Gouverneurs à South Hill Nous sommes très chanceux à la South Hill School, d'avoir un conseil d'administration solidaire et attentionné. Leur rôle au sein de l'école est de s'assurer que les enfants reçoivent la meilleure éducation possible et que les normes soient aussi élevées que possible, en: assurer la clarté de la vision, de l'éthique et de l'orientation stratégique tenir le chef d'établissement responsable de la performance éducative de l'école et de ses élèves superviser la performance financière de l'école et s'assurer que son argent est bien dépensé Le Conseil d’administration se compose de représentants des parents, du personnel, du Conseil du comté du Hertfordshire et de membres cooptés par le Conseil d’administration qui possèdent les compétences requises pour contribuer à la gouvernance efficace et au succès de l’école. Le Conseil d'administration se réunit actuellement quatre fois par an (dont au moins une par mandat). Nos gouverneurs (au 1er décembre 2020) M. Hans Peters Président des gouverneurs Gouverneur coopté Fin du mandat: 07 décembre 2021 Mlle Joanne Wellbelove Co-directeur - Membre de droit du Conseil d'administration Mlle Leah Wren Co-directeur; Gouverneur coopté Fin du mandat: 06 février 2024 Mme Gail May Gouverneur coopté Fin du mandat: 02 octobre 2021 Mme Bonnie O'Dell Gouverneur parent Élu par les parents Fin du mandat: 17 septembre 2021 Mme Claire Peters Gouverneur parent Nommé par le Conseil d'administration Fin du mandat: 05 octobre 2024 Mme Katie Stewart Gouverneur parent Nommé par le Conseil d'administration Fin du mandat: 02 octobre 2021 M. Simon Crawshaw Gouverneur des autorités locales Nommé par le Conseil d'administration et le HCC Fin du mandat: 24 mars 2023 Mme Kim Albery Gouverneur d'état-major Fin du mandat: 08 juillet 2023 Mme Kate Chafer Gouverneur coopté Fin du mandat: 09 septembre 2023 Mme Hayley Yendel Gouverneur coopté Fin du mandat: 30 novembre 2024 South Hill est une école dynamique offrant un programme créatif dans un environnement exceptionnel. Nous avons la chance d'avoir une équipe d'employés brillants et dévoués qui servent tous notre école avec engagement, patience et positivité. C'est grâce à eux que nos enfants sont heureux, soignés et apprennent. " M. Hans Peters - Président des gouverneurs Pour contacter le Conseil d'administration, veuillez envoyer un e-mail: chair@southhill.herts.sch.uk Rencontrez les enseignants Présence du gouverneur Déclaration d'intérêts

International Language Day At South Hill School we celebrate International Language Day during assembly. Pupils and staff take the microphone and share words from their languages. We then sing songs in different languages too. It's lovely to hear all the different languages in our school!

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 Aria, age 4, Robins 'My favourite bit is learning maths cos I love counting'. Izzy, age 4, Robins 'I like doing independent learning cos it's so fun. Especially I like the calm corner'. Brad age 4 Robins 'I like playing with the cars in my class'. Harry age 5 Robins 'My favourite part of school is playing with Sonny. We play with lego and draw pictures and we especially love using the story shelves to make up our own stories'. Baani age 5 Robins ' since I started school I learnt to do a 'w' and read tricky books'.

Modern Foreign Language - French “Languages are an essential part of a broad, balanced curriculum. Not only do they provide an opportunity to communicate more effectively with others, they also help children to understand what it is to be a global citizen. This includes the importance of tolerance and understanding, which is crucial knowledge in today’s world.” At South Hill, French is taught as a Modern Foreign Language (MFL) in Key stage two. Pupils in Early Years and Key Stage One learn and develop skills, which will support and benefit their future language learning. These include: Communication and language Phonics Reading Grammar Vocabulary Knowledge of different cultures and societies Our Curriculum In KS2, French is taught using the ‘Language Angels’ scheme of work. Teaching units have been selected in order to build a wide range of vocabulary and enable progression in our ‘Golden Threads’, which are: LISTENING SPEAKING READING WRITING In the Autumn term, each year group starts with phonetics and pronunciation lessons which teach some of the key sounds in French. Pupils also spend time learning and using some ‘essential vocabulary’ including greetings, numbers and days of the week etc. Pupils then continue developing their speaking, listening, reading and writing skills through a variety of topics throughout the year. To ensure learning is enjoyable and memorable, lessons often use stories, songs, role play and a variety of other activities to support pupils to learn, remember and apply French vocabulary. Celebrating languages Within our school, we have pupils that speak many different languages. We aim to celebrate this through whole school events such as ‘International Day’ and ‘International Languages Day’ where each year group selects a country to learn about and to take part in a dance as well as many other activities. We also celebrate languages that are in school by dressing in colours of a chosen nationality and sharing languages, customs and traditions with our friends. 1/5 Long Term Plan Subject Overview Essential Vocab

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International Day 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 represent and learn more about their chosen country and can wear traditional clothing from their celebrated country or colours of the flag. Pupils learn about the geography of their chosen country and where to locate the country on a map, what continent the country is part of and what countries are nearby, we might learn about famous buildings and landmarks.   For PE, we are lucky to have Don Rae Academy join us to teach traditional dances from each country.   For MFL (Modern Foreign Language), some year groups learn a few key phrases and words. Some children even learn a song!   Some year groups have a food tasting activity so children can get a sense of the traditional food and culture from their country of the day while other year groups make the traditional food themselves. Throughout the day, some year groups listen to music of their country and think about whether it is similar or different to the music we might listen to at home. Some year groups look at the religion and the history of their chosen country, focusing on some significant people from that country and how the country has possibly changed over time. Countries from 2023 were: Reception- Bangladesh Year 1- Poland Year 2- India Year 3- Romania Year 4- Italy Year 5- Turkey Year 6- Brazil

Young Voices Young Voices offers children the amazing opportunity of singing with the worlds’ largest children’s choir. The whole experience is a journey and discovery, culminating in the most extraordinary performance opportunity there could possibly be. South Hill Choir have attended Young Voices for the past years and most recently on 23rd January 2025. This year the music included a Marley Medley, a Dance Medley, A Hairspray Medley as well as anthems and pop songs from a huge variety of genres. These offer the children opportunities to learn about other times and cultures, as well as musical styles. We even became backing singers to Tommy Blaize in the song ‘Lean on Me’. The song ‘Try Everything’ has since become a school favourite as it links so well to our Resilience theme in the South Hill Way. The choir members worked extremely hard to learn all the lyrics and attended many extra rehearsals. All the hard work paid off with such an exceptional day on Thursday 23rd January. The day was long and exhausting but the children were utterly amazing. Their enthusiasm and energy bubbled over all day. Most of the songs had actions and dance moves so we were kept moving in the rehearsal as well as being introduced to the various artists who would be performing with us in the evening. As the lights went down for the concert to begin at 7pm the atmosphere was electric. Parents had arrived in the O2 and we could wave to them from a distance! The Urban Striders, Tommy Blaize, Souparnika Nair and MC Grammar were sensational. The pupils have been inspired to follow MC Grammar and especially enjoy watching him perform his World Book Day rap on YouTube! Such an incredible evening to inspire and remember! Here are some of the choir members’ comments: ‘Breathtaking’ ‘Extraordinary’ ‘It was just the best day’ ‘I loved the Urban Strides Dancers!’ My favourite Medley was Hairspray’ ‘I loved the lights- I felt like a star!’ ‘It was soo amazing’ Urban Strides are awesome! ‘Awesome’

La science À l'école South Hill, nous comprenons que les enfants sont naturellement curieux et aiment explorer, enquêter et poser des questions. Ceci est essentiel à l'apprentissage des sciences et permet aux enfants d'acquérir une compréhension plus profonde du monde dans lequel nous vivons. Nous visons à fournir une éducation scientifique de qualité qui fournit les bases de la compréhension du monde et crée des apprenants curieux et enthousiastes. Nous encourageons l'enseignement de la science à travers des tâches pratiques et, le cas échéant, l'utilisation de nos vastes terrains d'école, la localité de notre ville ou The Box Moor Trust. Grâce à la science dans notre école, nous visons à faire en sorte que tous les enfants: Développer des connaissances et une compréhension scientifiques ainsi que des compétences d'apprentissage pratiques amusantes Développer la compréhension des différents types d'enquête scientifique qui les aideront à répondre à des questions scientifiques sur le monde qui les entoure Liez l'apprentissage à la vie réelle et explorez grâce à l'apprentissage en plein air Accédez à un voyage scientifique dans tous les groupes de l'année Lier l'apprentissage des sciences à toutes les autres matières afin d'approfondir la compréhension Le programme d'études primaire en sciences est enseigné dans toute l'école. Travailler les connaissances scientifiques et scientifiques Travailler scientifiquement (ou compétences d'investigation) se concentre sur une compréhension de l'investigation pratique et les compétences nécessaires pour le faire. Ces compétences comprennent l'observation, la recherche, la classification, la pose et la réponse à des questions, l'exploration de données et le travail en équipe grâce à un apprentissage pratique. La connaissance scientifique est la compréhension des faits et phénomènes scientifiques et la réponse aux questions sur leur apprentissage scientifique. EYFS Les élèves explorent la science via l'espace d'apprentissage appelé «Comprendre le monde». Ils assistent également à une session en plein air appelée «Welly Wednesday». Science clé de l'étape 1 L’objectif de l’enseignement des sciences à l’étape clé 1 est de permettre aux enfants d’expérimenter et d’observer les phénomènes; regarder de plus près le monde qui les entoure. Science clé de l'étape 2 L'objectif de l'enseignement des sciences au niveau clé inférieur 2 est de permettre aux enfants d'élargir leur vision scientifique du monde qui les entoure. L'objectif de l'enseignement des sciences au stade clé supérieur 2 est de permettre aux enfants de développer une compréhension plus profonde d'un large éventail d'idées scientifiques. Liens locaux scientifiques Nous encourageons et célébrons fortement l'apprentissage des sciences dans notre école. Nous travaillons en collaboration avec The Box Moor Trust, un site d'allotissement local, le cimetière Heath Lane, l'école Lockers Park, l'école Hemel Hempstead et nos propres terrains pour garantir que l'apprentissage des sciences est proactif et significatif. Examples of Knowledge Organisers EYFS Year 1 Year 3 Year 5 Long Term Plan Subject Overview Semaine scientifique britannique Chaque année, nous célébrons la British Science Week en organisant une journée de la science au cours de laquelle les élèves ont une journée d'apprentissage scientifique amusant en menant des expériences pratiques et des enquêtes. 1/4 Parc des casiers En 6e année, profitez d'un après-midi scientifique et technologique au Lockers Park. Cela soutient leur transition vers l'école secondaire à mesure qu'ils apprennent dans un laboratoire scientifique. BBC Bitesize Key Stage 1 - activités amusantes pour aider les enfants de KS1 à en savoir plus sur la science BBC Bitesize Key Stage 2 - activités amusantes pour aider les enfants de KS2 à en savoir plus sur la science

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

SEND INFORMATION REPORT How we support pupils with additional needs at South Hill Primary School (Reviewed by the School Governors on 16.3.23, Staff Meeting to review and update 2.10.24, SLT update 16.01.23, reviewed) SENCO update 30.1.24 *Please note there is a Glossary of Terms at the end of the document Introduction: This report is to help parents and carers understand how we meet the needs of pupils with Special Educational Needs and Disabilities (SEND) in South Hill School. All Hertfordshire Local Authority (LA) maintained schools have a similar approach to meeting the needs of pupils with Special Educational Needs and Disability (SEND) and are supported by the LA to ensure that all pupils, regardless of their special needs, make the best possible progress in school. At South Hill Primary School we have a whole school community where we aim for everyone to feel valued, accepted and able to contribute. We do this through having mutual respect and understanding for everyone in our community. Our approach is supported by our Positive Behaviour Policy, which has a therapeutic approach to understanding, supporting and teaching valued behaviours and our Equality Objective Plan, which is there to ensure there are equal opportunities for all. We believe children learn best when they feel happy, secure and confident. At South Hill we strive for all children to have a Quality First Teaching and a broad and balanced curriculum. Hertfordshire supports all schools to be as inclusive as possible, with the needs of pupils with Special Educational Needs and Disabilities (SEND) being met in a mainstream setting wherever possible. At South Hill we support children with a wide range of need which fall in the four broad areas of SEND need. These are: ❖ Communication and Interaction ❖ Cognition and Learning ❖ Social, Emotional and Mental Health Difficulties ❖ Sensory and Physical Needs What is the SEND Information Report? The Children’s and Families Bill requires local authorities and schools to publish and keep under review information about services they expect to be available for the children and young people with SEND aged 0-25. Hertfordshire publish a ‘Local Offer’ which lets parents and young people know what special educational needs and disabilities services are available in Hertfordshire, and who can access them. The intention of the Local Offer is to improve choice and transparency for families. It is also an important resource for parents and carers in understanding the range of services and provision in the local area. https://www.hertfordshire.gov.uk/microsites/Local-Offer/The-Hertfordshire-Local-Offer.aspx All Schools also publish a SEND Information Report which provides information about the services and provision in their school. In addition, there is a lot of information to support parents of children with SEND on our school website: https://www.southhill.herts.sch.uk/send Contents South Hill Primary School’s Information Report is written in a question and answer style. Please click on any question that may be of help to you and the link will take you to the relevant section. 1a) How does the school know if my child needs extra help? 1b) What is the definition of SEND? 1c) What should I do if I think my child may have special educational needs? 1d) How does the school identify children with SEND? 1e) How is my child’s progress tracked? 2. How will school staff support my child? 3. How will I know how my child is doing? 4. How will the learning and development provision be matched to my child’s needs? 4b) What is the graduated approach? 5. What support will there be for my child’s overall wellbeing? 5a) Our Positive Wellbeing Culture 5b) Our Wellbeing Support for the Children 6) What other specialist services and expertise are available at or accessed by the school? 7) What training have the staff, supporting children and young people with SEND had or are having? 8) How will you help me to support my child’s learning? 9) How will I be involved in discussions about and planning for my child’s education? 10) How will my child be included in activities outside the classroom including school trips? 11) How accessible is the school environment? 12) How will the school prepare and support my child to join the school, transfer to a new school or the next stage of education and life? 13a) How are the school’s resources allocated and matched to children’s special educational needs? 13b) How is the decision made about how much support my child will receive? 14) How can I find information about the local authority’s Local Offer of services and provision for children and young people with special educational needs and disability? 15) What should I do if I am unhappy with the SEND support being offered to my child? 16) Who can I contact for further information? Glossary of Terms Questions 1a) How does the school know if my child needs extra help? Concerns are raised by parents/carers, teachers or the child: Meetings, telephone calls, emails that share concerns from parents/carers or teachers Teachers may have discussions between parents/carers and the SENCO Limited progress is being made Assessments are made by the teachers all the time when children are in class and also through assessments and tests. Termly Pupil Progress Meetings with the leadership team Despite good quality teaching There is a change or concern about a child’s behaviour (e.g frequent toilet breaks, very distracting to others, overly emotional, disengaged, high level of emotional support required) A child is dependent on adult support to access the learning A child finds it difficult to make themselves understood, or finds answering questions tricky Use of checklists and assessments to identify areas of learning or emotional wellbeing that are in need of support Liaison with external agencies e.g. Speech, Language, Communication and Autism Team, Early Years Team Health diagnosis through a paediatrician, which has an impact on the child's life in school Poor school attendance due to anxiety Liaison with previous school or setting, if applicable return to the information report questions 1a 1b) What is the definition of SEND?: 1b 1c 1c) What should I do if I think my child may have special educational needs? Parents/Carers who are concerned that their child may have SEND issues should talk to their child’s class teacher. After talking to the Class Teacher, it may be appropriate to make an appointment to see the SENCO. Often, the initial response will be to consider how the child’s needs can be met through changes in approach or strategy, adaptation, (making the curriculum more accessible for the child) or through the implementation of a classroom intervention. The SENCO may, if appropriate, refer to outside agencies for support e.g. school nurse, family support worker, optician, audiologist. return to the information report questions •First talk to Class Teacher about concerns and consider how to support any needs together •If concerns continue, make an appointment to see Mrs Donley, SENCO, via the office and consider how to further support any needs •If concerns continue, your child may have SEND and can continue to be supported through the school Passport to Success Meetings 1d 1d) How does the school identify children with SEND? Typical Assessments Used at South Hill Primary School: Early Identification of Need: Reception Baseline Assessments Social, Emotional, Mental, Health: Conners SNAP IV questionnaires, ABC sheets, Therapeutic Thinking Tree Mapping, Anxiety Tracking Sheets, Speech and Language profiles for social communication difficulties, Play Therapy Reports, Neurodiversity checklist, observations, pupil emotional checklists, Salford Emotional Questionnaire Autism: As above plus: Neurodiveristy Checklists, Sensory profiles, Speech and Language Assessments, AET resources, observations Speech Language and Communication Needs: WellComm Screening Tool and Big Book of ideas, Speech and Language screening tools and assessments, Articulation Screeners Physical Disability: Observations, Neurodiversity checklists Specific Learning Difficulty: Phonic checks in year 1 and 2, Hertfordshire SPLD Baseline Packs for Literacy and Maths, Read, Write Inc Assessments, Running Reading Records, Handwriting assessments, neurodiversity checklists, memory tests and checklists, slow processing checklists, Year 1 phonics screening, Executive Functioning Checklist Visually Impaired/Hearing Impaired: Hearing and Sight tests, observations Moderate/Mild Learning Difficulty: In school progress assessments and tests, memory tests and checklists, slow processing checklists return to the information report questions 1e) How is my child’s progress tracked? return to the information report questions Teachers and the Senior Leadership Team meet at least three times a year at Pupil Progress Meetings to discuss progress, attainment and any barriers to learning. Class teachers and subject leaders monitor pupil progress through formative and summative assessments 3 x a year this is recorded in a database and analysed 1e 2. How will school staff support my child? If a child has been identified as making less than expected progress the first response is high quality teaching targeted at their areas of weakness (Universal support). If over a sustained period of time progress does not improve a variety of measures may be taken including; a) Adaptated and Differentiated work based on needs (universal support) b) Reasonable Adjustments – such as timetable changes, additional equipment, brain or sensory breaks. These are recorded in the first section of the school's Passport to Success which includes a 1 Page Profile at a glance sheet, with strategies and interests of children identified c) Intervention group with TA (targeted support) – this may be class based or separate from the main class, this may include pre-teaching or overlearning support d) Assessments: the school may use screening tools for dyslexia, dyscalculia, ASD/ADHD inlcuidng SpLD Maths/Literacy Packs or Read, Write Inc Phonic Assessments to uncover barriers to learning or gaps in learning e) ‘Passport to Success’ co-produced and reviewed three times a year f) SMART Targets – through use of an Individual Education Plan (2nd section of the School’s Passport to Success) g) Therapeutic Risk Reduction Plan to support social, emotional, mental health and behavioural concerns h) Medical Healthcare Plan and / or Personal Emergency Evacuation Plan to support medical conditions or Disability i) Small Steps of Progress: A few children may not be able to access the national curriculum or be making very slow progress. They will be assessed using PIVATS 5 or The Engagement Profile (if below PIVATS 5 level 5). In Reception class, we also use the IAELD (Individual Assessment of Early Learning and Development) j) Referral to specialist support if necessary. E.g. Educational Psychologists; Speech and Language therapists; Speech, Language, Communication and Autism advisory teachers; Dacorum Education Support Centre, outreach teachers; family support. N.B. In Hertfordshire it is generally required that two cycles of the ‘Assess, Plan, Do Review’ Graduated approach have been implemented before a referral is made to external professionals (at South Hill this means the Passport to Success with Smart Targets will need to have been reviewed at least twice before seeking external support). k)In very exceptional circumstances, the school may apply for Local High Needs Funding (LHNF) to enable an additional adult to support in class or with the child For a few children, it may be necessary for the parents/carers and school to make a request to Hertfordshire SEND Department for an Education Health Care Plan assessment. These plans are designed for those children who have very exceptional, complex and demanding needs which require close monitoring to ensure that a child’s needs are met. The School SENCO will support Class Teachers in assessing needs, planning and implementing interventions and reviewing progress. The school SENCO will, as required, support class teachers to make referrals to gain specialist advice for children in their class. This may lead to consultations with the advisory service, class teacher, parent/carer and SENCO. 3) How will I know how my child is doing? High expectations of each child in their class coupled with making the learning accessible through adaptation of tasks and skilled differentiation usually ensures that children are making at least expected progress and frequently higher than expected progress. However, some children require additional support in spite of this. When a child is placed on a targeted intervention, progress is monitored by both the class teacher and SENCO through pupil progress meetings which occur three times a year. Parents are informed through: Parents' evenings School Reports Informal chats with your child’s class teacher after school – it would be helpful, but not essential, to book an appointment Home school communication books (for particular children) Formal meetings with your child’s class teacher and the school SENCO, Headteacher or other professionals The effectiveness of the school’s provision for children with SEND is evaluated by the Senior Leadership Team, reported to governors and monitored by OFSTED 4a) How will the learning and development provision be matched to my child’s SEND? When a pupil has been identified with special needs adjustments will be made to ensure learning is accessible through adaptation and differentiation to enable them to actively participate in their lessons Reasonable adjustments may be required, tailored to a child’s individual needs, such as: additional equipment, adaptations to equipment, flexible starting/pick up times, sensory/ movement breaks, small step sequential work The graduated approach means that the pupil will be assessed, a plan created, implemented and reviewed at least 3 x a year. If the child’s difficulties persist despite several cycles of assessment and intervention, then further specialist support may be requested from external agencies Specific recognised interventions may be implemented e.g. Learning Village (phonics and vocabulary), Lexia (reading) or IXL (maths) Teaching Assistants (TAs) may be allocated to work with the pupil in a 1-1 or small focus group to target more specific needs return to the information report questions 2 3 4 4b) What is the graduated approach? Class Teachers will ensure that all learning, through quality first teaching, is engaging, motivating, made accessible and differentiated as required, this is known as 'Universal' support. Children whose progress is slower over time, than that of their peers, starting from the same baseline, will be identified and interventions will be made within the class to accelerate progress – this is recorded as ‘Targeted’ support and is recorded on the class provision map. Concerns will be shared with parents and carers and we will work in partnership to aid accelerated progression to enable the child to ‘catch up’. Other barriers to progress and attainment, such as English as an Additional Language (EAL), housing, family or domestic circumstances will also be considered and supported as required. If a child continues to make slower than expected progress or there continue to be concerns in other areas such as social and emotional wellbeing, the SENCO, working with the class teacher and the parents or carers will gather additional information by talking to others who know the child and make assessments to identify any underlying causes. If barriers to learning are identified, the child may then be considered as having a special educational need or disability (SEND). The child will be placed onto the school’s SEND register and a Passport to Success will be co-produced with the parents/ carers, the child, the class teacher and SENCO. Through this process, appropriate intervention and adjustments to minimise the impact of barriers will be considered, often this will be a number of specific strategies that are implemented within the classroom. If it is necessary to support progress in learning or emotional regulation, with a small step approach, highly specific and very specialised support may be put in place, this is known as ‘Specialist’ intervention, and it will recorded using SMART targets in an Individual Education Plan (IEP), which at South Hill is the 2nd section of the Passport to Success. This level of support will also be noted on the class provision map. The process of assessing a child’s barriers to learning, planning appropriate provision, implementing the plans and reviewing the impact of the plans is known as an ‘assess, plan, do, review cycle’ otherwise recognised as the ‘Graduated Approach’. The assess, plan, do, review cycle is an ongoing process. The review will take place at least 3 x a year at a dedicated SEND Passport to Success meeting. At these meetings the class teacher, parents/carers, the child (when appropriate) meet to discuss progress made, consider on-going concerns and plan the next steps of support. Together they co-produce and review the ‘Passport to Success’ and if necessary the IEP. The SENCO will support the teacher of the meeting ahead (if required) and will attend if parents/carers and / or the class teacher request this support. return to the information report questions 4b 5 5) What support will there be for my child’s overall wellbeing? The school has a wellbeing policy and offers a variety of methods to provide pastoral support for pupils who are encountering emotional difficulties. 5a) Our Positive Wellbeing Culture The culture at South Hill School promotes children’s positive emotional health and wellbeing and avoids stigma: The school have a Wellbeing team, led by Mrs Albery who meet regularly to ensure that support is meeting the needs of the children. The team consist of: Mrs Albery, the School Wellbeing Lead, Mrs Donley (Senior Assistant Headteacher for Inclusion and SENCO), Mrs Evans (Mental Health Lead and Forest School Lead), Mr Brathwaite (Emotional Literacy Support Assistant) and Miss Iroegbu (Pastoral Support Assistant) Katie Stewart is our school governor who is able to support and monitor the school’s approach to wellbeing. There is a whole-school approach to promoting positive emotional health and wellbeing within an ethos of high expectations and constant support Positive mental health is openly talked about and discussed in class and in assemblies with invited motivational speakers who promote the importance of sharing difficult feelings and emotions with people we trust, e.g. NSPCC We have a committed staff community that sets a whole school culture of positive emotional health and wellbeing, support and values The school has an open and supportive culture regarding mental health and we work closely with children, parents and carers We have regular workshops / coffee mornings for parents on which focus on topics that support wellbeing There is regular communication through newsletters, emails and the school website There is a whole school promotion of building individual resilience and tenacity in all areas of the curriculum, through PSHE curriculum, the ‘No Outsiders’ Project and School ethos We provide positive experiences and heighten awareness of wellbeing through a focused Wellbeing and Mental Health Weeks We have a termly Wellbeing Newsletter for parents We ensure a high quality professional development programme for staff All Staff have received 'Therapeutic Thinking' training and the school follows this approach to behaviour management All staff have current safeguarding training return to the information report questions 5a 5b 5b) Our Wellbeing Support for the Children Our school offers a range of activities and services to help our children develop positive mental health and wellbeing, as well as additional support for those experiencing mental health difficulties. These include: Building positive parent/carer partnerships to enable early intervention to accessing mental health and wellbeing support, supported by Miss Iroegbu, our Pastoral Support Assistant Having clear communication for parents/careers such as home-school books, visible staff at school drop-off, regular teacher contact A dedicated page to wellbeing support on the school website: https://www.southhill.herts.sch.uk/wellbeing-for-children Our PSHE curriculum being designed to ensure children have time to discuss their wellbeing, feelings and mental health Training all staff in the ‘Zones of Regulation’ which we use to support our Therapeutic Approach when working with challenging behaviours Implementing the school’s Positive Behaviour policy, which promotes use of specific praise, rewards and celebration of achievements, and teaching children how to meet school expectations for behaviour Pastoral support so that any changes can be identified and support given to child/parent /carers as required Employment of Shahin Khan, our school counsellor; Mr Brathwaite, our Emotional Literacy Support Assistant and Miss Iroegbu, our Pastoral Support Assistant Bought in support from Gade Family Support and the support from a Pupil Support Worker Transition support for year six children with additional sessions for those who need it Opportunities for all children to walk or run the ‘Daily Mile’ or take a mindfulness session every day (sit and stop) Valuing the positive relationships all staff develop with the children and using specific strategies to enhance this e.g. show and tell, enjoying jokes together, asking about their lives out of school, dancing with them and including their interests in the curriculum Employment of a Forest School leader and all year groups having forest school lessons for at least a half school term, every year. A School Choir, singing opportunities in class and in assembly Opportunity to take a part in the Rock Steady Band After school and lunchtime PE clubs such as street dance and football On line-safety learning Special trips for Year 6 leavers Every classroom having ‘worry boxes’ or worry monsters Regular check ins with children as needed Support for children who may need to develop their social skills Reception children having a year 6 buddy, who plays with them some playtimes in the week Currently we are running a staffed Nurture Class in the nurture room daily, to support children with significant SEMH challenges A staffed Lunch Club which is available every lunch time for invited children who find the busy lunch hall and long playtime challenging The magpie room, designed to be inviting, calming and a place to take time out An outdoor reading club at playtimes during good weather A Friendship bench to help children find a friend at playtimes, if needed Two sensory trails, a climbing wall, indoor movement circuits, fitness trail, a balance and strength trail (known as the Smoky Trail) and the reception children have a number of climbing and sliding pieces of play equipment Members of staff such as the Pastoral Support Assistant, Class Teachers and Senior Assistant Headteacher, available for pupils / parents who wish to discuss issues and concerns Mediation sessions, if required A ‘Medical Needs Policy’ - If a pupil has a medical need then a detailed Medical Care Plan is compiled with support from the school nurse in consultation with parents/carers. These are discussed with all staff who are involved with the pupil Personal Emergency Evacuation Plans to ensure wellbeing and safety for less mobile pupils A first aid policy and training for all staff in basic first aid Annual staff allergy and asthma training As required, we will make referrals to outside professionals: The Senior Assistant Headteacher for Inclusion may be able to make a referral to other professionals e.g., CAMHS, Step 2 or Gade pupil support Dacorum Education Support Centre offer advice and outreach support for children who have Social, Emotional and Mental Health difficulties Gade Family Support provide access to a Pupil Support Worker who is able to work with children on a 1 to 1 basis, following a referral and assessment of need The school nursing service can provide 6 sessions of support to a pupil and is able to work on a 1 to 1 basis, following a referral and assessment of need Therapy may be offered and the school currently benefits from Dream Catchers Play and Creative Arts Therapy, a school counsellor and a school Emotional Literacy Support Assistant. The school will make arrangements for children to access support from external agencies such as Paediatricians, OT, ADDvance or PALMs as required 6 6) What other specialist services and expertise are available at or accessed by the school? Every class has a full time Teaching Assistant and children who require an exceptional level of learning support may have the support of a key worker at times through the day All support staff have training in different areas of SEND to develop specialisms to ensure that there is a wide range of skills and expertise in many areas of SEND. Specialisms include: Therapeutic Behaviour support Zones of Regulation Protective behaviours Autism Specific Learning Difficulties (SpLD, e.g. Dyslexia, Dyscalculia) – Fischer Family Trust Training, Phonics Training Speech and Language – WellComm Sensory circuits Attention Autism In additional to the specialists who support wellbeing and mental health (see above) the school works with other agencies and professionals, this includes but is not restricted to: Speech and Language Therapists (SALT) Physio and Occupational Therapists (PT and OT) Educational Psychologists (EP) Cognition and Learning Advisory Teachers Sensory Impairment Advisory Teachers Physical, Neurological Advisory Teachers Speech, Language and Communication and Autism Advisory Teachers (SLCA) Special School Outreach Team Social Workers and Intensive Families Support Team Gade Family Support, Gade Family SEND support and Pupil support School Nurses , Paediatricians, PALMS and CAMHS workers ADDvance return to the information report questions 7) What training have the staff, supporting children and young people with SEND had or are having? Attachment and Trauma Training Zones of Regulation Training All staff are trained in Hertfordshire Therapeutic Approach to Behaviour (previously Steps) and have an annual refresher. We have Therapeutic Thinking trainers in school, Mrs Donley and Mrs Masters - they attend annual updates and termly support groups How to support pupils with speech and language difficulties – Wellcomm, Training, EAL training How to support pupils with physical and co-ordination needs – Safe Handling and moving How to support pupils with specific learning difficulties – most staff have received basic dyslexic and dyscalculia training Some Teaching Assistants have had training to support children with specific learning difficulty in literacy and maths and also Precision Teaching to target particular needs, such as Fischer Family Trust Wave 3 Intervention, Read, Write Inc, Running reading records Staff regularly attend courses run by DSPL8 and Woodfield Special School Outreach Service – specifically designed for children with SEND How to support pupils on the autistic spectrum The school has three Mental Health First Aiders, Mrs Albery, Mrs Donley and Mrs Evans Training sessions as required are led by the Senior Assistant Headteacher for Inclusion 7 8) How will you help me to support my child’s learning? The school website has a SEND page which offers further advice and guidance: https://www.southhill.herts.sch.uk/send The school website has a page that supports parents with their children’s home learning (for pupils with SEND): https://www.southhill.herts.sch.uk/send-remote-learning Teaching staff offer welcome meetings at the beginning of the academic year that direct you in the support you can give through home learning in reading, writing, maths and social development Parents are invited in to meet their child’s teacher informally after school Each year group has a set amount of home learning – please refer to the Home Learning Policy Class teachers endeavour to support individual development at home, as required, for example: alternative tasks offered for home learning, communication books to aid sharing information, reduced expectations for home learning, personalised advice to parent /carers at meeting or by phone, send home resources to support learning, suggest clubs and activities to support children Curriculum plans and subject knowledge organisers are published on our school website Parents of children who are on the school’s SEND register and have a Passport to Success will meet with the class teacher at least 3 times a year to review progress and make further plans You are welcome to make an appointment to speak to the school’s SENCO, Mrs Donley, or Pastoral Support Worker, Miss Ireogbu, please ring 01442 402127, or email the school office The School’s Pastoral Support Worker and Family Support Worker have access to a wide range of support from local agencies and services and are able to signpost parents effectively. The school works closely with DSPL8 who frequently run courses for parents which are advertised on our website There are Educational Psychology and Speech and language contact lines for parents who may require specific advice – the details are advertised in our SEND Newsletter and on the website return to the information report questions 9) How will I be involved in discussions about and planning for my child’s education? In addition to formal occasions such as Parents' Evenings where parents are involved in discussions about their child’s education, there is an open door policy at South Hill Primary School where we encourage parents to arrange informal meetings with their Class Teacher to voice any concerns. Working parents are able to telephone the office to arrange for a teacher to call them back or email via the school office if there is a particular issue they wish to discuss Parents of children with SEND and children are encouraged to co-produce the SEND ‘Passports to Success’ and the target setting for IEPs and when the teacher meets with them three times a year Parents of children with a SEND ‘Passports to Success’ are encouraged to be part of the transition planning when children move up a year group Parents are represented on the school governing body, Mrs Stewart is the school link governor for SEND Children who have an Education, Health and Care Plan (EHCP) will have their plan reviewed at least annually with the school SENCO and other outside professionals who provide advice and support for them 10) How will my child be included in activities outside the classroom including school trips? The safety of the child, pupils and staff is given priority when undertaking risk assessments for school trips to ensure that all children and staff are kept safe from harm. This may result in 1:1 staff deployment for particular children who are named as individuals on risk assessments Arrangements are put in place pertaining to the activity type. Parents are consulted to ensure full participation and active engagement of all children whenever possible, in some cases a member of the family may be invited to attend. Where outings are run by outside agencies they are made aware of each child’s needs so that they support them in a sensitive and appropriate manner 11) How accessible is the school environment? The school is fully compliant with the Equality Act (2010) and reasonable adjustments are made for all children with SEND as necessary There is a lift in the new section of the building so that the upper floors can be reached for wheelchair users. There is a lift to the playground As a school we are happy to discuss and plan for individual access requirements and, if necessary, we will create a Personal Emergency Evacuation Plan (PEEP), if required A thorough Accessibility Plan is published on the school website under ‘policies’ return to the information report questions 12) How will the school prepare and support my child to join the school, transfer to a new school or the next stage of education and life? There is a transition programme in place for children new to the school, moving to new classes or leaving the school. The level of support offered is dependent on each child’s needs, age and development. Some children benefit from Transition Booklets which are prepared with the child at the end of the Summer Term to help prepare them for their new class in the following term For children in Year 6 there is a special transition programme in place for moving to Secondary Schools. They will get the opportunity to visit their new school prior to starting in September and children with complex special needs may require additional visits which are negotiated with the relevant school. For children who are on the SEND Register there is a meeting or exchange of information with the SENCo from the Secondary School There is also an opportunity for schools to exchange information in preparation for transition through the informal SEND Cluster meetings. Our Reception Class Teachers will visit all new children in their Nursery settings and speak to staff to gain information about each child before they start. If you have any concerns that your child is worried about moving on to the next class or secondary school please contact the class teacher 13a) How are the school’s resources allocated and matched to children’s special educational needs? The SEN budget is allocated each financial year. The money is used to provide additional support or resources dependant on an individual’s needs The additional provision may be allocated after discussion with the class teacher at pupil progress meetings or if a concern has been raised by them at another time during the year Resources may include deployment of staff, depending on individual circumstances 13b) How is the decision made about how much support my child will receive? These decisions are made by the SENCO in consultation with class teacher and Senior Leadership Team. Decisions are based upon termly tracking of pupil progress and as a result of assessments by outside agencies. During their school life, if concerns are identified due to the pupil’s lack of progress or wellbeing then interventions will be arranged 14) How can I find information about the local authority’s Local Offer of services and provision for children and young people with special educational needs and disability? The authority’s local offer of services and provision for children and young people with SEN can be accessed at here There are also links to support for SEND on our website: https://www.southhill.herts.sch.uk/send return to the information report questions 15) What should I do if I am unhappy with the SEND support being offered to my child? In the first instance, please talk to your child’s class teacher, as they will be very keen to listen, to help, to support and reassure you However, if your concern has not been fully addressed you may feel you need to take it further. If this is the case then please make an appointment to speak to the Headteacher, the Senior Assistant Headteacher for Inclusion - Mrs Donley, or one of our Assistant Headteachers who will do what they can to respond appropriately to the concern raised Please follow the school’s communication protocol found on the website (or click here) : If this does not resolve the issue the admin staff will be able to advise on formal procedures for complaint Alternatively, please refer to the school’s Complaints Policy. Further information can be found on the school website return to the information report questions 16) Who can I contact for further information? In the first instance you should speak to your child’s teacher The school has a SENCO, Mrs Donley who can be contacted by telephone (01442 402127) or email (senco@southhill.herts.sch.uk ) and is available to meet with parents if you have any particular concerns about your child Glossary of Terms Assess, Plan, Do Review Cycle - Best practice involves meeting pupils’ SEN through implementing the graduated approach using the assess, plan, do, review cycle Adaptations - A change in the teaching process, support through scaffolding, materials, resources or outcomes to assist a pupil to achieve the expected learning outcomes Autism - https://www.autism.org.uk/advice-and-guidance/topics/what-is-autism? gclid=CjwKCAiAoL6eBhA3EiwAXDom5mK72biU5BOLetx1ntYZdT0nI4sm-rW_96f9wIAN8yV9rs3uYQ5DpxoCxCMQAvD_BwE CAMHS - Child and Adolescent Mental Health Services. CAMHS is the name for the NHS services that assess and treat young people with emotional, behavioural or mental health difficulties Circle of Friends - https://www.edplace.com/blog/send/how-to-create-a-circle-of-friendship Designated Senior Leader (DSL) – The role of the Designated Senior Leader for Child Protection, should undertake regular training at Stage Two to enable them to ensure that their knowledge is up to date Differentiation – The process of making sure that students with different needs and abilities have equal access to learning. DSPL8 – Developing Special Provision Locally – Area 8 Dacorum: Delivering Special Provision Locally is a Hertfordshire-wide initiative, working to improve the range of provision and support services available for children and young people with special educational needs and disabilities, aged 0-25. http://www.dacorumdspl.org.uk/what-is-dspl/ Dyscalculia - https://www.dyslexic.com/blog/what-is-dyscalculia/ Education Health Care Plan (EHCP) - An EHC plan is a legal document that describes a child or young person's special educational, health and social care needs, explains the extra help that will be given to meet those needs and how that help will support the child or young person to achieve what they want to in their life. https://www.hertfordshire.gov.uk/microsites/local-offer/education-health-and-care-plans/education-health-and-care-plans-ehcp.aspx Family Support Worker - Family support workers help families in trouble rebuild their lives by providing counselling, financial resources and educational activities. They work mainly with social service agencies, but you can find them in law enforcement, government and health care. Our Family Support service is known as Gade Family support. We have links to family support workers, family SEND support workers and pupil support workers Read more : http://www.gadeschoolsfamilysupport.co.uk/useful-info/ Graduated Approach - A model of action and intervention in early education settings, schools and colleges to help children and young people who have special educational needs. The approach recognises that there is a continuum of special educational needs - https://www.hertfordshire.gov.uk/microsites/local-offer/education-support/help-you-can-get-when-your-child-is-in-school/how- IAELD - Individual Assessment of Early Learning and Development - used with children in the Early Years who are not yet at age expected levels in the EY foundation stage framework. Individual Education Plan (IEP)– For every child who receives special education and related services a plan is needed to help deliver a programme to help them get the most out of their education. Intervention – intervention is the term used for any additional programme that teachers may employ to support a child or groups of children to tackle difficulties in targeted areas. Interventions may be carried out in class or away from the classroom. They are often run by teaching assistants in conjunction with the Class Teacher/SENCO. Individual Medical Care Plan - This is a plan that has been written by a doctor or a nurse so that the school can follow a set procedure for any medical interventions or medicines administered to specific children. At times the Inclusion Lead and parent may draw up a medical care plan. MSAs – Mid Day Supervisors. Neurodiversity - the range of differences in individual brain function and behavioural traits, regarded as part of normal variation in the human population (used especially in the context of autistic spectrum disorders, dyslexia etc). Nurture Club - A club that offers a small number of children the opportunity to spend lunchtime in a quiet, peaceful area with structured activities. Children attend on a daily basis. Passport to Success – South Hill’s approach to ensuring all the information that will support our children with SEND is in one place – it is designed to help adults working with the pupil know what to do to support them. Our passports are written by the class teacher the pupil and the parents. The Pupil Passports are particularly useful during transitional times in the school year, they help new class teachers and support staff find out more about the pupil. Provision Map – A provision map is produced by every class teacher at end of each term. This is to enable staff to decide which individuals or groups of children need particular interventions to support their learning the following term. Personal Emergency Evacuation Plan (PEEP) - A bespoke “escape plan” for individuals who may have difficulties evacuating a building to a place of safety Pupil progress meetings (PPM) - these are meetings which are held at least every term. Class Teachers and Senior Leadership Team consider the progress and attainment of every child in the school and considers whether there is any additional support required to help individuals or specific groups of children so that they will reach their end of year target. Reasonable adjustments - Reasonable adjustments are changes schools and other settings are required to make which could include: changes to physical features – for example, creating a ramp so that students can enter a classroom or providing extra support and aids (such as specialist teachers or equipment) SEMH - Social, Emotional, Mental Health, Difficulties (one of the 4 broad areas of need within SEND) SEND Cluster meetings – This is a small group of local teachers who are gathering to discuss SEND Sensory Impairment - The impairment in the senses i.e. sight, hearing, smell, touch, taste and spatial awareness. Senior Leadership (SLT) – every school has a Senior Leadership Team which usually comprises the Head Teacher and senior teachers within the school, including the SENCO. SMART –goal setting targets which bring structure and trackability. SMART criteria: specific measureable, achievable, results-focused and time-bound. Special Needs Co-ordinator (SENCO) – every school should have a senior teacher responsible for tracking and monitoring the progress of SEN children across the school. Specific Learning Difficulties (SpLD) - The term 'Specific Learning Difference' (SpLD) refers to a difference/difficulty people have with particular aspects of learning. The most common SpLDs are dyslexia, dyspraxia, attention deficit disorder (ADD), attention deficit hyperactivity disorder (ADHD), dyscalculia and dysgraphia. Therapeutic Risk Reduction Plan - A detailed and well considered plan to support the needs of a pupil with behaviours that challenge Therapeutic Thinking - An approach to behaviour that prioritises the pro-social feelings of everyone within the dynamic Therapeutic Tree - A visual and written representation of the experiences, thoughts and actions that lead to an individuals pro or anti social behaviour Transition programme – This is a programme that is usually run by Secondary Schools to help children who may struggle with the emotion and anxiety surrounding secondary transfer. Zones of Regulation- The Zones is a systematic, cognitive behavioural approach used to teach self-regulation by categorising all the different ways we feel and states of alertness we experience into four concrete coloured zones. The Zones framework provides strategies to teach students to become more aware of and independent in controlling their emotions and impulses, manage their sensory needs, and improve their ability to problem solve conflicts. 8 9 10 11 13b 14 15 16 Glossary

Sécurité en ligne South Hill Primary school recognises that internet, mobile and digital technologies provide positive opportunities for children and young people to learn, socialise and play but they also need to understand the challenges and risks. The digital world is an amazing place, but with few rules. It is vast and fast moving and young people’s future economic success may be partly dependent on their online skills and reputation. We are, therefore, committed to ensuring that pupils, staff and governors will be supported to use internet, mobile and digital technologies safely. This is part of our safeguarding responsibility. Staff are aware that some pupils may require additional support or teaching, including reminders, prompts and further explanation to reinforce their knowledge and understanding of online safety issues. We are also committed to ensuring that all those who work with children and young people, including their parents/carers, are informed about the ever-changing risks so that they can take an active part in helping children and young people navigate the online world safely and confidently. Staff have an annual online safety review, with parents and carers receiving monthly online safety tips in the school newsletter. We currently use the document ‘Education for a Connected World’ and resources from Project Evolve to plan and implement our half termly online safety sessions across the school (EYFS to Year 6). Each term, delivers a different aspect of online safety with bespoke sessions adopted when required, see the long term plan for details of our curriculum. We are also lucky to have a team of Digital Leaders at South Hill, whose role it to promote online safety and share their love of all things digital! All digital leaders have to apply for their role and are shortlisted and interviewed by the previous year’s Digital Leader team. Digital leader’s responsibilities include: · Learning how to use key software, so that they can be a help to others. · Have a good understanding on how to stay safe with technology and share with others. · Trialling potential new software and websites, then demonstrating them to other children and teachers. · Writing blog posts and commenting on other blogs · Set up equipment in classrooms for teachers. · Helping to lead the school forwards within the subject of Computing. Long Term Plan Restez en sécurité en ligne Smart Rules Spring 2024 Newsletter (HfL) Ressources et guides de sécurité YouTube Inappropriate Content TIC Tac Alexa Conception persuasive Trouble du jeu Parmi nous Xbox Soyez gentil en ligne 14 façons d'être gentil en ligne PlayStation5 Upsetting Content Childnet International est une organisation à but non lucratif qui travaille avec d'autres pour aider à faire d'Internet un endroit formidable et sûr pour les enfants. Cliquez sur le logo ci-dessous Summer 2024 Newsletter (HfL) Childnet International est une organisation à but non lucratif qui travaille avec d'autres pour aider à faire d'Internet un endroit formidable et sûr pour les enfants. Cliquez sur le logo ci-dessous

South Hill est tenue par la législation de publier des informations spécifiques sur notre site Web en ce qui concerne les performances et les données financières. Veuillez vous référer au lien ci-dessous pour les informations requises: No member of South Hill Primary School staff earns in excess of £100,000.