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The Hill Primary School
Peppard Road, Caversham, RG4 8TU, UK Reading
+44 (0)118 901 5560


A warm welcome to the new school year. We hope you have all enjoyed a refreshing summer holiday. I trust you are all fully revitalized and enthusiastic about the future. We have had a very good first week. The children have made an excellent start with their new teachers. All those children who participated in ‘The Big Wild Read’ challenge in the summer are to be warmly congratulated. Well done.

PLEASE return the data sheets (with addresses and contact details) to the school office and ‘Home/School Agreements’ and ‘Internet Agreements’ to class teachers. A prompt response to this request would be appreciated.


Our aim is to educate pupils in the fullest sense by creating a happy, secure and stimulating learning environment in which all members of the school can grow in self-esteem and fully develop their individual potential.

Together we aim to develop the children as imaginative individuals by:

Our aim is to educate

pupils in the fullest


  • Providing a happy, secure, rich and caring environment based on mutual respect and the pursuit of personal development.
  • Fostering the qualities of independence, perseverance and collective activity, where children can grow intellectually, physically, spiritually, emotionally and morally.
  • Developing self confident, enquiring young people, who can plan, think, question, work independently, and organise their personal time, so that education is seen as a continued and enriching life long process.
  • Emphasising the qualities of honesty, courtesy, integrity and self-discipline with a love of life and the world in which they live.
  • Helping them to develop as mature adults who demonstrate a caring, tolerant and thoughtful attitude to all members of society.
  • Assisting them to develop spiritual awareness and an awe of the universe as they explore their own beliefs and judgements in search of knowledge and truth.
  • Giving them a full entitlement to the National Curriculum.
  • Creating a school in which children experience working co-operatively with others, and develop the skills, knowledge and expertise necessary to become fully involved in shaping their changing world.


Children should arrive in school by 8.45am. They should wait in the main playground where a member of staff will supervise them.  At 8.50am the children should assemble with their class ready to be led into school by their teacher.

Prompt arrival in school is important as it saves disruption and possible embarrassment to the child.  Parents should be aware that teachers are not legally responsible for children who arrive too early in school.  The Breakfast Club does cater for those children who attend early.


Children enter school

8.45 am - 8.50am




10.35am - 10.55am


12.00noon - 1.05pm

School ends



Time studying:                       Foundation Stage - Reception 20½ hrs  

                                              Key Stage 1 (Infants: Years R, 1,2) - 22 hrs

                                  Key Stage 2 (Juniors: Years 3,4,5,6) – 23½ h

Occasionally infant children have a break in the afternoon at the discretion of their teachers.  At the end of the day children should be collected from the playground by their parents.  Any pupil not collected by 3.30 is brought back into school to join the Teatime Club where they can be safely supervised. 


Children study a broad, balanced curriculum, which is carefully planned. Subject policies and schemes of work co-operatively agreed by staff supported by subject co-ordinators detail what is taught.

In the Foundation Stage there are six areas of learning: Personal, social, developmental, Communication language and literacy, Mathematical development, Knowledge and understanding, Creative development and Physical development

The National Curriculum splits the education of children into separate subjects. There are five core subjects: Mathematics (Numeracy), English (Literacy), Science, Information Technology and Religious Education.  There are six foundation subjects: Geography, History, Music, Art, Design Technology and Physical Education. PSMH (Personal, Social & Health), Citizenship and Environmental Education are woven into the curriculum.

We have successfully adopted the Literacy and Numeracy strategies, within a broad and balanced curriculum.

In 2005 the school was awarded The Basic Skills Agency quality kite mark for its work in raising standards and addressing under achievement in Literacy and Mathematics. We welcome initiatives, which enhance learning and improve learning opportunities. The school was last inspected by Ofsted in September 2004. A very positive report was written about the quality of education provided for pupils at The Hill.















Key Stage Overview and School Organisation

Age Stage Year    
3-4 Foundation      
4-5   Reception    


Key Stage1

Year 1





Year 2

National tests and tasks in English and maths

7-8 Key Stage 2 Year 3   Lower Juniors
8-9   Year 4  
9-10   Year 5   Upper Juniors
10-11   Year 6 National tests and tasks in English, maths and science
11-12 Key Stage 3 Year7    
12-13   Year 8    
13-14   Year 9 National tests and tasks in English, maths and science  
14-15 Key Stage 4 Year10 Some children take GCSEs  
15-16   Year 11 Most children take GCSEs, GNVQs or other national qualifications  




It is our aim to provide an exciting, challenging and caring environment within which our pupils will feel secure both socially and academically.

The Infant team operates with an Early Years Coordinator for Reception, two Year 1 classes and two Year 2 classes. 

A named governor is designated to monitor the Foundation Stage.

Within each year group children are mainly class based but also benefit from working with children in the parallel class.  Teaching Assistant support each class teacher for much of the week giving opportunities for small group and individual work.

Children follow a carefully planned programme of study for all National Curriculum subjects.


Children are valued as individuals within a caring, happy, stimulating and attractive environment. They are encouraged to be responsible and thoughtful, taking pride in their achievements and those of others. 


In the Lower Juniors (years 3 and 4) there are four classes, two in each year group, who work and plan closely together under the guidance of an area co-ordinator. 

For the majority of the curriculum time, children will work with their own class teacher who will foster a caring and stimulating environment in which children can feel both secure and challenged.  Children are ability grouped within their year group for mathematics to maximise the potential of the Numeracy strategy.  In accordance with the Literacy strategy, children are taught in class groups.

The Lower Junior staff work very much as a team, planning, teaching and assessing the National Curriculum together in order to give the children the best opportunities and experiences possible.  The team is also well supported by a group of very capable general assistants, who provide extra help and guidance for children, especially those with special needs.


In the Upper Juniors there are four classes, two in each year group, who plan and support each other. The team work under the guidance of an area co-ordinator.

Pupils are arranged in single year group classes. Those in year 6 take the statutory SATs (test) papers in English, Maths and Science in the May of their final year. 

The curriculum is subject based in accordance with the National Curriculum.

Pupils will be set work which is carefully planned within their competence but which will stretch their capabilities.  A variety of organisational strategies and pupil groupings will be employed to promote the very highest standards of teaching and learning.

primary schools in Reading, secondary schools in Reading, schools in Reading

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