Across the year, we have a range of free activities that are offered by Hamstel Staff as well as those run by carefully chosen coaches that have a charge. Paid activities have varying prices that allow us to cover the cost of external coaches and extra resources. Clubs & Activities Across the year, we have a range of free activities that are offered by Hamstel Staff as well as those run by carefully chosen coaches that have a charge. Paid activities have varying prices that allow us to cover the cost of external coaches and extra resources. Autumn Term Clubs Letter Football at Hamstel Junior School Autumn 2026 After School Clubs - Important Information Children should be collected promptly from the main entrance after their activity unless they have permission to return home unaccompanied. Children are expected to attend each week for the full session unless the office is informed by a parent/carer through a note, phone call or in person. Regular failure to inform the school of non-attendance could result in your child losing their place. Regular non-attendance or late collection from after school activities could also mean your child losing their place. Please note, if your child is not collected on time, a late pick up fee of £5 will be incurred for every 15 minutes until they are collected. Late collections from DASH If you know you will be late picking your child up at 4:30pm, please use the emergency contact number on Arbor for this club and inform the staff on duty. Your child should then be picked up at 5:00pm. The additional cost will be added to your Arbor account. Please inform the office if your child will be going home unaccompanied after DASH. Early Collection from DASH If you have booked your child in for the later session (5:00pm-5:45pm) but need to collect them early at 4:30pm, please call the emergency phone number for DASH to let the staff know. Please note, you will still be charged for the later session. Cancellation Please call the school office by 1pm if you need to cancel your child's place at DASH. Places cancelled after 1pm will still be charged.

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 6 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

Year 4 English Reading Autumn Term In the autumn term Year 4 children will: have a reading age of 9 years read new words by looking for root words, prefixes and suffixes use a dictionary to check the meaning of words we meeting in our reading retrieve and record information from fiction texts summarise the main ideas from more than one paragraph ask and answer questions about the text we are reading Spring Term In the spring term Year 4 children will: have a reading age of 9 years and 5 months use spelling knowledge to help decode new words explain the meaning of words in context retrieve and record information from non-fiction texts discuss what we know about a character's thoughts and feelings from their actions make predictions about what might happen next based on the evidence in the text identify and discuss words which make the reader interested Summer Term In the summer term Year 4 children will: have a reading age of 9 years and 10 months retrieve and record information from poetry use evidence from the texts to support our opinions about a character's thoughts and feelings Identify and discuss phrases which make the reader interested Discuss how the organisation of texts contributes to meaning 1/1 Suggested Reading Expected Standard of Work Writing Autumn Term In the Autumn Term Year 4 children learn: write using a legible and joined style create a plan which supports the structure of an independent piece of writing create direct speech which is correctly punctuated internally embellish simple sentences to describe settings create a sentence of three for action create a more complex sentence through the use of 'ing' staters create compound sentences and complex sentences using basic subordinating conjunctions within a text develop writing through use of a viewpoint use comparative and superlative adjectives to create noun phrases create a more complex sentence through the use of 'ed' starters extend noun phrases with the use of prepositions organise paragraph through the use of correctly punctuated simple adverbials include devices which draw the reader in proof read writing for spelling and punctuation errors linked to the Autumn Term curriculum evaluate and edit work by assessing the effectiveness of own writing Spring Term In the Spring Term Year 4 children learn: use a range of present tense forms to develop shades of meaning choose vocabulary which consideration for the audience use direct speech to show character choose vocabulary which signals fact or opinion choose modal verbs - should, would, could, to develop shades of meaning follow topic sentences by including the appropriate choice of pronoun or noun to aid cohesion in subsequent sentences evaluate and edit effectiveness of own and others writing and suggests improvements use a range of past tense forms to develop shade of meaning use a range of prepositional phrases to express time. cause and place use direct speech to move the action forward choose short or long sentences to create an effect create a range of adverb and adverbial starters for time and manner and punctuates them correctly use brackets for parenthesis in non-fiction writing proof read writing for spelling and punctuation errors linked to the Spring Term curriculum evaluate and edit work by making changes to vocabulary and grammar linked to the Spring Curriculum Summer Term In the Summer Term Year 4 children learn: drop 'ing' clauses into sentences describe character, setting or action by creating simile starters which are punctuated correctly make paragraph changes due to person, time, place and topic repeat vocabulary to create effect embellish simple sentences with adjectives, adverbs and prepositional phrases use wide range of tense forms to develop shades of meaning use a variety of adverbial starters to link between paragraphs proof read writing for spelling and punctuation errors linked to the Year 4 curriculum evaluate and edit work by making changes to grammar and vocabulary linked to Year 4 curriculum Grammar, Punctuation and Spelling Autumn Term In the Autumn Term Year 4 children will: to write from memory simple sentences, dictated by teacher, which include the spelling and punctuation taught so far to use the first 3/4 letters of a word to check its spellings in a dictionary to spell words ending in -'sure' or -'ture'; to recognise where sound is made by a root word which ends in a 'ch' with an 'er' ending to spell words which end in a 'g' spelt -'gue' and 'k' spelt -'que' to choose the correct spelling for given homophones depending on context to identify a proper noun in a sentence and to select words which should be proper nouns to identify a noun phrase in a sentence; to use modifying adjectives, nouns and prepositional phrase to create non phrases to understand what pronouns are; to identify pronouns in a sentence to identify prepositions and adverbs and their purpose to spell words where the 'long a' sound is made using -'ey' -'ei' and -'eigh' and to recognise which is the most likely for an unfamiliar word to understand the meaning of the prefixes -'il', -'im', -'in', -'ir' nd to select the correct prefix according to the initial letter of the root word to add suffixes beginning with vowel to words of more than one syllable to spell the Autumn Term list of 'Words We Need To Know' to identify and write the four sentence types and to punctuate them correctly to identify where commas are used to make fronted adverbials; to add a comma to mark a fronted adverbial into a give sentence to punctuate direct speech correctly to identify verbs in the past tense and to recognise how different past tense forms are formed to understand what makes a clause; to identify subordinating conjunctions and to identify a subordinate clause in a sentence Spring Term to write from memory simple sentences, dictated by teacher, which include the spelling and punctuation taught so far to add the suffix -'ation' to verbs to form nouns, changing the spelling of the root word if necessary to spell words which contain a 'g' followed by a silent 'u' to place the apostrophe correctly after both regular and irregular plural forms (distinct from plural 's') to understand what a possessive apostrophe is; to add apostrophe to mark both singular and plural possession to identify where an apostrophe is used for contraction and can expand the contraction out; to write contractions from given words to identify determiners and their purpose to understand what modal verbs are and identify them in a sentence to understand the meaning of the prefixes 'sub-' 'inter-' 'super-' 'anti-' and 'auto-'; to spell words which use these prefixes to spell word which sound like 'shun' with endings '-tion', '-sion' '-ssion', '-cian; to recognise which is the most appropriate ending for unfamiliar words to spell the Spring Term list of Words We Need To Know to identify imperative verb form; to use a imperative verb to change a statement into a command to use commas accurately to mark clauses at the beginning of a sentence Summer Term to write from memory simple sentences, dictated by teacher, which include the spelling and punctuation taught so far to spell words with a 's' sound spelt 'sc' to choose the correct spelling for given homophones depending on context to identify where nouns are singular or plural; to recognise irregular plural forms to identify where pronouns have used to avoid repetition or ambiguity to identify where Standard english is used for verb inflictions to use Standard English for verb inflictions to identify synonyms for simple adjectives to spell words using the suffix '-ous' and understand how it changes the function of a word to spell words which contain the prefixes: '-'un' 'dis-' 're-' and understands how they change the meaning of the word to change nouns to adverbs by adding the '-ly' suffix and to understand that the spelling of the root word might change to spell the entire list of Year 4 'Words We Need To Know' to identify simple, progressive and perfect present/ past tense in sentences to punctuate direct speech accurately to identify relative pronouns and the relative clause in a sentence Statutory Words Spellings

Year 3 English Reading Autumn Term In the autumn term Year 3 children will: have a reading age of 8 years discuss the meaning of words in context retrieve and record information from a variety of fiction texts identify the main themes of what we are reading ask and answer questions about the text we are reading Spring Term In the spring term Year 3 children will: have a reading age of 8 years and 5 months retrieve and record information from a variety of non-fiction texts summarise the main ideas from more than one paragraph discuss what we know about the character's thoughts and feelings from their actions make predictions about what might happen next based on the evidence in the text Summer Term In the summer term Year 3 children will: have a reading age of 8 years and 10 months retrieve and record information from a variety of poetry use evidence from the texts to support our opinions about a character's thoughts and feelings Identify and discuss words which make the reader interested Discuss how the organisation of texts contributes to meaning 1/1 Suggested Reading Expected Standard of Work Writing Autumn Term In the Autumn Term Year 3 children learn: to write upper and lower case letters of the correct size, orientation and relationship to each other to join letters appropriately to use spacing between words that reflect the size of the letters to create a story map which supports the structure of a piece of writing to embellish simple sentences using adjectives, adverbs of time and prepositions to describe settings to use coordinating conjunctions to create compound sentences to puncture the beginnings and ends of sentences accurately to create a story map which has been learnt from the structure of another piece of writing to embed prepositional phases in writing to express time, cause and place to choose nouns and adjectives for clarity ad cohesion to use simple adverbials at the start of sentences to embellish simple adjectives, adverbs of time and prepositions to describe character to elaborate on endings to proofread writing for spelling and punctuation errors linked to the Autumn Term curriculum Spring Term In the Spring Term Year 3 children learn: to create a formal plan which supports the structure of a piece of writing to embellish simple sentences using adjectives, adverbs of time and prepositions to advance the plot to express time, cause and place through the use of adverbs and fronted adverbials to create sentences of three for description to organise writing using headings and subheadings to elaborate on openings to create dialogue which describes character to use superlatives and comparatives to enhance description to create sentences of three for persuasion to use short, simple sentences to create effect to use the present perfect tense instead of the simple past to proofread writing for spelling and punctuation errors linked to the Spring Term curriculum to evaluate and edit word by making changes to grammar and vocabulary Summer Term In the Summer Term Year 3 children learn: to use dialogue to advance the action to use topic sentences to introduce non fiction paragraphs to write sentences with more than one clause using relative pronouns to choose verbs for clarity and cohesion to organise writing into paragraphs to group related materials to create fronted adverbials to add in detail and punctuate them correctly to create complex sentences using a variety of clause types to use a variety of subordinating and coordinating conjunctions within a text to choose single-clause and multi-clause sentences for effect to choose specific vocabulary to match the content of the text to proofread writing for spelling and punctuation errors linked to the Year 3 curriculum to evaluate and edit work by making changes to grammar and vocabulary linked to Year 3 curriculum Grammar, Punctuation and Spelling Autumn Term In the Autumn Term Year 3 children will: to write from memory simple sentences, dictated by teacher, which include the spelling and punctuation taught so far to use the first two or three letters of a word to check its spelling in the dictionary to add suffixes beginning with vowel letters to words and recognise if the spelling of the original word needs to change to add the suffix -ly to an adjective to form an adverb and recognise where the spelling of the adverb needs to change to identify the subject and object in a simple sentence to punctuate a simple sentence using a range of punctuation to recognise a noun/adjective/verb in a sentence to recognise the four sentence types (statement, command, question, exclamation) to identify whether to use 'a' or 'an' depending on whether the word which follows begins with a consonant letter or a vowel letter to understand what a prefix is; know what the prefixes un- dis- and mis- mean; to spell words with these prefixes what the prefixes pre- and re- mean; to spell words with these prefixes to understand what a homophone is; to recognise common homophones; to spell given homophones to spell the list of Autumn term 'Words We Need To Know' to identify that prefixes are added to the beginnings of words and change their meaning; to identify that suffixes are added to the end of words and change their function to identify where prepositions, conjunctions and adverbs are used to express time, cause and place to identify the simple present progressive verb forms; to identify the simple past and past progressive verb forms Spring Term to write from memory simple sentences, dictated by teacher, which include the spelling and punctuation taught so far to spell words which sound like 'shun' but are spelt 'sion' to spell words with a 'k' sound which are spelt 'ch' to spell words with a 'sh' sound which are spelt 'ch' to identify the main clause in a sentence to identify simple noun phrases in a sentence to create simple noun phrases using articles, adjectives and nouns to use commas to mark lists to spell words containing the 'u' sound, spelt 'ou' to spell given homophones, to recognise which homophone to choose determined by the context of the sentence to spell the list of Spring term 'Words We Need To Know' to identify the present prefect tense; to use the present tense instead of the past tense to use inverted commas to demarcate speech to form nouns using a range of prefixes to identify word families from give common words to identify the main and subordinate clause in a sentence Summer Term to write from memory simple sentences, dictated by teacher, which include the spelling and punctuation taught so far to spell contraction word correctly to spell word s which sound like 'shun' but are spelt '-tion', '-sion', '-ssion', and '-cian'; to recognise which is the most likely ending from an unfamiliar word to identify word families from given common words; to classify the words within these families to identify and use apostrophes for contraction to identify synonyms for simple adjectives to spell given homophones; to recognise which homophone to choose determined by the context of the sentence to spell words where the 'i' sound is spelt with a 'y' not at the end of the word to spell words with the 'ay' sound using 'ei' 'eigh' or 'ey' to spell the entire list of Year 3 Words we Need To Know to identify and classify adjectives/onions/adverbs and prepositions within a sentence and to explain their purpose Statutory Words Spellings

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 4 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 4P- Year group le ader Mrs Price 4E Miss Eldridge 4D Ms Dimoglou 4Wi Miss Witherall 4W Mr Wallis Library Children should have their library books in school every day. Tuesday - 4E and 4W Wednesday - 4P and 4Wi Friday - 4D PE Children should wear their PE kit to school on the days they have PE. Parents will be notified if these days change. Monday - 4D, 4E, 4P and 4Wi Tuesday - 4P Wednesday - 4D Thursday - 4W and 4Wi Friday - 4E and 4W 1/2 Year 4 Letters Newsletters Arbor Calendar Bikeability Lunch Menu Spellings KIRFs Multiplication Tables Check Key Dates 2026-2027 * Dates may be liable to change, please use as a guide. Curriculum Overview Homework Homework expectations for each week Year 4 Reading - daily reading for approx. 15 minutes 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' - 10 Books to Read in Year 4 Maths - daily practice of the key skills (KIRFs) as outlined for each half term. 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. Year 4 Latest News Ainda não há posts publicados nesse idioma Assim que novos posts forem publicados, você poderá vê-los aqui.

Year 6 Expected Standard of work This is an example of the standard if fiction text that a Year 6 pupil should be able to read and understand. We would expect that a Year 6 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 What word could be used instead of bewilderment (Line 2)? Questions that ask you to extract information from the passage Who rescued Laurie from his ‘nightmare’? Questions that ask you to summarise the text What happened to Laurie after the cart had set him down? Questions that ask you to use the clues in the text to produce a reasoned answer How do we know that Laurie was scared when he stood in the grass? Questions that ask you to use the text to make predictions Do you think that Laurie will always be scared of the village? Questions relating to the meaning of the whole text Laurie has visited the countryside many times. Explain why you agree or disagree with this statement Questions about the author’s choice of language Why does Laurie compare his sisters ‘face to shields’ (Line 24) Questions that ask you to compare different parts of the text How do you think Laurie’s feelings at the end of the text compare to those at the beginning? 1/1 1/2

PSHE - Personal, Social, Health and Economic PHSE at Hamstel Junior School: Personal, Social, Health and Economic (PSHE) education is a school subject through which pupils develop the knowledge, skills and attributes they need to manage their lives, now and in the future. It helps children and young people to stay healthy and safe, while preparing them to make the most of life and work. PSHE education also helps pupils to achieve their academic potential. Most of PSHE education became statutory for all schools from September 2020 under the Children and Social Work Act 2017. This now includes Relationships Education (including Sex Education for our older children) and Health Education. At Hamstel Junior School, our aim is to offer our children a wealth of perspectives about the world we live in. We encourage them to believe that they have an element of control over at least some of the situations they encounter. We want our children to enjoy and be sure of their place in the world. By the time they leave us, we hope for them to have high expectations and the knowledge – and confidence - to make the right choices for themselves in order to live a happy and healthy life. Year 3 In Year 3 children will learn: to understand the importance of determination and perseverance to recognise how to maintain positive and healthy relationships and how to keep themselves safe to recognise conflicting emotions and how to listen to or overcome these what positively and negatively affects their physical, mental and emotional health and how to make informed choices to live a 'balanced lifestyle' to be aware of life changes, personal space and how to be safe online Year 4 In Year 4 children will learn: to understand that failure is a part of the learning process to realise the consequences of bullying and discrimination to recognise and mange risks to understand health and safety, basic first aid procedures and where and how to get help how to make informed choices about responsibilities to others and responsibilities to look after their own mental and physical health to be aware of changes as people grow up, how to stay safe and be aware of gender stereotypes Year 5 In Year 5 children will learn: to understand that challenge is positive to listen to and respond respectfully to others and work collaboratively with a wide range of people to understand the role money plays in life to be able to identify and reflect on emotions and distinguish between big and small emotions using appropriate language about how medicines, common substances and drugs (including alcohol, tobacco and 'energy drinks') can damage their immediate and future health and safety to name female and male body parts, understand puberty, periods and wet dreams and understand how to be assertive Year 6 In Year 6 children will learn: to set achievable personal goals and successfully reflect on these and set 'next steps' to understand why and how laws are rules and laws are made and the importance of human rights to be critical of what they see and read in the media and understand that pressure can come with a variety of sources to explain the various aspects of mental health and how to look after their mental health how to solve a problem and how to negotiate and persuade when problems solving with others how babies are made (including assisted fertility) to understand multiple births, peer pressure and know about sexual orientation, discrimination and equal opportunities 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

Learning Conversations take place in the autumn term to see how your child is settling into his/her new class and in the spring term to discuss progress. Parents should use their School Cloud account to book their child's Learning Conversation. Learning Conversations Learning Conversations take place in the autumn term to see how your child is settling into his/her new class and in the spring term to discuss progress. Parents should use their School Cloud account to book their child's Learning Conversation. Hybrid Learning Conversations Parents have the choice to book a face-to-face meeting or a virtual one. Setting up a School Cloud Account Please visit School Cloud and fill in the boxes with your information to create your School Cloud account. Please ensure you use your child’s full legal name when completing their details otherwise your account will not be recognised by the school’s Information Management system and you will not be able to book your child’s Learning Conversation. Open Evening Our Open Evening takes place in the summer term (usually July) when the children are encouraged to share their work with parents/carers.

We know that children do best at school when they are supported at home. In order to have the greatest impact on their learning in school we ask that you focus on supporting your child to acquire the key skills for reading, writing and maths. KIRFs

We hope you will find the website below useful. The link will take you to the DfE website giving our latest performance data. Performance & Results We hope you will find the website below useful. The link will take you to the DfE website giving our latest performance data. KS2 Data Year 6 KS2 SATs Results 2025 1/1

Cookie Information Cookies are small text files that are placed on your computer when you visit a website. The vast majority of websites on the internet use cookies. This website uses cookies to function correctly, personalise the content to your preferences, and collect information about your visit which will help to improve the website's performance. Cookies used on this website Essential cookies Cookie Name Purpose