Search results

Our Breakfast Club opens at 7.45am for parents who wish to drop their children at school early. Pupils have time for supervised play and activities, both indoors and outdoors, and are provided with a healthy breakfast. Wrap Around Care Offering supervised activities before and after the school day. Our Breakfast Club opens at 7.45am for parents who wish to drop their children at school early. Pupils have time for supervised play and activities, both indoors and outdoors, and are provided with a healthy breakfast. Breakfast is served between 8.15am and 8.30am. The Club offers a selection of cereals; a choice of fruit and toast with a choice of margarine, honey and jam. Milk and/or water is also available. Activities include puzzles, games, colouring and art. When the weather is fine, pupils are able to have supervised play outdoors in the playground. In poor weather the Breakfast Club activities are provided in the school hall. An After School Club is available from Albourne Under 5s for more information please contact them directly on Albournepreschool@outlook.com . Key information downloads For all key information and school policy documents, please follow the link to our Policies page. Policies

Albourne Church of England Primary School is a caring church school rooted in the heart of our community, in the village of Albourne, West Sussex. About us Albourne Church of England Primary School is a caring church school rooted in the heart of our community, in the village of Albourne, West Sussex. Explore Headteacher's Welcome A warm welcome to Albourne C.E. Primary School. The school is set in the heart of Albourne village, in beautiful rural surroundings, at the foot of the South Downs. Our pupils come from a wide rural catchment area and range from age 4 to 11 years. Read more Vision and Values 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. We encourage pupils to consider how we model our values through our actions in daily life. Read more The Albourne Way The Albourne Way encourages both the community and our children to be caring citizens, confident and independent learners and responsible and resilient individuals. Read more House Teams All pupils at Albourne are members of one of our house teams. Houses are named after trees - Oak, Alder, Willow and Walnut - as chosen by our pupils. Read more Pupil Leadership 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. Read more Staff We have a caring and committed team of skilled staff who work together to make a positive difference to the children's lives, to ensure that every child is given the best learning opportunities to develop academically, socially and emotionally. Read more Governors Our Governing body are committed to making a positive contribution to the school and your children’s education, both their learning and wellbeing. Read more Parent and Teacher Association We have a close relationship with our parents and an active and enthusiastic Parent and Teacher Association (PTA). Read more Hurst Education Trust Albourne is a proud member of the Hurst Education Trust (HET) which 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. Read more Vacancies Find out more about our staff vacancies at Albourne C.E. Primary School. Read more

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 CE Primary School, 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. Equality Committed to ensuring equality of opportunity for all pupils. Equality Statement At Albourne CE Primary School, 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. We aim to develop a culture of inclusion and diversity in which all those connected to the school feel proud of their identity and ability to participate fully in school life. We tackle discrimination through the positive promotion of equality, by challenging bullying and stereotypes and by creating an environment which champions respect for all. We believe that diversity is a strength which should be respected and celebrated by all those who learn, teach and visit us. Equality in Teaching and Learning We provide all our pupils with the opportunity to succeed and to reach the highest level of personal achievement. We do this by: Ensuring equality of access for all pupils and preparing them for life in a diverse society Using materials that reflect the diversity of the school, population and local community without stereotyping Promoting attitudes and values that challenge any discriminatory behaviour or prejudice Providing opportunities for pupils to appreciate their own culture and celebrate the diversity of other cultures Seeking to involve all parents in supporting their child’s education Utilising teaching approaches appropriate for the whole school population which are inclusive and reflective of our pupils Equality Objectives from Autumn 2024-25 At Albourne Church of England Primary School we are committed to ensuring quality of education and opportunity for all pupils, staff, parents and carers, irrespective of race, gender, disability, belief, religion or socio-economic background. In order to further support pupils, raise standards and ensure inclusive teaching, we have set the following objectives: Objective 1: To monitor and analyse pupil achievement by gender and SEND and act on any trends or patterns in the data that require additional support for pupils. Objective 2: To continue to raise levels of attainment in core subjects for vulnerable learners. Objective 3: To review levels of parental and pupil engagement in learning and school life, across all activities to ensure equity and fairness in access and engagement. Equal Opportunities for Staff All staff appointments and promotions are made on the basis of merit and ability and in compliance with the law. The school has a full and separate Equal Opportunity Policy which can be found on the Policies page . Please consult this for further details if you wish. Key information downloads For all key information and school policy documents, please follow the link to our Policies page. Policies

Join our team of dedicated staff. Our latest vacancies are listed below. Vacancies Join our team of dedicated staff members. Learning Support Assistant Person Specification MDSA HET Application Form

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)

Year R Robins Class Following the Albourne Way living life to the full Robins Curriculum Overview EYFS...The Albourne Way

Below is important information for our parents/carers. Parents - Our Albourne Family Albourne Family Forum Read, Write, Inc Presentation Austin's Butterfly Diary Dates Next Week @ Albourne Find out more SEND Information Newsletters, Hurst Life & School Letters Find out more Class Information Ask Me Abouts Find out more Find out more Download our school term dates and find out what school events are coming up. Attendance What to do if your child is absent Find out more Find out more The School Day @Albourne Find out more Uniform Online Safety Useful advice for parents on today's technology and how to guide and protect your child. Find out more Downloads For all letters, information and forms for parents, please visit our Downloads page. Downloads

The Albourne Way was created out of our vision to nurture and enable all of our children to flourish and be the person that they are capable of being. The Albourne Way Living Life to the full. Vision & Values Document The Albourne Way Song Everything we do at Albourne Church of England Primary School is underpinned by John 10:10 - 'Jesus said, "I have come that you may have life in all its fullness."' Whilst developing our ‘culture of excellence for all’, we encapsulated 'life in all its fullness' within The Albourne Way. The Albourne Way was created out of our vision to nurture and enable all of our children to flourish and be the person that they are capable of being. See our Vision & Values document for more information. The Albourne Way encourages both the community and our children to be caring citizens; confident and independent learners and responsible and resilient individuals. 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 and children will make excellent progress from their starting points. Following The Albourne Way is the driver for everything in the school: Albourne Way Teaching & Learning Policy ; Albourne Excellent Behaviour for Learner Points (ALPS) ; Albourne Way 6 SDP ; The Albourne Way Explorer Reading Challenge; Albourne Way Ambassadors ; Lessons The Albourne Way and our Albourne Learners. One of the areas of The Albourne Way is about following the ‘excellence in presentation’ way; it is not just about handwriting and best practice but progress from pupils' starting points. When a child is following The Albourne Way, or making progress from their starting points, they are recommended to visit Ms Keeling for an 'A' sticker. Once pupils receive 5 'A' stickers, they will be awarded an extraordinary certificate. Once a pupil receives five of these stickers, they become a member of The Albourne Way Ambassadors Association and will be awarded a special badge. The Ambassadors Association involves regular meetings at lunchtimes to look at pupils' progress in their books, discuss their next steps and identify the next term's group of Ambassadors. Read more about the Ambassadors Association on our Pupil Leadership page. Pupils use the Christian values they learn during their time at Albourne to guide and support them through life. The Albourne Way aims to help pupils experience 'life in all its fullness' as they progress from Primary School towards adulthood.

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