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

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. Summer Term Clubs Letter 2026 Football at Hamstel Junior School Autumn 2025 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.

Year 5 English Reading Autumn Term In the autumn term Year 5 children will: have a reading age of 10 years identify and work out the meaning of key words in the texts we read retrieve and record information from fiction texts summarise the main events from more than one paragraph ask and answer questions about the text we are reading 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 Spring Term In the spring term Year 5 children will: have a reading age of 10 years and 5 months read aloud with intonation that shows understanding retrieve and record information from non-fiction texts use evidence from the text to support opinions about a character's thoughts and feelings Identify the main themes of what we are reading identify and discuss how the choice of language enhances meaning Summer Term In the summer term Year 5 children will: have a reading age of 10 years and 10 months explore the meaning of words in context retrieve and record information from poetry recognise fact and opinion in a text identify the conventions of what we are reading evaluate whether the use of language enhances a text make accurate and appropriate comparisons within a text 1/1 1/2 Suggested Reading Expected Standard of Work Writing Autumn Term In the Autumn Term Year 5 children learn: use joined and legible handwriting styles create a plan which supports the structure of an independent piece of writing use conditional conjunctions at the start of and within a sentence to suggest possibility embellish simple sentences with a range of fronted adverbials develop character through the use of noun phrases and careful choice of verbs develop setting through the use of noun phrases create sentences which include relative clauses to extend detail correctly punctuate relative clauses choose vocabulary for precision use adverbials and pronouns within paragraphs to create cohesion use a variety of organisational and presentational devices to structure text and guide the reader integrate dialogue to show character create -ed clauses/relative clauses with omission of pronoun and choose where they go in the sentence create expanded noun phrases to describe both setting and character and use prepositional phrases to expend noun phrases write sentences with more than one clause, making choices as to the order those clauses go in make links to across paragraphs through the use of adverbials of time, place and number consider the audience when writing the end of the text proofread writing for spelling and punctuation errors linked to the Year 5 curriculum evaluate and edit writing by making changes to the vocabulary, grammar and punctuation linked to the autumn term curriculum Spring Term In the Spring Term Year 5 children learn: use relative clauses to add detail to narrative in terms of character setting and plot select vocabulary to assist the understanding of the reader use relative clauses to add necessary detail to a non-fiction text use compound sentences to create cohesion evaluate and edit by ensuing mostly consistent and correct use of tense throughout writing enhance use of dialogue by using prepositional phrases within the reporting clauses describe character and setting by creating metaphors, similes and onomatopoeia express and maintain a viewpoint make links across paragraphs through tense choice use modal verbs to express degrees of possibility and certainty express opinions through direct and reported speech proofread writing for spelling and punctuation errors linked to the Year 5 Curriculum evaluate and edit by ensuring there is correct subject and verb agreement when using singular and plural Summer Term In the Summer Term Year 5 children learn: create rhetorical questions as a way of considering the audience describe a setting using personification describe atmosphere through the use of 'empty words' evaluate and edit by ensuring written language is distinct from spoken language create a variety of fronted adverbials within and across writing punctuating them accurately embellish simple sentences trough a full range of noun phrases, adverbial phrases and prepositional phrases use a variety of ways to create complex sentence with accurate punctuation use a combination of rackets, dashes and commas for parenthesis proofread writing for spelling and punctuation errors linked to the Year 5 curriculum evaluate and edit work by making changes to grammar and vocabulary linked to the Year 5 curriculum Grammar, Punctuation and Spelling Autumn Term In the Autumn Term Year 5 children will: spell words containing the letters -string -ough spell words with silent letters spell words ending in -able, -ably and -ible and recognise which ending is more likely for an unfamiliar word use the first 3/4 letters of a word to find the correct spelling in the dictionary identity the four sentence types and how to punctuate them correctly write the four sentence types correctly identify where commas are needed to mark lusts, mark adverbials, clarify meaning and avoid ambiguity identify and use a range of determiners to clarify meaning (include pronouns as determiners) identify noun phrases and expanded noun phrases in sentences use prepositions to expand noun phrases spell the list of 'Autumn Term Words We Need To Know' spell given homophones and chooses which to use in the context of sentences spell words ending in -ant -ance -ancy -ent -ence -ency and recognise which ending is more likely for unfamiliar words punctuate direct speech accurately identify main, subordinate and relative clauses in a sentence and understand their purpose identify what makes a sentence simple, compound or complex Spring Term spell words with the endings -cial and -tial and recognise which is the more likely ending for unfamiliar words adds suffixes which begin with vowel letters to words ending in -fer identify all past and present verb forms; create all past and present verb forms from infinitive verbs punctuate bullet points consistently identify and write relative clauses with the relative pronoun omitted identify where rackets, commas and dashes have been used correctly for parenthesis spell the list of 'Spring Term Words We Need To Know' use a hyphen to join prefixes which end in a vowel to a root word which begins with one spell given homophones and chooses which one to use in the context of the sentence convert singular nouns into plural nouns accurately convent direct speech into indirect speech identify whether a model verb is used to suggest possibility or certainty Summer Term spell words with the 'ee' sound spelled ei after a 'c' identify root words to enable the correct spelling of words containing the root convert nouns or adjectives into verbs using suffixes (-ate, -ify, -ise) understand how verb prefixes change the meanings of verbs use colons and semi-colons to mark clauses spell a range of homophones and make the correct choice dependent on context spell the tire list of 'Year 5 Words We Need to Know' identify the full range of pronouns and demonstrates how to use them correctly in a sentence identify where the active voice has been used in a sentence and write a sentence in the active voice idenfity whether a word has been used as a preposition or a conjunction in a sentence where the word can function as both (before, until, after) Statutory Words Spellings

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

Educational visits are arranged for children in connection with work being undertaken. Such visits form an important and integral part of our curriculum in terms of stimulating and broadening children’s learning and in giving ‘first hand’ experiences. Educational Visits Educational visits are arranged for children in connection with work being undertaken. Such visits form an important and integral part of our curriculum in terms of stimulating and broadening children’s learning and in giving ‘first hand’ experiences. More information trips can be found on the Year Group pages. Residential Trips Our trips offer a wonderful opportunity for the children to develop their independence and confidence as well as their ability to socialise and work collaboratively. Our year 5 children go to Skreens Park in Chelmsford for a night in May. The children work on their team building and survival skills! Our year 6 children visit Kingswood for three nights in June. They participate in a number of exciting and challenging adventurous activities. More information regarding the trips can be found below. Year 5 Skreens Park Year 6 PGL 1/1

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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

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 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

Physical Eduction (PE) PE at Hamstel Junior School: At Hamstel Junior School we believe that Physical Education (PE) plays a vital role in the holistic development of our students. Our primary school PE curriculum is designed to promote physical activity, develop essential movement skills, foster teamwork, and instil a lifelong appreciation for a healthy and active lifestyle. Through a balanced and inclusive approach, we aim to nurture the physical, social and emotional well-being of our students. Year 3 In Year 3 children will learn: to balance on one foot to climb onto apparatus to travel in a variety of directions to sprint 70m to run 400m to build stamina over long distance to throw and catch with a partner or group to apply game skills to apply appropriate tactics and strategies to evaluate self and peers to develop enthusiasm for physical activity to achieve their Swimming Award Level 4 at 10m distance Year 4 In Year 4 children will learn: to complete a forward roll and land on the feet to travel with a fluid motion to travel and balance on apparatus to pass and shoot accurately to develop a range of throwing passes to apply games skills and tactics with a partner/group/team to develop interest in participating in sports activities to evaluate self and peers and use to improve performance to achieve their Swimming Award Level 5 and aquatic skills Year 5 In Year 5 children will learn: to perform a sequence of movements to travel in varying ways with a fluid motion to dribble/travel with a ball between cones to strike a ball with a range of bats to throw and catch while moving to play games with skill and precision to apply appropriate tactics and strategies to use previous knowledge and experience of tactics, strategies and composition to develop interest in participating in sport activities and events at a competitive level to identify different levels of performance and use subject specific vocabulary to achieve their Swimming Award Level 6 and Self Rescue Award and 25m distance Year 6 In Year 6 children will learn: to sequence movements on floor and apparatus to perform balances with a partner to control and strike a moving ball/object to pass and move accurately at game pace to strike a ball with a range of bats for accuracy and distance to consider a range of strategies, tactics and routes to success, positioning self and peers according to abilities to analyse, modify and refine skills and techniques and how these are applied to suggest best strategies for best results to apply skills and tactics to competitive events to lead others in sporting activity to participate in outdoor adventurous activity 1/1 1/1

Maths At Hamstel Junior School we follow the Maths No Problem scheme. Maths No Problem is a maths scheme which is based on the mastery teaching approach from Singapore; it is an approach to teaching maths which develops pupils' mathematical ability and confidence without having to resort to memorising procedures to pass tests - making mathematics more engaging and interesting. This approach demands that the children talk about their maths and apply their maths knowledge and understanding in a variety of situations. Through this approach, we expect the children to have a much deeper understanding of the skills and knowledge they are taught. KIRFs We believe that the rapid recall of key facts underpins the success and progress of all in maths. Children will be introduced to their key facts at the beginning of each half term and then practise them regularly in class. Children will also be expected to practise these key facts at home. You can find copies of the KIRFs in the Year Group maths pages below. Times Tables Did you know? The government expects all children to know their tables (up to 12 times) by the end of year 4 Learning times tables and remembering them quickly is a very important skill and one which is used in many different aspects of maths. Your child will be set times tables facts to learn. Each week they will have a short test to help them recall these quickly. Children in years 3 and 4 will be working to achieve award badges for their times tables. Children in years 5 and 6 will be working towards achieving Rock Star, Rock Legend and Rock Hero status on Times Tables Rock Stars. 1/1 Please encourage your child to practise their times table daily. Multiplication Tables Check (MTC) Children in year 4 are tested on their tables (up to 12 x 12) in June. The MTC involves children answering 25 times tables questions (6 seconds for each question) using a computer or tablet. We encourage the children to practise their tables daily to improve their accuracy and speed as fluency in their times tables will support them in many other areas of maths. Information for parents: multiplication tables check (publishing.service.gov.uk) Further Information Find out more about what children learn in each year group. Year 3 Maths Year 4 Maths Year 5 Maths Year 6 Maths Multiplication Check

By accepting a place at Hamstel Junior School, parents are agreeing to support their child in the wearing of correct uniform. This creates a calm environment in which children feel organised and prepared to learn. Uniform By accepting a place at Hamstel Junior School, parents are agreeing to support their child in the wearing of correct uniform. This creates a calm environment in which children feel organised and prepared to learn. There are occasional non-uniform days throughout the year, usually linked to fund-raising for specific causes. If children arrive at school without the correct uniform, the school may supply them with it for the duration of the day, and you may be contacted. Our Uniform Winter Black or grey trousers/skirt to the knee - Combined skirt/trousers and leggings are not permitted White polo shirt Maroon cardigan, jumper or sweatshirt Black or grey socks or tights Flat-heeled black shoes or plain black trainers - no sandals Summer As winter or: Black or grey uniform shorts (to the knee) A pink (or red) and white gingham dress White socks All school uniform is readily available from Crawlers in Hamstel Road and online from Brand Identity Schoolwear at reasonable prices. Craft Activities An apron to protect clothes during craft activities should be provided and kept in school - an old adult shirt worn backwards and the sleeves cut to an appropriate length is perfectly adequate. Please ensure there is a secure button in the top neck position. PE Arrangements for PE from September 2025 Children should come to school wearing their school PE kit on the days their class has PE. Please see the PE kit - Change for September letter that was sent out in June for more information. PE and Games New gold aertex t-shirt with the school badge Maroon shorts or plain black tracksuit trousers / leggings for when it’s cold Black trainers Maroon Hamstel sweatshirt (children can wear their usual Hamstel sweatshirt on both PE and non-PE days) Swimming All children will require a costume, towel and swimming hat in a waterproof bag. Hats are available from the school office at a cost. NOT PERMITTED are: Large trainer boots for PE or games, cycling or Bermuda shorts for either P. E. or swimming. P.E. and swimming are part of the National Curriculum and all children participate in these subjects unless we receive a letter from their parents excusing them. Jewellery and Earrings Bracelets and necklaces should not be worn but children may wear a watch. In the interests of health and safety we ask that children with pierced ears wear small studs and that ALL earrings MUST be removed for PE, games and swimming lessons. Hair Children should not wear large bows or have designs shaved into their hair. In addition, children should not have dyed hair. Nails Nail polish and false nails are not allowed. Nails should be kept trimmed to ensure they are 'sufficiently short to prevent harm to self and others' (afPE Safe Practice 2025). Please make sure that ALL items of clothing and personal belongings are clearly marked/ labelled with the child’s name. Uniform Policy - February 2024 PE Kit Frequently Asked Questions