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

The Hurst Education Trust (HET) is a Multi-Academy Trust set up by Hurstpierpoint College in collaboration with the Diocese of Chichester. It exists to provide a unique offer to local schools in the Mid Sussex area. Hurst Education Trust Albourne is proud to be part of the Hurst Education Trust. HET & Albourne Vision & Values HET & Albourne Curriculum The Hurst Education Trust (HET) is a Multi-Academy Trust set up by Hurstpierpoint College (known as Hurst College) in collaboration with the Diocese of Chichester. It exists to provide a unique offer to local schools in the Mid Sussex area. HET vision and values Academic excellence is the foundation of a Hurst education because we believe it opens doors to the future. Therefore every child at Hurst College, and at a HET School, is challenged and supported along the way in our friendly and warm community. We are ambitious for each of our pupils, and who they can become, and we encourage each pupil to engage and enjoy all aspects of school life. We want our pupils to learn the importance of certain values: a sense of duty, an awareness of right and wrong and a respect for others. We want pupils to be ambitious with a clear sense of purpose, to acquire a balanced view of life and develop into independent, mature individuals. Schools who are part of the Hurst Education Trust receive a high quality education support package focused on the “Good to Outstanding” journey and access to Hurst College’s facilities, including sports and academic provision together with specialist facilities including the theatre, farm and chapel. Importantly, schools retain their individuality, including their name, uniform and curriculum. To find out more, please visit the Hurst Education Trust website. A Message from the CEO With its close partnership with the Diocese of Chichester, the Hurst Education Trust is a Church of England Multi-Academy Trust. As such it is proud of its identity and foundation and this is reflected explicitly and implicitly in its ethos, practices and policies. Central to the work of the Trust and its schools will be the Church of England’s Vision for Education: “Educating for life in all of its fullness.” “I have come so that you may have life, and have it to the full.” (John 10:10) Under this umbrella, the Trust and its schools are open, welcoming and inclusive, embracing pupils of all faiths and none, committed to the flourishing of all of its pupils. Diversity will be celebrated and equal opportunities available to all. It is our belief that there are core common values universally recognised across faith boundaries, dignity, compassion, the removal of disadvantage and discrimination, empathy and encouragement which help foster and create a positive school environment in which all individuals can thrive and grow. Tim Manly CEO Hurst Education Trust Details of the Trust can be found on the Hurst Education Trust website www.hurst.education Key documents, including the Trust's annual report and accounts, can be accessed from 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 Downloads and links Download our documents for further information about our curriculum. Hurst Education Trust Hurst Education Trust - Key documents

Following the Albourne Way living life to the full Ask Me About Summer 1 Ask Me About Spring 2 Ask Me About Spring 1 Ask Me Abouts Autumn 1 Meet the Teacher Wagtails Curriculum Overview Year 1 Wagtails Class

Ofsted, SIAMS & SIP Latest Ofsted, SIAMS & SIP Reports SIP Report May 2024 SIP Reports Feb 2024 Ofsted Report 2016 SIAMS Report 2017

Below are our latest Ofted inspection reports and Statutory Inspection of Anglican and Methodist Schools (SIAMS) inspection reports. School Improvement and Performance A snapshot of our school's progress. School Improvement School @ A Glance 2024-25 2024-2025 SEF@ a Glance School Performance Data 2025 KS2 Results & Analysis 2025 EYFS / Phonics Results & Analysis Ofsted, Siams & SIP Reports Ofsted 2025 Siams 2025 Ofsted IDSR Compare School Performance Key information downloads For all key information and school policy documents, please follow the link to our Policies page. Policies

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

EYFS... The Albourne Way Inspiring our small Albourne Family EYFS…The Albourne Way Everything we do at Albourne Church of England School is underpinned by our vision, The Albourne Way – living life to the full. Children in our school will achieve highly because our expectations for pupil outcomes are ambitious. Our coherently planned and well sequenced curriculum, ‘EYFS… The Albourne Way’ offers targeted and exciting opportunities so that children develop new interests and learn new knowledge, thus we close the gaps, but is adaptive and flexible to the children’s interests. Through a rich environment both inside and out, children are enable to engage in learning that is inspirational, challenging and facilitates the consolidation / retaining of knowledge previously learnt. Because of the excellent knowledge that the staff have of the children, high quality interaction between the adults and the children enable all children to make excellent progress from their starting points and be ready for the challenges of Y1. It is our belief that every child can achieve their potential in a safe secure and challenging environment and be ready to successfully take on the challenges of their next steps in their learning journey; to live their life to the full. The EYFS Curriculum There are seven areas of learning in the EYFS curriculum. All areas of learning and development are important and inter-connected. There are three prime areas that are crucial for igniting children’s curiosity and enthusiasm for learning and for expanding their capacity to learn. These are: ● Communication and Language ● Physical Development ● Personal, Social and Emotional Development There are then four specific areas through which the three prime areas are strengthened and applied. These are: ● Literacy ● Mathematics ● Understanding the World ● Expressive Arts and Design The EYFS is based upon four principles: ● A Unique Child ● Positive Relationships ● Enabling Environments ● Learning and Development The EYFS Curriculum…The Albourne Way Communication and Language Involves giving children opportunities to experience a rich language environment; to develop their confidence and skills in expressing themselves; and to speak and listen in a range of situations. This area provides children with opportunities for speaking and listening and ignites children’s interest in reading and writing. To give children the best opportunities for developing Communication and Language Positive Relationships support children to communicate their ideas and thoughts with each other and with adults. Enabling Environments contain signs, symbols, words, songs and notices. They also have books and pictures that take into account interests, backgrounds and cultures. At Albourne, we use the ShREC approach in our interactions with children across the learning environment both inside and out: Sh – Share attention. Adults will always be at the child’s level, paying attention to what they are focussed on. R – Respond Follow the child’s lead, responding to them by making a brief comment on what they can see, hear or feel. E – Expand Echo back what the child is saying and build on this by adding new vocabulary and turning it into a sentence. C – Conversation Have a back and forth extended conversation, giving the child time to listen, process and reply. Story-telling, reading to them, role-play / language in environment Physical Development Involves providing opportunities for young children to be active and interactive; and to develop their co-ordination, control, and movement. Children must also be helped to understand the importance of physical activity, and to make healthy choices in relation to food. This area provides opportunities for children to be active and devlop their co-ordination, manipulation and movement. It develops understanding of the importance of being physically active and eating healthily. To give children the best opportunities through Positive Relationships children are supported in their understanding of exercise, sleep and eating to promote health. Activities in Enabling Environments both indoors and outdoors encourage energetic physical play. In Learning and Development, snack times promote social skills and the importance of making healthy food choices. Personal, Social and Emotional Development Involves helping children to develop a positive sense of themselves, and others; to form positive relationships and develop respect for others; to develop social skills and learn how to manage their feelings; to understand appropriate behaviour in groups; and to have confidence in their own abilities. This area develops children’s positive sense of themselves. It teaches about having respect for oneself and others, developing social skills and a good attitude to learning. To give children the best opportunities through Positive Relationships, adults form caring relationships with all children. In Enabling Environments opportunities for play and learning are created that help children embrace differences between themselves and others. Learning and Development experiences are planned to promote all round development. Literacy Literacy development involves encouraging children to link sounds and letters and to begin to read and write. Children must be given access to a wide range of reading materials (books, poems and other written materials) to ignite their interest. Environment PUT A RATIONAL – INTENT at then beginning of each of the zones Vision for environment rationale for the environment – this your intent The learning environment is zoned into areas that will promote playing and exploring, active learning and creating and thinking critically. BOOKLAND This is my implementation The Bookland area will consist of: Front facing shelves for children to see the books. Crates attached to wall that have objects related to the book for the children to engage with. A floor book stand with recommended books in. A reading buddy to read to. The Bookland sign. Reading Challenge board. Photographs of the children reading / engaging with books. Recommended reads for that year group. Within your book collection, BAME characters and authors must be prominent but not labelled. The Book land area should be inviting, engaging and inspirational.

Personal, Social and Health Education (PSHE), including Relationships and Health Education, is an important part of our whole curriculum. Through PSHE children develop the knowledge, skills and understanding they need to manage their lives. Personal, Social and Health Education Developing knowledge, skills and understanding for life beyond school. Curriculum Overviews Parent Letter RSE 2024 Whole School Overview 2024-25 Parent Information RSE 2024-25 INTENT (Why are we teaching this?) Personal, Social, Health and Economic (PSHE) education is a necessary part of all pupils’ learning to help them to stay healthy, safe and prepared for life. Relationship and Sex Education (RSE) enables young people to learn about healthy relationships, their mental well-being and their understanding of their bodies. At Albourne we believe in providing a nurturing learning environment in which each child is encouraged to develop their full potential, flourish, and celebrate their achievements and successes. As a school, we believe that children are all individuals and therefore, we encourage mutual respect, responsibility, and foster self-esteem in a happy, caring, and safe environment. The teaching and learning of PSHE using the Jigsaw scheme supports and upholds this vision. Behaviour and attitude to learning are underpinned by values that are taught through PSHE lessons, making it integral to the success of the whole school. IMPLEMENTATION (How is it being taught?) At Albourne, we follow the Jigsaw scheme of work to deliver our PSHE. Jigsaw is based on mindfulness philosophy and practice and brings together, PSHE Education, emotional literacy, social skills and spiritual development in a comprehensive scheme of learning. It is designed as a whole school approach, with all year groups working on the same theme (Puzzle) at the same time. Jigsaw holds children at its heart and aims to improve children’s capacity to learn, their resilience, emotional well-being and mental health. In line with statutory requirements, before the Changing Me jigsaw begins, parents will be given information about how children are taught about their bodies. This provides an opportunity for parents to ask questions and be reassured about how lessons are delivered in an age appropriate way. Please read the information provided below. This whole school approach provides structure and familiarity to children and supports their learning by reinforcing key themes. Below you can see an outline of the programme and how it develops through the school year: Jigsaw 3-11 offers a comprehensive Programme for Primary PSHE including statutory Relationships and Health Education, in a spiral, progressive and fully planned scheme of work, giving children relevant learning experiences to help them navigate their world and to develop positive relationships with themselves and others. Jigsaw consists of six half-term units of work (Puzzles), each containing six lessons (Pieces) covering each academic year. Term 1: Being Me in My World Term 2: Celebrating Difference (including anti-bullying) Term 3: Dreams and Goals Term 4: Healthy Me Term 5: Relationships Term 6: Changing Me (including Sex Education) Every Piece has two Learning Intentions, one specific to Relationships and Health Education (PSHE) (in purple) and the other designed to develop emotional literacy and social skills (in green). Puzzles are launched with a whole-school assembly containing an original song, with each year group studying the same unit at the same time (at their own level), building sequentially through the school year, facilitating whole-school learning themes. The various teaching and learning activities are engaging and mindful of different learning styles and the need for differentiation and the Early Years (EYFS) planning is aligned to the National Early Years Framework (England). Each lesson is built upon a Charter which underpins the behaviour and respect that is the basis for each lesson (one is provided within Jigsaw, but children and their teacher can write their own to ensure mutual respect and ownership). The lessons then split into 6 parts, all of which should be included in every session to ensure that the learning follows the optimum progression. Connect us - This is a game or activity designed to be fun and inclusive and to build and maximise social skills. ‘Connect us’ engenders positive relationships and enhances collaborative learning. It sets the atmosphere at the beginning of each Jigsaw Piece and can be used again at the end should the teacher feel the atmosphere needs to be lifted after some deep work during the lesson. Calm me - This section of the Piece helps children gain awareness of the activity in their minds, relaxing them and quietening their thoughts and emotions to a place of optimum learning capacity. This will also engender a peaceful atmosphere within the classroom. It is an invaluable life skill which also enhances reflection and spiritual development. This underpins the mindful approach advocated in Jigsaw. Open my mind - The Reticular Activating System of the brain filters the many stimuli entering the child’s mind at any given time. It is designed only to allow in that which is significant. Therefore, it is important to engage this system with the most important aspects of learning intended for each Piece (lesson). If we do this well, it will enable children to filter out activity around them not significant to this learning intention, thereby improving concentration and learning. Tell me or show me - This section of the Piece (lesson) is used to introduce new information, concepts and skills, using a range of teaching approaches and activities. Let me learn - Following Piaget’s learning model, after receiving new information/concepts, children need to manipulate, use, and play with that new information in order for it to make sense to them and for them to ‘accommodate’ it into their existing learning. Help me reflect -Throughout Jigsaw, children are encouraged to reflect on their learning experiences and their progress. By reflecting, children can process and evaluate what they have learnt, which enables them to consolidate and apply their learning. They are also asked to stop and become aware of their thoughts and feelings in any given moment in Pause Points (brief pauses within the lesson where the children can have a couple of moments to just stop and be to consider whether what they are learning may be particularly meaningful to them). Closure - Each Piece needs safe closure. This will always include the teacher praising the children for their effort, positive attitude and achievement, as well as giving one or two sentences to summarise the key learning points for the children. In addition to this, teachers have the freedom to plan with detail and attention to their individual children. Learners can be scaffolded, and any individual needs can be supported where necessary. The summative assessment process offers criteria for children either working at, beyond or towards the age-related expectations. Greater depth children can be challenged to ensure that they are being given the opportunities to enrich their learning further. The “Class Teacher” page at the start of every puzzle allows time for practitioners to consider the upcoming content. These support teachers to feel more confident in their own subject knowledge, which in turn allows them to extend the learning of the children. IMPACT (What is the effect?) “The positive results of pupils’ learning can then be seen in the standards they achieve.” Ofsted, 2019 The key elements of this for our schools are • Knowing and being able to evidence the impact of the PSHE curriculum both on learners individually and in the school as a whole. • Coherently being able to match and evidence the impact of PSHE with the intent So how can we achieve this? In order to be confident in the impact of PSHE, senior leaders and/or the PSHE leader will monitor the subject effectively using scrutiny and moderation of outcomes (see the “Teachers” tab on the Jigsaw PSHE Community Area for support and ideas with this). We take the time to carry out discussions with pupils and is the only way of knowing exactly what the children feel is the impact for them of their learning. We also take into account colleagues’ views. This can ensure that impact matches intent across the whole school community. Assessment is a major contributor in evidencing the impact and this needs to be tracked to ensure that pupils are building on their skills and knowledge over time. It can then show progression and also uniformity between parallel classes ensuring that in-school gaps or anomalies are dealt with especially issues with teacher confidence. Assessment in Jigsaw is both formative and summative. The two clear learning objectives for each lesson (piece) allow teachers to be mindful of the assessment elements within that session that can formatively help them pitch and plan subsequent lessons, and activities are included in each lesson to give the children the opportunity to self-assess using simple pictorial resources designed in a child-friendly, age appropriate manner. It also allows children of 6 and over the opportunity to identify areas for self-improvement. To support the teacher in tracking each child, there is a ‘Summative Assessment: tracking pupil progress’ sheet that can be used. This sheet has three attainment descriptors for each Puzzle. The teacher can then use a ‘best-fit’ approach to decide whether the child is working towards, working at or working beyond for that Puzzle, highlighting one green and one purple descriptor. The green descriptors will also flag up children who may need more support with emotional literacy or social skills development and they can be signposted to the setting’s pastoral support systems as appropriate. In Piece (lesson) 6 there are also exemplifications to aid teacher judgement for the working towards/ working at/working beyond attainment descriptors. As Jigsaw PSHE is a whole-school approach, rather than simply a lesson-a-week Scheme of Work for PSHE, there are numerous layers built in that engender a sense of belonging and community, and that value every individual, for example: praising one attitude or behaviour each week through the Weekly celebration, bringing the whole school together for assemblies and to sing the Jigsaw songs, and celebrating every child’s contribution to the school community through the 'end of Puzzle outcome. "As part of a whole school approach PSHE develops the qualities and attributes pupils need to thrive as individuals, family members and members of society." JIGSAW PROGRAMME Downloads and links Download our documents for further information about our curriculum. Jigsaw PSHE information for parents/carers Jigsaw RSE in PHSE - information for parents/carers Jigsaw LGBTQ in PHSE - information for parents/carers Jigsaw PSHE content overview (age 3-11) Calm Me Time at Home Jigsaw 00:00 / 06:09 For our PSHE policy please go to our Policies page. Policies

We have a close relationship with our parents and an active and enthusiastic Parent and Teacher Association (PTA). Parent and Teacher Association Raising vital funds for our school. We proudly maintain a strong bond with our parents and boast an active and passionate Parent and Teacher Association (PTA). Fundraising is a continuous endeavor for our dedicated PTA, who raise and donate approximately £8,000 to £12,000 per year to our school. They achieve this through a variety of events and sales, which typically include the following throughout the school year: - Annual Christmas fair and raffle - Summer fair - Children's discos - Movie nights - Non-uniform days - Regular cake sales - Pupil-designed Christmas card sales - Affordable second-hand uniform sales - Summer ice lolly sales The funds raised by our fantastic PTA have contributed to numerous projects that benefit our school community. Some of these achievements include: - Upgrade of the Reception class's outdoor area - Installation of new reading corners in classrooms - Contributions towards class trips and other enriching experiences Getting involved with the PTA activities can be a really rewarding experience. Any time you can give however great or small is hugely appreciated and valuable so please get in touch! Parents play a vital role in shaping a successful and blossoming school community. Our dedicated PTA email address is: albournepta@yahoo.co.uk If you are an Albourne parent and you would like to find out more about the PTA, or to join the team, please contact the PTA Chair via the School Office at office@albournecep.co.uk Downloads and links Download our documents for further information. PTA Financial Summary 2022-23 Chair and Treasurer's Report 2022-23 PTA Chair's Report 2021-22 PTA Treasurer's Report 2021-22 PTA Financial Summary 2021-22 PTA Chair's Report 2020-21 PTA Treasurer's Report 2020-21 PTA Financial Summary 2020-21

Resources for parents and pupils for each of our classes. Class Pages Resources for parents and pupils. Reception: Robins class Information for parents with a child in our Reception (Robins) class in 2025-6 Curriculum Overview Find out more Year 1: Wagtails Information for parents with a child in our Year 1 (Wagtails) class in 2025-6 Curriculum Overview Ask Me Abouts Year 2: Skylarks class Information for parents with a child in our Year 2 (Skylarks) class in 2025-6 Curriculum Overview Ask Me Abouts Year 3: Kingfishers Information for parents with a child in our Year 3 (Kingfishers) class in 2025-6 Curriculum Overview Ask Me Abouts Year 4/5: Starlings class Information for parents with a child in our Starlings class in 2025-26 Curriculum Overview Ask Me Abouts Year 5/6: Nightingale class Information for parents with a child in our Year 5/6 class in 2026-26 Curriculum Overview Ask Me Abouts