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Welcome to Albourne C.E. Primary School. We are a friendly and welcoming Church of England School situated in Albourne village in the Mid Sussex countryside. Programme of Events Summer 1 Latest Newsletter Vision & Values Document Hurst Educational Trust & Albourne Vision Ofsted & SIAMS Reports 2025 Spring 2 Ask Me Abouts School @ a glance The Albourne Way Living life to the full Welcome to Albourne C of E Primary Ofsted 2025 Meet The Explorer, The Polisher & The Listener delight in showing their knowledge PUPILS LOVE LEARNING display impeccable manners and behave well 'Children at Albourne are fortunate to be there. ' 'They flourish from start to finish.' SIAMS Inspection January 2025 high expectations of pupils' learning and behaviour pupils' exceptionally strong attitudes to school To play, press and hold the enter key. To stop, release the enter key. We are a friendly and welcoming church school situated in Albourne village in the Mid Sussex countryside. We teach Primary School children age 4 to 11 years. Explore Headteacher's Welcome I am proud to lead an exceptionally committed and caring staff team in this thriving school. We are set in the heart of Albourne village in beautiful rural surroundings at the foot of the South Downs. Read more Christian Life Our Christian values are the basis for everything we do at Albourne and they play a key role in the development of our pupils academically, emotionally, morally, socially and spiritually. Find out more Curriculum Education at Albourne is inclusive and lessons are delivered in a way that ensures every child is accepted and valued for their individuality. Find out more Wrap Around Care We offer Wrap Around Care before and after the school day, in order to support working parents. Our provision includes a Breakfast Club, a range of extra-curricular clubs and an After School Club. Find out more Albourne school is like a big family - the children look out for each other and all staff and students know each other, regardless of which class they are in. The Albourne way has strengthened this as well as making the children aspire to constantly improve their work. Survey 2024 Latest news For all the latest school and class news, follow us on Instagram. Follow us on Instagram

Pupils are given opportunities for leadership at Albourne. This may be leading their peers as House Captains, representing their class in our Pupil Parliament or being an Albourne Way Ambassador. Pupil Leadership Pupils are able to contribute ideas to the running of their school. Pupils are given opportunities for leadership at Albourne. This may be leading their peers as House Captains, representing their class in our Pupil Parliament or being an Albourne Way Ambassador. The Albourne Way Ambassadors Society The Ambassadors have regular meetings with the Headteacher to look at progress in books, discuss next steps and identify the next group of Ambassadors for the term. They look out for pupils making progress from their starting points and present these in assemblies. Pupil Parliament Our Pupil Parliament is made up of a group of pupils from different classes who are chosen by their classmates to represent all pupils in the school. It provides the opportunity for pupils to contribute ideas to the running of the school. The Pupil Parliament meets regularly with a member of staff who helps the children put their ideas into action. Occasionally other adults are involved in the meetings such as parents, governors and other people from our school community. In the last academic year our Pupil Parliament hosted a 'Hero Day' where they raised money to support a nurse to travel to India to help Leprosy sufferers. Find out more about how we promote and uphold the British Values of Democracy, the rule of law and individual liberty on our British Values at Albourne page. House Captains Pupils also vote for House Captains to lead their Houses and encourage children to earn points for their house. These children are all in Year 6 and will act as ambassadors when there are visitors to our school. Find out more about our Houses on our House Teams page.

Here you can find out all the key information about our school, from Admissions information and our latest inspection reports, to funding and policies. Key information Here you can find out all the key information about our school, from Admissions information and our latest inspection reports, to funding and policies. Explore Ofsted, SIAMS, School Improvement & 2024 Results 2024 Data Find out more Admissions Download our prospectus, find out our next Open Day dates and read the Admissions information. Find out more Policies Everything you might need to know about our school and how we work. Find out more Safeguarding Find out more Wrap Around Care We offer Wrap Around Care, before and after the school day, in order to support working parents. Our provision includes a Breakfast Club, a range of extra-curricular clubs and an After School club. Find out more British Values Albourne promotes and upholds the British Values of Democracy, the rule of law, individual liberty, mutual respect and tolerance alongside our Christian Values. Find out more Equality We are committed to ensuring equality of opportunity for all pupils, staff, parents and carers irrespective of race, gender, disability, belief, sexual orientation, age or socio-economic background. Find out more Funding and Finances Find out about our finances, including our Pupil Premium and Sports Premium allocation. Find out more

As a Christian school, our Religious Education (RE) lessons are an important part of our curriculum as Jesus’ teachings are the basis of our school values. Religious Education Knowledge, understanding and awareness of all faiths. Curriculum Overview 2024-25 Progression Other Faiths RE / SIAMS@ a glance Progression Christianity As a Christian school, our Religious Education (RE) lessons are an important part of our curriculum as Jesus’ teachings are the basis of our school values. Through RE, we seek to give our children a rich variety of experiences from which they can develop knowledge, understanding and awareness of all faiths. Pupils at Albourne learn about the worldwide religions of Christianity, Islam and Judaism. We deliver RE in line with the West Sussex Agreed Syllabus. This provides an effective RE programme of study to enable pupils to have the knowledge, understanding and skills necessary to hold balanced and informed conversations about religions and worldviews. RE also has a significant role in the development of pupils’ spiritual, moral, social and cultural understanding. It promotes respect and open-mindedness towards others with different faiths and beliefs. We encourage pupils to develop their sense of identity and belonging through self-awareness and reflection. Understanding Christianity As a school we teach Christianity using the accredited Understanding Christianity resource which explores the key concepts of God, Creation, Fall, People of God, Incarnation, Gospel, Salvation and Kingdom of God. Children learn in three key ways - by reading and making sense of the Biblical text; making connections with their own lives and understanding the world and examining the ways in which Christians respond by putting their beliefs into action. The Emmanuel Project Alongside this teaching Understanding Christianity, we also encourage children to ask 'big questions' through our teaching based on The Emmanuel Project . This project, which was developed in Suffolk, provides resources for CofE schools to support teaching of Christianity in RE. The Emmanuel Project helps children to understand the world and their own place in it, and supports the teaching and learning of other faiths. Excellence in the Teaching and Learning of Religious Education By addressing key questions, Understanding Christianity encourages pupils to explore core Bible texts, examine the impact for Christians and consider possible implications. Each unit incorporates the following three elements: Making sense of the text - Developing skills of reading and interpretation; understanding how Christians interpret, handle and use biblical texts; making sense of the meanings of texts for Christians. Understanding the impact - Examining ways in which Christians respond to biblical texts and teachings, and how they put their beliefs into action in diverse ways within the Christian community and in the world. Making connections - Evaluating, reflecting on and connecting the texts and concepts studied, and discerning possible connections between these and pupils’ own lives and ways of understanding the world. Each unit begins with a ‘way in’ and then offers teaching and learning ideas for each element. The teacher chooses how to weave together the elements, from making sense of the text, through looking at the impact on the world of the Christian, and helping to make connections with the world of the pupil, in order to achieve the outcomes. A Christian school As a Christian school we are linked to the churches in the Parishes of Albourne, Sayers Common and Twineham (ASCAT) and Collective Worship is an important part of each day at our school. Find out more on our Christian Life page.

A warm welcome to Albourne Church of England Primary School from the Headteacher, Mrs Keeling. Headteacher's Welcome Welcome to our school. Welcome to Albourne Church of England Primary School. I am proud to lead an exceptionally committed and caring staff team in this thriving school. We are set in the heart of Albourne village in beautiful rural surroundings at the foot of the South Downs. From our majestic trees to soaring kestrels, Albourne is an idyllic place to learn. Our vision is The Albourne Way - 'Living life to the full' and we ensure that all children do this by experiencing an engaging curriculum, excellent teaching, unique opportunities such as performing on a professional stage, a wide and diverse range of trips, rich learning experiences and opportunities to develop leadership skills. We pride ourselves on being a Church of England School and our Christian values are the basis for everything we do here. As part of the Hurst Education Trust, we are passionate about education, developing excellent teachers through high quality training and collaboration with other schools. Our mission is that every child at our school embarks on an exciting learning journey, where they make incredible progress from their starting points, enjoy school and leave us as responsible citizens for the future. Fiona Keeling Headteacher

Science lessons at Albourne are enhanced by fun experiments and practical work. We take part in British Science Week by holding STEM (Science, Technology, Engineering and Mathematics) workshops. Our Forest School plays an important part in our Science curriculum, helping pupils understand nature and the wider world around them. Science... The Albourne Way Fun experiments and practical work. Science Curriculum Map 2024-25 Intent At Albourne, we want every pupil to be curious and inquisitive throughout his or her time with us. The science curriculum fosters a healthy curiosity in pupils about our universe and promotes respect for the living and non-living. We aim to nurture pupils interest and understanding in science so they want to learn more about the importance of science. Through our science programme of study, we will teach the essential aspects of scientific knowledge, enquiry processes and uses of science that has been identified within each unit and across each year group. The key knowledge identified by each year group is informed by the national curriculum and builds towards clear sequences of lessons and assessment opportunities. Key skills are mapped for each year group and are progressive throughout the school. These too ensure systematic progression to identified skills points that are in accordance with the Working Scientifically skills expectations of the national curriculum. Our pupils are provided with a variety of opportunities that cement and challenge their natural love of science through accessible practical, physical and interactive learning experiences, which are promoted, by trips, parental involvement and community links. They are also able to make use of our local environments and habitat. Pupils will be empowered via the use of a broad and balanced understanding of science, developed through fun, exciting and relevant lessons that allow them to successfully transition to the next stage of their education. Implementation Teachers create a positive and passionate attitude to science learning within their classrooms and reinforce an expectation that all pupils are capable of achieving high standards in science. Our whole school approach to the teaching and learning of science involves the following; Each new unit of work begins with a recap of the previous related knowledge from previous years. This helps pupils to retrieve what they have learnt in the earlier sequence of the programme of study, and ensures that new knowledge is taught in the context of previous learning to promote a shift in long term memory. Key vocabulary for the new topic is also introduced as part of the sequence of learning and pupils are shown the dual-coded vocabulary and this is displayed on the working wall. This provides definitions and accompanying visuals for each word to ensure accessibility to all. This approach also means that pupils are able to understand the new vocabulary when it is used in teaching and learning activities and apply it themselves when they approach their work. Once pupils know the new vocabulary for the unit and how it relates to previous learning, the pupils are asked what they already know specifically about the new topic which is incorporated into a mind map of knowledge. This provides the teacher with an insight into the pupils ‘starting points’ for the topic, to enable the use of assessment to inform planning. The teacher is then able consolidate any of the key knowledge which is identified at this part of the process as not yet being secure. Within all sequences of lessons, teachers plan a phase of progressive questioning which extends to and promotes the higher order thinking of all learners. Questions initially focus on the recall or retrieval of knowledge and then extend to promote application of the knowledge in a new situation to promote analytical thinking. Higher order questions focus on the pupils own work and how they might change or create an outcome and justify a choice they have made which is based on their evaluation. Through our planning, we involve problem-solving opportunities that allow pupils to apply their knowledge, and find out answers for themselves. Pupils are encouraged to ask their own questions and be given opportunities to use their scientific skills and research to discover the answers. This curiosity is celebrated within the classroom. Planning involves teachers creating engaging lessons, often involving high-quality resources to aid understanding of conceptual knowledge. Teachers use precise questioning in class to test conceptual knowledge and skills, and assess pupils regularly to identify those pupils with gaps in learning, so that all pupils keep up. Tasks are selected and designed to provide appropriate challenge to all learners, in line with the school’s commitment to inclusion and quality first teaching. We build upon the knowledge and skill development of the previous years. As the pupils knowledge and understanding increases, they become more proficient in selecting, using scientific equipment, collating and interpreting results, they become increasingly confident in their growing ability to come to conclusions based on real evidence. Working Scientifically skills are embedded into lessons to ensure that skills are systematically developed throughout the pupils school career and new vocabulary and challenging concepts are introduced through direct teaching. This is developed through the years, in keeping with the topics. Teachers demonstrate how to use scientific equipment, and the various Working Scientifically skills in order to embed scientific understanding. Teachers find opportunities to develop pupils understanding of their surroundings by accessing outdoor learning and workshops with experts. Pupils are offered a wide range of extra-curricular activities, visits, trips and visitors to complement and broaden the curriculum. These are purposeful and link with the knowledge being taught in class. Regular events, such as Science Week and STEM days, allow all pupils to come off-timetable, to provide broader provision and the acquisition and application of knowledge and skills. These events often involve families and the wider community. Impact The successful approach to the teaching of science at Albourne results in a fun, engaging, high quality science education, that provides children with the foundations for understanding the world that they can take with them once they complete their primary education. Pupil voice is used to further develop the Science curriculum, through questioning of pupils’ views and attitudes towards Science, to assess the children’s enjoyment of science, and to motivate learners.

Year 2 Skylarks Class Following the Albourne Way living life to the full Ask Me About Spring 2 Ask Me About Spring 1 Ask Me Abouts Autumn 2 Ask Me Abouts Autumn 1 Meet the Teacher September 2024 Skylarks Curriculum Overview 2-24-5

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."

The wellbeing of our pupils is important to us. Find out more about our Albourne Way Peacekeepers. Mental Health & Wellbeing Looking after all our pupils. 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

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