Year 5 Skreens Park Residential Our year 5 children have the opportunity to visit Skreens Park near Chelmsford for one night and two days in May. Classes will be attending on the following dates: F requently Asked Questions When will the children be going? The trip will take place in May (see the dates above). What will the children be doing? We will be running our own programme of events as well as enjoying some of the activities available on site. Please note we will not be doing the same adventurous activities that are offered on the year 6 trip next year – they are, and will remain, two completely different trips. When do we have to pay? Dates to be confirmed. All payments will need to be made using ParentPay. What is included in the cost? The cost covers all activities, return travel by coach and accommodation. It also covers an evening meal on the first day and breakfast and lunch on the second day. Will all the children be able to go? There is a maximum number of children we can take. If this is exceeded then places will be allocated on a first come, first served basis. In previous years we have been able to accommodate all children that wanted to attend so hopefully this year will be the same. If we feel that the behaviour displayed by your child in school could affect the safety of the group when we are away, we reserve the right not to take your child on the trip. Once there, if the behaviour of your child is affecting the safety of the group, you will be asked to come and collect them. Will the children need spending money? There is a small shop on site that sells souvenirs. There is an option for your child to bring £4 in a purse/wallet (please pack this in their main bag) to spend on a souvenir (not food or drinks). Will the children need school uniform? No. The children can arrive in their own clothes. Activities that we are taking part in could involve the children getting dirty. We suggest that the children wear clothes that they don't mind getting dirty. My child will be on medication whilst they are away, what do I need to do? For any child that will be on medication whilst we are away (prescribed or non-prescribed), there will be a form available from the school office that must accompany the medicine(s). Please collect a form before the day of departure from the school office and complete it at home. On the morning your child goes to Skreens Park, please bring the medication and completed form to the drop off point in the school canteen where one of our first aiders will collect them. These forms are also available below. What do we need to provide? Your child will need to bring a 'normal sized' packed lunch for the first day. Please provide it in a disposable bag so that everything can be thrown away after lunch is finished. Below are the highlights of the kit list which can also be downloaded below. Kit List Highlights Waterproof jacket 2 additional sets of clothes Shorts, t-shirt and old shoes for water activities Nightwear 2 towels Bin bag for wet clothes Sleeping bag / duvet Fitted bed sheet Pillow Please do not pack: Sweets Mobile phones Electronic games Sprays (deodorants) Letters from home Jewellery Cameras - we will be taking photographs! Useful Documents Skreens Park Residential Trip 2025 Letter Skreens Park Kit List Medication Skreens Park - Hamstel Medicines Form - Non-prescribed Skreens Park - Hamstel Medicines Form - Prescribed 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.

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

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

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

RE (Religious Education) At Hamstel Junior School, the teaching of RE encourages our children to ask big questions about the world around them and their place in it. We aim to prepare our children to be part of a diverse community and behave with respect and understanding. RE plays an important role in the spiritual, moral, and cultural development of our children. While tolerance and respect for others are at the heart of our RE curriculum, we also want our children to develop their own identity and sense of belonging through the beliefs they hold. With our enquiry-based approach, children are taught how to question and form their own beliefs. Through exploring a broad curriculum that acknowledges a range of religious and non-religious world views, children will develop the skills necessary to articulate their beliefs and values and understand why these are important in their own and other people’s lives. Year 3 In Year 3 children will learn: to develop religious and moral vocabulary to describe key features to know the function of aspects within religious practices to begin to identify impact of religious teachings to recognise influences religion has on lives to identify ultimate unanswerable questions and behaviour to recognise and ask questions about religious and moral values Year 4 In Year 4 children will learn: to develop religious and moral vocabulary to describe key features about the function of aspects within religious practises within and between religions to begin to identify impact of religious teaching including interpretation to recognise influences religion has on lives, cultures and communities to identify ultimate unanswerable questions and behaviour and start to develop own answers to recognise and ask questions about religious and moral values and how they can influence behaviour Year 5 In Year 5 children will learn: to identify and develop key features of religions using appropriate vocabulary to identifty and describe similarities and differences between religions to describe meaning of symbols and actions and show that these may be interpreted in different ways to ask questions of identity and belonging, suggest own answers to raise questions and suggest answers to ultimate questions to ask questions about right and wrong suggesting moral and religious teaching Year 6 In Year 6 children will learn: to develop vocabulary to explore and suggest reasons for similarities and differences in between different religions to explain and explore how beliefs and ideas lead to diverse practise in between religions to explain reasons for diverse forms of expression to explore and suggest reasons for own and other's views including ideas about human identity and experience to explain own philosophical, moral and religious responses to question and explore views of others to explain with reasons views about moral and ethical issues and explain their own views and those of others 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 Alan Murkin Kate Baynes Sue Hay Ros Sanders Claire Smith Michelle Batt Toby Stubbington Sandra Evans Matthew Driscol 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 & 4D Wednesday - 4H, 4D, 4M & 4W Thursday - 4M Friday - 4B & 4W 1/2 Year 4 Letters Newsletters Parent Pay 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 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

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

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