Welcome to Hamstel Junior School and to our website. We hope that by navigating the buttons on the right you will be able to find all the information you should need. If this is not the case please call the school office on 01702 468048. Useful Information Welcome to Hamstel Junior School and to our website. We hope that by navigating the buttons on the right you will be able to find all the information you should need. If this is not the case please call the school office on 01702 468048. We are always seeking to improve the website so please feel free to send your thoughts and feedback by using the contact form below. 1/1 Contact Us Thanks for submitting! Submit Letters Home Weekly Newsletters Clubs Parent Forum School Lunches Uniform Calendar & Term Dates Online Payments Our School Day

Year 3 Expected Standard of work 1/1 This is an example of the standard if fiction text that a Year 3 pupil should be able to read and understand. We would expect that a Year 3 pupil would be able to read this text fluently and with expression. We would also expect that they would be able to answer the following type of questions; Questions about word meaning Which word - in lines 1-5 - means the same as well-known? Questions that ask you to extract information from the passage Where was the house that Tom lived in? Questions that ask you to summarise the text Describe what you know about Tom’s family. Questions that ask you to use the clues in the text to produce a reasoned answer Why did Tom’s secret worry him? Questions that ask you to use the text to make predictions Do you think Tom will stay with his mother all through the story? Explain your answer. Questions relating to the meaning of the whole text In what way does Jack differ in appearance from his brothers? Questions about the author’s choice of language Why did the author describe the wolves’ jaws as dripping? (Line 18) Questions that ask you to compare different parts of the text How you you think the brothers feel about their adventures? How do you think Tome feels about their adventures?

French French at Hamstel Junior School: We at Hamstel believe that every child should have the opportunity to learn a foreign language at Key Stage 2 and develop an interest in other cultures. In our school, we teach French as part of the school curriculum and believe that by learning a modern foreign language our children will be better equipped to learn languages in the future and be part of the global community both socially and in the workplace. At Hamstel, French is taught in a relaxed and fun atmosphere through a wide array of interactive activities, which focus on children actively participating in lessons and developing the necessary skills and confidence to successfully communicate in the language. Year 3 In Year 3 children will learn: to recognise the main word classes and start to realise the different genders of nouns to have a basic understanding of the usual order of words in phrases and simple sentences to ask and answer questions and respond appropriately to follow simple instructions and link pictures to key words to join in with repeated sections of songs or stories to recognise some familiar words to remember new words when reading to use mostly accurate pronunciations Year 4 In Year 4 children will learn: to recognise and use wider range of word classes (pronouns and articles) to use the correct form of an adjective according to the different noun gender to recognise different sentence forms (questions and negatives - the use of the word 'don't) to recognise the meaning of unfamiliar phrase in sentences to begin to work out the meaning of unfamiliar words using learnt clues to ask and answer a range of questions to use familiar sentences and models, make varied adaptations to create new sentences and phrases to read aloud and perform a learned piece using accurate pronunciation to orally use a range of adjectives Year 5 In Year 5 children will learn: the different forms of some verbs to gain some understanding of extended spoken text to use key sounds to spell topical words to read aloud a short text containing familiar language, using fairly accurate pronunciation to use dictionaries to extend vocabulary on a given topic to express opinions (negative and positive) and reasons in conversation to begin to use different sentence types to write phrase and some simple sentences using adjectives, verbs and word bank Year 6 In Year 6 children will learn: the different forms of some verbs to read aloud and spell unfamiliar words, using known phonemes to use a dictionary to check spelling of topic words to ask for clarification in basic conversations to create sentences verbally using knowledge of basic sentence structure to express meaning to an audience though intonation and pronunciation to write a range of phrases and sentences from memory and adapt them to write own sentences 1/1

Portico Academy Trust Governance is run though the Trust Board. Governance Portico Academy Trust Governance is run though the Trust Board. The 11 trustees are as follows; Karen Packer Cheryl Woolf Graham Lane Michelle Butler James Courtenay Matthew Driscol Sandra Evans Sue Hay Alan Murkin Ros Sanders Adam Wines Chair CEO Vice Chair & Chair of Finance If you wish to further discuss any issues regarding your child’s school, having been through the Headteacher first, please contact Chair of Trustees, Mrs Karen Packer or CEO, Mrs Cheryl Woolf at Portico House, 59, Ronald Hill Grove, Leigh on Sea, Essex SS9 2JB For further information about Portico Academy Trust and to view all of our key documents please click here .

Year 5 Maths Autumn Term In the autumn term Year 5 children will: Read, write, order and compare numbers up 1 000 000 and determine the value of each digit Count forwards or backwards in steps of powers of 10 for any given number up to 1 000 000 Add and subtract numbers mentally with increasingly large numbers Round any number up to 1 000 000 to the nearest 10, 100, 10 000 and 100 000 Solve number problems and practical problems that involve ordering and comparing numbers to 1 000 000, count forwards or backwards in steps and round Add and subtract whole numbers with more than 4 digits, including using formal written methods (columnar addition and subtraction) Solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why Identify multiples and factors, including finding all factor pairs of a number, and common factors of two numbers Establish whether a number up to 100 is prime and recalls prime numbers up to 19 Multiply numbers up to 4 digits by a one- or two-digit number using a formal written method, including long multiplication for two-digit numbers Multiply and divide numbers mentally drawing upon known facts Divide numbers up to 4 digits by a one-digit number using the formal written method of short division and interprets remainders appropriately for the context Multiply and divide whole numbers by 10, 100 and 1000 Recognise and use square numbers and cube numbers, and the notation for squared (2) and cubed (3) Solve problems involving multiplication and division including using their knowledge of factors and multiples, squares and cubes Solve problems involving addition, subtraction, multiplication and division and a combination of these, including understanding the meaning of the equals sign Solve comparison, sum and difference problems using information presented in a line graph Complete, read and interpret information in tables, including timetables Spring Term In the spring term Year 5 children will: Compare and order fractions whose denominators are all multiples of the same number Identify, name ad write equivalent fractions of a given fraction, represented visually, including tenths and hundredths Recognise mixed numbers and improper fractions and convert from one form to the other and write mathematical statements > 1 as a mixed number Add and subtract fractions with the same denominator and denominators that are multiples of the same number Multiply proper fractions and mixed numbers by the whole numbers, supported by materials a d diagrams Solve problems involving multiplication and division, including scaling by simple fractions and problems involving simple rates Read and write decimal numbers as fractions Recognise and use thousandths and relate them to tenths, hundredths and decimal equivalents Round decimals with two decimal places to the nearest whole number and to one decimal place Read, write, order and compare numbers with up to three decimal places Solve problems involving numbers up to three decimal places Multiply and divide decimals by 10, 100 and 1000 Recognise the percent symbol (%) and understand that percent relates to 'number of parts per hundred' and write percentages as a fraction with denominator 100 and as a decimal Solve problems which require knowing percentage and decimal equivalents of 1/2, 1/4, 1/5, 2/5, 4/5 and those fractions with a denominator of a multiple if 10 or 25 Know angles are measured in degrees: estimates and compares acute, obtuse and reflex angles Drawn given angles, and measure them in degrees Identify angles at a point and one whole turn (total 360°) on a straight line and 1/2 a turn (total 180°) Identify other multiples of 90° Use the properties of rectangles to deduce related facts and find missing lengths and angles Summer Term In the summer term Year 5 children will: Identify, describe and represent the postion of a shape following a reflection Use all four operations to solve problems involving length and mass, using decimal notion. including scaling Interpret negative numbers in context, count forwards and backwards with positive and negative whole numbers, including through zero Solve problems involving converting between units of time Use all four operations to solve problems involving money using decimal notation, including scaling Measure and calculate the perimeter of composite rectilinear shapes in centimetre and metres Calculate and compare the area of rectangles (including squares) and including using standard, units, square centimetres (cm²) and square metres (m²) and estimate the area of irregular shapes Estimate volume e.g using 1cm³ blocks to build cuboids (including cubes) and capacity e.g using water Use all four operations to solve problems involving volume and capacity Use all four operations to solve problems involving volume, using decimal notation, including scaling Convert between different metric measurements (l to ml) and between metric and imperial units (l and pints) Read Roman Numerals to 1000 (M) and recognise years written in Roman numerals 1/1 Year 5 KIRFs Autumn Term 1 Autumn Term 2 Spring Term 1 Spring Term 2 Summer Term 1 Summer Term 2

We hope that you find the Key Information booklet useful and that it provides you with the information you need for the new academic year. The booklet includes essential information including details of pick up locations, term dates and school meals. Key Information Booklet We hope that you find the Key Information booklet useful and that it provides you with the information you need for the new academic year. The booklet includes essential information including details of pick up locations, term dates and school meals. Click below to read the booklet.

Start of the Day School opening time: 8:40am - 8:50am End of the Day The school day ends at the following times: Lower school (years 3 and 4) - 3:20pm Upper school (years 5 and 6) - 3:25pm Our School Day Timetable Start of the Day School opening time: 8:40am - 8:50am Registration: from 8:50am Morning playtime - times vary Lunchtime - 5 5 minutes between 11:30am and 1:30pm Afternoon playtime - times vary End of the Day The school day ends at the following times: Lower school (years 3 and 4) - 3:20pm Upper school (years 5 and 6) - 3:25pm Playtime The children have a morning and afternoon break. Children may bring a small snack to eat during the morning break time. A piece of fruit or healthy snack bar is ideal. We do not allow bars of chocolate, sweets or any items containing nuts. Lunchtime The children have a 55 minute break in the middle of the day. Year groups have an allocated slot to eat their lunch in the Jubilee Dining Hall during the lunchbreak. Children may bring a packed lunch or pre-order a School Dinner via Arbor. Assemblies We have two whole school assemblies each week, on a Monday and a Friday. During the week we also have year group assemblies. Parents are invited to their child's class assembly. Drop Off Children should arrive at school between 8:40am and 8:50am as registration is taken by the class teacher at 8:55am. Please note, that children who arrive after 8:50am will need to enter the school via the main entrance and will receive a late mark. Parents of children in year 3 can wait on the lower school playground from 8:30am (no unaccompanied children please). Children in years 4, 5 and 6 should enter the school via the green gate. We ask that children do not arrive at school unaccompanied before 8:40am. Children with siblings may enter school together via either of the entrances. Collection Year 3 children should be collected from the lower school playground (the same playground they are dropped at in the morning). Children in years 4, 5 and 6 should be collected from the main playground. Teachers will bring their class out at the end of the day. We ask that parents wait behind the barriers and check with the class teacher before taking their child. Parents with children in both year 3 and 4 should pick both children up from the year 3 playground. The school day finishes at the following times: Years 3 and 4 - 3:20pm Years 5 and 6 - 3:25pm Children should be collected at 3:20pm from the playground (3:25pm for children in years 5 and 6). In exceptional circumstances, when a child is not collected on time, they are taken to the school office and parents are contacted. If your child is not picked up by 3:35pm or they are regularly late being collected, a late pick up fee of £5 will be incurred for every 15 minutes they are late. Children not collected by 3:45pm will be taken to DASH. Parents will be charged a late fee of £5 and an additional £5 for the session. Parent will then need to collect their child from the main office at 4:30pm. Thank you for your support. Please let the class teacher or school office staff know if your child will be going home on their own or if they will be collected by another parent or adult other than you . Our Daily After School Hub (DASH) is available every day school is open; places should be booked 24 hours in advance via ParentPay . On the day bookings are not possible. Classrooms 2026/2027

Well done to all of the children who have represented the school this year. Representing Hamstel We wish all the children representing Hamstel Junior School this year the very best of luck in all of their events. Team photos are available in the year group galleries - links for these galleries have been emailed to parents/guardians.

Each year children in each class vote for one of their peers to represent them on our school council. Congratulations to the elected children for 2022-2023 School Council Each year children in each class vote for one of their peers to represent them on our school council. Harvest Festival 2025 Thank you to everyone who donated to the Southend Food Bank. Our school council did a great job of displaying the food that has been so generously donated for our special harvest assembly where both lower and upper school performed a harvest song. Children In Need 2026 Watch this space for updates on how we will support Children In Need this year!

Check out this page for all of our latest vacancies. Vacancies

Year 4 Maths Autumn Term In the autumn term Year 4 children will: Count in multiples of 6, 7, 9, 25 and 1000 Find 1000 more or less than a given number Count backwards through zero to include negative numbers Recognise the place value of each digit in a four-digit number (thousands, hundreds, tens and ones) Order and compare number beyond 1000 Identify, represent and estimate numbers using different representations including measures Round any number to the nearest 10, 100 or 1000 Solve numbers and practical problems that involve all of the above and with the increasingly large positive numbers Add and subtract numbers with up to 4 digits using the formal written methods of columnar addition and subtraction where appropriate Estimate and use inverse operations to check answers to a calculation Solve addition and subtraction two-step problems in contexts, deciding which operations and methods to use and why Read Roman numerals to 100( i to c) and know that over time, the numeral system changed to include the concept of zero and place value Recall multiplication and division facts for multiplication tables up to 12x12 Use place value, known and derived facts to multiply mentally, including: multiplying by 0 and 1; multiplying together three numbers Use place value, known and derived facts to divide mentally, including dividing by 1 Recognise and use factor pairs and commutativity in mental calculations Multiply two-digit and three-digit numbers by a one-digit number using formal written layout Solve problems involving multiplying and adding, including using the distributive law to multiply two digit numbers by one digit, integer scaling problems and harder correspondence problems such as 'n' objects are connected to 'm' objects Spring Term In the spring term Year 4 children will: Interpret and present discrete and continuous data using appropriate graphical methods including bar charts and time graphs solve comparison, sum and difference problems using information presented in bar charts, pictograms, tabes and other graphs Recognise and show, using diagrams, families of common equivalent fractions Count up and down in hundredths Recognise that hundredths arise when dividing an object y one hundred and dividing tenths by ten Solve problems involving increasing harder fractions to calculate quantities, and fractions to divide quantities including non-unit fractions where the answer is a whole number Add and subtract fractions with the same denominator Read, write and convert time between analogue and digital 12 and 24 hour clocks Solve problems involving converting from hours to minutes; minutes to seconds, years to months; weeks to days Recognise and write decimal equivalents of any number of tenths and hundredths Recognise and write decimal equivalents to 1/4, 12, 3/4 Find the effect of dividing a one- or two-digit number by 10 and 100, identifying the value of the digits in the answer as ones, tenths and hundredths Round decimals with one decimal place to the nearest whole number Compare numbers with the same number of decimal places up to two decimal places Solve simple measure and money problems involving fractions and decimals to two decimal places Estimate, compare and calculate different measures, including money in pounds and pence Summer Term In the summer term Year 4 children will: Convert between different units of measure - mass Estimate, compare and calculate - mass Convert between different units of measure - volume Estimate, compare and calculate - volume Convert between different units of measure Measure and calculate the perimeter of a rectilinear figure (including squares) in centimetres and metres Find the area of rectilinear shapes by counting square Compare and classify geometric shapes, including quadrilaterals and triangles Identify acute and obtuse angles and compare and order angles up to two right angles by size Identify line of symmetry in 2D shapes presented in different orientations Complete a simple symmetrical with respect to a specific line of symmetry, including beginning to explore shapes with 2 lines of symmetry Describe positions in a 2D grid as co-ordinates in the first quadrant Describe movements between positions as translations of a given unit to the left/right and up/down Plot specified points and draw sides to complete a given polygon 1/1 Year 4 Multiplication Tables Check (MTC) In June each year, children in year 4 will be entered for the MTC. The purpose of the check is to determine whether children can recall their times tables (up to 12 x 12) fluently and at speed as this skills is considered essential for success in mathematics. Find out more by reading the government's Information for Parents booklet. Year 4 KIRFs Autumn Term 1 Autumn Term 2 Spring Term 1 Spring Term 2 Summer Term 1 Summer Term 2

Computing Computing at Hamstel Junior School: It is our intention to provide the children of Hamstel Junior School with a computing curriculum which starts them on the road to being a lifelong user of technology. We want to equip pupils to use computational thinking and creativity that will enable them to become active participants in the digital world. It is important to us that the children understand how to use ever-changing technology to express themselves, as tools for learning and as a means to drive their generation forward into the future. The vision is that our children will become autonomous, independent users of computing technologies, gaining confidence and enjoyment from their activities. Not only do we want them to be digitally literate and competent end-users of technology, but we want them to develop creativity, resilience, problem-solving and critical thinking skills which will allow them to excel in the 21st century workplace. By strengthening the children’s ability to think logically and problem solve, we better equip them to deal with the requirements across the whole curriculum both at primary school and beyond. Year 3 In Year 3 children will learn: to design, write and debug programs to use logical reasoning to explain how simple algorithms work to recognise, explain and use familiar forms of input and output devices to use technology safety and respectfully to use simple search technologies and recognise that some sources are more reliable than others to understand that computer networks and the internet enable to the sharing of data and information to select and use a variety of software to accomplish goals with support Year 4 In Year 4 children will learn: to decompose programs into smaller parts using logical reasoning to detect and correct errors to select use and combine a variety of software, systems and content that accomplish given goals to use other input devices to use technology responsibly, understanding that communication online may be seen by others and know where to go for help and support with concerns about internet content or contact to understand how results are selected and ranked by search engines to understand what servers are how they provide services to a network to select, use and combine a variety of software on a range of digital devices to accomplish given goals, with support Year 5 In Year 5 children will learn: to design, input, test and write simple programs using increasingly complex instructions and that allow these to be repeated to design, write and debug programs that accomplish specific goals that control or simulate physical systems to deign, write and test simple programs where the user selections of action or situations affect the results to use logical reasoning to explain how increasingly complex algorithms work efficiently to understand the need to only select age appropriate content to use filters in search technologies effectively appreciating how results are selected and ranked to begin to use internet services to share and transfer data to independently select and use appropriate software for a task Year 6 In Year 6 children will learn: to use sequences, selection and repetition of hardware to explore real wold systems to solve problems by decomposing them into smaller parts to create programs using variables to use variables, sequence, selection and repetition in programs to use logical reasoning to explain how increasingly complex algorithms work, detecting and correcting errors efficiently to use technology respectfully and responsibly identifying a range of ways to report concerns about content and contract in and out of school to use filters in search technologies effectively and is discerning when evaluating digital content to understand how computer networks enable computers to communicate and collaborate to begin to use internet services within creations to share and transfer data to a third party to independently select, use and combine a variety of software to design and create content for a given audience, including collecting, analysing, evaluating and presenting data and information 1/2