Year 3 English Reading Autumn Term In the autumn term Year 3 children will: have a reading age of 8 years discuss the meaning of words in context retrieve and record information from a variety of fiction texts identify the main themes of what we are reading ask and answer questions about the text we are reading Spring Term In the spring term Year 3 children will: have a reading age of 8 years and 5 months retrieve and record information from a variety of non-fiction texts summarise the main ideas from more than one paragraph discuss what we know about the character's thoughts and feelings from their actions make predictions about what might happen next based on the evidence in the text Summer Term In the summer term Year 3 children will: have a reading age of 8 years and 10 months retrieve and record information from a variety of poetry use evidence from the texts to support our opinions about a character's thoughts and feelings Identify and discuss words which make the reader interested Discuss how the organisation of texts contributes to meaning 1/1 1/2 Suggested Reading Expected Standard of Work Writing Autumn Term In the Autumn Term Year 3 children learn: to write upper and lower case letters of the correct size, orientation and relationship to each other to join letters appropriately to use spacing between words that reflect the size of the letters to create a story map which supports the structure of a piece of writing to embellish simple sentences using adjectives, adverbs of time and prepositions to describe settings to use coordinating conjunctions to create compound sentences to puncture the beginnings and ends of sentences accurately to create a story map which has been learnt from the structure of another piece of writing to embed prepositional phases in writing to express time, cause and place to choose nouns and adjectives for clarity ad cohesion to use simple adverbials at the start of sentences to embellish simple adjectives, adverbs of time and prepositions to describe character to elaborate on endings to proofread writing for spelling and punctuation errors linked to the Autumn Term curriculum Spring Term In the Spring Term Year 3 children learn: to create a formal plan which supports the structure of a piece of writing to embellish simple sentences using adjectives, adverbs of time and prepositions to advance the plot to express time, cause and place through the use of adverbs and fronted adverbials to create sentences of three for description to organise writing using headings and subheadings to elaborate on openings to create dialogue which describes character to use superlatives and comparatives to enhance description to create sentences of three for persuasion to use short, simple sentences to create effect to use the present perfect tense instead of the simple past to proofread writing for spelling and punctuation errors linked to the Spring Term curriculum to evaluate and edit word by making changes to grammar and vocabulary Summer Term In the Summer Term Year 3 children learn: to use dialogue to advance the action to use topic sentences to introduce non fiction paragraphs to write sentences with more than one clause using relative pronouns to choose verbs for clarity and cohesion to organise writing into paragraphs to group related materials to create fronted adverbials to add in detail and punctuate them correctly to create complex sentences using a variety of clause types to use a variety of subordinating and coordinating conjunctions within a text to choose single-clause and multi-clause sentences for effect to choose specific vocabulary to match the content of the text to proofread writing for spelling and punctuation errors linked to the Year 3 curriculum to evaluate and edit work by making changes to grammar and vocabulary linked to Year 3 curriculum Grammar, Punctuation and Spelling Autumn Term In the Autumn Term Year 3 children will: to write from memory simple sentences, dictated by teacher, which include the spelling and punctuation taught so far to use the first two or three letters of a word to check its spelling in the dictionary to add suffixes beginning with vowel letters to words and recognise if the spelling of the original word needs to change to add the suffix -ly to an adjective to form an adverb and recognise where the spelling of the adverb needs to change to identify the subject and object in a simple sentence to punctuate a simple sentence using a range of punctuation to recognise a noun/adjective/verb in a sentence to recognise the four sentence types (statement, command, question, exclamation) to identify whether to use 'a' or 'an' depending on whether the word which follows begins with a consonant letter or a vowel letter to understand what a prefix is; know what the prefixes un- dis- and mis- mean; to spell words with these prefixes what the prefixes pre- and re- mean; to spell words with these prefixes to understand what a homophone is; to recognise common homophones; to spell given homophones to spell the list of Autumn term 'Words We Need To Know' to identify that prefixes are added to the beginnings of words and change their meaning; to identify that suffixes are added to the end of words and change their function to identify where prepositions, conjunctions and adverbs are used to express time, cause and place to identify the simple present progressive verb forms; to identify the simple past and past progressive verb forms Spring Term to write from memory simple sentences, dictated by teacher, which include the spelling and punctuation taught so far to spell words which sound like 'shun' but are spelt 'sion' to spell words with a 'k' sound which are spelt 'ch' to spell words with a 'sh' sound which are spelt 'ch' to identify the main clause in a sentence to identify simple noun phrases in a sentence to create simple noun phrases using articles, adjectives and nouns to use commas to mark lists to spell words containing the 'u' sound, spelt 'ou' to spell given homophones, to recognise which homophone to choose determined by the context of the sentence to spell the list of Spring term 'Words We Need To Know' to identify the present prefect tense; to use the present tense instead of the past tense to use inverted commas to demarcate speech to form nouns using a range of prefixes to identify word families from give common words to identify the main and subordinate clause in a sentence Summer Term to write from memory simple sentences, dictated by teacher, which include the spelling and punctuation taught so far to spell contraction word correctly to spell word s which sound like 'shun' but are spelt '-tion', '-sion', '-ssion', and '-cian'; to recognise which is the most likely ending from an unfamiliar word to identify word families from given common words; to classify the words within these families to identify and use apostrophes for contraction to identify synonyms for simple adjectives to spell given homophones; to recognise which homophone to choose determined by the context of the sentence to spell words where the 'i' sound is spelt with a 'y' not at the end of the word to spell words with the 'ay' sound using 'ei' 'eigh' or 'ey' to spell the entire list of Year 3 Words we Need To Know to identify and classify adjectives/onions/adverbs and prepositions within a sentence and to explain their purpose Statutory Words Spellings

History History Curriculum Intent Statement: At Hamstel, we aim to create inquisitive historians and foster a love of history across all year groups. We believe that, by teaching history, we empower our pupils to foster a curiosity about the past; develop their own opinions based on a variety of historical sources, and build a deeper understanding of the present by engaging with and questioning the past. Year 3 In Year 3 children will learn: to describe the changes, key events and achievements in a particular period of time to use appropriate language relating to that time period to use an increasing range of common words and phrases relating to the passing of time to describe memories of key events in his/her life using historical vocabulary Year 4 In Year 4 children will learn: to describe a particular time period and the impact it has to place events in chronological order to use appropriate language relating to that time period to use a variety of source to discover about the past, and understand that they can contradict each other to use sources of information to answer questions that go beyond simple observation to communication learning in an organised way with correct terminology Year 5 In Year 5 children will learn: to describe the events, achievements and impact in a particular period of time giving reasons for them to order events on a timeline to present findings and accounts in a variety of ways to compare sources of information available to make comparisons with the present day to understand that the type of information available depends on the time period to evaluate the usefulness of a variety of sources to present findings in different ways to use more than one source to create a historical recount Year 6 In Year 6 children will learn: to describe the events in a particular period of time using evidence to support this to devise valid questions about the time and construct informed responses to use sources to support knowledge of the past to undertake independent research using sources to describe narratives chronologically across a time period to use historical terms to make connections and contrasts 1/2

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.

Over the year, the children will be taught a broad and balanced curriculum which provides a range of opportunities to support and extend their learning. ​ Year 6 Over the year, the children will be taught a broad and balanced curriculum which provides a range of opportunities to support and extend their learning. More information about the curriculum at Hamstel Junior School can be found under ‘Curriculum’. Meet the team 6Du - Year group leader Mrs Dunn 6A Miss Austin 6E Miss Eldridge 6D Miss Duggans Library Children should have their library books in school every day. 6S - English Mrs Smale 1/1 Year 6 Letters Newsletters Parent Pay Calendar Lunch Menu PGL Residential Trip Bikeability PE Please note these days are subject to change and children should always have their PE kit in school. Monday - 6A, 6D and 6E Tuesday - 6D, 6Du and 6S Thursday - 6A and 6S Friday - 6Du and 6E Spellings KIRFs Key Dates 2024 - 2025 * Dates may be liable to change, please use as a guide. Homework Homework expectations for each week Reading - daily reading for approx. 25 minutes - 10 Books to Read in Year 6 Spelling - weekly spelling task - searching the books read at home for words matching the weekly spelling pattern/ learning the list of 'Words We Need to Know' Maths - daily practice of the key skills (KIRFs) as outlined for each half term. Year 6 pupils will be given additional more formal homework in preparation for the SATs and transition to secondary school. TT Rock Stars - Practising your tables regularly will really help you learn them and speed up your recall. Using TT Rock Stars will help you. Aim to practise your tables every day. WWII Day - Potato Cake Recipe Year 6 took part in WWII day on the 20th September which involved many interesting acitivities nostalgic of this period in time. One of the exercises was to make 'baked potato cakes' which proved very popular amongst the children. As requested by the children, here is the recipe for them to recreate at home. Year 6 Latest News Ainda não há posts publicados nesse idioma Assim que novos posts forem publicados, você poderá vê-los aqui.

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

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 2024-2025

Check out this page for all of our latest vacancies. Vacancies Cartas para casa Jantar Cardápio Jantar Cardápio 1/1

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

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

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

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

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