15 March Por favor revise el boletín cada semana para saber qué está pasando en la escuela. Boletines 01 May 08 May 17 April 24 April 13 March 06 March 20 March 27 March 06 February 13 February 27 February 9 January 16 January 30 January 23 January 5 December 12 December 26 September 19 September 12 September 17 October 10 October 24 October 03 October 7 November 14 November 27 November 21 November Summer Term - Important Dates Folletos y archivos adjuntos Junior Athletics Rugby Day Future of Transport 26-27 Term Dates Rock Steady KS2 Reading Vipers Roxolid Game On May Half Term Storm Basketball May Storm Summer Term Street Dance Summer Term Game On Football Yr 1&2 Pupil Premium Flyer Game On Saturday Reception - Y3 Herts Neurodiversity Support Gade Family Support

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

South Hill se enorgullece de ofrecer una amplia variedad de actividades extracurriculares enriquecedoras. Para obtener más información sobre los clubes que se disputarán este trimestre, consulte la información en las próximas páginas. Si cree que puede agregar algo a lo que ofrecemos, comuníquese con la oficina de la escuela.

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.

World Book Day World Book Day is held each year on the first Thursday in March. As a school we celebrated by sharing Poetry from Jospeh Coelho throughout the week, Learning MC Grammar's World Book Day song https://www.youtube.com/watch?v=ZpTkjssrL4k&ab_channel=MCGrammar%E2%80%93RapSongs%26MusicVideos and dressing up as our favourite book characters. Promoting Reading for Pleasure is a large part of our school's reading provision and children have created wish lists for books for us to purchase.

Children of the World – A Journey Through Christmas Traditions This year’s Key Stage 1 production, Children of the World, took us on a magical journey to discover how Christmas is celebrated across the globe. Guided by Gabriel and the angels, children from countries as far afield as China, Malawi, Poland, and Australia travelled to the manger to share their unique customs. Each group brought something special—songs, stories, and gifts creating a beautiful celebration of diversity and togetherness. Our Year 2 pupils shone brightly with wonderful singing, heartfelt solo performances, lively dancing, and confident acting. It was a joy to see their hard work come to life on stage. A huge thank you to the entire KS1 team for the incredible effort in preparing the children for this year’s Nativity. The performance was truly outstanding, and we couldn’t be prouder. At South Hill, we value every opportunity for our children to express themselves beyond the classroom. Events like these remind us how important it is to celebrate creativity and give pupils the chance to experience the joy of performing. “Watching the children bring this story to life was magical. They worked so hard and showed such confidence and joy. It is moments like these that make teaching so special.” — Mrs. Albery, KS1 Teacher Thank you to everyone involved, I can imagine a performance like this is not an easy task! All the children were fantastic and what a way to start the Christmas celebrations! Well done everyone! Thank you for the KS1 team's hard work to make this happen. It always makes me so emotional. Izzy singing on her own was so beautiful! Thank you to all the teachers for your hard work. Thank you to everyone for making this happen!! strong commitment and dedication! All the children were fantastic ! Well done 🩷❤️ Such an impressive production -massive well done to Mrs Masters and the team for all their hard work. Key Stage 1 Parent voice

School Travel Plan Our School Travel Plan at South Hill Primary School aims to encourage a healthy lifestyle and positive well-being for all. We work closely with Herts Travel Team and we currently hold a “Good” Award for our Travel Plan. Some of the aims of the School Travel Plan include: Improved safety of pupils due to less traffic. Less congestion around the school and in the local community. Healthier, happier, more alert pupils, thanks to active travel such as, cycling and walking. Avoiding parking issues around the school ground Less pollution around the school and local area. Improved road awareness of pupils. Greater staff health and well-being. Improved journey reliability for staff, pupils and parents. As a school, we actively promote walking, using a scooter, park and ride or cycling as a way of getting to school each day. Additionally, during our Walk to School Week we again encourage and record how children get to school each day that week. This is a great opportunity to help children reach their minimum 60 minutes of exercise per day. At South Hill, we ask that no cars enter the school car park during drop off and collection. Parking is very restricted around the immediate school site. Please be considerate to our local residents if parking nearby to the school or consider parking and walking. Within the school grounds, we also have a scooter station to keep bikes and scooter dry from the weather! Tom, our school crossing officer regularly visits school Tom sends the following message to keep your children safe. 1) A reminder to stay on the footpath until Tom call you to cross, do not cross before. 2) Any children who bring bikes and scooters must get off and push them across the road. 3) Parents, for the safety of all PLEASE DO NOT PARK ON YELLOW LINES or close to the crossing patrol area. We thank Tom very much for helping to keep our pupils safe

Design and Technology Design and Technology Vision To develop pupils' skills and technical knowledge in designing, making and evaluating through cooking and nutrition, textiles, materials and construction. We teach a broad and varied Design and Technology curriculum, at South Hill, which aims to develop skills and knowledge through the following key areas: Design: We want our pupils to generate ideas and to model and communicate these through talking and drawing. We want them to create templates and design products that are appealing, functional and purposeful. Make: We want pupils to select from a range of materials, tools and equipment and use these to perform practical tasks such as cutting, shaping, joining, sewing, kneading and finishing. Evaluate: We want pupils to be able to talk about existing products, as well as their finished product, to compare these against the design criteria and to consider the views of others to improve their work. Technical Knowledge: We want pupils to know and use subject specific vocabulary (such as levers, sliders, wheels, axels) and to deepen their knowledge of technical processes such as how structures can be made stronger/more stable. Golden Threads As part of our Design and Technology curriculum, we have carefully mapped out Golden Threads that weave in and out of our learning. These allow us to build on previous knowledge and skills and to ensure a progression of these year after year. Our Golden Threads for DT are: Our Curriculum In EYFS, through the Early Learning Goal ‘Expressive Arts and Design’, pupils are introduced to the building blocks of our Design and Technology curriculum. Through construction, pupils explore and build with a variety of materials such as Lego or wooden bricks, alongside developing their fine motor skills with scissors, paper and other media. In Key Stage 1, pupils develop an understanding of the design, making and evaluating process when creating their own products. Examples of topics covered in KS1 include: Designing a building for a town, making a pop up toy and making a fruit/vegetable monster. In Key Stage 2, pupils further embed the design, make and evaluate cycle when creating their own products. Examples of topics covered in KS1 include: building Anderson Shelters, making Torches, making a hydraulic bridge and cooking Viking bread. By the end of Year 6, we want pupils to be able to have developed the ability to design and make a range of products (in cooking and nutrition, textiles, materials and construction) and to be confident in their technical knowledge of these areas and to be able to evaluate their own work, as well of as that of others. KEY STAGE 1 GOLDEN THREADS COOKING AND NUTRITION TEXTILES MECHANISMS USE OF MATERIALS CONSTRUCTION KEY STAGE 2 GOLDEN THREADS COOKING AND NUTRITION TEXTILES ELECTRICAL AND MECHANICAL COMPONENTS STIFF AND FLEXIBLE SHEET MATERIALS MOULDABLE MATERIALS Examples of knowledge organisers EYFS Year 3 Year 1 Year 5 Long Term Plan Subject Overview Pupil Voice 'I really enjoy the creativity it brings your work. When creating our Anderson shelters I particularly enjoyed collecting the dirt need to disguise it. Harshith Y6 DT develops your creativity and the understanding of how to use tools accurately and safely such as a hacksaw. Coby Y6

Deportes Premium Cada año, la escuela recibe una subvención Sports Premium para mejorar la educación física de nuestros alumnos. Utilice los enlaces a continuación para ver información sobre cómo utilizamos estos fondos. Sports premium monitoring and tracking 2025-2026 Sports Premium 2025 - Assessing the impact of funding Sports Premium 2025 - Online reporting tool Sports Premium 2024 - Assessing the impact of funding

Please click on the links below to view our Key Stage 2 data: Performance Data Comparative Data Report

Reading vision To develop children’s decoding, comprehension and fluency to provide them with the reading skills to access the whole curriculum Reading and Phonics Fonética y Read Write Inc En Hill Primary School Sur, usamos el programa de Read Write Inc (RWI) fonética para conseguir que los niños a un comienzo de vuelo con sus conocimientos. RWI es un método de aprendizaje centrado en los sonidos de las letras y la fonética y lo usamos para ayudar a los niños en su lectura y escritura. La lectura abre la puerta al aprendizaje. Un niño que lee mucho se convertirá en un buen lector. Un buen lector podrá leer material más desafiante. Un niño que lee material desafiante es un niño que aprenderá. Cuanto más aprenda un niño, más querrá saber. Con RWI, los niños aprenden a leer sin esfuerzo para que puedan poner toda su energía en comprender lo que leen. También les permite deletrear sin esfuerzo para que puedan poner toda su energía en componer lo que escriben. Al usar RWI para leer, los niños: Aprenda 44 sonidos y los grupos de letras / letras correspondientes usando indicaciones de imágenes simples Aprenda a leer palabras usando Fred Talk (por ejemplo, gato) Leer historias animadas con palabras que han aprendido a pronunciar. Demuestre que comprenden las historias respondiendo preguntas. Al usar RWI para escribir, los niños: Aprenda a escribir las letras / grupos de letras que representan 44 sonidos Aprenda a escribir palabras diciendo los sonidos en Fred Talk Escribe oraciones simples RWI en la escuela primaria South Hill: Los alumnos de recepción reciben sesiones de RWI a diario inicialmente Los alumnos de Year 1 reciben sesiones diarias de RWI durante 20 minutos centradas en fonética A medida que avanza el año escolar, los alumnos de Reception y Year 1 se agrupan según su capacidad para sus sesiones diarias. Para obtener más información, consulte los archivos adjuntos a continuación. Para ir al sitio web de Read Write Inc, haga clic en el logotipo a continuación: Juegue los juegos gratuitos en casa para ayudar a su hijo a leer palabras sin sentido en casa. Prueba el picnic de las fases 3, 4 y 5 en Plutón y Tesoro enterrado Listas de libros sugeridas Gráficos de sonidos 1 Gráficos de sonidos 2 Fonética y lectura con tienda Subject Overview - Reading Guía para padres EYFS - How to Teach Reading Guided Reading Workshop 100 Books - recommended texts KS1 (o EY - leído por un adulto) Años 3 y 4 Años 5 y 6 Home Phonics Screening Practice Sound Mat 1 and 2 Sound Mat 3 and 4 Phonics Screening Workshop Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Sound Mat 5 Complete Sound Chart Pupil Voice "Reading is good, it makes me feel like I am somewhere else, like on a real adventure" Year 4. "Reading is good. You won't get a job if you can't read" Reception. "Reading is a good way to learn new words. I like finding out what words mean in the glossary or I ask my mum or teacher what new words mean. Then I use them in my writing." Alicia Year 5 "I love library club, because I get to read every time I go and I'm getting so good at reading now." Frankie Year 2 "I am excited when we learn a new sound. It means I can read more." Ciel Year 1 "The best thing about reading in school is getting to choose books like, Matilda. I love Matilda." Bella Year 3

SEND INFORMATION REPORT