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

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

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 3 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

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 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.

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

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

All of the Key Information you might need, including Policies, Pupil Premium and Sports Premium. Key Information Cartas para casa Jantar Cardápio Jantar Cardápio Jantar Cardápio Pai Pagar Datas de mandato e calendário Jantar Cardápio

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 120 for Year 3, Year 4,Year 5 and Year 6 in 2026- 2027. 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 - 2026/27 Admissions Arrangements - 2027/28 In-year Admissions - Year 3 to 6 Applications for a school place during the school year are referred to as in-year admissions. Applications should be made to Southend City Council. If a place is available in your child’s year group, the Local Authority will allocate your child a place and notify you by letter or email to inform you of the offer of a school place. The Local Authority will also notify the school of the offer and the school will contact the parents to make arrangements to complete the admissions process. Find out more by visiting the council's websit e. 1/1

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

We hope you will find the website below useful. The link will take you to the DfE website giving our latest performance data. Performance & Results We hope you will find the website below useful. The link will take you to the DfE website giving our latest performance data. KS2 Data Year 6 KS2 SATs Results 2024 1/1 The government will not publish KS2 school level data for the 2021 to 2022 academic year. The last available public data is from the 2018 to 2019 academic year. It is important to note that the data from that year may no longer reflect current performance.