PSHE - Personal, Social, Health and Economic PHSE at Hamstel Junior School: Personal, Social, Health and Economic (PSHE) education is a school subject through which pupils develop the knowledge, skills and attributes they need to manage their lives, now and in the future. It helps children and young people to stay healthy and safe, while preparing them to make the most of life and work. PSHE education also helps pupils to achieve their academic potential. Most of PSHE education became statutory for all schools from September 2020 under the Children and Social Work Act 2017. This now includes Relationships Education (including Sex Education for our older children) and Health Education. At Hamstel Junior School, our aim is to offer our children a wealth of perspectives about the world we live in. We encourage them to believe that they have an element of control over at least some of the situations they encounter. We want our children to enjoy and be sure of their place in the world. By the time they leave us, we hope for them to have high expectations and the knowledge – and confidence - to make the right choices for themselves in order to live a happy and healthy life. Year 3 In Year 3 children will learn: to understand the importance of determination and perseverance to recognise how to maintain positive and healthy relationships and how to keep themselves safe to recognise conflicting emotions and how to listen to or overcome these what positively and negatively affects their physical, mental and emotional health and how to make informed choices to live a 'balanced lifestyle' to be aware of life changes, personal space and how to be safe online Year 4 In Year 4 children will learn: to understand that failure is a part of the learning process to realise the consequences of bullying and discrimination to recognise and mange risks to understand health and safety, basic first aid procedures and where and how to get help how to make informed choices about responsibilities to others and responsibilities to look after their own mental and physical health to be aware of changes as people grow up, how to stay safe and be aware of gender stereotypes Year 5 In Year 5 children will learn: to understand that challenge is positive to listen to and respond respectfully to others and work collaboratively with a wide range of people to understand the role money plays in life to be able to identify and reflect on emotions and distinguish between big and small emotions using appropriate language about how medicines, common substances and drugs (including alcohol, tobacco and 'energy drinks') can damage their immediate and future health and safety to name female and male body parts, understand puberty, periods and wet dreams and understand how to be assertive Year 6 In Year 6 children will learn: to set achievable personal goals and successfully reflect on these and set 'next steps' to understand why and how laws are rules and laws are made and the importance of human rights to be critical of what they see and read in the media and understand that pressure can come with a variety of sources to explain the various aspects of mental health and how to look after their mental health how to solve a problem and how to negotiate and persuade when problems solving with others how babies are made (including assisted fertility) to understand multiple births, peer pressure and know about sexual orientation, discrimination and equal opportunities 1/1

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

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.

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We hope that you find the Key Information booklet useful and that it provides you with the information you need for the new academic year. The booklet includes essential information including details of pick up locations, term dates and school meals. Key Information Booklet We hope that you find the Key Information booklet useful and that it provides you with the information you need for the new academic year. The booklet includes essential information including details of pick up locations, term dates and school meals. Click below to read the booklet. Hamstel Junior School Tour Admissions Forms Online Safety Agreement and IT and Photo Permission Form Consent for School Trips Form Medicines Form (If applicable)

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

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

We know that children do best at school when they are supported at home. In order to have the greatest impact on their learning in school we ask that you focus on supporting your child to acquire the key skills for reading, writing and maths. KIRFs 1/1

Computing Computing at Hamstel Junior School: It is our intention to provide the children of Hamstel Junior School with a computing curriculum which starts them on the road to being a lifelong user of technology. We want to equip pupils to use computational thinking and creativity that will enable them to become active participants in the digital world. It is important to us that the children understand how to use ever-changing technology to express themselves, as tools for learning and as a means to drive their generation forward into the future. The vision is that our children will become autonomous, independent users of computing technologies, gaining confidence and enjoyment from their activities. Not only do we want them to be digitally literate and competent end-users of technology, but we want them to develop creativity, resilience, problem-solving and critical thinking skills which will allow them to excel in the 21st century workplace. By strengthening the children’s ability to think logically and problem solve, we better equip them to deal with the requirements across the whole curriculum both at primary school and beyond. Year 3 In Year 3 children will learn: to design, write and debug programs to use logical reasoning to explain how simple algorithms work to recognise, explain and use familiar forms of input and output devices to use technology safety and respectfully to use simple search technologies and recognise that some sources are more reliable than others to understand that computer networks and the internet enable to the sharing of data and information to select and use a variety of software to accomplish goals with support Year 4 In Year 4 children will learn: to decompose programs into smaller parts using logical reasoning to detect and correct errors to select use and combine a variety of software, systems and content that accomplish given goals to use other input devices to use technology responsibly, understanding that communication online may be seen by others and know where to go for help and support with concerns about internet content or contact to understand how results are selected and ranked by search engines to understand what servers are how they provide services to a network to select, use and combine a variety of software on a range of digital devices to accomplish given goals, with support Year 5 In Year 5 children will learn: to design, input, test and write simple programs using increasingly complex instructions and that allow these to be repeated to design, write and debug programs that accomplish specific goals that control or simulate physical systems to deign, write and test simple programs where the user selections of action or situations affect the results to use logical reasoning to explain how increasingly complex algorithms work efficiently to understand the need to only select age appropriate content to use filters in search technologies effectively appreciating how results are selected and ranked to begin to use internet services to share and transfer data to independently select and use appropriate software for a task Year 6 In Year 6 children will learn: to use sequences, selection and repetition of hardware to explore real wold systems to solve problems by decomposing them into smaller parts to create programs using variables to use variables, sequence, selection and repetition in programs to use logical reasoning to explain how increasingly complex algorithms work, detecting and correcting errors efficiently to use technology respectfully and responsibly identifying a range of ways to report concerns about content and contract in and out of school to use filters in search technologies effectively and is discerning when evaluating digital content to understand how computer networks enable computers to communicate and collaborate to begin to use internet services within creations to share and transfer data to a third party to independently select, use and combine a variety of software to design and create content for a given audience, including collecting, analysing, evaluating and presenting data and information 1/1

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

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 Arbor. 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 2026 Letter Skreens Park Residential Trip 2026 Final Letter Skreens Park Kit List Skreens Park Medical and Dietary Online Form Letter 2026 Medication Skreens Park - Hamstel Medicines Form - Non-prescribed Skreens Park - Hamstel Medicines Form - Prescribed 1/1

The Pupil Premium is grant funding and is in addition to the School’s Delegated Budget. It was established by the government to address the inequalities between pupils. Pupil Premium The Pupil Premium is grant funding and is in addition to the School’s Delegated Budget. It was established by the government to address the inequalities between pupils. It is allocated according to the number of children on roll who are eligible for free school meals at any time in the last six years, who have been Looked After for more than six months, who are adopted or who have a parent in one of the armed forces. It is up to the school to decide how the Pupil Premium is spent. Pupil Premium funding is used to raise attainment as well as promoting social skills, independent learning and positive behaviour. Pupil Premium Strategy Report 2025-2026 1/1