Wellbeing for Children Putting wellbeing in the heart of overall school culture. At South Hill School, we take a whole school approach to promoting positive Mental Health and Wellbeing. Our aim is to help the whole school community to become competent and resilient learners, who can build and sustain relationships with t heir peers and use the knowledge gained in school to develop their skills and understand of how to promote and maintain positive mental health and wellbeing now and in later life. School culture. Engaging in mentally healthy movement breaks through the Daily Mile or dancing to Go Noodle. · Engaging in mindfulness breaks such as “Stop and Sit”. · Helping children to develop safety through our Road Safety workshops and E-Safety learning. · Using the Zones of Regulation for the children to recognise, name and manage their emotions. · Friendship benches. Pastoral Support. · Identifying and tailoring individual support to meet children Mental Health challenges. Our multifaceted support network includes; school counsellor, play therapist, support worker, drawing and talking therapy, school nurse, dog therapy and SENCO. · A Nurture club is available to children who need extra social and emotional support at lunchtime. · Assemblies on Anti-bullying, Feeling Good Week, Mental Health Week and promotion of Friendships. · Every class has a worr y box or monster in their classroom. Wow Days/Activities/Experiences. · Annual activities – International Day, Mental Health Week. · Specialist: Music and Forest School. · Extra-curricular activities; Rock Steady, Magical Maths, Homework Club, Street Dance, Year 1 girls football club, boys/girls football club, Netball club and Choir. Social Relationships. · Helping children to develop social relationships through our Reception/Year 6 buddies and our bespoke weekly PSHE lesson. Mental Health Week 2025 Wellbeing Overview Wellbeing at South Hill Zones of Regulation Just Talk Assembly Anti Bullying Week Summary of the Zones Electric Umbrella 2023 Acts Of Kindness Worry Monster Assembly Friendship Bench Feeling Good Week 2023 Over the summer break, Mrs Albery organised volunteers from our local community and some teaching staff to come into our School and help renovate the garden area. As you can see there was lots of hard work to do, from moving old tyres and some old railway sleepers. But it was so worth it because the new raised growing beds for vegetables will enable the garden area to be re-used by the children and will really improve their Science knowledge and of course support their wellbeing and mental health. This project would not have been possible without the incredible help of our volunteers and Mrs Albery would personally like to thank the Harman Group for coming in and working so valiabtly and contributing to purchasing soil and some plants. Additionally, our fabulous PTA who also supported our school with funding and enabled our school to purchase the new bench and plant/ vegetable boxes. Garden Project Mental Health Awareness Week 13.5.24. This week is organised by the Mental Health Foundation. This year’s theme is ‘Movement: moving more for our mental health’. We all know movement is important for our mental wellbeing it boosts our mood and helps us look after our health. However, many of us may find it difficult to prioritise for a number of reasons. Lots of resources were shared with the staff at South Hill on how they can assist children with talking about their mental health and understanding their emotions. If you would like to find out more about supporting your mental wellbeing or tips to help support your child, please visit the Mental Health UK web page here. Our School Counsellor - Shahin

Sports Day at South Hill School At South Hill School, our sports day is a fun day for all our pupils. The day begins with EYFS and KS1 meeting on the school field for a carousel of activities. Mr Brathwaite DJs the event and really energises the children as they compete in their houses to get as many points as they can on each activity. Some of these activities are hurdles, javelin, obstacles and dribbling. Our Year six children always help and some activities are run by our year six sports ambassadors! When the carousel is finished, the children then take part in races - again aiming to win points for their houses. Our KS2 children then do the same in the afternoon, with some slightly different activities on the carousel and then ending with their races. Parents are invited to watch and support their children on sports day. They watch from the hillside overlooking the field or from the shade of the daily mile track. It truly is a memorable day!

Music Music Vision To develop pupils’ skills and knowledge as musicians, through Performing, Composing and Appraising At South Hill, we believe that music is a powerful, unique form of communication that can change the way children feel, think and act. It is a key feature of our school and we aim to provide many opportunities for our children to thrive in this area. The teaching of music develops children's ability to listen and it encourages active involvement in different forms of music making both individual and ensemble, developing a sense of group identity and togetherness. It also increases self-discipline, creativity, aesthetic sensitivity and fulfilment. Our aims are: To encourage awareness, enjoyment and appreciation of music in all its forms To develop imagination and creativity To help children of all abilities develop positive attitudes and to experience success and satisfaction in music To offer opportunities to perform, compose and appraise Golden Threads As part of our Music curriculum, we have carefully mapped out 3 key concepts that weave in and out of our learning. These are: Performing Composing Appraising Our Curriculum In EYFS, pupils explore sound making in the key area of ‘Expressive arts and Design’ and have opportunities to respond to music through dance, role play and drama both inside and outside the classroom setting. In Key Stage 1 and Key Stage 2, pupil’s skills and knowledge are developed through our golden threads, which progress throughout the school. Expected outcomes are taken from the National Curriculum and the skills to be taught are drawn from the Model Music Curriculum along with the WEAVE knowledge and skills document. Sing Up and Charanga resources are used as well as our Music specialist teacher. For example: In KS1: Pupils enjoy singing songs together and learn about beat, rhythm and pitch. They also have opportunities to create music together in response to a given stimulus ie. story, picture or theme. In KS2, pupils learn the ukulele and extend their understanding of beat, rhythm and pitch. Pupils learn to read standard notation through learning the glockenspiel and have opportunities to compose music in response to topics and work to incorporate their music knowledge within these projects. Pupils also take part in weekly singing assemblies and have opportunities to join in various musical activities and performances throughout the school year. Please also visit the Young Voices ,Choir and Arts Mark pages Arts Mark Gold South Hill have been awarded a Artsmark Gold Award, which highlighted ’our opportunities for children in Key Stage 2 to participate in instrumental tuition, including ukulele and Djembe drumming. Pupils also participate in Choir extra-curricular club and have opportunities to showcase and celebrate their musical achievements locally and at national events, such as at Young Voices. Our feedback from the the Arts Mark assessors: 'You clearly value the Arts and recognise their contribution to your mission statement of 'Building Character, Learning Together' at South Hill Primary School. Although some of your plans were inevitably stymied by the pandemic, you have used your Artsmark journey to develop children's understanding of arts and artists from a wider variety of different cultural heritages, so that cultural diversity is being promoted through your arts curriculum and your annual International Day. Music is a growing strength within your overall arts offer with lessons provided by a specialist music teacher. Your partnership with Hertfordshire Music Service is providing opportunities for children in Key Stage 2 to participate in instrumental tuition, including ukulele and Djembe drumming. Pupils can also participate in Choir extra-curricular club, and have opportunities to showcase and celebrate their musical achievements locally and at national events, such as at Young Voices. Astutely, you have capitalised on the skills and expertise of various school stakeholders, including a parent who is an animator. This opportunity, along with the chance for children to see a range of artists and makers at work at the Dacorum Arts Centre, has enabled pupils to develop an understanding of carer pathways and job opportunities in the Arts. Teachers' confidence has increased as a result of their training from local secondary colleagues in drawing, watercolour and collagraph printing. We suggest for the future that you strengthen your partnerships with arts and culture venues, and seek out new collaborations and opportunities with arts professionals which could help you to increase your range of offer and provide external, specialist training opportunities for your staff. It is great to hear that you are beginning to develop pupil voice through your Arts Ambassadors, and that they have relished the opportunity to work with your Forest Schools Leader to develop and implement plans to enhance the outdoor area. Congratulations on your Artsmark Gold Award! After a visit from Hertfordshire Music Service we have achieved a Music Mark to celebrate the value that we place on music here at South Hill. Music Mark schools are recognised for their commitment to music education. By being invited to be a Music mark school we can access resources for our staff and pupils and be kept up to date with the latest national and regional sector news and events. This is part of our recognition letter: 'Music Mark works to support and enable the music education sector to deliver high-quality musical and social outcomes for all children and young people. On behalf of Music Mark and from us at Hertfordshire Music Service, we would like to thank you for all the hard work your school does to support this collective vision. Music Mark Schools is supported through a partnership with ABRSM.' 1/16 Music Development Plan Subject Overview Long term Plan Our Arts Ambassadors with the some pieces of Art completed as part of the Arts Mark Award. Pupil Voice I like music because it is so fun- Cece Y3 I like music lessons because they are really relaxing and calm and each day I feel like I'm getting better and better- Mario Y4 I love music lessons because I get to learn loads of chords on the ukulele and have fun- Kaila Y4 I like music because it inspires me - Carter Y3 Music is a lot of fun and I like learning the ukulele- Julian Y3

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

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

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.

Informații pentru părinți Vă rugăm să aruncați o privire la paginile următoare pentru informații despre școală.

Bine ați venit la Școala Primară South Hill. Școala noastră este amplasată într-un teren frumos, în inima orașului Hemel Hempstead. Ne propunem să oferim cea mai bună educație copiilor aflați în grija noastră, într-un mediu favorabil și de sprijin care să plaseze învățarea, dezvoltarea și bunăstarea elevilor drept principala noastră prioritate. Avem o echipă de profesioniști dedicați și foarte dedicați, care pun educația și fericirea copilului dvs. în centrul a tot ceea ce fac. Apreciem enorm relația dintre școală și părinți și ne străduim să lucrăm îndeaproape cu părinții într-o relație de încredere, împărtășind responsabilitatea pentru educația și bunăstarea copilului dumneavoastră. Elevii noștri sunt un credit pentru școala noastră și sperăm că copilul dumneavoastră are o experiență de învățare pozitivă, distractivă și memorabilă, ca parte a familiei noastre din South Hill. Declarația noastră de misiune „Construirea caracterului, învățarea împreună” Viziunea noastra „Școala primară South Hill îi construiește pe liderii zilei de mâine. Îi hrănește pe tineri fericiți, ingenioși, reflectivi, grijulii și rezistenți; care dezvoltă o dragoste de învățare pe tot parcursul vieții și care celebrează diversitatea, colaborarea și excelența în toate aspectele comunității noastre școlare. ” Scopul nostru Ne propunem să le permitem elevilor să își dezvolte abilitățile și cunoștințele ca elevi independenți într-un mediu cooperativ în care toată lumea este apreciată ca parte a comunității noastre școlare. Ne propunem să creștem încrederea și reziliența tuturor elevilor noștri. Bunăstare Ne mândrim cu sprijinul pastoral pe care îl oferim elevilor și familiilor noastre. Suntem încântați că am obținut Premiul pentru bunăstare pentru școala noastră. Avem o echipă de bunăstare care se concentrează pe sprijinirea dezvoltării personale și a bunăstării elevilor. Echipa noastră de bunăstare indică, de asemenea, familiile către serviciile de care ar putea avea nevoie. Prin abordarea noastră terapeutică a comportamentului, promovăm reziliența și independența. Folosim „Zonele de reglementare” în întreaga școală, care este o abordare comportamentală folosită pentru a-i învăța pe elevi să-și autoregleze emoțiile și să își asume proprietatea asupra comportamentului lor. Scopul nostru este să ne asigurăm că avem elevi fericiți, care sunt gata să învețe. Curriculum Ne-am angajat să ne asigurăm că oferim elevilor noștri un curriculum care este creativ și adaptat nevoilor lor. Echipa de predare și învățare se asigură că așteptările ridicate sunt în fruntea plimbărilor noastre de învățare, monitorizarea cărților și abandonul lecției. Ne propunem să ne asigurăm că elevii de la South Hill experimentează o „dietă zilnică” consistentă de învățare și că învață într-un mediu care creează încredere. Curriculumul nostru creativ este esențial pentru dezvoltarea abilităților și dezvoltarea curiozității. Vrem ca cursanții noștri să-și asume riscuri și să învețe din erori pentru a construi rezistența și o plăcere a învățării. Vă mulțumim că ne-ați vizitat site-ul web. Vă rugăm să contactați biroul școlii dacă doriți să aranjați o vizită sau aveți întrebări. Cu cele mai bune urări Miss Joanne Wellbelove și Miss Leah Wren Co- Headt eachers Domnișoara Wellbelove

Nevoi și handicapuri educaționale speciale Școala primară South Hill este o școală generală pe deplin incluzivă și scopul nostru este să: • creșterea realizării tuturor copiilor, inclusiv a celor cu dificultăți de învățare, dizabilități, dezavantaje sau nevoi educaționale speciale; • personalizați dispozițiile pentru a permite tuturor copiilor să-și atingă întregul potențial; • să recunoască și să evalueze nevoile suplimentare, punând la dispoziție o intervenție adecvată și în timp util pentru a se asigura că totul este făcut pentru a elimina barierele din calea învățării cât mai curând posibil; • implică activ părinții și îngrijitorii în deciziile care afectează educația copilului lor; • să caute punctele de vedere ale copiilor în toate etapele educației lor. Pentru a atinge aceste obiective, ne vom asigura că: • toți adulții au cele mai mari aspirații pentru fiecare copil; • furnizarea este receptivă și se potrivește cu nevoile copiilor; • furnizarea de servicii extinse face diferența în ceea ce privește rezultatele pentru copii și familiile acestora; • opiniile elevului sunt utilizate pentru a informa planificarea îmbunătățirii școlii; • fiecare copil poate accesa toate domeniile vieții școlare. (...) Pentru mai multe informații despre TRIMITE la South Hill, vă rugăm să consultați următoarele link-uri: (...) (...) (...) (...) (...) (...) (...) (...) (...) (...) (...) (...) (...) Pentru oferta locală Herts, vă rugăm să accesați: www.hertdirect.org/localoffer (...) Dacă aveți nelămuriri cu privire la copilul dvs., vă rugăm să contactați SENCO / INCO Doamna Jacqui Donley jdonley@southhill.herts.sch.uk 01442 402127 For further information click on the links below Raport de informații SEN SEND Information Report TRIMITE și politica de incluziune Neurodiversity Support Oferta Herts Autism Herts Calitate TRIMITE Oferta

The Big Little Nativity Our Early Years production for 2024 was called 'The Big Little Nativity'. The children took on speaking, acting and singing roles. The traditional nativity story was told through the performance. All the early years children learnt eight songs, complete with actions. The children were fantastic at performing and they were all very excited to have the opportunity to perform on stage to their families and the wider school. We are very proud of them all.

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

Picture News At South Hill School, we utilise the Picture News of our PSHE lessons in Spring 1 and 2. In our first assembly of the week on a Monday morning, the pupils are introduced to the topic they will be following in 'Picture News' for their PSHE lessons. This week, we discovered that in 2025, pupils will be allowed to study British sign language as a GCSE. We thought about this key question; 'Should we learn sign language at school?' Sign Language in School Picture News for Parents So how can Picture News support our pupil’s understanding of PSHE? Picture News is a fantastic resource to help our school teach pupils about current affairs and what’s happening in the world by using real life learning. This facilitates them to develop respect for others whilst incorporating the technique of reflection. Furthermore, it allows pupils to learn about themselves and what interests them. This can then sparks their own imaginations, passions and what they want to change or act upon by voicing opinions and feelings about the topic. There are a number of related resources to facilitate this process such as; useful vocabulary, British Values, Protective Characteristics and on some occasions (if topic specific) the UN Convention of the Rights of the Pupils (UNCRC, 1989). Picture News Spring 2025 Picture News Pupil Voice