Year 3 Maths Autumn Term In the autumn term Year 3 children will: Count from 0 in multiples of 4, 8, 50 and 100 Find 10 or 100 more or less than a given number Recognise the place value of each digit in a three-digit number (hundreds, tens ones) Compare and order numbers up to 1000 Identify, represent and estimate numbers using different representations Read and write numbers o to 1000 in numerals and in words Solve number problems and practical problems involving these ideas Add an subtract numbers mentally, including a three-digit number and ones, and tens, and hundreds Add and subtract numbers with up to three digits, using formal written methods of columnar addition and subtraction Estimate the answer to a calculation and use inverse operations to check answers Recall and reuse multiplication and division facts for the 3, 4 and 8 multiplication tables Write and calculate mathematical statements for multiplication using known tables, including for two-digit numbers times one-digit numbers, using mental and progressing to formal written methods Write and calculate mathematical statements for division using know multiplication tables, using mental and progressing to formal written methods Solve problems, including missing number problems, involving multiplication and division, including positive integer scaling problems and correspondence problems in which 'n' objects are connected to 'm' objects measure, compare, add and subtract lengths (m/ cm/ mm) Spring Term In the spring term Year 3 children will: Measure mass (kg/g) Compare mass (kg/g) Add and subtract (kg/g) Measure volume/ capacity (l/ml) Compare volume/capacity (l/ml) Add and subtract volume/ capacity (l/lml) Add and subtract amounts of money to give change, using both £ and p in practical contexts Interpret and present data using bar charts, pictograms and tables Solve one-step and two-step questions e.g. 'how many more?' and 'How many fewer?" using information presented in scaled bar charts, pictograms and tables Count up and down in tenths Recognise that tenths arise from dividing an object in 10 equal parts and in dividing one-digit numbers or quantities by 10 Recognise and show, using diagrams, equivalent fractions with small denominators Compare and order unit fractions with the same denominators Summer Term In the summer term Year 3 children will: Recognise, find and write fractions of discrete set of objects - unit fractions/ non-unit fractions with small denominators Add and subtract fractions with the same denominators Add and subtract fractions with the same denominators within one whole e.g. 5/7 +1/7 +6/7 Solve fraction problems Tell and write the time from an analogue clock, including using Roman numerals from I to XIII Tell and write the 12-hour and 24-hour clock Estimate and read time with increasing accuracy to the nearest minute; record and compare time in terms of seconds, minutes and hours Use vocabulary such o'clock, a.m/p.m, morning, afternoon, noon and midnight Know the number of seconds in a minute and the number of days in each month, year and leap year Compare durations of events, e.g to calculate the time taken by particular events or tasks Draw 2D shapes Make 3D shapes using modelling materials Recognise and describe 3D shapes in different orientations Recognise angles as a property of a shape or a description of a turn Identify right angles and recognise that two right angles make a half-term, three make three quarters of a turn and four a complete turn Identify whether angles are greater than or less than a right angle Identify horizontal and vertical lines and pairs of perpendicular and parallel lines Measure the perimeter of simple 2D shapes 1/1 Year 3 KIRFs Autumn Term 1 Autumn Term 2 Spring Term 1 Spring Term 2 Summer Term 1 Summer Term 2

Geography From the food we eat to the clothes we wear; the technology that we use, to what we pay for all of these things, human and physical geography maintain a tangible grip on all aspects of our lives. At Hamstel Junior School, our vision is to develop our children into passionate, inquisitive, and reflective stewards of our planet and society. Our geography curriculum is therefore designed to begin equipping our children with the vast knowledge and skills that will see them gradually sculpted into future climate researchers, conservationists, humanitarian workers, lawmakers and world-changers. Year-on-year, the children are encouraged to draw, and build on their prior learning across the curriculum. We seek to deepen their understanding of the formation of the Earth's physical landscapes and how these influence - and are influenced by - the people living within them. Geography is, by its very nature, an investigative subject. It seeks to offer solutions to the problems of today and consider those which may arise in the future. By teaching our children about diverse places, people, natural and human landscapes, we challenge them to look outwardly at the world around them in readiness for their adventures within it. Year 3 In Year 3 children will learn: to make fieldwork sketches/diagrams to use fieldwork instruments to use four figure grid references to use the 8 points of a compass to make plans and map using symbols and keys to identify physical and human features of the locality to identify where countries are within the UK and the key topographical features to name and locate the cities of the UK to describe and understand key aspects of physical geography to use and interpret various resources to locate countries and key features Year 4 In Year 4 children will learn: to explore features on OS maps using 6 figure grid references to draw accurate maps with more complex keys to know location of capital cities of countries of British Isle and UK, seas around the UK, European Union countries and high population and large areas and the largest cities in each continent to describe humans features of UK regions, cities and/or countries to describe how people have been affected by changes in the environment to explain about key natural resources to explore weather patterns around parts of the world to identify where countries within Europe to recognise that people have differing qualities of life, living in different locations and environments to understand why there are similarities and differences between places about how rivers erode, transport and deposit materials about the physical features of coasts and begin to understand erosion and deposition Year 5 In Year 5 children will learn: to identify the physical characteristics and key topographical features of a chosen country to compare the physical and human features of a region of the UK and a chosen country to understand about world weather patterns and climate zones to understand how humans affect the environment over time to identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer of Capricorn, Arctic and Antarctic Circle, the Prime/Greenwich Meridian and time zones (including day and night) to understand why people seek, manage and sustain their environment Year 6 In Year 6 children will learn: to use a variety of resources to locate countries and describe features to describe and understand key aspects of physical geography to describe and understand key aspects of human geography and the distribution of natural resources to plan the steps and strategies for an enquiry to understand geographical similarities and differences of the United Kingdom, a region in a European country, and a region within North and South America 1/1

Design & Technology DT at Hamstel Junior School: At Hamstel Junior School, our design and technology lessons prepare our children to take part in the development of our rapidly changing world. Creative thinking encourages children to make positive changes to their quality of life. The subject encourages children to become autonomous and creative problem-solvers, both as individuals and as part of a team. It enables them to identify needs and opportunities and to respond by developing ideas and eventually making products and systems. Through the study of design and technology, the children combine practical skills with an understanding of aesthetic, social and environmental issues, as well as different functions and industrial practices. This allows the children to reflect on and evaluate present and past design and technology, its uses and impact. Design and technology helps all children to become discriminating and informed consumers and potential innovators. Our children are the designers of our future and so it is important that they are given the creative opportunities to express themselves. Year 3 In Year 3 children will learn: to name food groups to understand that food can be seasonal and has to be grown, farmed or caught to safety follow recipes to prepare and combine a variety of ingredients to use knowledge of existing products to design a functional product to create annotated designs to safely measure, mark out, cut, assemble and join with some accuracy to choose suitable tools and materials and plan stage of use to investigate and analyse products to strengthen frames using diagonal struts to understand how mechanical systems create movements Year 4 In Year 4 children will learn: to use prior knowledge to design a functional and appealing product to create designs using exploded diagrams to use techniques which require more accuracy to cut, shape, join and finish work to use knowledge of material's functional and aesthetic qualities to select and plan to consider how products might be improved and how well they meet the needs of the user to apply learnt techniques to strengthen structures and explore ideas Year 5 In Year 5 children will learn: to understand to main food groups and nutrients to understand how ingredients are safely grown, reared, caught to select and combine appropriate ingredients and techniques to research existing products to inform and design of an innovative product to create prototypes to show ideas to make careful and precise measurements to produce plans including materials, tools and techniques to guide making to make detailed evaluations about products considering the views of others to improve work Year 6 In Year 6 children will learn: to generate, develop, model and communicate ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design to apply knowledge of materials and techniques to refine and rework product to use technical knowledge and accurate skills to problem solve during the making process to use knowledge of well established designs to further explain the effectiveness of products to strengthen, stiffen and reinforce complex structures accurately and appropriately to apply understanding of computing to program, monitor and control the product 1/1 1/2

Year 3 Expected Standard of work 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? 1/1 1/2

We have a Parent Council at Hamstel Junior School where parents and carers meet with senior school staff to discuss school related issues on behalf of their allocated class or year group. Meetings are held on a termly basis. Parent Drop-In Sessions We hold Parent Drop-In Sessions at Hamstel Junior School where parents and carers have the opportunity to meet with the Headteacher to discuss any ideas or suggestions for whole school improvement or development. Please note the drop-in sessions are not to discuss individual pupils. Parent Forum Minutes 13th November 2025

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. Netball Team A Netball Team B Hockey Teams Year 6 Sportshall Athletics Boys' Football Team - Lower School Boccia Team New Age Kurling Team Year 6 Boys' Football Team Basketball Team Girls' Football Team Tag Rugby Team Table Tennis Teams Cross Country Teams

Our latest events and term dates. Calendar & Term Dates 2025/2026 term dates 2026/2027 term dates

Music At Hamstel Junior School, we want our children to love music. We want them to have no limits to their ambitions and grow up to be songwriters, composers or rock stars! We want children to know that anything is possible. Our vision, at Hamstel, is to give children access to an engaging and fun music curriculum reflecting the world they live in now, but at the same time giving them access to a wide variety of musical styles. We give children opportunities to build up their love of music,self-confidence and sense of achievement. Our teaching focuses on developing the children’s ability to; sing in tune and with other people, play the glockenspiel and ukulele with increasing control, fluency and expression and appreciate a wide range of music from different genres and styles. In June 2025, Hamstel Junior School was appointed as Lead School for the Greater Essex Music Hub. Year 3 In Year 3 children will learn: to listen to range of high quality music to confidently recognise a range of musical instruments to find the pulse of different songs/music to understand what composition and improvisation are to sing songs and perform with increasing confidence to develop an understanding of formal, written notation which includes crotchets and rests to begin to listen to and recall sounds with increasing aural memory Year 4 In Year 4 children will learn: to confidently recognise a range of musical instruments and the different sounds to recognise a range of musical styles and traditions to use musical language to appraise a piece to copy increasingly challenging rhythms using body percussion and untuned instruments to sing and play as part of an ensemble with confidence and precision to develop an understanding of formal, written notation which included minims and quavers to listen to and recall sounds with increasing aural memory Year 5 In Year 5 children will learn: to compose complex rhythms from an increasing aural memory to understand how pulse rhythm and pitch work together to improvise with increasing confidence using own voice, rhythms and varied pitch to sing, and perform with increasing confidence and precision to use and develop an understanding of formal, written notation which included staff, semibreves and dotted crotchets to develop an increasing understanding of the history and context of music to listen with attention to detail and recall sounds with increasing aural memory Year 6 In Year 6 children will learn: to sing, play and perform with confidence and precision to improvise and create a simple composition ad record using formal notation to develop a deeper understanding of the history of music drawn from traditions and composers to appropriately discuss the features of music and recognise them in music heard to listen and record sounds with increasing aural memory and accuracy to deepen an understanding and use of formal, written notation which includes staff, semibreves and dotted crotchets. 1/1 Music Development Plan

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

Our fantastic, dedicated staff here at Hamstel Junior School are committed to providing the very best for your child. We recognise that entering a new school for the first time is a very important step in your child's life and this site aims to assist you in this, as well as answer any questions you may have. About Us I am pleased to introduce myself as the Headteacher of Hamstel Junior School, and feel an enormous sense of pride and privilege to familiarise you with our amazing school. I hope you find the website helpful and useful and that it provides you with the information you need. Hamstel Junior School is situated to the East of Central Southend, on a hill above the sandy end of the Thames Estuary. It is very close to the Southend East railway station and on several bus routes, as well as a short walk from the beach! Our fantastic, dedicated staff here at Hamstel Junior School are committed to providing the very best for your child. We recognise that entering a new school for the first time is a very important step in your child's life and this site aims to assist you in this, as well as answer any questions you may have. If you are an existing child, parent or carer at the school, we also hope you find the updated information useful, as well as the links to out latest videos, Facebook and Twitter feeds. We are constantly trying to make communication routes as good as they possibly can be in order to ensure that you feel updated about school life. If you have any queries that cannot be answered through this site, then do not hesitate to come into the school and speak to one of our excellent administration team. They will be more than happy to assist and find you the help you need. It is hard to reflect in a school website the overall feel and ethos of our school so, if you are interested in your child attending our school, please do not hesitate to contact us to have a tour. You will then be able to experience the happy atmosphere that exists and observe the learning going on in and around the school. Yours sincerely Mrs Christine Farrell Headteacher 1/1 Admissions Governance Performance & Results Vacancies Meet The Staff Contact Us Values & Ethos At Hamstel we aim: To welcome each child into a caring community, so that by being valued they learn to value others. To promote in each child confidence to do their best at all times and encourage them to be persistent to meet the challenges that they may encounter in life. To promote in each child an enjoyment for learning and school. To provide a stimulating and varied curriculum so that every child is encouraged to develop her or his understanding and skills to their fullest potential. To promote in all our children an attitude of self-discipline, responsibility and independence so they, as adults, may make a real contribution to their community in a changing world. We hope to give every child….. The opportunity to develop the skills and acquire the understanding which provides a firm foundation for all future learning. An education that is broad and balanced, covering all areas of the National Curriculum as well as important areas of health, safety, personal and social development and religious education An understanding of all communities and the cultural diversity that makes the modern world. The recognition that each child will develop at his or her own rate. A sense of pride and respect for each pupil’s personal identity and fairness for all regardless of gender, race, social background or physical diversity. The challenge, encouragement and understanding necessary to reach his or her full potential. Hamstel Rights We all have the right to... Respect Be Safe Learn Hamstel Habits Courage Determination Excellence Portico Academy Trust - Values & Ethos OUR VISION As primary specialists, Portico Academy Trust firmly believes that all our children, no matter their background, deserve the very best education, every day, every lesson, whatever the context. Through close professional collaboration and sharing best practice, initiatives and expertise, we want every child to experience a breadth of opportunity across the diverse cultural background of our country. We will develop strong leaders and make our schools supportive communities for staff and parents, where mutual respect is paramount. We are passionate in protecting our environment and encourage positive views and actions in the wider world. We believe it is vital that each child acquires the essential key skills they will need to secure the fundamental building blocks of learning. In creating an exciting curriculum, expertly delivered, our children will leave us well prepared for their future lives with a love of learning and with an enthusiastic, independent, inquisitive and risk taking mind-set. OUR VALUES We want the best learning experience for every child, every day. We recognise that learning is the key to every child’s future. We meet challenges head on and find creative solutions. We treat all members of our school community and our environment with respect. OUR AIMS To create a family of outstanding schools with clear purpose, direction and objectives To provide environments where teaching and learning is paramount and children enjoy and are engaged in a rich and relevant curriculum tailored to their individual needs To narrow gaps in attainment with the intention of reducing inequalities To ensure empowerment of all pupils to achieve their full potential To create and foster a culture of high aspiration amongst all pupils, regardless of their social, economic or cultural background To strive for excellence in teaching and learning To ensure strong engagement in learning that fosters a lifelong learning ethos To promote excellent progress for all learners. To promote outstanding leadership and governance. To establish a financial foundation to enable the Trust to fulfil its vision To provide continual professional development and promote a well-resourced, high quality environment To become the employer of choice For each academy to be recognised as a centre of learning excellence, disseminating best practice within and beyond the Trust To engage proactively with parents and the community in partnership to support pupil progress, wellbeing and achievement

Every day at school matters to your child's education, academic success and future life chances. The law says that parents are legally responsible for making sure their children attend school regularly. Research has shown that poor attendance is linked to lower exam grades. Attendance Every day at school matters to your child's education, academic success and future life chances. The law says that parents are legally responsible for making sure their children attend school regularly. Research has shown that poor attendance is linked to lower exam grades. Children who attend school regularly also have better social skills and stronger friendship groups. Key Information We hope that you find the information below useful. If you have any queries or worries about your child's attendance then please contact Miss Williams, our Child and Family Support Officer, who will be happy to advise you. When should I keep my child off school? Sickness and Diarrhoea Your child should not come to school if they have sickness or diarrhea. Once they have been clear for 48 hours, they should return to school. COVID-19 As we enter the colder months when coughs and colds usually emerge, we wanted to clarify the school's approach to COVID-19. In line with NHS guidance, we recommend that children stay home from school if they have a high temperature or feel too unwell to carry out their normal routine. Once they are better, they should return to school. If your child has mild symptoms such as a runny nose, sore throat or mild cough, and they feel well enough, they can come to school. Children are no longer required to do a COVID-19 rapid lateral flow test if they have symptoms. However, if a child has a positive COVID-19 test result, NHS guidance suggests they should try to stay at home and avoid contact with other people for 3 days after the day they took the test, if they can. After 3 days, if they feel well and do not have a high temperature, the risk of passing the infection on to others is much lower and they can return to school. Reporting Absence to School Contact the school on the first day of absence either by telephone or by email by 9:15am. Keep the school informed if your child is absent for more than one day. Provide medical evidence for absences in the form of appointment cards, texts or pharmacy receipts dated for the absence period for medicine relating to the absence. Contact 01702 468048 office@hjs.porticoacademytrust.co.uk Late Arrivals Being punctual is very important and gives your child a good start to the day. If your child arrives later than 8:50am they will need to enter the school via the main entrance and will be given a late mark in the register. Click here to view more details about our school day and identify your child's nearest entrance to school in the morning. Leave of Absence Please submit a leave of absence form for any absence requests (such a holiday, weddings) during term time. Forms can be collected from the school office or printed from the link below. Forms must be completed and handed in to the office at least one month prior to the leave for consideration by the Head Teacher. Please attach supporting evidence to the form, identifying the exceptional nature of the leave. If your child is absent without permission granted by the Head Teacher the leave will be recorded as unauthorised. The current law does not give any entitlement to parents to take their child out of school during term time. The Education (Pupil Registration) (England) (Amendment) Regulations 2013 prohibits Head Teachers granting leave of absence to a pupil except where an application has been made in advance and the Head Teacher considers there are exceptional circumstances relating to the application. If the leave is granted, the Head Teacher can also determine the number of days the child may reasonably be away from school. All applications will be considered on a case-by-case basis. Taking your child out of school during term time could be detrimental to your child’s education progress. A pupil who takes 10 days absence will only attain 94.7% attendance for the school year. 10 days absence also means the pupil will miss 50 hours of education. If the absence is not authorised and the leave is taken, schools are now required to inform the Local Authority Access and Inclusion School Attendance Team. In August 2024, the government document 'Working Together to Improve School Attendance' was published in which guidelines were set out for the issuing of Penalty Notices in relation to unauthorised absence from school. The link to this document can be found below. For further information, please refer to the documents below. Common sense is your best guide when deciding whether your child needs to stay at home. As a general rule, if your child complains of minor ailments (slight sore throat, slight cold or cough, minor aches and pains, slight headache) they should come to school. If their condition worsens during the day, the school will contact you. If your child has a slight ear or tooth ache they should come to school. If pain persists they should see a doctor or dentist. Do not send a child to school with an unexplained rash until you have consulted a doctor. For further guidance, please refer to the NHS website . 1/1 Related Documents Attendance Information booklet for Parents & Guardians Leave of Absence form Attendance policy DfE Working Together to Improve School Attendance guidance - August 2024 Portico Academy Trust letter from the CEO regarding 'Attendance' - 26.9.25

At Hamstel Junior School we have a house system where children earn House Points by demonstrating fantastic effort in their work, good manners and great behaviour. Hamstel Houses At Hamstel Junior School we have a house system where children earn House Points by demonstrating fantastic effort in their work, good manners and great behaviour. House Captains Each year, eight year 6 children are selected to represent their house. The children are responsible for leading their house and setting a great example to the rest of the school. Remembrance Day Service Our house captains, together with the Combined Forces Cadets from Wescliff High School for Boys, play a key role in our annual remembrance day service.