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

Информация за родители Моля, разгледайте следващите страници за информация за училището.

Хуманитарни науки и обучение извън училище Geography Vision ​ To develop pupils’ geographical skills, knowledge and enquiry and for pupils' to understand the similarities and differences between localities, both locally and in the wider world, and the affect this has on the humans that live there. Тук в началното училище South Hill обичаме да пътуваме в миналото или да изследваме света около нас. Ето няколко вълнуващи неща, с които се занимавахме: 1/7 Our Curriculum We have tailored our Geography curriculum, in some areas, to reflect our locality and local community so that our pupils have a real sense of the geography of our town, Hemel Hempstead. For example: In EYFS, we focus on the building blocks to our Geography by beginning to study the natural world around us, including our local area In Year 1, we compare our town to a local village and study the similarities and differences In Year 2, we compare our town to a coastal town and study the similarities and differences In Year 3, we compare our town (which was traditionally a waterway) to Venice In Year 4, we study Hemel Hempstead through local environmental issues and think about the impact we can have In Year 5, we focus on fieldwork to collect information and map the land use of our town In Year 6, we continue our fieldwork and local area study by looking at Ordnance survey maps Long Term Plan Subject Overview Examples of knowledge organisers EYFS Year 4 Year 2 Year 6 Trips, hooks and theme days Our Geography curriculum is enriched by a number of school trips, theme days and assemblies and these provide excellent opportunities to bring our geographical learning to life. Examples are: EYFS: Local walk, including an introduction to maps Year 2: Local walk to think about what we like and dislike about our town and how we could improve it Year 3: Visit from ‘One Day Creative’ to study Volcanoes Year 4: Local walk to think about local environmental issues and how we can impact these Year 5: Local walk to study our local river, ‘The River Gade’ Year 6: Local walk to use Ordnance survey maps and to collect data and information about our town International Day (please see the ‘International Day’ section of our website Each year at South Hill School, we celebrate 'International Day'. Each class chooses a country from around the world which is also representative of our South Hill communities. For that day, year groups represent and learn more about their chosen country and can wear clothes from their celebrated country or colours of the flag. ​ Puplis 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. Pupil Voice I like geography because we look at maps and we have used the globe to find where we live. It was fun - Ciel Year 1 I liked the walk around our local area to look at where we live - Helena Year 1 I like geography because we learn about the different countries around the world, we learnt about Barbados - Enal Year 2 I like learning about where I live and how I can keep looking after my local area. I enjoyed comparing Hemel Hempstead to a village near to where I live - Freddie Year 5

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

South Hill School Vision and Values ​ Our school vision and values are at the heart of all we do. They underpin our teaching and learning and provide a safe and nurturing environment whilst promoting confidence for all. South Hill School Vision Sta tement Pupils at South Hill will: · flourish through a nurturing environment · build confidence and resilience · develop an enjoyment of learning South Hill School Motto 'Building Character, Learning Together' Our school motto promotes the individual character-building of our pupils and learning together as a community. South Hill S chool Values (The South Hill Way) At the heart of our school are our 4 core values which are linked to British Citizenship. This is known to our pupils as The South Hill Way and The 4 Rs. ​ ​ ​

For a detailed report on Pupil Premium Funding at South Hill, please click on the following links: Премиум информация за ученика Pupil Premium е разпределение на допълнително финансиране, което се предоставя на училищата за подпомагане на определени групи деца, които биха могли да бъдат уязвими от недостатъчни постижения. На национално ниво те включват ученици, които имат или преди това са имали право на безплатно училищно хранене (FSM), онези, за които се грижи местната власт, и децата на въоръжен служител. U Училищата са свободни да решават как да използват това разпределение, като обмислят как най-добре да подкрепят отделни ученици с допълнителни условия. U Понастоящем всички училища трябва да докладват за размера на полученото финансиране от ученици и как се използва това финансиране, както и за въздействието на това финансиране върху напредъка на учениците. U За подробен доклад за финансиране на учениците в South Hill, моля, кликнете върху следната връзка: Броят на учениците, получаващи Премия за ученици във всяка кохорта, е много малък. Някои деца са изправени пред допълнителни бариери пред обучението, които оказват влияние върху цялостния им напредък. Персоналът точно насочва и персонализира предоставената подкрепа и постоянно усъвършенства намесите. Всяко дете и семейство попълват въпросник, за да се гарантира, че предоставяната подкрепа е насочена към техните специфични нужди. За повече информация относно Pupil Premium, моля, посетете: https://www.gov.uk/pupil-premium-information-for-schools-and-alternative-provision-settings Pupil Premium е важен източник на допълнително финансиране за училището. Ако смятате, че детето ви може да има право на безплатна храна в училище, моля, свържете се с училищния офис, за да ви посъветваме как да кандидатствате. Pupil Premium Strategy 2022 -2025 & Review of 2023-2024 Pupil Premium Strategy 2022-25 & Review of 2022-23 Pupil Premium Strategy 2022-25 & Review of 2021-22 ​ Pupil Premium is an important source of extra funding for the school. If you feel that your child may be entitled to free school meals, please apply by following the link below: Free School Meals ​ Please look at all the things we do to support all of our pupils at South Hill School. Emotional Wellbeing and Mental Health Strategy ​

History We teach a broad and varied History curriculum, at South Hill, which aims to develop skills and knowledge through the following key areas: Chronological understanding – we want pupils to have a clear understanding and a growing knowledge of different time periods and how these link to eachother Knowledge and interpretation – we want our pupils to have a growing knowledge of different societies and periods of time and to begin to understand how historical eras/ civilisations have shaped the world we live in today Historical enquiry – we want our pupils to be able to use artefacts and sources to learn about the past, to be able to ask interesting questions, to examine the evidence and to develop their own points of view about historical events By the end of Year 6, we want our pupils to have a solid chronological understanding of the historical events studied, to have a knowledge of how History has shaped Britain (and the wider world), to be able to think critically and to understand that what has happened in the past is critical to shaping our future. Golden Threads As part of our History curriculum, we have carefully mapped out 7 key concepts that weave in and out of our learning. These allow us to build on previous knowledge and to make links between historical periods and events that we have already learnt to those that we are learning now and in the future: ​ ​ ​ ​ Long Term Plan Subject Overview Examples of knowledge organisers EYFS Year 3 Year 1 Year 5 We have tailored our History curriculum, in some areas, to reflect our locality and local community so that our pupils have a real sense of how history has shaped who we are today in Hemel Hempstead. For example: In EYFS, we focus on the building blocks to our History curriculum by studying our family In Year 1, we take a walk around our local streets, focusing on how houses have changed in the last century. In Year 2, we study our School, how it has changed over time, as well as the local ‘Water Gardens’ In Year 3, we study the Coronation of Queen Elizabeth II, who visited our town to open ‘The Queen’s Square’ in Adeyfield in 1952 In Year 4, we study the Romans and look specifically at how they took over St. Albans (Verulamium) and visit the museum, Hypercaust and Roman Walls In Year 5, we study Hemel Hempstead and look at how it has changed over the past 100 years In Year 6, we study WW2 and how this impacted our local area Trips and theme days: Our History curriculum is enriched by a number of school trips, theme days and assemblies and these provide excellent opportunities to bring our historical learning to life. Examples are: EYFS - Trip to St. John's Church, Boxmoor and 'Fairy tale castle day' Year 1 - Local homes trip and 'Victorian' theme day Year 2 - Visit by the Fire Brigade (linking to the 'Great Fire of London' topic) Year 3 - 'Stone Age' theme day and visit to Windsor Castle Year 4 - Trip to the Verulamium museum and 'Roman' and 'Greek' theme days Year 5 - Local history walk and 'Viking'' and 'Egyptian' theme days Year 6 - Trip to the RAF museum and WW2 theme day Black History month forms an important part of our History curriculum and every year we complete a whole school project which aims to promote and celebrate Black contributions to British society, and to foster an understanding of Black history in general. This year, we focused on each class reading one of the following books: Fruits - by Valerie Bloom Sulwe - Lupita Nyong'o Wagari's Tree of Peace - A true story from Africa - Jeanette Winter Pupil Voice “History is really interesting and can tell you things about the past and how we can learn from it for the future.” Miles – Y5 ​ “I remember doing a Victorian day and learning about school back then. The teachers were really strict!” Iannis – Y3 ​ “I loved our trip to St. Albans to learn more about the Romans! Did you know that Boudicca led a revolt right where we stood in the park!” Rishika – Y4 ​ “I absolutely love learning about History. Our WW2 topic has been so engaging. I’ve loved every minute of it and now I want to learn even more.” Scott – Y6 ​

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

Етап на ранните години 1/8 Knowledge Organisers EYFS Overview EYFS Curriculum Ambitions Recommended Reading List Reception Baseline Assessment Introduction to Early Years Добре дошли на страницата за прием на клас. Ранните години в училището South Hill се състоят от два приема, Wrens и Robins. Класните ръководители на Wrens са Мис Сако и Мис Кемплен с практикуваща от ранните години Мис Коупленд; Класният ръководител на Робинс е Мис Старши с практикуващ в ранните години, г-жа Хан. Г-жа Смит ще подкрепя двата класа през цялата седмица и ще бъде асистент по преподаване в Робинс вместо г-жа Хан в петък. Мис Хамер също ще работи в Wrens като помощник в обучението през цялата седмица. U Във вторник децата ще участват в музикални сесии с г-жа Томс. През следващите условия ще научим много вълнуващи неща, използвайки както външни, така и закрити площи. За информация относно ранните години и какво ще правим този термин, моля, вижте връзките на тази страница. Моля, не се колебайте да се свържете с нас, ако имате някакви притеснения или въпроси. Мис Сако, Мис Кемплен и Мис Старши Autumn 1 Curriculum Map Autumn 2 Curriculum Map За информация как да помогнете на детето си да бъде готово за училище, моля, кликнете тук .

A Parent Guide to the Wellbeing Support at South Hill School ​ ​ ​​ Meet the Team ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Everyone at South Hill School is committed to ensuring that every child and family is supported to have and maintain healthy wellbeing. The team above work together to focus on ensuring that the daily life for children and families is positive, both at school and at home. Read more about them over the page! Wellbeing for ALL At South Hill School, we take pride in the pastoral support we offer our pupils and families. We have a wellbeing team which focuses on supporting pupils’ personal development and welfare. Our wellbeing team signposts families to services they may need. Through our therapeutic approach to behaviour, we promote resilience and independence. We use the ‘Zones of Regulation’ across the school, which is a behaviour approach used to teach pupils to self-regulate their emotions and to take ownership over their behaviour. Our aim is to make sure we have happy pupils who are ready to learn. We very much believe that good wellbeing underpins good behaviour and good learning. It is therefore the centre of the ethos at South Hill. ​​ ​ ​​ Mrs Donley ​ ​​ Mrs Albery ​ ​​ Mrs Evans ​ ​​ Mr Braithwaite ​ Miss Iroegbu​ Mrs Khan ​​ At South Hill we incorporate into our curriculum and extra-curricular activities many different ways to enhance wellbeing. ​ Connect: PSHE curriculum, Clubs – Roxolid, stop and sit, mindfulness activities, friendship bench, Year 6 buddies, choir trips, singing assembly, international day, South Hill Festival ​ ​ ​ Be Active: PE curriculum, sports clubs – Dance, Football, Multi Sports, Sports Festivals, Sports Day, teams, matches, daily mile, playtime activities – K2, smoky trail, basketball, football, multi activities, Go Noodle, Active maths Take Notice: Forest School, Eco team – litter pick, stop and sit, RSPB Birdwatch, science experiments, art week and art gallery Give: NSPCC number day, school ambassadors, visits to retirement homes, making cards, PTA gifts, eco team, litter pick ​ ​ Keep Learning: The whole school curriculum, clubs – first aid, maths, science, sports, arts, music, choir, rock steady band, offsite school visits, picture news assemblies, learning to play an instrument e.g. ukelele ​ Our mental health and wellbeing team Mrs Donley, Senior Assistant Headteacher, is overall responsible for wellbeing and mental health support in the school. Mrs Donley ensures that individuals, groups and classes have access to the support they need, as well as being the SENCO and Safeguarding Lead in the school. ​ Mrs Albery, as well as being Sparrows class teacher is the lead for wellbeing in the school and Personal, Social, Health Education (PSHE) Curriculum Leader. She has created a sensory garden, led mental health and wellbeing assemblies, led the school council, and continues to keep our pages on the school website up to date. ​ Mrs Evans, as well as being a co-class teacher for Ash class, is our Forest School leader and mental health first aider. Mrs Evans has designed the Forest School curriculum and teaches all year groups throughout the year. On Thursday mornings, she takes small groups of children for additional forest school sessions, as an intervention to support self-esteem and confidence. ​ Miss Iroegbu is our Pastoral Support Assistant and she assists parents to find support when needed and gives advice and practical help. Miss Iroegbu runs coffee mornings for parents / carers throughout the year – so do look out for these and come along to meet her when you can. Do ask for a meeting with Mis Iroegbu if there is anything that affects your day to day living and engagement in school. ​ Carley Donaldson is our Gade Family Support Worker. She often works alongside Miss Iroegbu with all things family orientated. She will support families with Family First Assessments that helps identify different needs and works with families to make plans to address tricky situations. Families can self refer to Carley, who can be contacted directly through Gade Family Services Admin: 01442 278793 ​ Our Mental Health Support Team Our team consists of trained staff who work with children with identified different levels of need. Mrs Donley, alongside teachers and parents/carers decides which adult might be best to work with individual children and the objectives of the work. All work with children is for time limited periods. If ongoing support is needed, the family or school may make a referral to the Children and Adolescent Mental Health Services (CAMHS). ​ Mr Brathwaite, more commonly known as Mr B, alongside his PE, sports and class cover role, has training as an Emotional Literacy Support Assistant (ELSA). Mr B works with a number of children during the week to support with emotions and resilience. He works with children who have suffered bereavement, suffer with anxiety or anger and at times carries out SMART moves interventions to support physical development. ​ Mrs Khan is also a certified Play and Arts Therapist as well as being a qualified teacher who also works with children with Special Educational Needs. Mrs Khan works in school one day a week and uses a child-led therapy or counselling approach. Mrs Khan may also provide drawing and talking therapy for children and provide protective behaviours support. ​ Julia Clift works with Gade Family Support and is our pupil support worker. We refer for Julia’s help for short pieces of work with children e.g. protective behaviours and anxiety tools. Alongside these incredible professionals we also, at times, make use of the school nursing service. If you would like to know and see more of what we provide at South Hill School please take a look at our website: Wellbeing page for parents: https://www.southhill.herts.sch.uk/wellbeing Wellbeing page for pupils: https://www.southhill.herts.sch.uk/wellbeing-for-children ​

Математика В началното училище South Hill ние се стремим да предоставим широка и ангажираща учебна програма по математика, подкрепена от използването на конкретни, графични и абстрактни подходи (CPA) за изграждане и вграждане на обучение. Нашите обучаеми са изправени пред задачи, които развиват и задълбочават концептуалното им разбиране по математика, както и насърчаване на плавността и овладяването на темите, които обхващаме. U Налични са множество ресурси в класните стаи, за да подпомогнат и насърчат децата да учат на малки, управляеми стъпки с ключовите точки на разбиране в основата на тяхното обучение. Всеки клас има своя „Работна стена“, в която текущото обучение се показва като инструмент за насоки и подкрепа. Работата на децата е показана тук като напомняне за постигнатото. Предварителното обучение може също да бъде показано за насърчаване на добра дискусия и вграждане на нови идеи. Maths Open Morning Part 1 Subject Overview Calculation Policy Long Term Plans EYFS Year 1 Year 4 Year 2 Year 5 Year 3 Year 6 Таблици за време Rockstars Use the buttons below to see what each year learns in Maths lessons. Година 1 Година 2 Година 3 Година 4 Година 5 Година 6 Maths Open Morning Part 2 Pupil Voice 'If you're stuck there's always something to help you work it out' - Niamh Year 6 'I love it when division goes into decimals' - Rahul Year 6 'It's exciting learning new methods in maths' - Merryn Year 5

KS2 Carol Service at St Johns Church Each year KS2 visit St John's Church for our carol service.it is a lovely occasion which gets us in the festive mood with our choir singing beautifully and hearing some soloists too. Parents and carers are invited and fill the church which makes this event one of the most popular in the school calendar. ​ 'T he singing and the readings were lovely; the children all showed the school at its best. The atmosphere was truly festive'. Chair of Governors Some Year 3 pupils said: I liked singing in the church. It made me feel happy. I felt excited...the lights on the trees were lovely. I liked it when Jacob sang the solo. I liked Year 5 Silver Birch Jingle Bells song. I felt musical and excited. I enjoyed singing with choir. ​