Hamstel Junior School is committed to serving its community and surrounding areas. We recognise the multicultural, multi-faith nature of the United Kingdom and understand the crucial role our school plays in promoting our Nation’s values. British Values Hamstel Junior School is committed to serving its community and surrounding areas. We recognise the multicultural, multi-faith nature of the United Kingdom and understand the crucial role our school plays in promoting our Nation’s values. We encourage admissions from all those entitled to education under British law regardless of faith, ethnicity, gender, sexuality, political or financial status. We are a school for all. This statement outlines the key British values we actively promote. Our Core Values reflect the underlying principles of our British Values The Right to be Safe The Right to Respect The Right to Learn The notion of British Values and the requirement to be explicit about how we teach this body of understanding comes from the 2011 Counter Terrorism Prevent Strategy and is completely in line with the requirements of the SMSC curriculum (Spiritual, Moral, Social and Cultural), which is derived through the expectations of the New National Curriculum that schools will offer a curriculum which promotes the… ‘…spiritual, moral, cultural, mental and physical development of pupils…prepares pupils for the opportunities, responsibilities and experiences of later life…and makes provision for personal, social, health and economic education.’ British Values lie under five headings. Democracy Individual Liberty Mutual Respect The Rule of Law Tolerance of those with Different Faiths and Beliefs The following is a list of where we aim to cover each aspect within Hamstel Junior School. It is not exclusive or exhaustive and will be regularly reviewed by the School and the Governing Body to ensure that it develops to reflect the needs of the school community. 1. Democracy Children are involved in Democratic processes e.g. voting for school councillors and shared rewards. The school council itself is led by a member of staff and adheres to democratic processes, reporting its actions to the SLT and Governing Body. The Children’s Sports Council operates within democratic principles. Classroom Codes of Conduct are decided through a democratic process. Assemblies at times of National Elections explain the principles and importance of taking part as an adult. Visit to Council’s historic base in Southend; ‘Porters’. 2. Individual Liberty Pupils have key roles and responsibilities in school, such as Year 6 House Captains/Librarians etc Children encouraged to ask questions freely and confident that they will be listened to by the staff and their peers. Stereotypes of gender/race/sexuality are addressed immediately and broken down through discussion. All children are encouraged to become independent both as learners and as socially aware individuals, being encouraged to make appropriate choices and learn from their mistakes. Within school, pupils are actively encouraged to consider and promote the safety of others, knowing that they are in a supportive environment. As a school we educate and provide safeguarding education (including that of e-safety) to ensure children understand how to be safe. Through our lunchtime and extra curricular clubs and opportunities, pupils are given the freedom to make choices and use their free time in a productive and enjoyable manner.  Residential trips in Yr5 and 6 encourage independence and responsibility. 3. Mutual Respect Respect is one of the three core values of the school. Staff in school are actively encouraged to see learning as requiring the building of appropriate relationships with children, based on mutual respect, modelled by all staff. They are confident enough to apologise to children and each other, when they have made a mistake. Manners and politeness are expected in all situations throughout the school. Our Play Leaders scheme promotes mutual respect between pupils across different year groups within the school. The school encourages competitive team sport participation, which is used as a tool to develop mutual respect within and beyond the school. Sporting success of nations within Britain and other countries applauded e.g. 6-Nations Rugby and the Olympics. 4. The Rule Of Law School has links with the local police through PC Collard. Children responsible for assisting in the construction of Class Rules and Consequences. We voice the school expectations for behaviour in terms of the law as it applies to all who live in Britain and through our core values We have a clearly structured behaviour policy which all stakeholders understand and follow. We regularly review behaviour incidents in school and share these with key stakeholders. History and assemblies are taught with reference to the importance of certain key events in the construction of British Law, as appropriate to national events e.g. 1000yrs since the Magna Carta Anti-bullying Ambassadors are appointed every year and play a role in spreading the antibullying message 5. Tolerance of those with different faiths and beliefs Our R.E curriculum provides a broad and balanced education on a range of faiths, religions and cultures relevant to the school community. We have a growing number of E.A.L children and actively use school resources to promote their learning and integration into our school society. Religious festivals, customs and dress are respected within the school. Books in the library reflect the multi-cultural and multi-faith makeup of the community. Inappropriate stereotypes are addressed immediately and broken down through discussion. We teach specific PSHE units of learning We use assemblies to promote an understanding of faiths within Britain and the wider world In assemblies we use hymns that reflect our Christian and National heritage as well as songs from other faiths. Visitors to Assemblies offer respectful insights into different faiths. The use of a school prayer that embraces our core values. 1/1

The school follows the National Curriculum which was introduced in September 2014. Children are taught the three core subjects of English, Mathematics and Science. Year 4 Spellings Summer 2 Spelling Patterns and WWNTK Summer 1 Spelling Patterns and WWNTK Spring 2 Spelling Patterns and WWNTK Spring 1 Spelling Patterns and WWNTK Autumn 2 Spelling Patterns and WWNTK Autumn 1 Spelling Patterns and WWNTK 1/1

Over the year, the children will be taught a broad and balanced curriculum which provides a range of opportunities to support and extend their learning. ​ Year 6 Over the year, the children will be taught a broad and balanced curriculum which provides a range of opportunities to support and extend their learning. More information about the curriculum at Hamstel Junior School can be found under ‘Curriculum’. Meet the team 6Du - Year group leader Mrs Dunn 6A Miss Austin 6E Miss Eldridge 6D Miss Duggans Library Children should have their library books in school every day. 6P Mrs Price 1/1 Year 6 Letters Newsletters Parent Pay Calendar Lunch Menu PGL Residential Trip Bikeability PE Children should wear their PE kit to school on the days they have PE. Parents will be notified if these days change. Monday - 6A & 6P Tuesday - 6D & 6E Wednesday - 6Du & 6E Thursday - Friday - 6A, 6D, 6Du & 6P Spellings KIRFs Key Dates 2025 - 2026 Year 6 Curriculum Overview * Dates may be liable to change, please use as a guide. Homework Homework expectations for each week Reading - daily reading for approx. 25 minutes - 10 Books to Read in Year 6 Spelling - weekly spelling task - searching the books read at home for words matching the weekly spelling pattern/ learning the list of 'Words We Need to Know' Maths - daily practice of the key skills (KIRFs) as outlined for each half term. Year 6 pupils will be given additional more formal homework in preparation for the SATs and transition to secondary school. TT Rock Stars - Practising your tables regularly will really help you learn them and speed up your recall. Using TT Rock Stars will help you. Aim to practise your tables every day. WWII Day - Potato Cake Recipe Year 6 took part in WWII day on the 19th September which involved many interesting activities nostalgic of this period in time. One of the exercises was to make 'baked potato cakes' which proved very popular amongst the children. As requested by the children, here is the recipe for them to recreate at home. Year 6 Latest News Ainda não há posts publicados nesse idioma Assim que novos posts forem publicados, você poderá vê-los aqui.

English The development of children’s skills for reading and writing is a high priority in the school. Reading Within specific English lessons, lessons across the curriculum, guided reading sessions and in targeted interventions where appropriate, we focus on developing three areas of reading: Becoming an expert decoder Reading for understanding Reading for pleasure Each classroom has a book corner and the school has a well-stocked library which all children can access to promote and develop their individual tastes as readers. Both playgrounds have a Reading Hut which the children can access at lunchtime. The library is also open to pupils at lunchtime for them to change their books. Each child may take two books out to read (a fiction book which must correspond with their book colour plus another fiction or non-fiction book). All children should practise the reading skills they have been taught in school and they can best do this at home with a family member. Even older and more fluent children will benefit from being heard on a daily basis. Any reading that happens at home should be recorded in the Home School Diary and there are instructions for how to do this in the front of the diary. To further encourage reading as a pleasurable activity, the school runs regular competitions related to reading, organises termly author visits, book sales and hosts days dedicated just to reading. FInd out more by going to our Reading at Hamstel page of the website. Writing Expert readers can become expert writers. The school takes a Talk for Writing approach to English which uses high quality texts as models for children’s own writing. Each half term, children explore a selection of poetry, a work of fiction and a related non-fiction text. Children are encouraged to be creative in their ideas but there is also a clear emphasis on acquiring the grammar skills necessary to communicate those ideas. Presentation skills are an important part of communicating ideas; children are taught to use a fluent, joined handwriting style. Spelling Spelling is also a priority. Each week, the children explore a spelling pattern or rule and are asked to learn the spelling of sets of words as determined by the National Curriculum; details of these patterns, rules and the lists of the words the children need to learn are in the Home School Diary. 1/2 Year 3 English Year 3 Spellings Year 4 English Year 4 Spellings Year 5 English Year 5 Spellings Year 6 English Year 6 Spellings

If you have any further questions about the curriculum please feel free to contact the school office and somebody will be more than happy to help. Policies If you have any further questions about the curriculum please feel free to contact the school office and somebody will be more than happy to help. Accessibility Plan Anti-Bullying Policy Attendance Policy Behaviour Policy Charing & Remissions Policy Complaints Policy Curriculum Policy Equality Policy First Aid Policy HJS Child Protection Policy Portico Attendance Policy Portico Child Protection & Safeguarding Policy RSE Policy SEND Policy Supporting pupils with Medical Conditions Uniform Policy Whistleblowing Policy & Procedure 1/1

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 Eco Warriors Our Eco Warriors have a number of responsibilities. The Eco Warriors: ensure everyone in the school turns off the lights and any unused electrical items when everyone leaves the classroom. use our special litter pickers to collect any rubbish left at the end of the morning break to help keep the playgrounds litter free. ensure the green bins in the classrooms are only used for paper and card The Eco Warriors also design signs to use around the school to remind others about how to save energy and help save the planet. We are also working in partnership with Southend City Council as part of the PlastiCity initiative to minimise the impact of plastics on the environment. Hamstel Junior School Eco Warriors 2025-2026

HAF (The Holiday and Food Programme) is a free and exciting holiday programme for young people aged 5 to 16 who are eligible for free school meals. The programme runs over the Easter (1 week), summer (4 weeks) and Christmas (1 week) school holidays and is funded by the Department of Education. HAF Programme HAF (The Holiday and Food Programme) is a free and exciting holiday programme for young people aged 5 to 16 who are eligible for free school meals. The programme runs over the Easter (1 week), summer (4 weeks) and Christmas (1 week) school holidays and is funded by the Department of Education . Livewell Southend HAF Providers Directory

Opportunities for Support Staff Hamstel is a large and friendly Junior School, which employs a number of support and teaching staff to ensure we give our children the very best. If you'd like to join our fantastic team of support staff, please take a look at the Vacancies area of the Portico website to find out if there are any vacancies currently available at the school. 1/1

Click on the images below to be taken to our most recent Ofsted report and the Ofsted Parent View. You can also download the PDF copy of the report by clicking on the icon at the bottom of the page. Ofsted Click on the images below to be taken to our most recent Ofsted report and the Ofsted Parent View. You can also download the PDF copy of the report by clicking on the icon at the bottom of the page. Related Documents Ofsted Report - 2024 Ofsted Report - 2021 Ofsted Report - 2019 Ofsted Report - 2014 1/1

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

Science At Hamstel Junior School, our aim is to give every child a broad and balanced science curriculum which enables them to confidently explore and discover what is around them to gain a deeper understanding of the world we live in. We want our children to love science. We want them to have no limits to their ambitions and grow up wanting to be astronauts, forensic scientists, toxicologists and microbiologists! At Hamstel Junior School, our children are scientists who: are curious about the world around them experience science through touch, sight, sound and feel use their science experiences to explore ideas and raise different kinds of questions plan different types of scientific enquiries to answer questions use relevant scientific language and illustrations set up fair tests when appropriate use different scientific equipment to measure decide what measurements to make gather, record, classify and present findings in different ways (diagrams, keys, tables, classification keys and graphs) use results to make predictions and set up more tests Year 3 In Year 3 children will learn: Animals Including Humans to identify that animals, including humans, need the right types and amount of nutrition, and that they cannot make their own that they get nutrition from what they eat Force & Magnets to compare how things move on different surfaces to notice some forces need contact between two objects that magnetic forces can act at a distance to observe magnetic attraction or repelling that some materials are magnetic to compare, group together variety of everyday materials based on whether they are attracted to a magnet to identify some magnetic materials to describe magnets as having two poles to predict whether two magnets will attract or repel each other, depending on which poles are face Light to recognise we need light in order to see things and dark is the absence of light to notice that light is reflected from surfaces to recognise that light from the sun can be dangerous and that there are ways to protect eyes to recognise shadows are formed when the light from a light source is blocked by a solid object to find patterns in the way that the size of shadows change Plants To identify and describe functions of different parts of flowering plants: roots, stem/trunk, leaves and flowers to identify requirements of plants for life and growth (air, light, water, nutrients from soil, and room to grow) and how they vary in different plants to understand the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal Rocks to compare and group together different kinds of rocks on the basic of their appearance and simple physical properties to describe in simple terms how fossils are formed when things that have lived are trapped within rock to recognise that soils are made from rocks and organic matter States of Mattter to compare and group materials together, according to whether they are solids, liquids or gasses to observe that some materials change state when they are heated or cooled, and measure or research the temperature at which this happens in degrees Celsius (C); demonstrate that dissolving, mixing and changes of state are reversible changes to explain that some changes result in the formation of new materials, and that this kind of change is not usually reversible to identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature Woking Scientifically to ask and answer relevant questions to gather, record, classify and present findings using simple, scientific language, drawings and diagrams, drawing simply conclusions, make simple predictions, identify differences and similarities or changes Year 4 In Year 4 children will learn: Animals including Humans to describe simple functions of basic parts of the digestive system in humans to identify different types of teeth in humans and the simple functions to construct and interpret a variety of food chains, identifying producers, predators and prey Electricity to construct a simple series electrical circuit, identifying and naming it's basic parts, including cells, wires, bulbs, switches and buzzers to identify whether or not a lamp will light in a simple series circuit, based on whether or not the lamp is part of a complete loop with a battery to recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit to recognise some common conductors and insulators, and associate metals with being good conductors Living Things and their Habitats to recognise that living things can be grouped in a variety of ways to use classification keys to help group, identify and name a variety of living things in their local and wider environments can change and that this can sometimes pose dangers and have an impact on living things. Sound to identify how sounds are made, associating some of them with something vibrating to recognise that vibrations from sounds travel through a medium to the ear to find patterns between the pitch of a sound and features of the object that produced it to find patterns between the volume of a sound and the strength of the vibrations that produced it to recognise that sounds get fainter as the distance from the sound source increases State of Matter to compare and group materials together, according to whether they solids, liquids or gasses to observe that some materials change state when they are heated or cooled, and measure or research the temperature at which this happens in degrees Celsius (C) to demonstrate that dissolving, mixing and changes of state are reversible changes to explain that some changes result in the formation of new materials, and that this kind of change is not usually reversible to identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature Woking Scientifically to ask relevant questions, use different enquiries to answer to set up simple practical enquiries to answer to make systematic and careful observations to make accurate measurements using standard units and range of equipment to gather, record, classify and present data to help answer questions to record findings using simple scientific language using labelled diagrams, keys, bar charts and tables to report findings orally and written Year 5 In Year 5 children will learn: Animals including Humans to describe the changes as humans develop to old age Earth & Space to describe the movement of the Earth and other planets relative to the sun in the solar system to describe the movement of the moon in relation to Earth to describe Earth and the moon as approximately spherical to use Earth's rotation to explain day and night and the apparent movement of the sun across the sky Forces & Magnets to explain that unsupported objects fall towards the Earth because of the force of gravity acting between the Earth and the failing object to identify the effects of air resistance, water resistance and friction the act between moving surfaces to recognise that some mechanisms, including levers, pulleys and gears, allow a smaller force to have a greater effect Living Things and their Habitats to describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird to describe the life process of reproduction in some plants and animals Materials to compare and group together everyday materials on their properties to recognise that some materials will dissolve in liquid to form a solution to describe how to recover a substance from a solution to use knowledge of solids, liquids and gases to decide how mixtures might be separated Working Scientifically to plan different enquiries to ask and answer questions to make measurements with increasing accuracy and precision to take repeat readings where appropriate to record data of increasing complexity using diagrams to make predictions for fair testing to report and represent findings and explanations in oral and written forms to identify evidence to support to refute ideas or arguments Year 6 In Year 6 children will learn: Animals including Humans to identify and name the main parts of the human circulatory system to describe the functions of the heart, blood vessels and blood to recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function to describe the ways in which nutrients and water are transported within animals, including humans Electricity to associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit to compare and give reasons for variations in how components function, including the brightness of bulbs, the loudness of buzzers and the on/off position of switches to use recognised symbols when presenting a simple circuit in a diagram Evolution and Inheritance to recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago to recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical of their parents to identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution Light to recognise that light appears to travel in straight lines to use the idea that lights travels in straight lines to explain that objects are seen because they give out or reflect light into the eye to explain that we see things because light travels from light sources to our eyes or from light sources to objects and then to our eyes to use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them Living Things and their Habitats to describe how living things are classified into broad groups according to common characteristics and based on similarities and differences, including micro-organisms, plants and animal to give reasons for classifying plants and animals based on specific characteristics Work Scientifically to plan different enquiries to answer own or others questions to take measurements with increasing accuracy and precision using equipment and taking repeat readings where appropriate to record data and results using scientific diagrams to use tests results to make predications for fair testing to report and present findings in both oral and written forms 1/1

Art & Design “All children are artists. The problem is how to remain an artist once you grow up.” Pablo Picasso We consider art to be an incredibly important and influential part of a child’s learning experience. We see art as a vital part the curriculum as it allows children of all ages and abilities to communicate and experiment in a creative and varied manner. Art can also help children to make connections with others both in school and the wider community. We use art to celebrate other cultures and to help our children to learn about a range of perspectives. We learn about the work of a number of artists and show case our artistic skills in other areas of the curriculum. We take pride in our art work with many pieces displayed in classrooms and corridors. “A true artist is not one who is inspired, but one who inspires others.” Salvador Dali At Hamstel Junior School children are artists who: are curious about the world around them. experience art through touch, sight, sound and feel. use their art experiences to explore ideas and raise different kinds of questions. develop imagination, creativity and natural curiosity using a wide range of stimuli, materials and processes to develop the ability to communicate and express creative ideas and reflect on their own work. use appropriate artistic vocabulary to communicate ideas. use creativity and imagination to make informed judgements and practical decisions. explore and appreciate art and design. can critically reflect, enjoy, persevere, co-operate, take turns, and be creative, inventive, and open minded. can apply key skills to enhance their understanding of art and artistic concepts. have opportunities to have a meaningful understanding of their immediate environment, culture, and language. explore and express their ideas and feelings concerning personal, social, environmental, moral and spiritual issues through creative activities. develop an awareness of art through the understanding of methods used by practising artists. Year 3 In Year 3 children will learn: to use a sketchbook for experimenting and planning and use these skills and effects in a final piece of work to explore complementary colours, colour as tone, warm and cold colours to create work in response to natural and manmade objects to plan a sculpture to explain what he/ she likes and dislikes about their work about artists in history Year 4 In Year 4 children will learn: to use a sketchbook for collecting ideas and developing work to draw objects with correct proportions to create different effects by using tools and techniques to experiment with creating mood, feeling, movement and areas of interest to print on fabric to adapt and improve work using skills taught to use technical terms to articulate how to make improvements to work to describe some of the key ideas, techniques and working practices of artists, architects and designers Year 5 In Year 5 children will learn: to develop ideas and explain choices for the materials and techniques used to investigate and use unfamiliar materials and techniques to represent things seen, remembered or imagined in three dimensions using lines, tone and shading to mix colours to express mood, divide foreground from background or demonstrate tones to develop skills in using clay to add a range of collage materials to a background to return to work and use a wide range of materials to research various artists, architects and designers and discuss their processes and explain how these were used in the finished product to evaluate work Year 6 In Year 6 children will learn: to select ideas and develop these through research to refine learnt techniques to adapt final work following feedback to begin to develop an awareness of composition, scale and proportion to use simple perspective in their work using a single focal point and horizon to use techniques, colours, tones and effects in an appropriate way to represent things seen to produce intricate patterns and textures in a malleable media to use and explain choices for different techniques, colours and textures in sculptures/ textiles to create intricate printing patterns by simplifying and modifying sketchbook designs to follow a design brief to describe the work and ideas of various artists, architects and designers, using appropriate vocabulary and referring to historical and cultural contexts to justify preferences towards different styles and artists 1/1