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The Hurst Education Trust (HET) is a Multi-Academy Trust set up by Hurstpierpoint College in collaboration with the Diocese of Chichester. It exists to provide a unique offer to local schools in the Mid Sussex area. Hurst Education Trust Albourne is proud to be part of the Hurst Education Trust. HET & Albourne Vision & Values HET & Albourne Curriculum The Hurst Education Trust (HET) is a Multi-Academy Trust set up by Hurstpierpoint College (known as Hurst College) in collaboration with the Diocese of Chichester. It exists to provide a unique offer to local schools in the Mid Sussex area. HET vision and values Academic excellence is the foundation of a Hurst education because we believe it opens doors to the future. Therefore every child at Hurst College, and at a HET School, is challenged and supported along the way in our friendly and warm community. We are ambitious for each of our pupils, and who they can become, and we encourage each pupil to engage and enjoy all aspects of school life. We want our pupils to learn the importance of certain values: a sense of duty, an awareness of right and wrong and a respect for others. We want pupils to be ambitious with a clear sense of purpose, to acquire a balanced view of life and develop into independent, mature individuals. Schools who are part of the Hurst Education Trust receive a high quality education support package focused on the “Good to Outstanding” journey and access to Hurst College’s facilities, including sports and academic provision together with specialist facilities including the theatre, farm and chapel. Importantly, schools retain their individuality, including their name, uniform and curriculum. To find out more, please visit the Hurst Education Trust website. A Message from the CEO With its close partnership with the Diocese of Chichester, the Hurst Education Trust is a Church of England Multi-Academy Trust. As such it is proud of its identity and foundation and this is reflected explicitly and implicitly in its ethos, practices and policies. Central to the work of the Trust and its schools will be the Church of England’s Vision for Education: “Educating for life in all of its fullness.” “I have come so that you may have life, and have it to the full.” (John 10:10) Under this umbrella, the Trust and its schools are open, welcoming and inclusive, embracing pupils of all faiths and none, committed to the flourishing of all of its pupils. Diversity will be celebrated and equal opportunities available to all. It is our belief that there are core common values universally recognised across faith boundaries, dignity, compassion, the removal of disadvantage and discrimination, empathy and encouragement which help foster and create a positive school environment in which all individuals can thrive and grow. Tim Manly CEO Hurst Education Trust Details of the Trust can be found on the Hurst Education Trust website www.hurst.education Key documents, including the Trust's annual report and accounts, can be accessed from www.hurst.education/documents The Hurst Education Trust is a Company Limited by Guarantee in England and Wales Registered No. 13807225 The Trust's contact details are: Hurst Education Trust c/o Hurstpierpoint College College Lane Hurstpierpoint West Sussex, BN6 9JS 01273 836914 Downloads and links Download our documents for further information about our curriculum. Hurst Education Trust Hurst Education Trust - Key documents

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. Vision and Values Vision & Values The Albourne Way Vision and values Everything we do at Albourne Church of England School is underpinned by John 10:10 ‘Jesus said, “I have come that you may have life in all its fullness.”’ When developing a ‘Culture of Excellence for ALL’, we encapsulated life in all its fullness within The Albourne Way. The Albourne Way came 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 encourages both the community and our children to be caring citizens, confident and independent learners as well as responsible and resilient individuals. They will use the Christian Values, learnt and understood during their time at Albourne School to guide and support them to experience life in all its fullness as they progress from Primary School towards adulthood. 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. We teach our pupils these key values: Perseverance Aspiration Respect Responsibility Kindness Courage Our school’s vision is that, by learning and living these values, our pupils will develop and experience ‘life in all its fullness.’ (John 10:10) Find out more about The Albourne Way . Find out more about our Christian ethos on our Christian life page.

All pupils at Albourne belong to a house - Oak, Alder, Willow or Walnut. House Teams All pupils at Albourne belong to a house team. Houses All pupils at Albourne are members of one of our house teams. Our four houses are all named after trees - Oak, Alder, Willow and Walnut - as chosen by our pupils. House Value Points House Value Points are earned for a variety of reasons - effort with work, demonstrating one of our values or any other reason a member of staff feels that a child deserves recognition. Once a pupil collects ten House Value Points they are awarded a certificate. Value Catchers All children are 'Value Catchers' and when they see someone demonstrating the current value we are working on, they write this is in our Values Book. House Captains House Captains are elected in Year 6. They act as role models and demonstrate leadership skills and the school values to the other members of their House. House Captains are also responsible for giving tours to potential new parents at our Open Events. House Captains plan and led House assemblies every three weeks on a specific subject. Pupils value this opportunity to meet with different age groups and share collaborative team responsibilities. Examples of assemblies include: Black History Month, Anti-Bullying, Children’s Mental Health, the King’s Coronation and The 'Albourne Way'. "What an amazing group of children. It [giving a school tour] is a lot of responsibility for them but they were superb." PARENT (SPEAKING ABOUT OUR HOUSE CAPTAINS GIVING A TOUR)

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 2025 Please note that for children who are eligible to start school in September 2025, 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. Applying for Recption 2025 Key information downloads For all key information and school policy documents, please follow the link to our Policies page. Policies

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 2024-25 HET Calculation Policy Problem Solving 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)

Geography...The Albourne Way Inspiring lifelong curiosity & creating informed global citizens Curriculum Overviews Whole School Curriculum Map 2024-25 Geography…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. ‘Geography… The Albourne Way’ envisions a dynamic geography curriculum that prepares students for the challenges and opportunities of the 21st century while promoting a deep understanding of the interconnectedness between people and their environments. Our curriculum is grounded in the belief that geography is not just about maps and locations, but is a lens through which students can explore the complexities of the world around them. Our curriculum raises curiosity about diverse landscapes, cultures, and natural phenomena through hands-on activities and field trips. Our goal is to inspire lifelong curiosity, create informed global citizens, and equip students for success in an interconnected world. IMPLEMENTATION We lead an enquiry-lead approach to our history curriculum as our pupils not only build their substantive knowledge and understanding, but become increasingly adept at disciplinary thinking, conceptual understanding and the use of specialised vocabulary and technical terms. In order to do this, as a school we are dedicated to the teaching and delivery of a high-quality history curriculum. This is implemented through: reflecting the guidance of and matches with the scope and ambition of the national curriculum. providing pupils with the appropriate opportunities to build their substantive and disciplinary knowledge. This will encourage children to master and apply subject skills and techniques and acquire the specialist language and technical terms to communicate their understanding effectively. Creating a MTP of each enquiry, which defines what the pupils will know, understand and be able to do. This is clearly identifiable in the progressive and increasingly challenging objectives. Sequencing enquiries to ensure that pupils can build on prior knowledge and understanding as they tackle more complex and demanding enquiries throughout their education. Learning activities are very varied to ensure that all pupils have opportunities to demonstrate their strengths. Our curriculum for EYFS – Year 6 provision is made for regular and high quality visits which we recognise as a core element of our pupils’ statutory entitlement in geography. These visits provide opportunities to develop and consolidate skills and concepts introduced in the classroom and allow pupils to extend their understanding through investigating geography in the ‘real world.’ When assessing our pupils, evidence is drawn from a wide range of sources to inform the process including interaction with pupils during discussions and related questioning, day to day observations, presentation and communication of data collected during visits and writing in different genres. We do not make summative judgements about individual pieces of pupil work, but rather use continuous formative assessments to build an emerging picture of what the pupil knows and understands about our overall enquiry into the subject. IMPACT Our curriculum, ‘Geography... The Albourne Way’ helps to prepare our pupils for life in the 21st century with all of its currently unknown possibilities. Our pupils will develop the skills to act as young geographers in our current world. As geographers they will acquire the skills to make links and connections between the natural world and human activity, how it changes and the impact of physical and human geography upon one another. Our curriculum prepares our pupils for opportunities and challenges that will arise during their lifetime – personal, local, national and global.

Year 5 Woodpeckers Class Following the Albourne Way living life to the full Ask Me About 'Ask Me Abouts' will be added here half-termly to keep you informed about what we have been doing and what we intend to do in Woodpeckers class. Ask Me About Ask Me About February 2024 Ask Me About March 2024 Ask Me About May 2024 Ask Me About July 2024

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. 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