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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

Governors Supporting our whole school community. Local Governing Body Albourne C of E primary 2024-25 Our Governors All Governors are volunteers and our governing body includes representatives from parents, staff, the local community, the Local Authority and Diocese. They have a range of backgrounds and skills, including business and education, which enables them to be effective as a Governing Body. Governors share the school’s vision and values and this informs their priorities and decisions. Our Governing Body are committed to making a positive contribution to the school and your child’s education. This includes all pupils' learning as well as their overall wellbeing. Governing Body Janneke Blokland Chair of Governors Louise Whitmore Vice Chair of Governors and Parent Governor Rev Rachel Cornish Governor Sophie Jupp Parent Governor Fiona Keeling Ex officio, Headteacher Ruth Schofield Co-opted Governor Nargis Miah Teacher Governor Rebecca Bownas Co-opted Governor Tim Higginson Co-opted Governor Sian Cattaneo Clerk Role of the Governors The Governors seek to support the school community as a whole: pupils, staff and parents, and they are also accountable to the whole school community. The aims of our Governors are to: Be strategic Act as a critical friend in the development of the school Hold the school to account The Governors also maintain strong links with our local community, which includes St Bartholomew's Church in Albourne and Albourne village. The specific roles of our Governors are to: Set a clear vision, ethos and strategic direction of the school Work with the Headteacher to promote and maintain a high quality education for all pupils To hold the Headteacher to account for the educational performance of the pupils and the performance management of staff Ensure final oversight of the financial performance of the school and the effective use of school resources How the Governors work Individual Governors have no power or responsibility; it is only the full governing body that has legal duties and powers. However, all Governors share in that corporate responsibility. The school's direction is agreed by the Governing body, Headteacher and Senior Leadership Team, who also make sure the school is meeting its targets. The Headteacher and staff manage the school on a day-to-day basis. The Governors meet six times a year for full governing body meetings. These meetings cover all matters of governance. Each Governor takes on a specific monitoring role for different aspects of school governance. Our flat structure removes the need for sub-committees. Governors are also part of various working parties during the year which shares the workload and helps us to be more effective. Regular training enables governors to keep up-to-date with current thinking in education and church schools. The Governors welcome parents' feedback about the school. If you have any queries about the role of the Governors, or require further information, please contact our Clerk to Governors, Sian Cattaneo, via the school office or email clerk@albournecep.co.uk . The Chair of Governors can be also be contacted via the Clerk. About our Governors "I became a governor in 2023. In my main role I am the Chaplain at Hurstpierpoint College, and have a keen interest in supporting education in the area in which I live. Previously, I was chair of governors of a primary school in Wiltshire, where I worked in parish and school life. Having a background in Science, I am also passionate about enthusing children to learn and discover the world for themselves." Janneke Blokland, Chair of Governors "I became a Co-opted Governor early in 2020. I am keen to offer my experience of 40 years in primary education to further support this successful school. I was a class teacher for 28 years, both here and in International Schools abroad. I was Headteacher of a school in West Sussex for 12 years. Since I retired, I have continued to be involved in training the next generation of teachers." Ruth Schofield, Co-opted Governor "I became a parent governor in Autumn 2020. I have two children at Albourne and I want to play a greater role in supporting the development of this wonderful school. I’ve taught History for nearly 20 years in a sixth form college and also secondary schools. I feel I am in a good position to not only use my knowledge and perspective as a parent but also have a real understanding of working in a school. I am currently taking a career break but continue to work as an A-level examiner." Louise Whitmore, Parent Governor "I became a parent governor in Autumn 2020. I currently have two children at Albourne (one in Key Stage 1 and one in Key Stage 2). I have worked in the Financial Services sector since finishing university and continue to do so. I volunteered to take on this role as I wanted to help and support the school. I hope to bring a working parent's perspective to the team. I am very much looking forward to helping all the children currently, and in the years to come, have the most positive school experience. I have a big passion for the outdoors, sport and education." Sophie Jupp, Parent Governor I became a governor at Albourne in Autumn 2023. I am currently working full time at Hurst College as Head of the Humanities Faculty and Director of Educational Research which helps inform teaching and learning practice across the whole of the College. I have been teaching since 2010, after completing my geography degree, and during this time in education I have worked as a: Sports Coach, Teacher of Geography, Teacher of Sociology, Head of Department (geography and sociology), Head of Faculty and Director of Educational Research. I am keen to support the school in its Curriculum Development and all aspects of Teaching and Learning moving forward. Rebecca Bownas "I became a governor in January 2024, and will be taking an interest in finance. I live in the parish of Albourne and am now retired, having spent my career in the NHS. I am looking forward to helping the school as it goes from strength to strength." Tim Higginson "I became a governor in January 2024, and will be taking an interest in finance. I live in the parish of Albourne and am now retired, having spent my career in the NHS. I am looking forward to helping the school as it goes from strength to strength."

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.

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)

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

Year 4/5 Starlings Class Following the Albourne Way living life to the full Ask Me Abouts Autumn 1 Starlings Curriculum Overview 2-24-5 Meet the Teacher September 2024 Welcome to Starlings and Year 4 and 5. The teachers in Starlings are Mrs Atkins on a Monday, Tuesday and Wednesday and Ms Miah on a Thursday and Friday. Miss Price supports the class every morning. Starlings have a locker to keep their belongings in – we ask that children only bring small bags into school each day so that the lockers are not too full! Children are welcome to bring a snack of fruit, vegetables or cheese for morning playtime and will need to have water bottles in school. Pictures of staff Our main topic for the Autumn Term is Earthquakes, Volcanoes and Mountains. In geography, we consider the key questions: Why do some earthquakes cause more damage than others? How do volcanoes effect the lives of the people of Hiemaey? How are the Cambrian Mountains different from the Himalayan Mountains? In the Spring term, we move on to focus on to World War II and in the Summer term our topic is Fair Trade. More detail is available on the curriculum pages of the school website. One of the exciting things about Year 4 and 5 is that we start learning a new language – this year it will be German! We have high expectations of reading in Key Stage 2, therefore we encourage every child to read at least 5 times weekly, and ask parents or children to record this in their reading diaries. We will check the diaries every Monday and each week a child achieves the 5x a week target, a raffle ticket is put in the box ready for the reading challenge assembly. Tickets are drawn half-termly for a prize. Homework in Year 4 and 5 consists of reading (as above), spellings (weekly) and a topic based task that will cover options from across the curriculum, which is due every half term. PE is twice a week on a Monday and Friday. The children come into school in their PE kit on these days. Copies of our half-termly ‘Ask Me About’ newsletter and our latest homework grid can be found below. 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 Starlings.

Parent and Teacher Association Raising vital funds for our school. We proudly maintain a strong bond with our parents and boast an active and passionate Parent and Teacher Association (PTA). Fundraising is a continuous endeavor for our dedicated PTA, who raise and donate approximately £8,000 to £12,000 per year to our school. They achieve this through a variety of events and sales, which typically include the following throughout the school year: - Annual Christmas fair and raffle - Summer fair - Children's discos - Movie nights - Non-uniform days - Regular cake sales - Pupil-designed Christmas card sales - Affordable second-hand uniform sales - Summer ice lolly sales The funds raised by our fantastic PTA have contributed to numerous projects that benefit our school community. Some of these achievements include: - Upgrade of the Reception class's outdoor area - Installation of new reading corners in classrooms - Contributions towards class trips and other enriching experiences Getting involved with the PTA activities can be a really rewarding experience. Any time you can give however great or small is hugely appreciated and valuable so please get in touch! Parents play a vital role in shaping a successful and blossoming school community. Our dedicated PTA email address is: albournepta@yahoo.co.uk If you are an Albourne parent and you would like to find out more about the PTA, or to join the team, please contact the PTA Chair via the School Office at office@albournecep.co.uk Downloads and links Download our documents for further information. PTA Financial Summary 2022-23 Chair and Treasurer's Report 2022-23 PTA Chair's Report 2021-22 PTA Treasurer's Report 2021-22 PTA Financial Summary 2021-22 PTA Chair's Report 2020-21 PTA Treasurer's Report 2020-21 PTA Financial Summary 2020-21

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

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

Online safety Useful information for parents. At Albourne Church of England Primary School, the children regularly use the internet as part of their learning. In school we regularly remind the children how to stay safe online through ‘e-safety’ activities. At home, children are not always supervised when they are using the internet. This can potentially allow children access to a whole world of information and online communities, some of which may be unsuitable for children to access. Whilst the internet is a wonderful place, we need to make sure that our children are safe and responsible internet users. Tips to keep your children safe online 1. Make sure your children use the internet in a shared area. Talk to your child about what they are doing online and, if possible, make sure that they access the internet in a shared area at home so that you can all share in the great sites that are available online. 2. Talk about what you are happy for your child to do on the internet, and set up ‘ground rules’ for using the internet Make sure that you talk with your child about what you do and do not want them to do on the internet, including who you are happy for them to communicate with using online chat forums etc. 3. Explore e-safety sites Below we have provided useful links to e-safety sites designed for children. They are great fun to explore - browse through these with your children. 4. Be aware that Social Networks have age limits of 13+ Sites such as Facebook, Bebo, Instagram and apps such as Snapchat have a minimum age limit of 13. This means our pupils should NOT be using them. These sites are also not moderated, and can allow your children a means of communication to people that they may not necessarily know. 5. Don’t be afraid to ask! There are always new websites, apps and social networks that the children are using. Try to establish open lines of communication, where you can talk with your child about what they are doing, so that you are aware of how and who they are communicating with. National Online Safety poster (Feb 2022). To download a PDF version, click on the button below. 'Netiquette' poster Further information Below are resources you may find useful to support you in keeping your child safe online. The Albourne Internet Use and E-safety policy can be found on our Policies page. Further resources on bullying can be found on our Wellbeing page. Parental Controls booklet Thinkuknow.co.uk Childnet.com Parentzone.org.uk Vodaphone - Digital Parenting NSPCC - Keeping children safe online Internet Matters - Parental Controls UK Safer Internet Centre BBC Webwise videos Common Sense Media.org Meta (Facebook & Instagram) Safety Center