Computing Progression of Skills Overview 2024-25 Online Safety Computing – Intent, Implementation and Impact. Intent: Our aim at Albourne is to give children a thorough and ambitious education in computing, equipping them to use technology, computational thinking and creativity with a solid grounding for future learning and the ability to become active digital citizens in the modern world. At Albourne we understand that technology is everywhere and will play a pivotal part in students' lives; therefore, we want to model and educate our pupils on how to use technology positively, responsibly and safely and that they see good models of this. By the time they leave Albourne, children will have gained key knowledge and skills in the three main strands of the National Curriculum for Computing (2014): computer science (programming and understanding how digital systems work), information technology (using computer systems to create, store, retrieve and send information) and digital literacy (evaluating digital content and using technology safely and respectfully). We encourage staff to try and embed computing across the whole curriculum to make learning creative and accessible. We want our pupils to be fluent with a range of tools to best express their understanding; by Upper Key Stage 2, children should have the independence and confidence to choose the best tool to fulfil the task and challenge set by teachers. Our curriculum ensures they know what to do if they have concerns about anything they encounter online, and how to be safe, responsible and respectful when using the internet. Implementation: At Albourne, computing is taught weekly, the key knowledge and skills that must be taught within each unit have been identified and mapped to support the progression of children’s learning across the primary phases. An overview of each unit’s key vocabulary, key knowledge and linked prior knowledge is available through the knowledge organisers. Our computing progression framework ensures a balanced coverage of the three computing strands (computer science, information technology and digital literacy). The children work on all three strands each year, including e-safety. As they progress through the school, children build on their prior learning within each strand, covering new or deeper knowledge and developing their technical skills. For coding, the school uses the Discovery Espresso units from year 1 to year 6; this allows for a clear progression and development of block coding skills. We will continue to develop our links with the other schools within the Trust, sharing resources, skills and ideas. Wider Curriculum links and opportunities for the safe use of digital systems are considered in curriculum planning. Through cross-curricular uses of computing in other subjects, teachers are able to revisit misconceptions and knowledge gaps in computing in tandem with other curriculum areas. This supports varied paces of learning and ensures pupils make good progress. The importance of online safety is shown through displays within the learning environment and through PSHE lessons. Parents are informed when issues relating to online safety aris e and further information/support is provided if required. Impact: We believe the children of Albourne will be confident users of technology, and will be able to use it to accomplish a wide variety of goals, both at home and in school. Children will have a secure and comprehensive knowledge of the implications of technology and digital systems, which is important in a society where technologies and trends are rapidly evolving. Children will be able to apply the school values and expectations when using digital systems. Children can use their computer skills to showcase their writing and presentation skills which can then be featured on the school website. We know that finding the right balance with technology is key to an effective education and a healthy life-style. We feel the way we implement computing helps children realise the need for the right balance and one they can continue to build on in their next stage of education and beyond.

Find out about our funding and finances, including how we use our Pupil Premium and Sports Premium. Funding and Finances Enhancing the quality of provision at our school. Our finances As of September 2020, all schools are required to publish how many people in their organisation earn over £100,000 and publish a link to our page on the Government financial benchmarking service. Albourne CofE Primary has zero people in our organisation earning £100,000 or above. The Government benchmarking page for our school can be found at the link below. Gov.uk - Schools financial benchmarking Pupil Premium Pupil Premium was introduced in April 2011 and is allocated to children who are either looked after by the Local Authority; those who have been eligible for FSM at any point in the last six years (also known as Ever 6 FSM) and for children whose parents are currently serving in the Armed Forces. The level of premium for 2019-20 is £1,320 per primary pupil, with £1,900 for those with special guardianship or adopted from care. The purpose of the funding is to help schools to close the gap between the progress of children who are disadvantaged or vulnerable, and their peers. It is for schools to decide how the Pupil Premium allocated to their school is spent. Schools are accountable for their use of the additional funding to support pupils from low-income or vulnerable families and the impact this has on educational attainment. The barriers that need to be overcome by vulnerable pupils can vary - at Albourne we are aware of: Emotional barriers to learning - where a pupil struggles with situations beyond their control and needs support to manage their feelings and therefore needs pastoral support. Financial barriers to learning - where a pupil is unable to access all the opportunities that are offered due to financial constraints and therefore needs financial support. Academic barriers to learning - where a pupil has lower attainment than their peers and therefore needs additional support to close the gap. Pupil Premium Strategy Statement 2023-26 Pupil Premium Strategy Statement 2023-24 Pupil Premium Strategy Statement 2020-23 Pupil Premium Strategy Statement 2019-20 Sports Premium Sports funding is a grant given to every primary school. The aim of this funding is to enhance the quality of provision of sports and Physical Education (PE) and to enable all children to take part in a wider range of activities that promote a healthy lifestyle. Our PE and sports premium allocation for the academic year 2023-24 is £17,580. The documents below show how we have spent our grant in previous years. Categories of Spending 2024-25 Funding Allocation 2024-25 Opportunities, Impacts & Sustainability 2024-25 School Declarations 2024-25 School Specifics 2024-25 Sports Premium Report 2023-24 Sports Premium Report 2022-23 Key information downloads For all key information and school policy documents, please follow the link to our Policies page. Policies

Information for Year 6 parents on what we are learning this year. Year 6 Nightingale Class Following the Albourne Way living life to the full Nightingales Curriculum Overview 2-24-5 Welcome to Nightingales. '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 Nightingales class. Welcome to Nightingales (Year 6). The teacher in Nightingales is Mr. Hamilton. The class also has the support of Mrs. Henson in the mornings and as cover for Mr. Hamilton on Friday afternoons. Nightingales have a newly built classroom separate from the school’s main building with its own lockers, toilet block and a smaller group-work room. The Autumn term will introduce the children to the geography topic of Mountains and Volcanoes. They will find out how volcanoes affect the lives of those living in Iceland, and making local comparisons with people living in mountainous areas of Wales. In English, the children will follow the Albourne Writers Way to create some wonderful descriptive writing inspired by ‘The Wolves of Currumpaw’,’The man who walked between the Twin Towers’ and ‘Survivors’. We expect all children to be reading daily at home and in school when the opportunity arises. Home reading should be recorded in their reading diary, which we check weekly- those who have been reading daily will have a raffle ticket entered into the half-termly reading challenge, with the opportunity to win a book. In maths, we will be recapping the children’s knowledge of place value, the four operations and fractions. This will be carried out through a range of question types to help develop a deeper understanding of mathematical skills. We will also do a weekly times table challenge to help speed up their recall. In computing the children will be learning more about the importance of safety and how we can use spreadsheets to help with calculations and displaying of data. Design technology will be a themed day run by the STEM Ambassadors, who have quite a challenge for the children. Religion, will allow the children to find out about the Hajj through a study of Islam and to study the question, ‘Was Jesus the messiah?’ To keep fit and healthy, we will have two PE lessons per week- our first session will focus on developing tag rugby skills and the second will split, with year 6 going swimming and year 5 doing dance. In science we will explore living things and their environments. We will be having a trip to London to the Natural history Museum as part of geography topic work. We set homework on Google Classroom based on reading, grammar, punctuation and spelling, and maths (related to our classwork). Thanks, as ever, to all the parents and carers for their help and support. Please feel free to contact us. Downloads For all letters, information and forms for parents, please follow the link to our Downloads page. Downloads page

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.

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)

The Albourne Learners Meet The Polisher Meet The Explorer Meet The Listener Over the rest of the year, we will be working with the children on the skills they need to be a fantastic learner. We will be launching 6 Albourne Learners, which are bespoke to our school. These characters will become key to teaching the children of Albourne to understand, describe and aspire to have the attributes that make an excellent learner. The first of these is The Explorer: Following the Albourne Way; I am an adventurer; discoverer and I am curious about the world around me. The Explorer is about preparing the children for learning by having the correct learning tools. When we spoke to the children about what they would have in a learning back pack, one of the items was a teacher, which is why Mr Hamilton is on top of the back pack!

Whilst attending Albourne Church of England Primary School, your child will be required to wear the following school uniform. Uniform Feeling good and looking smart all day long. School Uniform All children at Albourne CE Primary School wear the following school uniform: • White or navy polo shirt or blouse with or without the school logo • Navy sweatshirt or cardigan with school logo • Grey or navy trousers, smart shorts or skirts (jogging pants, sports shorts and leggings are not acceptable) • Blue and white (checked or striped) summer dress • Sensible black shoes or all black trainer-like shoes like in the picture. • On P.E days, children should come to school wearing P.E kit: • Navy/Black shorts • White/Navy – new colour School Logo PE T-shirt • Navy sweatshirt or cardigan with school logo (no hoodies) • Plimsolls • Trainers for outdoor games (not required for Reception Pupils) • Navy Jogging Bottoms (optional – in winter ) • No Jewellery • Earrings should not be worn during PE – if Earrings are unable to be removed then they need to be covered with tape or a plaster from home • No makeup, nail varnish or tattoo stickers • No football kits. School kit is provided for inter-school matches. Please note that all items of school uniform must be clearly named. Sweatshirts, white and navy polo shirts, T- shirts, baseball caps and book bags with the school logo can all be purchased from our uniform supplier Broadbridges. Please see their website for details www.broadbridges.co.uk Telephone: 01444 242 682 Broadbridges, Burgess Hill. Lynnem House, 1 Victoria Way Burgess Hill RH15 9NF Broadbridges - local uniform shop Sweatshirts, white and navy polo shirts, t-shirts, baseball caps, PE bags and book bags with the school logo can all be purchased from our uniform supplier Broadbridges. Please see their website for full details. Our school uniform on their website can be found here . Broadbridges - Burgess Hill Lynnem House, 1 Victoria Way, Burgess Hill, RH15 9NF 01444 242 682 www.broadbridges.co.uk Uniform information 2025-26 Broadbridges uniform shop Downloads For all letters, information and forms for parents, please visit our Downloads page. Downloads

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

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

Science lessons at Albourne are enhanced by fun experiments and practical work. We take part in British Science Week by holding STEM (Science, Technology, Engineering and Mathematics) workshops. Our Forest School plays an important part in our Science curriculum, helping pupils understand nature and the wider world around them. Science... The Albourne Way Fun experiments and practical work. Science Curriculum Map 2025-6 Intent At Albourne, we want every pupil to be curious and inquisitive throughout his or her time with us. The science curriculum fosters a healthy curiosity in pupils about our universe and promotes respect for the living and non-living. We aim to nurture pupils interest and understanding in science so they want to learn more about the importance of science. Through our science programme of study, we will teach the essential aspects of scientific knowledge, enquiry processes and uses of science that has been identified within each unit and across each year group. The key knowledge identified by each year group is informed by the national curriculum and builds towards clear sequences of lessons and assessment opportunities. Key skills are mapped for each year group and are progressive throughout the school. These too ensure systematic progression to identified skills points that are in accordance with the Working Scientifically skills expectations of the national curriculum. Our pupils are provided with a variety of opportunities that cement and challenge their natural love of science through accessible practical, physical and interactive learning experiences, which are promoted, by trips, parental involvement and community links. They are also able to make use of our local environments and habitat. Pupils will be empowered via the use of a broad and balanced understanding of science, developed through fun, exciting and relevant lessons that allow them to successfully transition to the next stage of their education. Implementation Teachers create a positive and passionate attitude to science learning within their classrooms and reinforce an expectation that all pupils are capable of achieving high standards in science. Our whole school approach to the teaching and learning of science involves the following; Each new unit of work begins with a recap of the previous related knowledge from previous years. This helps pupils to retrieve what they have learnt in the earlier sequence of the programme of study, and ensures that new knowledge is taught in the context of previous learning to promote a shift in long term memory. Key vocabulary for the new topic is also introduced as part of the sequence of learning and pupils are shown the dual-coded vocabulary and this is displayed on the working wall. This provides definitions and accompanying visuals for each word to ensure accessibility to all. This approach also means that pupils are able to understand the new vocabulary when it is used in teaching and learning activities and apply it themselves when they approach their work. Once pupils know the new vocabulary for the unit and how it relates to previous learning, the pupils are asked what they already know specifically about the new topic which is incorporated into a mind map of knowledge. This provides the teacher with an insight into the pupils ‘starting points’ for the topic, to enable the use of assessment to inform planning. The teacher is then able consolidate any of the key knowledge which is identified at this part of the process as not yet being secure. Within all sequences of lessons, teachers plan a phase of progressive questioning which extends to and promotes the higher order thinking of all learners. Questions initially focus on the recall or retrieval of knowledge and then extend to promote application of the knowledge in a new situation to promote analytical thinking. Higher order questions focus on the pupils own work and how they might change or create an outcome and justify a choice they have made which is based on their evaluation. Through our planning, we involve problem-solving opportunities that allow pupils to apply their knowledge, and find out answers for themselves. Pupils are encouraged to ask their own questions and be given opportunities to use their scientific skills and research to discover the answers. This curiosity is celebrated within the classroom. Planning involves teachers creating engaging lessons, often involving high-quality resources to aid understanding of conceptual knowledge. Teachers use precise questioning in class to test conceptual knowledge and skills, and assess pupils regularly to identify those pupils with gaps in learning, so that all pupils keep up. Tasks are selected and designed to provide appropriate challenge to all learners, in line with the school’s commitment to inclusion and quality first teaching. We build upon the knowledge and skill development of the previous years. As the pupils knowledge and understanding increases, they become more proficient in selecting, using scientific equipment, collating and interpreting results, they become increasingly confident in their growing ability to come to conclusions based on real evidence. Working Scientifically skills are embedded into lessons to ensure that skills are systematically developed throughout the pupils school career and new vocabulary and challenging concepts are introduced through direct teaching. This is developed through the years, in keeping with the topics. Teachers demonstrate how to use scientific equipment, and the various Working Scientifically skills in order to embed scientific understanding. Teachers find opportunities to develop pupils understanding of their surroundings by accessing outdoor learning and workshops with experts. Pupils are offered a wide range of extra-curricular activities, visits, trips and visitors to complement and broaden the curriculum. These are purposeful and link with the knowledge being taught in class. Regular events, such as Science Week and STEM days, allow all pupils to come off-timetable, to provide broader provision and the acquisition and application of knowledge and skills. These events often involve families and the wider community. Impact The successful approach to the teaching of science at Albourne results in a fun, engaging, high quality science education, that provides children with the foundations for understanding the world that they can take with them once they complete their primary education. Pupil voice is used to further develop the Science curriculum, through questioning of pupils’ views and attitudes towards Science, to assess the children’s enjoyment of science, and to motivate learners.