Search results

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 2027/28 Admissions Policy 2026/27 Admissions Policy 2025/26 AI Policy 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 2026-27 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

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

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

The wellbeing of our pupils is important to us. Find out more about our Albourne Way Peacekeepers. Mental Health & Wellbeing Looking after all of our Albourne Family The Albourne Learner - The Carer Mental health is a state of wellbeing in which every individual realises their own potential, can cope with the normal stresses of life, can work productively and fruitfully and is able to make a contribution to their community (World Health Organisation). At Albourne we are committed to promoting and supporting positive mental, physical and emotional wellbeing for all school stakeholders - pupils, staff, parents & community. A group of children who help develop friendships for children, find solutions to problems and encourage children to follow the Albourne Way. How to look after your mental health Anxiety Eating for your mind The Peacekeepers Further information Below are resources you may find useful to support your child in different situations. Further resources on keeping your child safe online can be found on our online safety page. Read our Ofsted inspections NSPCC National Bullying Helpline Kidscape - help with bullying

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.

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.

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.

The overarching intent for English is to promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written word, and to develop their love of literature through widespread reading for enjoyment. English... The Albourne Way Promoting high standards of language and literacy. Following The Albourne Way means looking at progress from their starting points and children are encouraged to do this. Example of Progress from starting points Y3 2023-24 Challenging the more independent Wrting Overview YR Writing Overview Y1 Wrting Overview Y2 Wrting Overview Y3 Wrting Overview Y4/5 Wrting Overview Y5/6 English…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. Our coherently planned and well sequenced curriculum, ‘Write… The Albourne Way’ offers targeted and exciting opportunities to challenge those working at Greater Depth, but is adaptive and flexible. It facilitates high levels of engagement and motivation enabling all children to make excellent progress from their starting points. It is our belief that every child has the potential to be a writer. We believe that by being given inspiring texts and writing stimulus, the children will develop a genuine love of reading and writing, be able to express themselves articulately and creatively in words, both written and spoken, and be ready to successfully take on the challenges of their next steps in their learning journey; to live their life to the full. IMPLEMENTATION Write…The Albourne Way At Albourne, we follow a skills based writing programme based on I’m a Clever Writer called Write…The Albourne Way. Each year group has a set of skills they have to master to be a Y? Albourne Writer. At the start of the week, teachers model a WAGOLL text (What a Good one looks like), which is based on the topic currently being studied. The WAGOLL contains writing skills that the children have learnt and 2 new skills to learn that week. The WAGOLL also contains Golden words, which enables the children to develop richer vocabulary. During the week, the children master the 2 new skills and at the end of the week, write their own version of the WAGOLL. During the lessons, adults will ‘live mark’ the children’s work, giving instant feedback for them to improve their writing. Every term, the children spend a week entering The Albourne Writers’ Awards. This is an opportunity for them to use the writing skills learned in a piece of their own choice, based on their topic. This gives the more independent children chance to show what they can do independently and the teacher opportunities to work with some focussed groups. At the end of this 2 children from each class are awarded a special certificate and 1 child from KS2 and KS1 is awarded a trophy. They then keep the trophy for half a term before the next Albourne Writers’ Awards. Their name is then etched on the trophy, culminating in a legacy of Albourne Writers to aspire to. Read…The Albourne Way INTENT Learning to read is one of the most important things a child will learn at school. At Albourne, we recognise that reading is integral to a child’s understanding and appreciation of the world around them. It is therefore necessary that we provide a platform whereby children are given all the tools needed to become a successful reader. They need to be able to see beyond what they know, share cultural experiences and expand their vocabulary in order to express themselves effectively. It is our belief that every child has the potential to be a good reader. Implementation At Albourne, we use the Read, Write, Inc. scheme to teach phonics and reading. Please see RWI policy. In KS2, we use a whole class guided reading approach that follows a structured layout each week. Day 1 is all about learning new vocabulary that will come up in the book that week. Day 2 is a chance for the children to listen to the chapter, which is read to them by an adult who models good pace, expression and intonation. Day 3 and 4 are focused on comprehension based questions. Day 5 is a chance for Year 3 and 4 to go some group reading and Year 5 and 6 to do 1:1 reading. Phonics…The Albourne Way INTENT At Albourne Church of England School we are passionate about empowering all learners to become accomplished and confident readers and writers. We know that the systematic teaching of synthetic phonics provides an essential foundation of knowledge, enabling the children to develop into fluent readers and writers from the very start of their educational journey with us. We believe that reading is the route to success across the curriculum and we endeavour to instil a passion for reading and enjoyment of storytelling. Our classrooms are literature rich and allow the children to become immersed in the world of stories, as well as being in awe of the natural world and other fascinating history and research, through non-fiction texts. Our children make a strong start from Reception, through daily phonics sessions, which include elements of reading and writing. Setting high expectations from the offset, highlights the importance of this curriculum area and paves the way for every child to become a great reader. Children who are successful readers and have positive experiences of learning to read, are likely to be successful in other areas of learning and their lives beyond school. IMPLEMENTATION We follow the Ruth Miskin’s ‘Read Write Inc Phonics and Early Reading Programme.’ It facilitates high levels of engagement and motivation enabling all children to make excellent progress from their starting points. Following Read Write Inc, the children learn to read accurately and fluently with good comprehension. Throughout the programme, children learn the English alphabetic code: the 150+ graphemes that represent 44 speech sounds. Effective teaching of this programme allows our children to rapidly learn sounds and the letter, or groups of letters that represent them. Our phonics teaching and learning is progressive from EYFS up to Year 2 and is taught systematically and daily. The children are assessed regularly and taught in small, differentiated groups using resources and books closely matched to their individual knowledge of phonics and whole words. This means that right from the beginning, they experience plenty of success and become increasingly fluent and accurate readers. Our approach is adaptive and flexible to ensure that Learning Environment for Read Write Inc… Downloads and links Download our documents for further information about our curriculum. Year 1 NC English overview Year 2 NC English overview Year 3 & 4 NC English overview Year 5 & 6 NC English overview

Find out about our funding and finances, including how we use our Pupil Premium and Sports Premium. Funding and Finances Enhancing the quality of provision at our school. Our finances As of September 2020, all schools are required to publish how many people in their organisation earn over £100,000 and publish a link to our page on the Government financial benchmarking service. Albourne CofE Primary has zero people in our organisation earning £100,000 or above. The Government benchmarking page for our school can be found at the link below. Gov.uk - Schools financial benchmarking Pupil Premium Pupil Premium was introduced in April 2011 and is allocated to children who are either looked after by the Local Authority; those who have been eligible for FSM at any point in the last six years (also known as Ever 6 FSM) and for children whose parents are currently serving in the Armed Forces. The level of premium for 2019-20 is £1,320 per primary pupil, with £1,900 for those with special guardianship or adopted from care. The purpose of the funding is to help schools to close the gap between the progress of children who are disadvantaged or vulnerable, and their peers. It is for schools to decide how the Pupil Premium allocated to their school is spent. Schools are accountable for their use of the additional funding to support pupils from low-income or vulnerable families and the impact this has on educational attainment. The barriers that need to be overcome by vulnerable pupils can vary - at Albourne we are aware of: Emotional barriers to learning - where a pupil struggles with situations beyond their control and needs support to manage their feelings and therefore needs pastoral support. Financial barriers to learning - where a pupil is unable to access all the opportunities that are offered due to financial constraints and therefore needs financial support. Academic barriers to learning - where a pupil has lower attainment than their peers and therefore needs additional support to close the gap. Pupil Premium Strategy Statement 2023-26 Pupil Premium Strategy Statement 2023-24 Pupil Premium Strategy Statement 2020-23 Pupil Premium Strategy Statement 2019-20 Sports Premium Sports funding is a grant given to every primary school. The aim of this funding is to enhance the quality of provision of sports and Physical Education (PE) and to enable all children to take part in a wider range of activities that promote a healthy lifestyle. Our PE and sports premium allocation for the academic year 2023-24 is £17,580. The documents below show how we have spent our grant in previous years. Categories of Spending 2024-25 Funding Allocation 2024-25 Opportunities, Impacts & Sustainability 2024-25 School Declarations 2024-25 School Specifics 2024-25 Sports Premium Report 2023-24 Sports Premium Report 2022-23 Key information downloads For all key information and school policy documents, please follow the link to our Policies page. Policies