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At Albourne Church of England Primary School we have a caring and committed team of skilled staff who work together to make a positive difference to children's lives. Staff A caring and committed team. At Albourne Church of England Primary School we have a caring and committed team of skilled staff who work together to make a positive difference to children's lives. We want to ensure that every child is given the best learning opportunities to develop academically, socially and emotionally. Our class teachers work together to make a positive difference to the children's lives, to ensure that every child is given the best learning opportunities to develop academically, socially and emotionally. Our class teachers work together, following 'The Albourne Way Excellence in Teaching and Learning policy' to ensure that we have consistent practice across the school. The teaching team in every class work closely together to ensure that planning is shared, and children's needs are met. Pupils in every class are also supported by trained T eaching Assistants. 'The Albourne Way Excellence in Teaching and Learning policy' can be found on our Policies page. To play, press and hold the enter key. To stop, release the enter key.

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

Year 3 Kingfishers Class 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 Kingfishers Curriculum Overview 2-24-5 Welcome to Kingfishers and Year 3. The class teacher in Kingfishers is Miss Johanson. Kingfishers have a locker to keep their belongings in – we ask that children only bring small bags/book bags into school each day so that the lockers are not too full! Children are welcome to bring a snack of fruit, vegetables or cheese for morning playtime and will need to have water bottles in school, as usual. Pictures of staff Our main topic for the Autumn Term is Stone Age to Iron Age. In history, we consider the key question: What are the similarities and differences between the stone, bronze and iron ages. In the Spring term, we move on to focus on to the ancient Egyptians and in the Summer term our topic is UK and the South Downs. More detail is available on the curriculum pages of the school website. One of the exciting things about Year 3 is that we start swimming at Hurst College in the spring and summer terms! Remember to bring in your swimming bags on Wednesdays. We have high expectations of reading, therefore we encourage every child to read at least 5 times weekly, and ask parents or children to record this in their reading diaries. We will check the diaries every Monday and each week a child achieves the 5x a week target, a raffle ticket is put in the box ready for the reading challenge assembly. Tickets are drawn half-termly to see who can choose a ‘Golden Book’. Homework in Year 3 consists of reading (as above), spellings (weekly) and a topic based task that will cover options from across the curriculum, which is due every half term. PE is twice a week on a Wednesday (swimming) and Friday. We are trialling the children coming into school in their PE kit on these days. Copies of our half-termly ‘Ask Me About’ newsletter and our latest homework grid can be found below. Ask Me About May 2024 Ask Me About May 2024 Ask Me About March 2024 Ask Me About February 2024 Ask Me About

Geography...The Albourne Way Inspiring lifelong curiosity & creating informed global citizens Curriculum Overviews Whole School Overview 2024-25 Geography…The Albourne Way INTENT 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. ‘Geography… The Albourne Way’ envisions a dynamic geography curriculum that prepares students for the challenges and opportunities of the 21st century while promoting a deep understanding of the interconnectedness between people and their environments. Our curriculum is grounded in the belief that geography is not just about maps and locations, but is a lens through which students can explore the complexities of the world around them. Our curriculum raises curiosity about diverse landscapes, cultures, and natural phenomena through hands-on activities and field trips. Our goal is to inspire lifelong curiosity, create informed global citizens, and equip students for success in an interconnected world. IMPLEMENTATION We lead an enquiry-lead approach to our history curriculum as our pupils not only build their substantive knowledge and understanding, but become increasingly adept at disciplinary thinking, conceptual understanding and the use of specialised vocabulary and technical terms. In order to do this, as a school we are dedicated to the teaching and delivery of a high-quality history curriculum. This is implemented through: reflecting the guidance of and matches with the scope and ambition of the national curriculum. providing pupils with the appropriate opportunities to build their substantive and disciplinary knowledge. This will encourage children to master and apply subject skills and techniques and acquire the specialist language and technical terms to communicate their understanding effectively. Creating a MTP of each enquiry, which defines what the pupils will know, understand and be able to do. This is clearly identifiable in the progressive and increasingly challenging objectives. Sequencing enquiries to ensure that pupils can build on prior knowledge and understanding as they tackle more complex and demanding enquiries throughout their education. Learning activities are very varied to ensure that all pupils have opportunities to demonstrate their strengths. Our curriculum for EYFS – Year 6 provision is made for regular and high quality visits which we recognise as a core element of our pupils’ statutory entitlement in geography. These visits provide opportunities to develop and consolidate skills and concepts introduced in the classroom and allow pupils to extend their understanding through investigating geography in the ‘real world.’ When assessing our pupils, evidence is drawn from a wide range of sources to inform the process including interaction with pupils during discussions and related questioning, day to day observations, presentation and communication of data collected during visits and writing in different genres. We do not make summative judgements about individual pieces of pupil work, but rather use continuous formative assessments to build an emerging picture of what the pupil knows and understands about our overall enquiry into the subject. IMPACT Our curriculum, ‘Geography... The Albourne Way’ helps to prepare our pupils for life in the 21st century with all of its currently unknown possibilities. Our pupils will develop the skills to act as young geographers in our current world. As geographers they will acquire the skills to make links and connections between the natural world and human activity, how it changes and the impact of physical and human geography upon one another. Our curriculum prepares our pupils for opportunities and challenges that will arise during their lifetime – personal, local, national and global.

Modern Languages Curriculum Overviews

History...The Albourne Way Anchor 1 Curriculum Overviews Whole School Overview 2024-25 History…The Albourne Way INTENT 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. ‘History… The Albourne Way’ envisions a history curriculum that sparks curiosity, promotes critical thinking, and cultivates a deep understanding of the past. It is our intent to empower young learners to become informed global citizens who appreciate the rich tapestry of human experience and understand the interconnectedness of events, societies, and cultures throughout time. Core historical concepts such as cause and consequence are central, providing relevance to the modern world. Our curriculum aims to ignite curiosity, cultivate critical thinking, and instil a deep appreciation for human history, preparing students to be engaged citizens in an interconnected world and live their life to the full. IMPLEMENTATION We lead an enquiry-lead approach to our history curriculum as our pupils not only build their substantive knowledge and understanding, but become increasingly adept at disciplinary thinking, conceptual understanding and the use of specialised vocabulary and technical terms. In order to do this, as a school we are dedicated to the teaching and delivery of a high-quality history curriculum. This is implemented through: An early introduction to understanding the world in a rich immersion into history in our early year’s curriculum. A vast range of enquiries into different time periods from the Stone Age to World War II, with in depth studies on ancient civilisations and time periods in KS2. This enables pupils to develop their chronological awareness of themes and issues over more extended periods of time. A range of skills being taught to encourage our children to think like historians; by teaching them to analyse and evaluate sources and evidence. Teaching subject concepts that are built upon each year throughout their journey at Albourne, so they learn how to think and work like historians. Learning activities are very varied to ensure that all pupils have opportunities to demonstrate their strengths. The MTPs for each enquiry in History highlight both the objectives and anticipated outcomes of the investigation – the end points of learning. Our curriculum for EYFS – Year 6 provision is made for regular and high quality visits which we recognise as a core element of our pupils’ statutory entitlement in History. These visits provide opportunities to develop and consolidate skills and concepts introduced in the classroom and allow pupils to extend their understanding through investigating History in the ‘real world.’ When assessing our pupils, evidence is drawn from a wide range of sources to inform the process including interaction with pupils during discussions and related questioning, day to day observations, presentation and communication of data collected during visits and writing in different genres. We do not make summative judgements about individual pieces of pupil work, but rather use continuous formative assessments to build an emerging picture of what the pupil knows and understands about our overall enquiry into the subject. IMPACT Our inclusive, immersive, and aspirational history curriculum will prepare our pupils for their interaction with the modern world and educate them on their place in history. Not only will our pupils will have progressed their substantive knowledge and know their ‘facts’ about their history. But our integration of disciplinary thinking will expand their view on the world with their ability to apply skills of analysis, evaluation and empathy across their evolution in our modern-day society.

Albourne CE Primary School is committed to safeguarding and promoting the welfare of children and expects all staff and volunteers to share this commitment. We have a number of policies and procedures in place that contribute to our safeguarding commitment, which are in line with the statutory guidance issued by the DfE. Safeguarding Our Safeguarding Statement. Safeguarding Statement Albourne CE Primary School is committed to safeguarding and promoting the welfare of children and expects all staff and volunteers to share this commitment. We have a number of policies and procedures in place that contribute to our safeguarding commitment, which are in line with the statutory guidance issued by the DfE - Keeping Children Safe in Education September 2024. Our Child Protection and Safeguarding Policy is updated annually, and can be viewed from the Policies page . Sometimes we may need to share information and work in partnership with other agencies when there are concerns about a child's welfare. We will ensure that our concerns about our pupils are discussed with his/her parents/carers first unless we have reason to believe that such a move would be contrary to the child's welfare. Designated Safeguarding Leads (DSLs) Our Designated Safeguarding Leads (DSLs) for Child Protection are: Ms Fiona Keeling (Headteacher) Mrs Gemma Cragg (Deputy Headteacher) Claire Atkins (Senior Teacher) Ms Nargis Miah (SENCO) Mr Peter Wilkes (Operations Manager) The Lead Governor for safeguarding is: Janneke Blokland ( Chair of Governors) If you need to contact any of our DSL's , please email the office: office@albournecep.co.uk Prevent Strategy Prevent (prevention of radicalisation) is a government strategy designed to prevent people becoming involved in terrorists activities, or supporting terrorist or extremist causes. Many of the things we do in school through PSHE and other aspects of social, emotional, spiritual and cultural support ensures our pupils become positive, confident members of society, so contribute to the Prevent strategy. Child Protection & Safeguarding Policy - see the Policies page. Child Protection & Safeguarding Policy 2024 West Sussex Executive Summary West Sussex School Handbook 2024 Keeping Children Safe in Education 2024 The Prevent Strategy Low level Concerns Downloads For all letters, information and forms for parents, please visit our Downloads page. Downloads

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

Information for Year 6 parents on what we are learning this year. Year 5/6 Nightingale Class 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 Nightingales Curriculum Overview 2-24-5 Meet the Teacher Sep 2024 Welcome to Nightingales. '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 Nightingales class. Welcome to Nightingales (Years 5 and 6). The teacher in Nightingales is Mr. Hamilton. The class also has the support of Mrs. Henson in the mornings and as cover for Mr. Hamilton on Friday afternoons. Nightingales have a newly built classroom separate from the school’s main building with its own lockers, toilet block and a smaller group-work room. The Autumn term will introduce the children to the geography topic of Mountains and Volcanoes. They will find out how volcanoes affect the lives of those living in Iceland, and making local comparisons with people living in mountainous areas of Wales. In English, the children will follow the Albourne Writers Way to create some wonderful descriptive writing inspired by ‘The Wolves of Currumpaw’,’The man who walked between the Twin Towers’ and ‘Survivors’. We expect all children to be reading daily at home and in school when the opportunity arises. Home reading should be recorded in their reading diary, which we check weekly- those who have been reading daily will have a raffle ticket entered into the half-termly reading challenge, with the opportunity to win a book. In maths, we will be recapping the children’s knowledge of place value, the four operations and fractions. This will be carried out through a range of question types to help develop a deeper understanding of mathematical skills. We will also do a weekly times table challenge to help speed up their recall. In computing the children will be learning more about the importance of safety and how we can use spreadsheets to help with calculations and displaying of data. Design technology will be a themed day run by the STEM Ambassadors, who have quite a challenge for the children. Religion, will allow the children to find out about the Hajj through a study of Islam and to study the question, ‘Was Jesus the messiah?’ To keep fit and healthy, we will have two PE lessons per week- our first session will focus on developing tag rugby skills and the second will split, with year 6 going swimming and year 5 doing dance. In science we will explore living things and their environments. We will be having a trip to London to the Natural history Museum as part of geography topic work. We set homework on Google Classroom based on reading, grammar, punctuation and spelling, and maths (related to our classwork). Thanks, as ever, to all the parents and carers for their help and support. Please feel free to contact us. Downloads For all letters, information and forms for parents, please follow the link to our Downloads page. Downloads page