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

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 .

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

Welcome to Hamstel Junior School and to our website. We hope that by navigating the buttons on the right you will be able to find all the information you should need. If this is not the case please call the school office on 01702 468048. Useful Information Welcome to Hamstel Junior School and to our website. We hope that by navigating the buttons on the right you will be able to find all the information you should need. If this is not the case please call the school office on 01702 468048. We are always seeking to improve the website so please feel free to send your thoughts and feedback by using the contact form below. 1/1 Contact Us Thanks for submitting! Submit Letters Home Weekly Newsletters Clubs Parent Forum School Lunches Uniform Calendar & Term Dates Online Payments Our School Day

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

Our Admission Policy is in line with Local Authority (LA) requirements. There is no guarantee of a place for children at the school. It starts the pupil admission number (PAN) at 150 for Year 3, Year 4,Year 5 and Year 6 in 2022- 2023. Admissions School Admissions Our Admission Policy is in line with Local Authority (LA) requirements. There is no guarantee of a place for children at the school. It starts the pupil admission number (PAN) at 150 for Year 3, Year 4,Year 5 and Year 6 in 2024- 2025. In the event of over-subscription, places will be allocated using the following criteria in the order given: 1. Those having siblings attending the school 2. Those having siblings attending the partner infant school 3. Straight line distance from home to school, those living closest being given the highest priority How to apply for a place at Hamstel Junior School If you would like to apply for a place at our school, full details of admissions can be found by clicking here. Appeal Information Parents have the opportunity to appeal against the refusal for the Academy where they do not receive an offer. Parents can submit an appeal by completing the appeal form on the Southend-on-Sea Borough Council website. The council forwards the appeal form to the Academy. The appeal will be heard by the individual school. Click here to read more information on Southend Borough Council's website. Admission policies and reports can be read on Southend Borough Council’s website. Applications for overseas children In most cases, children arriving from overseas have the right to attend schools in England. It is the responsibility of parents to check that their children have a right, under their visa entry conditions, to study at a school. To help parents we recommend that those wishing to apply for a state funded school check that they have a right of right of abode or the conditions of their visas otherwise permit access a state-funded school. Foreign nationals cannot use the 6 month visitor visa or a 6 month short-term study visa to enter the UK to enrol as a pupil at a school. Find out what these visas can be used for on the visitor visa and short term study visa pages. Find out more visit the Department of Education . Related Documents Admissions Arrangements - 2025/26 Admissions Arrangements - 2026/27 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.

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

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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

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