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. ​

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'.

Anglais Writing Vision To develop pupils’ writing skills to enable them to write independently in a variety of genres and for a range of purposes. L'objectif primordial de l'alphabétisation à South Hill est de promouvoir des normes élevées de langue et d'alphabétisation en dotant les élèves d'une solide maîtrise de la langue parlée et écrite et de développer leur amour de la littérature grâce à une lecture généralisée pour le plaisir. Cela permettra à son tour de développer leurs compétences en écriture dans tous les genres; formel et informel. Nous visons à soutenir cela par la promotion de l'alphabétisation et l'utilisation de textes de haute qualité dans tous les domaines de notre programme. Le programme national d'anglais vise à garantir que tous les élèves: lire facilement, couramment et avec une bonne compréhension développer l'habitude de lire largement et souvent, à la fois pour le plaisir et l'information acquérir un large vocabulaire, une compréhension de la grammaire et une connaissance des conventions linguistiques pour la lecture, l'écriture et la langue parlée apprécier notre patrimoine littéraire riche et varié rédiger de manière claire, précise et cohérente, en adaptant leur langage et leur style dans et pour une gamme de contextes, d'objectifs et de publics utiliser la discussion pour apprendre; ils doivent être capables d'élaborer et d'expliquer clairement leur compréhension et leurs idées sont compétents dans l'art de parler et d'écouter, de faire des présentations formelles, de démontrer aux autres et de participer à des débats Long Term Plan - Literacy Grammar Plan Subject Overview - Reading Subject Overview - Writing Listes d'orthographe des programmes KS1, LKS2, UKS2 Utilisez les boutons ci-dessous pour voir ce que chaque année apprend dans les cours d'anglais. Année 1 Année 2 3e année 4e année 5e année Année 6 Parents Grammar Morning Pupil Voice I love the big library - Eric Y6 ​ I like the different books we read in class - Freddy Y5 ​ Reading helps me learn more! - Stanley Y1 ​

Term Dates 2023-2024 2024-2025

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 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

The Angel That Nearly Missed It All Despite their best efforts, one forgetful angel is always late! They oversleep, their maps blows away, they go to the wrong hillside, they gets cramp in their wings, and they terrify the donkeys. Will this Late Angel eventually make it to meet Mary and Joseph, and help the rest of the Angel Chorus celebrate the most important event of all? ​ A wonderful production by our key stage 1 pupils with lovely singing, dancing and acting. Thank you to all the KS1 team for the amazing job they have done on preparing Yrs 1&2 for this year’s Nativity. The children did an absolutely brilliant job. We feel fortunate to have a school which celebrates non-academic performances as highly as it feels like South Hill does and puts in huge amounts of effort to these endeavours, it is lovely they have the opportunity to work towards events such as these too. Key Stage 1 Parent voice

Reading vision ​ To develop children’s decoding, comprehension and fluency to provide them with the reading skills to access the whole curriculum Reading and Phonics Phonics and Read Write Inc À l' école primaire South Hill, nous utilisons le programme phoniques Lire Write Inc (RWI) pour obtenir les enfants un bon départ avec leur niveau d' alphabétisation. RWI est une méthode d'apprentissage centrée sur les sons et la phonétique des lettres et nous l'utilisons pour aider les enfants à lire et à écrire. La lecture ouvre la porte à l'apprentissage. Un enfant qui lit beaucoup deviendra un bon lecteur. Un bon lecteur pourra lire des documents plus stimulants. Un enfant qui lit des textes stimulants est un enfant qui apprendra. Plus un enfant apprend, plus il voudra en savoir plus. Grâce à RWI, les enfants apprennent à lire sans effort afin de pouvoir mettre toute leur énergie à comprendre ce qu'ils lisent. Cela leur permet également d'épeler sans effort afin de pouvoir mettre toute leur énergie à composer ce qu'ils écrivent. Lors de l'utilisation de RWI pour lire, les enfants: Apprenez 44 sons et les groupes de lettres / lettres correspondants à l' aide de simples invites d'image Apprenez à lire des mots en utilisant Fred Talk (par exemple, chat) Lisez des histoires vivantes mettant en vedette des mots qu'ils ont appris à sonner Montrez qu'ils comprennent les histoires en répondant aux questions Lors de l'utilisation de RWI pour écrire, les enfants: Apprenez à écrire les lettres / groupes de lettres qui représentent 44 sons Apprenez à écrire des mots en prononçant les sons dans Fred Talk Écrivez des phrases simples RWI à l'école primaire de South Hill: Les élèves de la réception reçoivent des sessions RWI tous les jours dans un premier temps Les élèves de 1re année reçoivent des sessions RWI tous les jours pendant 20 minutes en se concentrant sur la phonétique Au fur et à mesure de l'année scolaire, les élèves de l'accueil et de la première année sont regroupés en fonction de leurs capacités pour leurs sessions quotidiennes Pour plus d'informations, veuillez consulter les pièces jointes ci-dessous. Pour accéder au site Web de Read Write Inc, veuillez cliquer sur le logo ci-dessous: Jouez aux jeux gratuits à la maison pour aider votre enfant à lire des mots absurdes à la maison. Essayez le pique-nique des phases 3, 4 et 5 sur Pluton et trésor enfoui Listes de livres suggérées Graphiques sonores 1 Graphiques sonores 2 Phonics & Reading W / shop Subject Overview - Reading Guide pour les parents Guided Reading Workshop 100 Books - recommended texts KS1 (ou EY - lu par un adulte) Années 3 et 4 Années 5 et 6 Home Phonics Screening Practice Sound Mat 1 and 2 Sound Mat 3 and 4 Phonics Screening Workshop Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Sound Mat 5 Complete Sound Chart Pupil Voice "Reading is inspiring. I like reading books like 'Everest' that we read in Year 5 because it inspires me to keep on going on my dreams." Saraya Year 5 "Reading is a good way to learn new words. I like finding out what words mean in the glossary or I ask my mum or teacher what new words mean. Then I use them in my writing." Alicia Year 5 "I love library club, because I get to read every time I go and I'm getting so good at reading now." Frankie Year 2 "I am excited when we learn a new sound. It means I can read more." Ciel Year 1 "The best thing about reading in school is getting to choose books like, Matilda. I love Matilda." Bella Year 3

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. ​ Wellbeing at South Hill Mental Health Assembly Feb 2023 Mental Health Week 2024 Summary of the Zones Zones of Regulation Just Talk Assembly Anti Bullying Week Wellbeing Overview Feeling Good Week 2023 Electric Umbrella 2023 Acts Of Kindness Worry Monster Assembly Friendship Bench 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 Our Play Therapist - Claire

A Wriggly Nativity 2023 Our Early Years production for 2023 was called ‘A Wriggly 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.

SEND - Current Support/Courses Advice/Support Communication DSPL 24.3.21 Dépliant HPCI Local Area Support Spring/Summer Local Area Support Autumn Gade Family Support Cours de parentalité avril-juillet (Gade) Courses Mindfulness Course - SHINE Weight Management Family Courses Dacorum Parenting Courses - Summer Top Tips Sleep and Toiletting Issues Time Keeping Healthy Young Minds est un site Web utile qui soutient les enfants et les familles en matière de santé mentale. Cliquez sur le logo ci-dessous: Autisme Ligne de conseil Les parents / tuteurs peuvent contacter une nouvelle ligne de conseils en matière d'autisme les mardis et mercredis, de 13h30 à 16h00 (période trimestrielle uniquement) 01442 453920

5e année 1/11 Yearly Overview Année 5 Anglais Mathématiques 5e année Supporting Reading Word Mat Knowledge Organisers - Autumn Knowledge Organisers - Spring Bienvenue à nouveau pour une année 5 bien remplie et passionnante! Dans un instantané, nous apprendrons tout sur les Vikings et leur règne tortueux en Grande-Bretagne, l'espace et ses nombreuses merveilles, ainsi qu'une étude de la région avec ses rivières fascinantes. Les enfants à Oak seront enseignés par M. Moore et soutenus par Mme Fawcett; Silver Birch sera enseigné par Miss Skinner et soutenu par Miss Bates et Mme Edwards. Veuillez utiliser les liens sur cette page pour en savoir plus sur ce que nous allons faire ce terme. N'hésitez pas à nous contacter si vous avez des préoccupations ou des questions. M. Moore et Mlle Skinner Rencontrez les enseignants

Safeguarding in the Curriculum at South Hill School Safeguarding is at the heart of everything we do here at South Hill School. Great importance is placed on identifying opportunities in the taught curriculum for children to learn about safeguarding. Our broad curriculum gives pupils opportunities to experience life in all its diversity, to acquire knowledge, understanding, and skills that significantly impact personal development, behaviour, and welfare. It also equips our pupils with the knowledge and skills required for personal safeguarding. Our PSHE curriculum covers aspects of safeguarding which are appropriate to the child’s age. We are sensitive in our teaching and recognise that some more sensitive subjects need to be taught at an age-appropriate level, or at a small group or 1:1 level where a more urgent need arises. We plan to constantly challenge children to think deeply about their own personal physical and mental wellbeing. We value pupils’ questions and give them space for their own thoughts, ideas, and concerns. We give pupils’ opportunities across the curriculum to explore values, personal rights, responsibilities, and equal opportunities that develop moral concepts that impact positively on safeguarding, promote British values and prevent radicalisation and extremism. Safeguarding through the curriculum is more heavily planned within the following subjects: PSHE (No Outsiders, Picture News, The Christopher Winter Project (RSE and Drugs) Religious Education Science Computing/Online Safety lessons through Project Evolve EYFS - Personal, Social and Emotional Development Zones of Regulation Further safeguarding opportunities are continually planned into the curriculum. For example: Road safety Nurture Class Nurture Club Bikeability in Year 5 Poolside and water safety through swimming lessons in year 4 and 6 Fire awareness in Year 2 (including visits from the local fire service) Assemblies and workshops provided by NSPCC Y6 Transitions Plays and shows (building confidence) Be Smart online safety poster Online safety (targeted work as required) NSPCC PANTS work (targeted work as required) Protective Behaviours (targeted work as required) Anti-bullying week Wellbeing week Wellbeing festival Just Talk Week/Worry box assembly Religious festival assemblies Online Safety Day Black History week International Day We have developed an open and safe learning environment in which pupils express their views, seek help, and help others. The promotion of equality of opportunity and diversity, for pupils and staff, helps prevent any form of direct or indirect discriminatory behaviour. Our children learn to not tolerate any prejudiced behaviour. Our behaviour policy promotes making good choices and exhibiting good learning behaviours. Class times are a time for sharing ideas, addressing concerns, and promoting important values. Assembly time is used to promote safeguarding matters and explore themes. For example, we talk about anti-bullying, including cyber bullying and British values, including how these values are promoted in our multi–faith society. Staff and children are quick to challenge stereotypes and the use of derogatory language. Our school teaches the diversity of experiences and provides pupils with a comprehensive understanding of people and communities beyond their immediate experience through the use of the ‘no outsiders’ project. Throughout the curriculum, there are planned opportunities to promote all forms of equality and foster greater understanding of and respect for people of all faiths (and those with no faith), races, genders, ages, disabilities, and sexual orientations. Time is taken at the beginning of every new school year and through regular assemblies to reaffirm school values, expectations, and the ‘South Hill Way’.