen’ marking and self-assessment of their confident in the small steps of the lesson. Teachers noticing misconceptions, either through planned activities to highlight common misconceptions or through identifying them in a lesson and responding accordingly. The structure of a maths lesson will generally take the following format: Magic 10 – recap prior knowledge/practice key skills (including Mastering Number) Main Teach – ping pong style lesson with children working at the same pace for the majority – some may need adult support to access. This could include short tasks with a partner/on a whiteboard /independently in books. Longer independent task that all access – everyone should start on the same activity There will also be extension activities, which may be ‘Chilli’ challenges Purple pen mark/feedback as a whole class Marking When considering marking in Maths we take into account evidence based research (Black et al 2003) which shows that the most effective and beneficial forms of assessment are ones which support learning (i.e. are formative) and are built-in to lesson design. In primary mathematics they require: well-structured classroom activities (involving conceptual and procedural variation and intelligent practice); regular opportunities for discussion of answers and strategies to support pupils’ reasoning skills and check and deepen their understanding; interaction and dialogue (between teacher and pupils, and between pupils themselves), focusing in particular on key ideas and concepts (including misconceptions and difficult points) and effective, efficient strategies of working mathematically. The most important activity for teachers is the teaching itself, supported by the design and preparation of lessons. Marking and evidence-recording strategies should be efficient, so that they do not steal time that would be better spent on lesson design and preparation. Neither should they result in an excessive workload for teachers. It is important for teachers to distinguish between a pupil’s simple slip and an error that reflects a lack of understanding. For slips, it is often enough to simply indicate where each slip occurs, particularly when the teacher’s/school’s approach is to encourage pupils to correct them; If errors demonstrate lack of understanding, the teacher may decide to take alternative courses of action. For instance, with a small number of pupils, the teacher may arrange same-day intervention while for a large number of pupils, the errors will be addressed in the next lesson. Evidence shows (Black and Wiliam 1998) that pupils benefit from marking their own work. Part of this responsibility is to identify for themselves the facts, strategies and concepts they know well and those which they find harder and need to continue to work on. IMPACT Assessment Teachers use informal daily assessment based on a specific activity. It centres on the learning intentions and informs the teacher’s future planning for individuals or groups. Outcomes are measured against the success criteria from teacher planning. Support staff are also involved in the assessment process through their observations, annotations, feedback to the teacher and feedback to the children. Children are encouraged to self-assess their work against learning intentions and success criteria. Verbal feedback and live marking during the lesson is particularly important to support children’s progress. During ‘reflection week’ in the second half of each term, children take part in a range of assessment activities that help build a picture of their progress and attainment. Children will take the PUMA assessment for their year group (unless they are working significantly below their year group level in which case a more appropriate assessment will be given). In addition, children will complete a ‘diving deeper’ page on one element of their learning form that term, where they show their learning in different ways: definition, draw-it, prove, make a mistake, tell a story. Teachers will also use this week to reteach any areas they have identified as needing extra practice. At the end of this week, teachers will use all of this information to assess children’s progress towards the year group statements from the National Curriculum (entered into Insight) and make a judgement about whether each child is currently working at greater depth, the expected standard or are working below their year group level. This overall judgement is inputted into termly Windscreen Assessments. These windscreens are then analysed by the Assessment Lead and discussed at termly pupil progress meetings. Internal is checked by the Maths lead to look for strengths and weaknesses across year groups or subgroups of children. External data is tracked to evaluate progress against school and national targets. Both of these inform the development of the Maths Action Plan. The staff moderate maths in planned meetings to ensure consistency in practice as well as an understanding of whether the child is on track to meet/meeting the end of year expectations. Monitoring, evaluation and professional development Monitoring of the standards of the children’s learning and of the quality of teaching in Maths is the responsibility of the Maths Subject Leader. The monitoring of Maths is fed back to teachers regularly and whole school development points are discussed and actioned in staff meetings. The work of the subject leader also involves supporting colleagues in the teaching of Maths. The subject leader meets regularly with the Headteacher and gives governors a updates on developments in Maths and ways forward. Monitoring activities undertaken by the subject lead for Maths are planned across the year and can include the following: staff meetings to analyse samples of pupils’ work in Maths to moderate standards to ensure consistency and to inform colleagues of subject developments at local and national levels; lesson observations to ensure that learning and teaching is appropriately engaging and challenging and that appropriate progress is being made by all pupils; the sampling of pupils’ work to ensure that expectations in terms of subject standards are being maintained through the curriculum; meetings and discussions with pupils from across year groups analysis of data An important outcome of this ongoing monitoring and evaluation will be the identification of professional development needs amongst colleagues. The subject lead will, in the context of whole school priorities seek to address these through engaging appropriate external and internal support. The subject lead uses the intelligence gained from monitoring and evaluation provision to update and inform the priorities for the annual Action Plan. "[It was] wonderful to watch how they all work in the class - very enjoyable. Great ideas for home." OFSTED Downloads and links Download our documents for further information about our curriculum. Maths policy 2024-25 Progression in Calculation policy Maths support at home Maths games to support learning (Topmarks) Mental Maths Train game (Topmarks)

Following the Albourne Way living life to the full Ask Me Abouts Autumn 1 Meet the Teacher Wagtails Curriculum Overview Year 1 Wagtails Class

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 regard Physical Education (PE) lessons, and participation in sport, as highly important for all children and we work hard to ensure pupils are enthusiastic about sports at all ages. Physical Education... The Albourne Way Creating an enthusiasm for sport at all ages. Curriculum Overviews PE Curriculum PE…The Albourne Way INTENT “A high-quality physical education curriculum inspires all pupils to succeed and excel in competitive sport and other physically-demanding activities. It should provide opportunities for pupils to become physically confident in a way which supports their health and fitness. Opportunities to compete in sport and other activities build character and help to embed values such as fairness and respect.” The National Curriculum Everything we do at Albourne Church of England School is underpinned by our vision, The Albourne Way – living life to the full. Children in our school will achieve highly because our expectations for pupil outcomes are ambitious. ‘PE… The Albourne Way’ delivers fun, engaging, and high-quality lessons which aim to inspire and motivate all children. Our inclusive curriculum ensures that every child, regardless of ability, builds upon their skills and can actively participate and develop a love for movement and healthy living. We aim to raise the profile of PE via our partnership with ‘Mid Sussex Active’ and competing in inter-school competitions that play a vital role in developing our key skills such as teamwork, sportsmanship and resilience. We aim to provide children with greater opportunities to be introduced to, or play, various games and sports. This in turn fosters a culture that provides children with opportunities to display their talents, be reflective individuals, challenge themselves and build a sense of school pride. As a school, we are aware that being physically active plays a crucial role in enhancing mood and mental health, promoting a healthy, active lifestyle and overall emotional wellbeing. IMPLEMENTATION As well as promoting a healthy lifestyle with a balanced diet and regular physical movement, children are encouraged to try a variety of games and sports – learning, refining and developing skills along the way. We follow ‘The PE Hub’, which provides us with clear and engaging lesson plans and activities, delivering high quality lessons to all children whilst also adhering to the National Curriculum. How is this implemented? Clear plans and activities are provided through our scheme to support teachers Teachers make adaptions where necessary to meet the need of their class Children participate in 2 hours of high quality PE lessons per week Class teachers deliver high quality lessons Years 3 and 6 participate in swimming lessons Children will focus on 2 key games/skills/sports per half term to allow them to build upon their skills and knowledge needed for that particular focus Children are introduced to a variety of games/skills/sports throughout the school year Progression of skills per lesson and as children move through the school Repetition of sports throughout their time at school to allow for children to revisit, refine and develop skills Whole school learning attitude – using transferable skills from sports and PE in the classroom (e.g. teamwork, resilience, sportsmanship) Subject specific vocabulary is used in lessons from knowledge organisers Formative assessments With our inclusive approach to sport and PE, children are invited to attend interschool competitions and festival sporting events within our local area Our approach to PE will allow children to develop their physical health and their mental wellbeing OPAL play at playtimes to promote active play and physical development. Sport leaders in Year 6 to lead playground activities Year 6 lead a ‘Mental Health Day’ for the rest of the school, leading various calming and sporting activities Sports premium is spent on enhancing all children’s experience of sport and PE in school, such as athlete visits and high quality sports equipment A range of afterschool clubs are available for children IMPACT Our curriculum, ‘PE… The Albourne Way’, encourages regular physical activity, which promotes fitness, coordination and overall well-being. Our high quality lessons paired with our vision throughout the school (through OPAL play), provides children with the opportunity to learn and develop key life and social skills such as teamwork, communication and resilience. As well as this, success in these physical activities help to boost morale and mental wellbeing as well as develop a growth mindset. PE overview 2024-2025 Sports Workshops As part of the Hurst Education Trust (HET), our pupils are also able to take part in sports workshops at Hurst College . These have included cricket, netball, multi-sports and swimming. Active Learning We are proud to celebrate being active at Albourne, not only in our PE lessons and break times, but throughout our academic lessons. We 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. OPAL Play We have also adopted the Outdoor Play and Learning (OPAL) Primary Programme to keep pupils active throughout their pupils’ break times. Find out more on our OPAL Play page. We also employ a Sports Leader at lunchtimes to facilitate different opportunities for pupils to play different sports. Downloads and links Download our documents for further information about our curriculum. Sports Funding

Join our team of dedicated staff. Our latest vacancies are listed below. Vacancies Join our team of dedicated staff members. Learning Support Assistant Person Specification MDSA HET Application Form