Where parents do not wish to take this opportunity for early admission, schools may admit their child(ren) at the beginning of either the Spring term or the Summer term according to parents wishes, but this will very much depend upon the availability of places. Popular schools are unlikely to be able to reserve places for pupils whose parents do not wish them to be educated according to the following timescale.

When exactly a child attends full time will be decided by the class teacher in consultation with the parents.

Before being admitted it is expected that the child will:

A library also operates during the pre-school sessions. This enables the children to choose a book to take home and gets them accustomed to using their folder or book bag, which can be purchased from the school.

Parents are invited to make an appointment to talk about their child with the Head Teacher, without the child present. All the information is then passed on to the child's teacher.

In September the classteacher also visits all of the children in their home surroundings to further develop the links between school and home to support the building of relationships between teacher and child.

8.15 a.m. - 12.00 p.m. and 1.00 p.m. - 4.00 p.m.   Monday to Thursday
8.15 a.m. - 3.30 p.m.   Friday

The Administration officer can answer general queries, which parents may have, pass on messages to the class teachers and deal with any day-to-day matters relating to finance. Click here for school office contact details.

The ground consists of:

Some facilities are shared with the Junior school as the campus is a shared one.

There are close links with the Junior School and to prepare the children for this transfer and to make it as smooth as possible for them, the following activities take place during the term prior to transfer:

A copy of the policy can be seen at school.

If you collect your child by car, you must park in the road, leaving the zig-zag lines clear at all times.

Parents are not allowed to bring cars into the school grounds because of the danger to children. The car park is private property and is mainly reserved for staff parking.

Please do not bring dogs into the school grounds.

The Adventure Playground is only to be used by children during school hours when they are supervised by a member of staff. Please, therefore, do not allow your children to use this at any time.

Children who go home on the bus, in a taxi, or attend the After School club in the town, are supervised and handed over by a member of staff.

It is important that children are punctual. Any child who arrives after registration, other than for reasons such as a doctor's appointment, will be recorded as late. Late marks are collected and recorded annually on a child's Progress Review at the end of each year.

Leave of absence may be granted for a maximum of up to 10 school days in any year, for a family holiday that can not be taken during the school holidays. However, it is not recommended because regular school attendance is vital. More holiday than this will be recorded as unauthorised absence. The total number of absences a child has in a school year is recorded on a child's Progress Review at the end of the school year.

Parents of children in Year 2 are particularly requested NOT to take their children out of school during May when the national assessment tasks are taking place or at the end of the Summer term, when there are special events for the Year 2 children.

If your child goes home on the bus and will not be using it on a particular day, would you please inform us in writing.

A child who does not have milk may bring a carton of fruit juice or a flask of fruit juice or water instead, but NOT a fizzy drink, a can or glass container. Children may use the drinking fountains at any time during the day.

No nuts are allowed as we have children with a severe allergy to this type of food.   

If your child has school meals, please send the money for the week in a named envelope or purse on MONDAY morning. Your child should hand this to his/her class teacher. Parents may also pay by cheque (Payable to Hampshire County Council) for the week, month or half-term.
School meals currently cost £1.80 per day.

Families receiving Income support or Jobseekers Allowance are entitled to free school meals. Please ask at the school office for further information

No nuts, including peanut butter, are allowed.

Water is provided for all children, so they should not bring a drink for lunch time.

Painting Aprons
In years 1 and 2 each child needs a painting apron, preferably with sleeves, to protect his/her clothes during art and craft activities. It can be an old shirt with the wrists gathered and velcro fastenings added to it.The apron must also have a loop by which it can be hung on a hook in the classroom.

P.E.
All indoor P.E. is done in bare feet, a T-shirt and shorts. For outdoor P.E. plimsolls are required. Trainers are not permitted. All P.E. clothing should be in a drawstring bag, which your child will hang on his/her peg.
If your child ever has a verruca, would you please inform the class teacher, as he/she will need to wear plimsolls in P.E.

Jewellery
Children are not permitted to wear any jewellery in school. A watch should only be worn if your child can manage to fasten and unfasten it unaided. No large decorative watches or those with alarms are allowed.
Earrings
In accordance with Children’s Services Health and Safety in Physical Education Guidelines we ask that children with pierced ears remove their earrings for P.E. If a child is unable to remove their own earrings we ask that parents do so before they come to school. Staff are not permitted to remove a child’s earrings, therefore if earrings have not been removed they will be carefully covered in surgical tape for the duration of the lesson.

PLEASE NAME ALL ITEMS OF CLOTHING OR ANY ITEM THAT YOUR CHILD BRINGS TO SCHOOL. THIS INCLUDES FLASKS, FLASK LIDS AND LUNCH BOXES.

Although schools are not allowed to charge for educational visits which occur during the school day, we do ask for voluntary contributions. Educational visits are important because of the first hand experiences they provide, but we cannot afford them without asking for a contribution.

Where an outing involves the use of a coach, all coaches used will have lap belts and no child is allowed to sit in the front seats or in the centre seat at the back.

Hampshire County Council issues the following statement to parents:
"For off-site activities, the Authority has automatic cover for compulsory cancellation, injury and illness, loss of money and personal property."

A copy of the insurance certificate detailing the extent of the cover is available from the school.

The head teacher is also available during these sessions should you wish to discuss a concern.

If you are concerned about anything with regard to your child, an appointment can be made at any time to see the class teacher. You do not have to wait for a consultation appointment.

We do ask, however, that you do not ask to speak to your child’s teacher at the beginning of a school day, but arrange to see them after school. If you have a message to give your child’s teacher, then please see Mrs Minall in the Office who will pass it on for you. If you have a matter of some urgency to discuss, you can ask to see the Headteacher or in her absence a member of the Leadership Team.

The purpose of the review is to:

You will receive a summary sheet giving you further information, and in addition each year group places an overview of the topics to be taught for the term in the window of your child's classroom.

Parents do not have to sign, but it should be pointed out that refusing to do so does not provide exemption from the normal rules that apply to everyone else in the school. Click here to see a copy of the agreement.

All Parents of children attending the school automatically become members.

The children learn some of the curriculum through topics. A main topic is studied by the whole year group each term and each topic is broken down into smaller sections. The topics have been planned by the whole staff, so that all the necessary areas are covered by each child. In September parents are invited to a “Curriculum Evening” to find out about the work to be covered that year by the child.

The teachers plan together on a weekly basis so that the children within each year group are provided with similar experiences.

A detailed record keeping system ensures continuity and progression for each child between classes and between schools when transfer takes place.

Some aspects of English and mathematics are taught through topic work, but the basic skills of reading, phonics, writing, spelling and numeracy are taught separately.

Informal assessments take place regularly and the results are shared with parents at the Consultation Evening each term. During the time your child is at school, there are some specific assessments which he/she undertakes.

Foundation Stage Profile
It is a national requirement that we complete a Foundation Stage Profile booklet for each child by the end of Year F. Assessment is on-going throughout your child’s time Year F and is based on observations of your child as they are engaged in play based learning activities and enables us to set learning targets for your child for both school and home. These are shared with you at a consultation meeting.

Standard Assessment Tasks (SATs)
During the summer term in Year 2, the children undertake tasks which have been set nationally. The children work on these tasks in small groups and the work is similar to that which is part of their daily routine.
At the end of term parents receive a report of the levels that their child has achieve as follows:

Speaking and Listening
The children are given opportunities to experience different kinds of speaking and listening. It is essential that they know how to express themselves, how to listen to instructions and how to listen to other people's ideas. Drama plays an important part in this as it gives the children opportunities to express themselves in a variety if situations.

At weekends, the children bring home a library book. The children in Years 1 & 2 choose their book from our main library and the Year F children choose from a book box in their classroom.

The Core reading scheme used is Oxford Reading Tree. However, we are fortunate enough to have a large number of other books including poetry and non fiction, which enables us to offer the children a wide range of reading experiences.

Children are taught a basic vocabulary through reading games and flash cards, as well as through reading books.

Children read every day either individually, as a small group or as a whole class.

Phonics are taught to help the children learn strategies for decoding words.

Writing
Our aim is to make each child an independent writer, able to write using different styles and for a variety of situations. The different styles of writing used are story, poetry, factual, personal accounts and messages.

From the beginning, the children are encouraged to communicate through writing play situations and then, as they become confident and develop their letter/sound association knowledge, to use writing in a more structured way.

Opportunities are given for the children to produce writing which has been directed by the teacher, as well independently in the class writing corners.

Spelling and Handwriting
The teaching of spelling and handwriting is combined with phonics. Knowledge of letter sounds helps a child to spell correctly and to tackle unknown words when reading. A specific programme is followed.

We teach the child to write in a joined cursive script and expect their work to be neat and legible by the end of their time at our school. Correct letter formation is taught from the beginning.

In years 1 and 2 children are taught how to develop vocabulary skills in the whole class situation and in small groups. They are also encouraged to write independently to communicate their thoughts in all areas of the curriculum.

In mathematics three different areas are taught:

Using & Applying Mathematics
Using and applying mathematics is not taught separately from the other two areas. It is how the children are taught to explain their ideas, ask questions and discuss their work by using appropriate mathematical language. It is therefore integrated into all areas of the mathematical curriculum.

They are taught to record their number work in different ways and to develop their own methods of recording.

Shape, Space & Measure
We live in a three dimensional world and children need to learn the language for describing their surroundings. This area of the curriculum is about the mathematics involved in "real life" situations and includes work on:

The children are taught the need for accuracy when they measure and how to estimate, in order to learn about approximations.

The children use their investigations to acquire scientific knowledge, understanding and skills to learn to present this information in different ways.

We also have a number of interactive whiteboards which are used to teach specific IT skills as well as to explore a range of software designed to support other areas of the curriculum.

We aim to teach the children to lead, save, retrieve and print their work independently using the programs mentioned above.

The Adventure Playground is also used in finer weather to develop the children's skills.

At Sun Hill, all children participate in an act of collective worship for the whole every day. This also provides opportunities for moral education – helping the children to learn more about relationships and caring for others. They are planned around a theme and the children are often actively involved.

R.E. in the classroom is linked both with the topic work and the themes of collective worship and is based on the requirements of the Hampshire Education Authority’s document ‘Vision and Insight’. Parents also have the right to withdraw their child from R.E. lessons and alternative provisions will be made.

Pupils with particular difficulties are identified by the class teachers, who then consult with Mrs Johnson. The importance of early identification and assessment cannot be over emphasized. The earlier action is taken, the more responsive a child is likely to be. There is a graduated response in order to help children with special educational needs (SEN) and the forms of intervention are categorized by Early Intervention (EI), School Action (SA), and School Action + (SA+). The procedures adopted to meet the needs of all children are continually observed, assessed and monitored by all staff who liaise together.

An individual education plan (IEP) is drawn up, which is a structured planning document of the differentiated steps and teaching requirements needed to help a child achieve identified targets.

The needs identified might be short or long term and the parents are involved at an early staged, so that their help is used in the best way possible. Children work in class, small groups or on a one to one basis with the class teacher, SENCO or qualified learning support assistants.

Mrs Johnson is available to see parents on Tuesday on Wednesday from 2.50 p.m. by prior arrangement or at any other mutually convenient time.

Children with disabilities for whom a mainstream school is recommended are welcome.

This is achieved through a whole school policy, which is based on:

Unacceptable behaviour is dealt with immediately. If it persists, or is dangerous, then the class teachers inform the Head Teacher. Parents will be informed verbally, or in writing if the behaviour is considered to be dangerous, or a child persists with behaviour that is unacceptable.

Should any bullying occur, the following actions will be taken:

There is an anti-bullying policy and further details can be obtained from the Head Teacher.

It should be remembered that this is a child’s first introduction to integrating with his/her peers on a large scale and some children need more guidance than others, on how to live alongside their peers.

Children are taught appropriate behaviour in assemblies and through role play or class discussions. They are also taught how to voice their concerns, both to adults and to their peers.

Only medicine that needs to be taken four times a day, or at a specific time of day should be brought into school and given to the Administrative Officer, in a named bottle containing one dose only. You will be asked to complete a form, giving permission for the medicine to be administered.

If your child has asthma, you will be given a card to take to your doctor for completion. The card should then be returned to school.

The recommended method of checking is to comb wet hair with a fine comb regularly. Leaflets are available from school should you require advice, or you can ask the local chemist. The school also has two electric combs that can be borrowed from the school office.

If full discussion with the Head Teacher does not bring about a solution, a formal complaint can be made to the governors.

A copy of the schools Complaints Policy, together with those relating to R.E. Sex Education, Equal Opportunities, Drugs and Behaviour are available for parents to read or take away from the school office. There is also a general policy file available for parents to read should they wish.

All parents of children attending the school automatically become members. We do not have a structured committee as such, although to ensure the efficient running of the association we do elect the following executive members:

The Head Teacher is our President. The Friends is a registered charity with the executive members acting as the charity trustees.

Our meetings are held approximately twice termly, depending on the events being planned and organised, and are open to everyone. We like to see as many new faces as possible, so please come along and support us.

FUND RAISING EVENTS
Various events are planned, with the aim of raising funds for the school. Some of these take place regularly throughout the year and these include:

The levels indicate the following:
W = Working towards Level 1
1 = Level 1 (achievement below the national average)
2 = Level 2 (achievement at the national average)
3 = Level 3 (achievement above the national average)

The figures for Reading Task, Reading Comprehension Tests and Spelling may not total 100% since these tasks or tests do not apply at every level. Other rows might not total 100% because of rounding. In the tables for National Results '0' represents some pupils, but less than 0.5%.