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

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.

We hope that all Albourne parents and their children will feel confident about joining our friendly school. In order to help this process it is useful for parents to know our school routines and timings. The School Day A typical day at our school. We hope that all Albourne parents and their children will feel confident about joining our friendly school. In order to help this process it is useful for parents to know our school routines and timings. Below are the basic timings for a typical day at Albourne Church of England Primary School. Breakfast Club Our breakfast club is available every morning from 7.45am for pupils of all ages. Find out more on our Wrap Around Care page. Start of the school day The school gate opens each morning at 8.45am and pupils are welcomed into school between 8.45am and 8.55am. The Headteacher or another member of staff is always outside to make sure all pupils enter the school safely and to take any messages. The school office staff are also available at this time. Pupils should bring their book bags to school daily. They will be given an Albourne Reading Record book in the first few weeks of school. Pupils also need a water bottle and, when the weather is hot, a sunhat is useful. Break times Break times begin at 10.30am every day. When they first start school, pupils in Reception class play in their own outdoor area throughout the day. They join the older children for break times later in the year. Lunchtimes Lunchtimes begin at 12.00 noon for Reception class and 12.15pm for all other classes. Hot schools meals are served by our Chartwells staff in the school hall. All children in Key Stage 1 (Reception to Year 2) can have their hot school meal for free. All pupils can bring a packed lunch if they prefer. Once pupils have finished their lunch they may go outdoors to play until 1.15pm. We always have plenty of staff to ensure the pupils play safely and are supervised. Our responsible older pupils also enjoy looking after the younger children at lunchtimes and around school. We employ a Sports Leader at lunchtimes to facilitate different opportunities for pupils to play different sports. Outdoor Play and Learning (OPAL) Primary Programme 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 and riding scooters. We have found this OPAL programme has a positive effect on pupils’ well-being in addition to their performance in lessons. End of the school day The s ch ool day ends at 3.25pm. The side gate is opened at 3.20pm to allow parents and carers to wait outside the classroom doors in order to meet their children. In Key Stage 1, teachers will ensure that a child's parents can be seen before the child leaves the classroom. All of our children are taught that if they can't see 'their' adult then they should go to the school office and wait safely until someone comes to collect them. Our total weekly hours are: 32.5 hours Further questions Please ask at the office if you have any concerns or would like to know more about how our school works, we are always ready to answer queries, no matter however small. If you have a question about something in class, a message can be passed onto the class teacher, or an appointment made at the end of a school day (please note the start of the school day is a busy time for teachers whilst they welcome children into the classroom). You can contact the school office at office@albournecep.co.uk Downloads For all letters, information and forms for parents, please visit our Downloads page. Downloads

Our School Office staff are happy to answer your questions or take messages for other staff. Telephone: 01273 832003 Email: office@albournecep.co.uk Address: The Street, Albourne, Hassocks, West Sussex, BN6 9DH ​All visitors must report to the School Office. Contact us We welcome enquiries from all parents/carers, whether your child is already at Albourne or whether you are considering applying to our school. You can contact us on the details below. Explore Contact details Our School Office staff are happy to answer your questions or take messages for other staff. Printed copies of policies/ information from this website are available for parents/carers on request and free of charge. Telephone 01273 832003 Email office@albournecep.co.uk Postal address The Street Albourne Hassocks West Sussex BN6 9DH In person All visitors must report to the School Office. If you have a question about something in class, a message can be passed onto the class teacher, or an appointment made at the end of a school day. Please note the start of the school day is a busy time for teachers whilst they welcome children into the classroom. Key members of staff Headteacher - Ms F Keeling Secretary - Mrs Rebecca Sweet Operations Manager - Mr P Wilkes SENCo - Ms Nargis Miah Governors The Chair of Governors - Janneke Blokland - can be contacted via the Clerk to Governors by email at clerk@albournecep.co.uk Hurst Education Trust Albourne Church of England Primary School is part of the Hurst Education Trust. Details of the Trust can be found at www.hurst.education and key documents, including the Trust's annual report and accounts, can be accessed at www.hurst.education/documents The Hurst Education Trust is a Company Limited by Guarantee in England and Wales Registered No. 13807225 The Trust's contact details are: Hurst Education Trust c/o Hurstpierpoint College College Lane Hurstpierpoint West Sussex BN6 9JS 01273 836914

Computing Progression of Skills Overview 2024-25 Online Safety Computing – Intent, Implementation and Impact. Intent: Our aim at Albourne is to give children a thorough and ambitious education in computing, equipping them to use technology, computational thinking and creativity with a solid grounding for future learning and the ability to become active digital citizens in the modern world. At Albourne we understand that technology is everywhere and will play a pivotal part in students' lives; therefore, we want to model and educate our pupils on how to use technology positively, responsibly and safely and that they see good models of this. By the time they leave Albourne, children will have gained key knowledge and skills in the three main strands of the National Curriculum for Computing (2014): computer science (programming and understanding how digital systems work), information technology (using computer systems to create, store, retrieve and send information) and digital literacy (evaluating digital content and using technology safely and respectfully). We encourage staff to try and embed computing across the whole curriculum to make learning creative and accessible. We want our pupils to be fluent with a range of tools to best express their understanding; by Upper Key Stage 2, children should have the independence and confidence to choose the best tool to fulfil the task and challenge set by teachers. Our curriculum ensures they know what to do if they have concerns about anything they encounter online, and how to be safe, responsible and respectful when using the internet. Implementation: At Albourne, computing is taught weekly, the key knowledge and skills that must be taught within each unit have been identified and mapped to support the progression of children’s learning across the primary phases. An overview of each unit’s key vocabulary, key knowledge and linked prior knowledge is available through the knowledge organisers. Our computing progression framework ensures a balanced coverage of the three computing strands (computer science, information technology and digital literacy). The children work on all three strands each year, including e-safety. As they progress through the school, children build on their prior learning within each strand, covering new or deeper knowledge and developing their technical skills. For coding, the school uses the Discovery Espresso units from year 1 to year 6; this allows for a clear progression and development of block coding skills. We will continue to develop our links with the other schools within the Trust, sharing resources, skills and ideas. Wider Curriculum links and opportunities for the safe use of digital systems are considered in curriculum planning. Through cross-curricular uses of computing in other subjects, teachers are able to revisit misconceptions and knowledge gaps in computing in tandem with other curriculum areas. This supports varied paces of learning and ensures pupils make good progress. The importance of online safety is shown through displays within the learning environment and through PSHE lessons. Parents are informed when issues relating to online safety aris e and further information/support is provided if required. Impact: We believe the children of Albourne will be confident users of technology, and will be able to use it to accomplish a wide variety of goals, both at home and in school. Children will have a secure and comprehensive knowledge of the implications of technology and digital systems, which is important in a society where technologies and trends are rapidly evolving. Children will be able to apply the school values and expectations when using digital systems. Children can use their computer skills to showcase their writing and presentation skills which can then be featured on the school website. We know that finding the right balance with technology is key to an effective education and a healthy life-style. We feel the way we implement computing helps children realise the need for the right balance and one they can continue to build on in their next stage of education and beyond.

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.