Our Curriculum At South Hill School, our curriculum allows our pupils to flourish through a nurturing environment, which aims to build confident and resilient learners and provide the building blocks of learning in all subjects, in preparation for their next steps across our school and to secondary school. Our Curriculum Intent The intent of our school curriculum is clearly planned and developed using a progressive approach with a build-up of learning, knowledge and skills. This is m apped out from year group to year group, and across key stages, via our ‘subject long term planning documents’ and ‘year group curriculum overviews’, which follow the National Curriculum. These can be found on each of our subject web pages (‘Curriculum’ tab) and on our year group class pages. We have aimed to design an ambitious curriculum which is designed for the pupils at our school and a curriculum that is relevant and meaningful. The core of our curriculum is based on developing pupils' Reading, Writing and Maths skills and providing a rich, diverse learning experience. We focus on a strong 'daily diet' of learning for all pupils. Our Reading curriculum follows the Read Write Inc scheme to teach phonics and reading skills in a consistent manner. Matching phonetical books further support the acquirement of phonics (also known as the ‘3Ps’ at South Hill School). We use the ‘Herts for Learning’ (HFL) documents for our Core Subjects and we have adapted the 'Learning Challenge Curriculum' ('Weave') for our Foundation Subjects. This ensures that all our pupils are taught a broad and balanced curriculum, with the key skills and knowledge to support their future learning to ensure all pupils have the opportunity to reach their potential. Our SEN pupils access learning at an adapted level dependent on individual needs. Some children have a personalised curriculum which is tailored but based around whole class learning wherever possible and also follows their individualised 'Passport to Success'. Accessibility across our school can be seen via our whole school provision maps based on the four broad areas of need and our EAL provision map. Cognition and Learning Needs Physical and Sensory Needs Social, Emotional and Mental Health Needs Speech, Language and Communication Needs English as an Additional Language (EAL) Underpinning our intended curriculum and deeply rooted in our ethos is the wellbeing of our pupils. For our pupils to access the curriculum, they must be in a nurturing and supporting environment with a rich cultural capital. Our curriculum celebrates a broad and enriched learning approach. Events such as 'International Day', led by the Geography lead, is a celebration of language, foods, music, different cultures and dances from across the world. Our Science Day, our Wellbeing days and our annual Art Gallery are other examples in which leaders join together to ensure our pupils' learning is extended beyond the classroom and their experiences are widened. Our curriculum design incorporates a therapeutic behaviour approach and this is echoed through our whole school ethos, The South Hill Way which links to British citizenship. Teaching and Learning Wellbeing and Mental Health

Outdoor Classroom Day Outdoor Classroom Day is a global movement to make time outdoors part of every child's day. Here at Southhill, we are so lucky to have our fantastic grounds and woodland area. We are committed to providing outdoor learning opportunities wherever possible. On two days of action each year, the Outdoor Classroom campaign encourages teachers to take children outdoors to learn and play. All year round, the movement campaigns for more outdoor learning. This years Summer term date was in May. Every class enjoyed an outdoor learning session with a variety of activities including orienteering, bug hunting, den building, potion making and natural art. There was positive feedback from both children and staff . We look forward to participating in the Autumn term day in November.

Ciencias En South Hill School entendemos que los niños son naturalmente curiosos y disfrutan explorando, investigando y haciendo preguntas. Esto es fundamental para el aprendizaje de las ciencias y permite a los niños obtener una comprensión más profunda del mundo en el que vivimos. Nuestro objetivo es proporcionar una educación científica de calidad que proporcione las bases para comprender el mundo y cree estudiantes curiosos y entusiastas. Alentamos a que la ciencia se enseñe a través de tareas prácticas y, cuando corresponda, el uso de nuestros extensos terrenos escolares, la localidad de nuestra ciudad o The Box Moor Trust. A través de la ciencia en nuestra escuela, nuestro objetivo es garantizar que todos los niños: Desarrollar el conocimiento y la comprensión científicos, así como divertidas habilidades prácticas de aprendizaje. Desarrollar la comprensión de diferentes tipos de investigación científica que les ayudará a responder preguntas científicas sobre el mundo que los rodea. Vincular el aprendizaje con la vida real y explorar a través del aprendizaje al aire libre Accede a un viaje relacionado con la ciencia en todos los grupos del año. Vincular el aprendizaje de las ciencias con todas las demás materias para profundizar la comprensión El plan de estudios de ciencia primaria se imparte en toda la escuela. Trabajar científicamente y el conocimiento científico Trabajar científicamente (o habilidades de investigación) se centra en la comprensión de la investigación práctica y las habilidades necesarias para hacerlo. Estas habilidades incluyen observar, investigar, clasificar, hacer y responder preguntas, explorar datos y trabajar en equipo a través del aprendizaje práctico. El conocimiento científico es la comprensión de hechos y fenómenos científicos y la respuesta a preguntas sobre su aprendizaje científico. EYFS Los alumnos exploran la ciencia a través del área de aprendizaje llamada "Comprensión del mundo". También experimentan una sesión al aire libre llamada 'Welly Wednesday'. Ciencia de la etapa clave 1 El enfoque de la enseñanza de las ciencias en Key Stage 1 es permitir que los niños experimenten y observen fenómenos; mirando más de cerca el mundo que los rodea. Ciencia de Key Stage 2 El enfoque de la enseñanza de las ciencias en la etapa clave inferior 2 es permitir que los niños amplíen su visión científica del mundo que los rodea. El enfoque de la enseñanza de las ciencias en la etapa clave superior 2 es permitir que los niños desarrollen una comprensión más profunda de una amplia gama de ideas científicas. Enlaces locales de ciencia Promovemos y celebramos fuertemente el aprendizaje de las ciencias en nuestra escuela. Trabajamos en colaboración con The Box Moor Trust, un sitio de adjudicación local, el cementerio de Heath Lane, la escuela Lockers Park, la escuela Hemel Hempstead y nuestros propios terrenos para garantizar que el aprendizaje de las ciencias sea proactivo y significativo. Examples of Knowledge Organisers EYFS Year 1 Year 3 Year 5 Long Term Plan Subject Overview Semana de la ciencia británica Celebramos la Semana de la Ciencia Británica cada año con un Día de la Ciencia donde los alumnos tienen un día de aprendizaje científico divertido mediante la realización de experimentos e investigaciones prácticas. 1/4 Parque de casilleros Year 6 disfruta de una tarde de ciencia y tecnología en Lockers Park. Esto apoya su transición a la escuela secundaria mientras aprenden en un laboratorio de ciencias. BBC Bitesize Key Stage 1 : actividades divertidas para ayudar a los niños en KS1 a aprender más sobre ciencia BBC Bitesize Key Stage 2 : actividades divertidas para ayudar a los niños en KS2 a aprender más sobre ciencia

¿Necesita ponerse en contacto? Escuela primaria de South Hill Heath Lane Hemel Hempstead HP1 1TT admin@southhill.herts.sch.uk 01442 402127 Gerente de oficina Sra. Emma Weston ¡Tus datos fueron enviados con éxito! Enviar

Discapacidades y necesidades educativas especiales South Hill Primary School es una escuela convencional totalmente inclusiva y nuestro objetivo es: • aumentar el rendimiento de todos los niños, incluidos los que tienen dificultades de aprendizaje, discapacidades, desventajas o necesidades educativas especiales; • personalizar la provisión para permitir que todos los niños alcancen su máximo potencial; • reconocer y evaluar necesidades adicionales, poniendo en práctica una intervención adecuada y oportuna para garantizar que se haga todo lo posible para eliminar las barreras al aprendizaje lo antes posible; • involucrar activamente a los padres y cuidadores en las decisiones que afectan la educación de sus hijos; • buscar las opiniones de los niños en todas las etapas de su educación. Para lograr estos objetivos nos aseguraremos de que: • todos los adultos tienen las mayores aspiraciones para cada niño; • la provisión responde y se adapta bien a las necesidades de los niños; • la prestación de servicios extendidos marca la diferencia en los resultados de los niños y sus familias; • las opiniones de los alumnos se utilizan para informar la planificación de mejoras escolares; • todos los niños pueden acceder a todas las áreas de la vida escolar. Para obtener más información sobre SEND en South Hill, consulte los siguientes enlaces: Para conocer la oferta local de Herts, visite: www.hertdirect.org/localoffer Si tiene alguna inquietud con respecto a su hijo, comuníquese con nuestro SENCO / INCO Sra. Jacqui Donley jdonley@southhill.herts.sch.uk 01442 402127 For further information click on the links below Informe de información SEN SEND Information Report ENVIAR y Política de inclusión Neurodiversity Support Oferta de autismo de Herts Oferta de Herts Quality SEND

Early Years Foundation Stage Early Years Vision Children in Early Years are valued as unique individuals. The stimulating environment is enhanced to reflect their interests. Our Early Years provision develops the building blocks in learning in preparation for Year 1. The Early Years Foundation Stage (EYFS) is how the Government and Early Years professionals describe the educational stage in your child’s life between birth and the age of five. Reception is the final year of this stage. This is a very important stage as it helps your child get ready for the next stage of school as well as preparing them for future learning and successes. There are four guiding principles which shape practice in the Early Years at South Hill. These are: • Every child is a unique child, who is constantly learning and can be resilient, capable, confident and self-assured • Children learn to be strong and independent through positive relationships • Children learn and develop well in enabling environments with teaching and support from adults, who respond to their individual interests and needs and help them to build their learning over time. Children benefit from a strong partnership between practitioners and parents and/or carers. • Children develop and learn at different rates. The framework covers the education and care of all children in early years provision, including children with special educational needs and disabilities (SEND). The three prime areas are most essential for building your child’s capacity for learning and ensuring that they are able to thrive. These are: Communication and language Physical development Personal, social and emotional development Succeeding within the prime areas will help children to develop skills in four specific areas. These are: Literacy Mathematics Understanding the world Expressive arts and design Communication and Language: involves giving children opportunities to experience a rich language environment; to develop their confidence and skills in expressing themselves; and to speak and listen in a range of situations. Physical Development: involves providing opportunities for children to be active and interactive and develop their co-ordination, control and movement. Children are supported to understand the importance of being active and making healthy choices in relation to food. Personal, Social and Emotional Development: involves helping children to develop a positive sense of themselves and others; to form positive relationships and develop respect for others. Children learn social skills and how to manage their feelings; to understand appropriate behaviour in groups and to have confidence in their own abilities. Literacy: involves encouraging children to link sound and letters and to begin to learn to read and write. Children are given opportunities to explore a wide range of reading materials to ignite their interests. Mathematics: involves providing children opportunities to develop and improve their skills in counting, understanding and using numbers, calculating simple addition and subtraction problems and using mathematical language involving shape, space and measures. Understanding the World: involves supporting children to make sense of the world in which they live and their community through opportunities to explore, observe and find out about people, places, technology and the environment. Expressive Arts and Design: involves enabling children to explore and play with a wide range of media and materials, as well as providing opportunities and encouragement for sharing their thoughts, ideas and feelings through a variety of activities in art, music, movement, dance, role play and design and technology. EYFS Overview EYFS Curriculum Ambitions Long Term Plan At South Hill, children in the EYFS learn by playing and exploring, being active, and through creative and critical thinking, which takes place both indoors and in our outdoor environment. Your child will be learning skills, acquiring new knowledge and demonstrating their understanding through the seven areas of learning. The areas of learning are all important and are interconnected. Pupil Voice Florence - I like school and playing with my friends Ezra P - I like playing cars with Jack Jack - I like numbers learning and Maisie mountain writing Adriti - I like to do drawing with Elsie, I draw all my family. Razzan - I like to play in the shop outside. I sell bricks and hats and tools.

Plan de estudios Do you want to find out more about our curriculum at South Hill? Take a look at the following pages.

Guerreros ecológicos ¡Bienvenido a nuestra página web Eco Warrior! En esta página, lo mantendremos informado sobre el trabajo que estamos haciendo y cómo estamos alentando al resto de la escuela a ser más amigables con el medio ambiente. Ya hemos ganado el premio Silver y ahora estamos trabajando para conseguir el premio Gold. Ser un guerrero ecológico les da a nuestros alumnos la oportunidad de ayudar a nuestra escuela a ser más respetuosa con el medio ambiente. Tenemos Eco Warriors en KS1 y KS2 y están interesados en promover ideas ecológicas y de ahorro de energía en toda la escuela al monitorear nuestro uso de energía en la escuela y alentar a los maestros y alumnos a reciclar. Cualquier alumno puede convertirse en un guerrero ecológico en South Hill School. En septiembre, pedimos a todos los interesados que envíen una solicitud (puede ser un póster, un poema o un modelo, etc.). Luego se les invita a una entrevista. ¡Esté atento a nuestra próxima campaña de reclutamiento! ¡Eche un vistazo a nuestras fotos en la presentación de diapositivas! Sra. Tomsa Eco plomo

Computing Computing vision For pupils to be equipped to navigate a digital world and to understand how to protect themselves online. To develop pupils confidence and capability in IT and programming to prepare them for a rapidly changing technological world. At South Hill, we understand the importance of technology in a rapidly changing society. As it has always been, the children of today will develop and use the technologies of tomorrow. Therefore, we need to foster their basic knowledge and understanding of the technologies that they use today. The computing curriculum is divided into 3 key concepts; Digital Literacy (DL), Information Technology (IT) and Computer Science (CS) DL Digital literacy is about the safe and responsible use of technology, including recognising its advantages for collaboration or communication. CS Computer science will introduce children of all ages to understanding how computers and networks work. It will also give all children the opportunity to learn basic computer programming, from simple floor robots in EYs, Years 1 and 2, right up to creating on-screen computer games and programmes by Year 6. IT Information technology is about the use of computers for functional purposes, such as collecting and presenting information, or using search technology. GOLDEN THREADS As part of our Computing curriculum, we have carefully mapped out 5 'Golden Threads' which allow us to build on previous knowledge and to make links between what we have already learnt and what we are learning now and in the future: Intent At South Hill Primary, we use the NCCE – Teach Computing and Project Evolve units to deliver the three concepts area of the computing curriculum. We intend that children should master Computing to such an extent that they can go on to have careers and make use of Computing effectively in their everyday lives, without being completely reliant on technology. They are also taught to use technology responsibly and carefully, being mindful of how their behaviour, words and actions can affect others. Our pupils will be taught Computing in a way that ensures progression of skills and allows opportunities to revisit these skills year on year. Teachers are also aware of the importance of making small adaptations where necessary to support all learners and how technology can be used to support and enhance a range of subjects whilst allowing pupils to apply their skills. Implementation In our teaching of Computing, we endeavour to expose students to a variety of software, programs, and equipment in order to offer a range of appropriate challenges and experiences. Specific vocabulary for each year group is outlined in medium term plans and this is regularly modelled by teachers within their lessons. Spaced repetition and chunking within the curriculum allows pupils to develop their recall of embedded knowledge and ensures that each year group works on core aspects of the three Computing strands. Sessions are adapted to meet the requirements of a specific cohort and lesson content is frequently reviewed by class teachers and the subject lead. Our schemes of work remain flexible and children share their thoughts on their ‘computing learning journeys’ to help enable sessions to be adapted to their interests and needs. In the Early Years, children have access to iPads, the Code and Go Mouse and recordable books. They also work with their ‘Year 6 Buddies’, who guide their curiosity by modelling how to use the equipment carefully and safely. In the summer term, children spend time in the computing hub to help familiarise them with a desktop setup and ease their transition into KS1. Impact The lasting impact of this curriculum ensures that when children leave South Hill Primary School, they are competent and safe users of ICT with an understanding of how technology works. They will have developed skills to express themselves and be creative in using digital media and be equipped to apply their skills in computing to different challenges going forward whilst using technology safety. We measure the impact of our curriculum using the following methods: · Termly teacher assessments. · Images of the children’s practical learning in a year group portfolio · Children’s work saved onto their individual accounts · Interviewing the pupils about their learning (pupil voice). · Year group portfolios are scrutinised and there is the opportunity for a dialogue between teachers to understand their class’s work. Children in EYFS are assessed within Understand the World and their progress is tracked termly using Tapestry. Each class is allocated a weekly time slot to use the ‘Computing Hub’ which houses 30 computers and laptops. In addition to this, classes have access to a set of Chromebooks, 30 iPads and a further set of 15 laptops, which can be used to support the teaching and learning of other subjects. Classes are also provided with digital projectors, interactive whiteboards and visualisers to support and teaching across the curriculum. DL Digital literacy is about the safe and responsible use of technology, including recognising its advantages for collaboration or communication. IT Information technology is about the use of computers for functional purposes, such as collecting and presenting information, or using search technology. CS Computer science will introduce children of all ages to understanding how computers and networks work. It will also give all children the opportunity to learn basic computer programming, from simple floor robots in EYs, Years 1 and 2, right up to creating on-screen computer games and programmes by Year 6. Long Term Plan Computing Long Term Plan Online Safety Subject Overview Examples of knowledge organisers EYFS Year 4 Year 2 Year 6 Pupil Voice " We had to move the pirate very slowly and then snap a photo" - Bruno. Y3 "It was a great lesson and I learnt that I can make movies out of anything" - Bridget Y3 "We enjoyed vector drawings to create our Christmas calendars this year" Alex Y6 "I have learnt how use the shape, fill and gradient tools to create a Christmas themed calendar - I loved it" Marija Y5 "In computing we have been learning how to edit images using paint.net, I loved " - Otilie Y4 "We removed sections of pictures to make improvements to the appearance of photographs. we also understand that some photographs that we see online may be fake" Noah Y4

Admisiones Para obtener información sobre la admisión a la escuela primaria South Hill, deberá comunicarse con el consejo del condado de Hertfordshire para conocer los arreglos de admisión de la escuela. Consulte el enlace a continuación: Información de admisiones Our Pupil Admission Number is 60. We endeavour under the terms of Hertfordshire’s Local Education Authority’s admission policy to accommodate children from within our local area wherever possible. Hertfordshire Local Authority is responsible for the allocation of places in schools for children of primary school age. Children join our Reception class in the September before their fifith birthday. If you would like to apply for a place outside the normal admission times then click HERE which will take you to Hertfordshire County Council In Year Admission applications. Arrangements for the admission of pupils with disabilities In order that children who have a disability may be catered for, the school seeks advice from the Local Authority regarding the admission of such pupils. The school will endeavour to make any necessary arrangements in full consultation with the parents and any other agencies involved. It may be necessary in some cases for specialised equipment to be purchased, support staff to be employed, and minor adaptations to be made to buildings and furniture. These will need to be done in consultation with the Local Authority, and may take some time to implement. Steps to prevent disabled pupils being treated less favourably than other pupils The school’s Accessibility Plan (found HERE ) sets out the Governors’ response to the Special Educational Needs and Disability Act 2001 which requires that a pupil should not be treated less favourably because of a disability. Existing facilities to assist access to the school by pupils with disabilities Accessible toilets are available on the ground and lower ground floors. Wheelchair access is available to the building on the ground and lower ground floors Elevator in the KS2 building from lower ground to 1st floor. Elevator from lower ground floor to the playground. Playgrounds are accessible by slopes

Remembrance Day at South Hill School Each year at South Hill School, we commemorate Remembrance day. We gather outside as a whole school community and Year 6 share poems inspired by the poem, 'In Flanders Field,' by John McCrae. Our South Hill School Choir sing a song dedicated to those who have fallen. We have a whole school homework project such as 'Jar decorating.' A pupil plays, 'The Last post' and leads us into a two minute silence. The eldest and youngest members of the school then join the Headteacher in placing poppy wreaths under our South Hill Flagpole. We then sing the National Anthem. It is a very special moment in memory of those who have lost their lives in war across the world.

Religious Education Religious Education Vision To develop knowledge of religion and worldview by asking ‘big questions’. To respect similarities and differences between people and their cultures. To have the confidence to develop their own sense of identity, belonging and worldview. At South Hill we teach a broad and balanced RE curriculum, which aims to develop skills and knowledge that: promotes the spiritual, moral, cultural, social and mental development of pupils prepares pupils for the opportunities, responsibilities and experiences of later life promotes British values promotes community cohesion (Education Act, 2006) protects children from the risk of radicalisation, from whatever source (The Prevent duty – departmental advice for schools and childcare providers”, June 2015) Our Curriculum At South Hill, we follow ‘Discovery RE’. This is a comprehensive enquiry-based, teaching programme for Religious Education, which aims to give pupils the knowledge, critical thinking skills, open minded and respectful attitudes with which to investigate the world of religion and beliefs. It encompasses the Worldview approach to RE enabling pupils to form their own decisions about what RE means to them and develop their own personal worldview whilst empathising with what it means to other religious and non religious belief holders. It also aims to enable children to grow spiritually by developing their awareness and skills of reflection, their experience of awe and wonder and their appreciation of stillness and silence. Lessons are carefully mapped out in our ‘Long term plan’ and progress through our six golden threads (the 6 principal religions as well as touching on Humanism in appropriate units): CHRISTIANITY (EYFS, Y1, Y2, Y3, Y4, Y5, Y6) JUDAISM (Y1, Y2) HINDUISM (Y5) SIKHISM (Y3) BUDDHISM (Y4) ISLAM (EYFS, Y6) The Big Question Lessons are based around a half-termly ‘Big question’ and follow this sequence of progression: Step 1: Engagement: the children’s own experience and world view is explored to act as bridge from their world (which may or may not include religion) into the world of the religion being studied. Step 2: Investigation: over approximately 3 lessons the teacher will guide the children to explore and investigate appropriate subject knowledge relevant to that question of enquiry. Step 3: Evaluation: An assessment activity enables each child to show their thinking and the depth of critical evaluation Step 4: Expression: This refers the children back to the starting point of their own experience and allows them to reflect on whether their findings have influenced their own thinking. Each year group has a special owl from the Owl Crew. They represent wisdom and promote questioning and exploration. The owl will provide answers and challenge with further questions. By the end of Year 6, we want our pupils to: Develop knowledge of world religions by asking ‘big questions.’ Respect the similarities and differences between people and their cultures. Have the confidence to develop their own sense of identity and belonging. Trips, hooks and theme days Our RE curriculum is enriched by a number of school trips, theme days and assemblies and these provide excellent opportunities to bring our learning to life. Examples are: EYFS: Christmas visit to the local church to hang decorations. Year 1: Celebration of Hannukah with parent visitors to explain their living and believing life. Year 3: Theme day exploring Sikhism concluding with a shared Langar Year 5: Visit to Gadebridge Park with the vicar linking the church to local history. Whole school assemblies with Father Mike exploring Easter and Christmas International Day (please see the ‘International Day’ section of our website) Each year at South Hill School, we celebrate 'International Day'. Each class chooses a country from around the world, which is also representative of our South Hill communities. For that day, year groups investigate and learn about their chosen country. They can wear clothes from their celebrated country or colours of the flag. They experience the food, music, dance and interests of the people in that country. Pupils also explore the culture, traditions and beliefs of their chosen country. Long Term Plan Subject Overview Information for Parents ‘I am Muslim and it means I go to London on Saturdays and Sundays to learn Arabic’ Adiyan. ‘I am Hindu and this means we celebrate Diwali which is coming soon. When you are Hindu you meet up with other Hindus and go to temple and wear special clothes’. Aru I do wonder how we were created so I like RE cos it tells us about that’ Aiden ‘Jesus plays a very important role in Christianity cos he taught people about God and I know about God and I’m a Christian’. Mason ‘My religion is Islam. We celebrate Eid and Ramadan.’ Rahul