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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 2025 West Sussex Executive Summary West Sussex School Handbook 2025 Keeping Children Safe in Education 2025 The Prevent Strategy Low level Concerns Downloads For all letters, information and forms for parents, please visit our Downloads page. Downloads

All Governors are volunteers and our governing body includes representatives from parents, staff, the local community, the Local Authority and Diocese. They have a range of backgrounds and skills, including business and education, which enables them to be effective as a Governing Body. Governors Supporting our whole school community. Local Governing Body Albourne C of E primary 2024-25 Our Governors All Governors are volunteers and our governing body includes representatives from parents, staff, the local community, the Local Authority and Diocese. They have a range of backgrounds and skills, including business and education, which enables them to be effective as a Governing Body. Governors share the school’s vision and values and this informs their priorities and decisions. Our Governing Body are committed to making a positive contribution to the school and your child’s education. This includes all pupils' learning as well as their overall wellbeing. Governing Body Janneke Blokland Chair of Governors Louise Whitmore Vice Chair of Governors and Parent Governor Rev Rachel Cornish Governor Sophie Jupp Parent Governor Fiona Keeling Ex officio, Headteacher Ruth Schofield Co-opted Governor Nargis Miah Teacher Governor Rebecca Bownas Co-opted Governor Tim Higginson Co-opted Governor Sian Cattaneo Clerk Role of the Governors The Governors seek to support the school community as a whole: pupils, staff and parents, and they are also accountable to the whole school community. The aims of our Governors are to: Be strategic Act as a critical friend in the development of the school Hold the school to account The Governors also maintain strong links with our local community, which includes St Bartholomew's Church in Albourne and Albourne village. The specific roles of our Governors are to: Set a clear vision, ethos and strategic direction of the school Work with the Headteacher to promote and maintain a high quality education for all pupils To hold the Headteacher to account for the educational performance of the pupils and the performance management of staff Ensure final oversight of the financial performance of the school and the effective use of school resources How the Governors work Individual Governors have no power or responsibility; it is only the full governing body that has legal duties and powers. However, all Governors share in that corporate responsibility. The school's direction is agreed by the Governing body, Headteacher and Senior Leadership Team, who also make sure the school is meeting its targets. The Headteacher and staff manage the school on a day-to-day basis. The Governors meet six times a year for full governing body meetings. These meetings cover all matters of governance. Each Governor takes on a specific monitoring role for different aspects of school governance. Our flat structure removes the need for sub-committees. Governors are also part of various working parties during the year which shares the workload and helps us to be more effective. Regular training enables governors to keep up-to-date with current thinking in education and church schools. The Governors welcome parents' feedback about the school. If you have any queries about the role of the Governors, or require further information, please contact our Clerk to Governors, Sian Cattaneo, via the school office or email clerk@albournecep.co.uk . The Chair of Governors can be also be contacted via the Clerk. About our Governors "I became a governor in 2023. In my main role I am the Chaplain at Hurstpierpoint College, and have a keen interest in supporting education in the area in which I live. Previously, I was chair of governors of a primary school in Wiltshire, where I worked in parish and school life. Having a background in Science, I am also passionate about enthusing children to learn and discover the world for themselves." Janneke Blokland, Chair of Governors "I became a Co-opted Governor early in 2020. I am keen to offer my experience of 40 years in primary education to further support this successful school. I was a class teacher for 28 years, both here and in International Schools abroad. I was Headteacher of a school in West Sussex for 12 years. Since I retired, I have continued to be involved in training the next generation of teachers." Ruth Schofield, Co-opted Governor "I became a parent governor in Autumn 2020. I have two children at Albourne and I want to play a greater role in supporting the development of this wonderful school. I’ve taught History for nearly 20 years in a sixth form college and also secondary schools. I feel I am in a good position to not only use my knowledge and perspective as a parent but also have a real understanding of working in a school. I am currently taking a career break but continue to work as an A-level examiner." Louise Whitmore, Parent Governor "I became a parent governor in Autumn 2020. I currently have two children at Albourne (one in Key Stage 1 and one in Key Stage 2). I have worked in the Financial Services sector since finishing university and continue to do so. I volunteered to take on this role as I wanted to help and support the school. I hope to bring a working parent's perspective to the team. I am very much looking forward to helping all the children currently, and in the years to come, have the most positive school experience. I have a big passion for the outdoors, sport and education." Sophie Jupp, Parent Governor I became a governor at Albourne in Autumn 2023. I am currently working full time at Hurst College as Head of the Humanities Faculty and Director of Educational Research which helps inform teaching and learning practice across the whole of the College. I have been teaching since 2010, after completing my geography degree, and during this time in education I have worked as a: Sports Coach, Teacher of Geography, Teacher of Sociology, Head of Department (geography and sociology), Head of Faculty and Director of Educational Research. I am keen to support the school in its Curriculum Development and all aspects of Teaching and Learning moving forward. Rebecca Bownas "I became a governor in January 2024, and will be taking an interest in finance. I live in the parish of Albourne and am now retired, having spent my career in the NHS. I am looking forward to helping the school as it goes from strength to strength." Tim Higginson "I became a governor in January 2024, and will be taking an interest in finance. I live in the parish of Albourne and am now retired, having spent my career in the NHS. I am looking forward to helping the school as it goes from strength to strength."

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. Term dates View the West Sussex County Council school term dates for 2025- 26 School Calendar with INSET Days 2025-2026 Next 3 Weeks@ Albourne

History...The Albourne Way Whole School Overview 2024-25 Curriculum Overviews 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.

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 Forest School offers children regular opportunities to develop their self-esteem through hands-on learning in a natural environment.​ Forest School Developing self-esteem through hands-on learning in a natural environment. Intent Our Forest School offers children regular opportunities to develop their self-esteem through hands-on learning in a natural environment. Forest School sessions provide time for play, exploration and focussed activities. They also provide practical ways for children to further understand the natural world. Children learn skills such as the use of tools for designing and making; shelter-building and fire-lighting and cooking. Forest School within the curriculum Forest School learning contributes to a broad and balanced curriculum. It enhances the National Curriculum for each subject. Reading We read stories around the fire. Books such as Follow the Swallow lead to discussions around bird migration, nest building sessions and collecting 'worms'. The story Stick Man leads to children making their own 'stick people'. Mathematics We use counting (varied and counting up and down) in Forest School games such as Hide and Seek. We compare lengths of sticks to children’s heights. Sticks for the fire are ordered, just as we order items in Maths lessons. Children create 2-D shapes with sticks We use directional language and movement (e.g. clockwise/anti-clockwise) when working with tools, especially palm drills. Science Pupils observe and identify evergreen and deciduous trees and how they look/change in different seasons. Pupils learn to identify bluebells and primroses and are aware of the variety of fungi which grow on the site. Pupils are taught to identify nettles and brambles to avoid being stung/scratched. Pupils observe a variety of birds, including robins and pigeons, squirrels and pond creatures such as newts, pond skaters and water boatmen. They also observe a variety of insects and mini beasts. We hold natural scavenger hunts in the Forest. We hold ongoing discussions about materials, especially when building shelters. In Key Stage 2 we looking at self-seeded trees; compare green and dry woods; observe sap bubbling when 'green' sticks are put on the fire. We hold discussions on role of parts of trees. Pupils are introduced to the idea that plants make their own food. We look at different methods of seed dispersal. Art and Design Forest art includes mud hand prints and mud sculptures; creating 'stick people'; wood disc names and decorations; creating pictures made with natural materials; whittled and decorated sticks; using clay to make tree faces and making and using charcoal. Pupils in Key Stage 2 make whittled knives and sticks; natural leaf print pictures using hammers; carry out natural weaving; make dream catchers and natural jewellery. In Forest School we use a number of tools to create design work, such as palm drills, bow saws, peelers, and flint and steels. Pupils create items of their choosing as well as adult-initiated objects. Technical knowledge is applied when building shelters and in our tallest free-standing tower challenge. Design and Technology (Cooking and Nutrition) We use a of range of cooking techniques in Forest School to cook marshmallows, popcorn, waffles, soup, damper bread, pitta pizzas, sausages, pancakes, toffee apples and toast. We make use of ingredients that grows in the area to make sticky-weed juice and dandelion jam. Pupils learn about the poisonous plants growing in the area and therefore those that are not suitable for eating. As part of the Hurst Education Trust , Albourne pupils have also been able to take part in Forest School workshops at Hurst College. "Forest School is a child-centred inspirational learning process, that offers opportunities for holistic growth through regular sessions." FOREST SCHOOL ASSOCIATION Downloads and links Download our documents for further information about our curriculum. Forest School Association Forest School at Albourne Forest School and the curriculum

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.

Year 4/5 Starlings Class Following the Albourne Way living life to the full Ask Me Abouts Autumn 2 Ask Me Abouts Autumn 1 Starlings Curriculum Overview 2-24-5 Meet the Teacher September 2024 Welcome to Starlings and Year 4 and 5. The teachers in Starlings are Mrs Atkins on a Monday, Tuesday and Wednesday and Ms Miah on a Thursday and Friday. Miss Price supports the class every morning. Starlings have a locker to keep their belongings in – we ask that children only bring small 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. Pictures of staff Our main topic for the Autumn Term is Earthquakes, Volcanoes and Mountains. In geography, we consider the key questions: Why do some earthquakes cause more damage than others? How do volcanoes effect the lives of the people of Hiemaey? How are the Cambrian Mountains different from the Himalayan Mountains? In the Spring term, we move on to focus on to World War II and in the Summer term our topic is Fair Trade. More detail is available on the curriculum pages of the school website. One of the exciting things about Year 4 and 5 is that we start learning a new language – this year it will be German! We have high expectations of reading in Key Stage 2, 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 for a prize. Homework in Year 4 and 5 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. Copies of our half-termly ‘Ask Me About’ newsletter and our latest homework grid can be found below. 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 Starlings.

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 2 Skylarks Class Following the Albourne Way living life to the full Ask Me Abouts Autumn 2 Ask Me Abouts Autumn 1 Meet the Teacher Skylarks Curriculum Overview