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.

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 This year, the Eco Warriors have continued to make a real and positive impact on our school environment and the wider community. We have proudly worked in partnership with Southend City Council on the Clear Air Campaign, helping to promote cleaner air by installing special signs that remind drivers to switch off their engines when waiting in traffic. Within our school grounds, we have enhanced biodiversity by planting more greenery and introducing a living roof on our bike shed, creating valuable habitats for wildlife. In addition, we have been fortunate to collaborate with two of our parent volunteers, who generously supported us in designing and building two beautiful bug hotels. These now provide safe homes for insects and enrich our green spaces, supporting our ongoing commitment to sustainability and environmental care.

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

Year 4 Expected Standard of work This is an example of the standard if fiction text that a Year 4 pupil should be able to read and understand. We would expect that a Year 4 pupil would be able to read this text fluently and with expression. We would also expect that they would be able to answer the following type of questions; Questions about word meaning Which word in the first line tells us how Amelia feels about the ball? Questions that ask you to extract information from the passage How long have the Fang family been hosting the Barbaric Ball? Questions that ask you to summarise the text What can you tell us about the Barbaric Ball? Questions that ask you to use the clues in the text to produce a reasoned answer Do you think Amelia and Countess Frivoleeta feel the same about the ball? Questions that ask you to use the text to make predictions Why do you think Amelia believes it is 'useless' to talk to Countess Frivoleeta about what she wants? Questions relating to the meaning of the whole text Questions about the author’s choice of language Why do you think the author chose the surname Fang for Amelia? Questions that ask you to compare different parts of the text 1/1 1/2

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

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

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

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

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 4H- Year group le ader Miss Hall 4B Miss Bath 4D Ms Dimoglou 4M Miss Mountier 4W Mr Wallis Library Children should have their library books in school every day. PE Children should wear their PE kit to school on the days they have PE. Parents will be notified if these days change. Monday - 4B Tuesday - 4H, 4W & 4D Wednesday - 4M Thursday - 4M, 4B & 4D Friday - 4W & 4H 1/2 Year 4 Letters Newsletters Arbor Calendar Lunch Menu Bikeability Spellings KIRFs Multiplication Tables Check Key Dates 2025-2026 * 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 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 1/2 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

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