Design & Technology... The Albourne Way DT Overview 2024-25 Progression of Skills Intent: At Albourne Primary School we intend to build a Design Technology curriculum which is inspiring, rigorous, and practical. We want our children to use creativity and imagination, to design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. It is a subject that encourages children to ‘learn to think’ creatively to solve practical problems both as individuals and through teamwork. We intend for all children to acquire appropriate subject knowledge, skills and understanding as set out in the National Curriculum. It is our aim to create strong cross curricular links with other subjects, such as Mathematics, Science, Computing, and Art. We want Design and Technology to prepare our children, to give them the opportunities, responsibilities, and experiences they need to be successful in later life. Implementation: Design and Technology is a crucial part of school life and learning and it is for this reason that as a school we are dedicated to the teaching and delivery of a high-quality Design and Technology curriculum. This is implemented through: A well thought out, whole school, yearly overview of the DT curriculum which allows for progression across year groups in all areas of DT (textiles, mechanisms, structures, food and electrical systems) Teachers are given ownership and flexibility to plan for Design and Technology; often teaching DT as a block of lessons to allow the time needed for the children to be able to design, make and evaluate (incorporating relevant technical knowledge). Some lessons are delivered using an existing scheme of work which teachers adapt as needed. A range of skills being taught ensuring that children are aware of health and safety issues related to the tasks undertaken Pupils are introduced to specific designers, chefs, nutritionists, etc. helping to engender an appreciation of human creativity and achievement and increase the cultural capital from which they can draw in the future. Units on nutrition are taught ensuring that children have a growing understanding of where food comes from, its seasonality and the need for a healthy and varied diet. We will continue to develop our links with the other schools within the Trust, sharing resources, skills and ideas. Impact: Children will have clear enjoyment and confidence in Design and Technology that they will then apply to other areas of the curriculum. Through carefully planned and implemented learning activities the pupils develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world. They gain a firm foundation of knowledge and skills to see them equipped to take on further learning as they move through the school and into KS3. They get to evaluate and considered improvements in their designs, linking their ideas to real life situations. The curriculum lead for DT will review planning and lessons, they will speak to the children and gather evidence of the progression through the years.

At Albourne we celebrate a culture of creativity! We boast a staff team who have a diverse range of expertise in areas such as graphic design, illustration, fine art, music, dance and drama. We have collaborated to develop a broad and ambitious Art and Design curriculum for our young learners. Art and Design... The Albourne Way Celebrating a culture of creativity! Curriculum Overviews Statement of impact Artsmark At Albourne we celebrate a culture of creativity! We boast a staff team who have a diverse range of expertise in areas such as graphic design, illustration, fine art, music, dance and drama. We have collaborated to develop a broad and ambitious Art and Design curriculum for our young learners. Art – Intent, Implementation and Impact. Intent: At Albourne Primary School, we value the importance of Art and Design. It is our children’s entitlement to be able to share and express their individual creativity, independence, resilience, and self-reflection. We will deliver a curriculum that enables children from EYFS to year 6 to experience, and participate in a range of creative activities and events. Children get to develop their knowledge and skills within a wide range of arts activities (through lessons and extra-curricular clubs); they develop an appreciation of a mix of diverse cultures, including the use of those within the school and Trusts community.  It is our intent to provide all children with the fundamental skills, techniques and knowledge needed to independently create their own unique drawings, paintings, sculptures, and crafts. We want the children to have a natural sense of wonder and curiosity when studying a wide variety of artwork. We empower children to discover great artists. We want the children to realise that art goes across the curriculum and should be seen as an additional skill and enhancement to work produced in other curriculum areas. We aim to provide opportunities to meet and work with artists, visit galleries and create special shared events within the school. Implementation: We teach a skills-based art curriculum, which allows the children to express their creative imagination as well as providing them with the opportunities to practice and develop skills in the key processes of art. This is supported through the studying of key artists and movements, and through identifying arts role in everyday lives, through history and differing cultures. We ensure that progression is being made in children’s skills and knowledge of drawing, printing, painting, colour, sculpture, texture, and pattern, by following a skills progression document. In EYFS the children have daily access to a variety of media and materials which they can explore to produce their own creative work. Planning links to the year group curriculum topics and integrates appropriate schemes of work from Kapow. All planning links to the Art and design programmes of study for key stages 1 and 2. Art is promoted throughout our school through a variety of platforms: we hold after school art clubs, we have themed art weeks, we have shared learning with parents and we have changing display boards around the school and on the school grounds. We will continue to develop our links with Artsmark and with the other schools within the Trust, sharing resources, skills and ideas. Impact: When children leave Albourne they will have a love of art. They will have experienced a broad, balanced arts curriculum, with an emphasis on the development of understanding and skills in art and design, creative dance, music and drama. These experiences will have happened in all areas of the curriculum, and through extra-curricular clubs. Children leave Albourne having been exposed to a wide range of artists, including meting local artists, which will have developed their knowledge in a range of areas. Most importantly, we want children to have found and enjoyed a creative outlet – a means of self-expression and enjoyment. We seek opportunities to work with artists and designers to enrich the subject knowledge of staff and pupils. Art and Design is taught discretely through the year groups which allows for progression and enables pupils to revise, build-upon and extend key skills and knowledge taught in previous years. Our staff always find exciting ways of weaving Art and Design into other curriculum areas, where appropriate, making links with topics. By the time our pupils reach Year 6, they will have explored and gleaned skills across a range of disciplines including: drawing, painting, 3D modelling, printing and crafting. Sketchbooks are used for research of artists and their work; experimentation of design ideas; exploration of techniques and they are annotated with evaluations of their own work. As children transition through the school years, their sketchbooks journey with them, becoming precious working documents that the pupils love to flick back through and reflect on what has been recorded within. Our children have commented on how they value Art and Design as one of the many highlights of their school week, as they love having opportunity for self-expression and creativity; they say they find art therapeutic and many enjoy the freedom of being allowed to get messy! We are an inclusive school and we know that many children who find some other curriculum subjects challenging, feel that they are able to excel in Art and Design and it gives them that sense of success whic h is vital for their personal well-being. Artsmark Award Albourne is a school which appreciates the arts and we are proud to have achieved our Silver Artsmark Award. This award is the creative quality standard for schools, accredited by Arts Council England. To lead us in this we have our own pupil Arts Council Representatives. Hurst Art Workshops As a Hurst Education Trust (HET) school our pupils benefit from Art Workshops at Hurst College . Downloads and links Download our documents for further information about our curriculum. Progression of skils in Art Artsmark Award (artsmark.org.uk)

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

Information for parents/carers about attendance and absence. Attendance and Absence Information for parents. The 2025-26 academic year Whilst we understand families will be looking forward to travel and holidays abroad again, after the past couple of years' disruption, but we want to set expectations now: as a school we will NOT be authorising holidays during this academic year (2025-26). Every day in school counts and we will be monitoring attendance and lateness on a daily basis. Reporting an absence If your child is going to be absent from school, we expect you (the parent/carer) to do the following: Call the school office before 9.00am to explain absence each day your child is off school - this is for safeguarding reasons. Ensure you provide a written letter of explanation when your child returns to school, in addition to the phone calls, so we can maintain accurate records. If your child’s absence is longer than three days we would expect medical advice to be sought. If parents/carers have not contacted school, they will receive a message asking them why the child is not at school. Unexplained absences may also be followed up by a home visit or a letter. If the reason for the absence is not explained then the absence will be marked as unauthorised. When to contact us Please do contact us if you are having any difficulties or face challenges we may not be aware of, before it becomes a problem that we need to raise with you. Withdrawal from learning requests In line with the Department for Education (DfE), we will not authorise pupil absence for withdrawal from learning during term time unless there are unusual and compelling circumstances. This applies to absences of any length. The withdrawal from learning request process is as follows: All withdrawal from learning requests should be made to the Headteacher by completing a form which is available from the school office, and below. The Headteacher will speak to you (the parent/carer) regarding your request It is possible that unauthorised absence will trigger involvement from the Local Authority Attendance Team and you could be liable for a fine. The school scrutinises registers regularly to identify any patterns of absence/poor punctuality and these are discussed with the Headteacher to see there is anything the school can do to assist. In cases where attendance and punctuality do not improve, further support will be sought from the Local Authority Attendance Team. Your assistance in setting good attendance patterns early is much appreciated and it will help your child later on in their education. Local Authority information and guidance about attendance can be found on the WSCC School absences page . Medical appointments Every effort should be made to arrange medical appointments outside school hours. If it is necessary for a child to be out of school for this reason, the child should be returned to school directly after the appointment. Proof of the appointment should be shown to the school office. Parents/carers must inform the school of any planned absences in advance using the absence request form. Copies of these will be kept with the child's records. Holidays during term time Parents should be aware that taking holidays in term time are not an entitlement and are strongly discouraged by the Government, Local Authority and the school. The Headteacher can only authorise absences for exceptional circumstances - and this will be rare. Why attendance matters Attendance is important to us - and will continue to be so - not because of any targets we, or others, set for us but because when your child is not in school, they are missing their education. In addition, the children have missed so much time in school over recent years, during the Covid-19 pandemic. Attendance and punctuality are an important part of good behaviour and such an important life skill. It is an essential requirement in any job and habits formed early become embedded. Pupils who miss valuable time in classrooms fall further behind and become more disengaged from the work of the class. It is hard to regain this ground and hard to motivate pupils when attendance drops. Absence Request Form (Word doc) Downloads For all letters, information and forms for parents, please visit our Downloads page. Downloads

The Albourne Way Song Following The Albourne Way, we have created a school song that Listen here Verse 1 We walk each day, with hearts that care, Respect is all and always fair. We can see the wonder of the Albourne Way. We can shape tomorrow Even when we fail Chorus I believe in kindness, Something good in everything I see I believe in caring, The Carer shows exactly how to be. We proudly say: The Albourne Way. We proudly say: The Albourne Way. Verse 2 We care for trees, and skies so blue, For birds and animals, each other too. And our Albourne family, makes it worth the while, Guided by the carer, respecting every smile. Verse 3 I have empathy, a big heart within, To help me cope with everything. We can see the wonder of The Albourne Way, Shining in the future, flourishing every day.

Below are documents and forms available to all parents, including essential information, extra-curricular information and letters home. Downloads for Parents Documents and forms for parents. Below are documents and forms available to all parents. Essential information and forms Documents and forms for our Extra-Currciular clubs and activities. Absence request form Uniform information British Values information leaflet for parents Extra-Curricular information Documents and forms for our Extra-Currciular clubs and activities. Breakfast Club information Breakfast Club dietary requirements form (Word doc) Breakfast Club booking form - SEP 2023 (Excel doc) Breakfast Club booking form - OCT 2023 (Excel doc) Breakfast Club booking form - NOV 2023 (Excel doc) Breakfast Club booking form - DEC 2023 (Excel doc) Breakfast Club booking form - JAN 2024 (Excel doc) After School Care information Music Lessons information West Sussex Music Parent newsletters and letters home Download newsletters and letters from this term. Latest Newsletter September 2024 Funding and financial information Documents about our funding and finances. Please note, 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 the Government financial benchmarking service page about our school. 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. Goverment Benchmarking page Sports Premium report 2023-24 External suppliers Links to the companies we work with. Coolmilk Chartwells (hot school meals service) Albion FC in the Community

At Albourne School, we see the way in which we teach mathematics as unique and best suited to meet the needs of every child in our classrooms. Mathematics... The Albourne Way Teaching maths in a unique and personalised way. Maths Whole School Overview 2025-6 Problem Solving HET Calculation Policy The Numberer Maths….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. We have a broad and ambitious Maths programme of study which meets the requirements of the National Curriculum. Children are taught a coherent progression of skills and are given opportunities to answer a range of fluency, reasoning and problem solving questions. We teach content through a mastery approach following concrete, pictorial and abstract representations. Number sense and place value is vital for our learners to be efficient problem solvers who are able to reason and justify their thinking. Recalling basic number facts helps our children to think faster and more clearly, giving them the energy, attention and focus to tackle more complex questions. We believe that maths is achievable for all and we teach through mainly flexible groupings. Often children work within mixed ability groups but at times more targeted challenge and support is beneficial and children may be grouped accordingly. We strive for every learner to feel motivated, empowered and capable so they are confident to apply their learning independently and in real life contexts. With this solid foundation, children have the skills and experience to enable them to develop a love for maths and the resilience to persevere when needed. Challenge to all is provided through deepening understanding rather than acceleration of content. By the end of their time at our schools, children are well equipped with a range of mathematical skills and strategies, which can be effectively transferred in different areas of the curriculum and prepare them for future successes. INTENT To ensure all pupils are fluent mathematicians who are confident in the fundamentals of mathematics through varied and frequent practice with increasingly complex problems over time. In order that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately. To promote mathematical reasoning by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language. To solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions. To encourage a sense of enjoyment and curiosity about mathematics. To make sure that all children leave Albourne Church of England Primary as confident mathematicians. Curriculum planning and organisation We follow the White Rose Maths scheme of learning. Teachers follow the units of work in order outlined by White Rose, but being flexible and spending more or less time on a topic as needed by each cohort. The two exceptions to this are: Year 6, where the order of topics has been adjusted slightly to match how we feel will best prepare the children for the end of Key Stage 2 assessments, and EYFS where NCETM’s Mastering Number is used as the main maths resource (see below), with White Rose being used for non-number based units. This is set out in the Long Term Plan, which also details the timing of reflection weeks (where learning is assessed, consolidated and extended) and the problem solving focus for each half-term. To ensure working mathematically skills are taught systematically and consistently, each half-term children will have at least one stand-alone problem solving lesson which focuses on a specific problem solving strategy. Mastering Number at Reception and Key Stage 1 is used in Reception, Year 1 and Year 2. In Year 1 and 2 this is an additional daily teacher-led session of 10 to 15 minutes, designed to ensure that pupils develop fluency with, and understanding of, number that is crucial to future success in maths and academic progress more generally. As of 2024/25 we will also be taking part in Mastering Number at Key Stage 2. To further support fluency with number facts and times tables, the school use ‘Mighty Multiples’. Starting in Year 1 children practise and take challenges in number bonds and multiplication and division facts. Certificates are awarded when children reach key milestones: Bronze: Number bonds to 10 and 20, including word problems. Silver: 2, 5, and 10 times tables, multiplication and division facts and word problems and well as the ‘Mixed 1’ challenge including all 3 times tables learnt so far. Gold: 4, 3, and 8 times tables, ‘Mixed 2’ (2, 5, 10, 4, 3 and 8), all including multiplication and division facts and word problems. Platinum: 6, 7, 9, 11 and 12 times tables, multiplication and division facts and word problems, finishing with ‘Mixed 3’ (all times tables 12 x 12). In addition to this Times Tables Rocks Stars used as a way for children to practise their fluency at school and at home. While teachers use White Rose resources as the basis for their planning, they are encouraged to add to these with additional resources as they see fit. Teachers will carefully select which parts of maths resources are used to ensure a teaching for Mastery approach, which includes the five big ideas. We are part of the Sussex Maths Hub Maths Mastery Programme. We are taking part in the ‘embedding’ programme in 2023/2024 and will move to ‘sustaining’ in 2024/2025. This has provided excellent CPD and support for teachers across the school. Other resources that support the planning and teaching of a Mastery approach are: Albourne Progression in Calculation document NCETM, Teaching for Mastery https://www.ncetm.org.uk/teaching-for-mastery/ Nrich, http://nrich.maths.org/teacher-primary Other problem solving and reasoning resources to be found in each class: I see reasoning, Talk it, Solve it. IMPLEMENTATION Teaching The main features of a maths lesson at Albourne include: The lesson starting with a ‘Magic 10’. This is a 10-minute session designed to recap and revisit prior learning.Activities in a Magic 10 might include: practising key fluency skills with activities such as the counting stick for times tables, answering questions from content covered last week, last month, last year (or Flash Back 5), active maths activities where children are putting into practice skills they have already learnt or tasks designed to promote mathematical thinking. Daily 10 Which one doesn’t belong One Maths Minute · Children working through the curriculum content at the same pace. Differentiation is achieved by extending children by emphasising deep knowledge and through individual support and intervention. A ‘ping-pong’ style lesson where teachers introduce learning in small steps, giving children opportunities to practice, before introducing the next step. This goes side by side with an ‘I do’ (teacher), ‘We do’ (teacher and children) and ‘You do’ (children) approach. This approach increases classroom engagement, enables children to make rapid progress through modelling and scaffolding, and reduces cognitive load as steps are manageable, achievable and guided. Use of working walls to support children’s learning, these will be referred to and added to during lessons. · Teachers use precise questioning in class to test conceptual and procedural knowledge, and assess pupils regularly to identify those requiring intervention so that all pupils keep up. · Teachers will use the concrete, pictorial and abstract approach (CPA) to ensure that procedural and conceptual understanding are developed simultaneously. Use of precise vocabulary, definitions, stem sentences and generalisations. Verbalised by the children through ‘I say, you say, you say, we say’. Opportunities for extension activities for ‘rapid graspers’ / 'independent learners' that do not move on to new content but deepen knowledge within the content they are working on. Opportunities for problem solving and reasoning for all Teachers and teaching assistants monitoring all pupils during a lesson, and providing support for those children who need it as identified in each lesson. Children being involved in their own assessment through ‘purple pen’ marking and self-assessment of their confident in the small steps of the lesson. Teachers noticing misconceptions, either through planned activities to highlight common misconceptions or through identifying them in a lesson and responding accordingly. The structure of a maths lesson will generally take the following format: Magic 10 – recap prior knowledge/practice key skills (including Mastering Number) Main Teach – ping pong style lesson with children working at the same pace for the majority – some may need adult support to access. This could include short tasks with a partner/on a whiteboard /independently in books. Longer independent task that all access – everyone should start on the same activity There will also be extension activities, which may be ‘Chilli’ challenges Purple pen mark/feedback as a whole class Marking When considering marking in Maths we take into account evidence based research (Black et al 2003) which shows that the most effective and beneficial forms of assessment are ones which support learning (i.e. are formative) and are built-in to lesson design. In primary mathematics they require: well-structured classroom activities (involving conceptual and procedural variation and intelligent practice); regular opportunities for discussion of answers and strategies to support pupils’ reasoning skills and check and deepen their understanding; interaction and dialogue (between teacher and pupils, and between pupils themselves), focusing in particular on key ideas and concepts (including misconceptions and difficult points) and effective, efficient strategies of working mathematically. The most important activity for teachers is the teaching itself, supported by the design and preparation of lessons. Marking and evidence-recording strategies should be efficient, so that they do not steal time that would be better spent on lesson design and preparation. Neither should they result in an excessive workload for teachers. It is important for teachers to distinguish between a pupil’s simple slip and an error that reflects a lack of understanding. For slips, it is often enough to simply indicate where each slip occurs, particularly when the teacher’s/school’s approach is to encourage pupils to correct them; If errors demonstrate lack of understanding, the teacher may decide to take alternative courses of action. For instance, with a small number of pupils, the teacher may arrange same-day intervention while for a large number of pupils, the errors will be addressed in the next lesson. Evidence shows (Black and Wiliam 1998) that pupils benefit from marking their own work. Part of this responsibility is to identify for themselves the facts, strategies and concepts they know well and those which they find harder and need to continue to work on. IMPACT Assessment Teachers use informal daily assessment based on a specific activity. It centres on the learning intentions and informs the teacher’s future planning for individuals or groups. Outcomes are measured against the success criteria from teacher planning. Support staff are also involved in the assessment process through their observations, annotations, feedback to the teacher and feedback to the children. Children are encouraged to self-assess their work against learning intentions and success criteria. Verbal feedback and live marking during the lesson is particularly important to support children’s progress. During ‘reflection week’ in the second half of each term, children take part in a range of assessment activities that help build a picture of their progress and attainment. Children will take the PUMA assessment for their year group (unless they are working significantly below their year group level in which case a more appropriate assessment will be given). In addition, children will complete a ‘diving deeper’ page on one element of their learning form that term, where they show their learning in different ways: definition, draw-it, prove, make a mistake, tell a story. Teachers will also use this week to reteach any areas they have identified as needing extra practice. At the end of this week, teachers will use all of this information to assess children’s progress towards the year group statements from the National Curriculum (entered into Insight) and make a judgement about whether each child is currently working at greater depth, the expected standard or are working below their year group level. This overall judgement is inputted into termly Windscreen Assessments. These windscreens are then analysed by the Assessment Lead and discussed at termly pupil progress meetings. Internal is checked by the Maths lead to look for strengths and weaknesses across year groups or subgroups of children. External data is tracked to evaluate progress against school and national targets. Both of these inform the development of the Maths Action Plan. The staff moderate maths in planned meetings to ensure consistency in practice as well as an understanding of whether the child is on track to meet/meeting the end of year expectations. Monitoring, evaluation and professional development Monitoring of the standards of the children’s learning and of the quality of teaching in Maths is the responsibility of the Maths Subject Leader. The monitoring of Maths is fed back to teachers regularly and whole school development points are discussed and actioned in staff meetings. The work of the subject leader also involves supporting colleagues in the teaching of Maths. The subject leader meets regularly with the Headteacher and gives governors a updates on developments in Maths and ways forward. Monitoring activities undertaken by the subject lead for Maths are planned across the year and can include the following: staff meetings to analyse samples of pupils’ work in Maths to moderate standards to ensure consistency and to inform colleagues of subject developments at local and national levels; lesson observations to ensure that learning and teaching is appropriately engaging and challenging and that appropriate progress is being made by all pupils; the sampling of pupils’ work to ensure that expectations in terms of subject standards are being maintained through the curriculum; meetings and discussions with pupils from across year groups analysis of data An important outcome of this ongoing monitoring and evaluation will be the identification of professional development needs amongst colleagues. The subject lead will, in the context of whole school priorities seek to address these through engaging appropriate external and internal support. The subject lead uses the intelligence gained from monitoring and evaluation provision to update and inform the priorities for the annual Action Plan. "[It was] wonderful to watch how they all work in the class - very enjoyable. Great ideas for home." OFSTED Downloads and links Download our documents for further information about our curriculum. Maths policy 2024-25 Progression in Calculation policy Maths support at home Maths games to support learning (Topmarks) Mental Maths Train game (Topmarks)

Lesson Design The Albourne Way Lesson design… The Albourne Way. Regular CPD in staff meetings and INSET day, modelled lessons and drop-ins have seen lesson design aligned with the Albourne Learners. Small Title This is a Paragraph. Click on "Edit Text" or double click on the text box to start editing the content and make sure to add any relevant details or information that you want to share with your visitors. Small Title This is a Paragraph. Click on "Edit Text" or double click on the text box to start editing the content and make sure to add any relevant details or information that you want to share with your visitors. Small Title This is a Paragraph. Click on "Edit Text" or double click on the text box to start editing the content and make sure to add any relevant details or information that you want to share with your visitors.

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 2026 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

The Admissions Policy for Albourne Church of England Primary School is common to all Local Authority community or voluntary controlled schools in West Sussex. Admissions Find out how to apply to our school. Albourne Church of England Primary School is an academy within the Hurst Education Trust. As such the Trust is the Admission Authority responsible for all decisions in connection with admitting pupils. The Trust delegates the responsibility for admissions to the Governing Body of the school. Our admission arrangements are explained in our Admissions Policy. Every year our admission number (PAN) for Reception is 30 West Sussex operates a coordinated admission scheme for primary schools. Our admissions policy can be found here. Applications for Reception September 2026 Please note that for children who are eligible to start school in September 2026, parents/carers should apply online for a school place for their child. For full details and to apply online, please visit School places - West Sussex County Council If you need to complete a paper application form, please contact the West Sussex Pupil Admissions Team: Telephone: 033 301 42903 Email: admissions.north@westsussex.gov.uk Applications received after the closing date are considered late and dealt with after all those received on time. Open Day visits We hold open sessions for parents to visit our school to find out more about us. This is an ideal opportunity to help you decide on the right school for your child. Details of these events are listed below. Please reserve your space at an Open Day by calling the School Office on 01273 832003. School Admissions Appeals Process and Timetable : If you have applied for a place at Albourne and your child has been refused admission, you have the legal right to appeal against that decision. This applies to Reception class and In-Year Admissions. Full details of the process and timescales can be found in the following document. Applying for Reception 2026 Appeals Process & Timetable Key information downloads For all key information and school policy documents, please follow the link to our Policies page. Policies