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

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

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

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

By accepting a place at Hamstel Junior School, parents are agreeing to support their child in the wearing of correct uniform. This creates a calm environment in which children feel organised and prepared to learn. Uniform By accepting a place at Hamstel Junior School, parents are agreeing to support their child in the wearing of correct uniform. This creates a calm environment in which children feel organised and prepared to learn. There are occasional non-uniform days throughout the year, usually linked to fund-raising for specific causes. If children arrive at school without the correct uniform, the school may supply them with it for the duration of the day, and you may be contacted. Our Uniform Winter Black or grey trousers/skirt to the knee - Combined skirt/trousers and leggings are not permitted White polo shirt Maroon cardigan, jumper or sweatshirt Black or grey socks or tights Flat-heeled black shoes or plain black trainers - no sandals Summer As winter or: Black or grey uniform shorts (to the knee) A pink (or red) and white gingham dress White socks All school uniform is readily available from Crawlers in Hamstel Road and online from Brand Identity Schoolwear at reasonable prices. Craft Activities An apron to protect clothes during craft activities should be provided and kept in school - an old adult shirt worn backwards and the sleeves cut to an appropriate length is perfectly adequate. Please ensure there is a secure button in the top neck position. PE Arrangements for PE from September 2025 Children should come to school wearing their school PE kit on the days their class has PE. Please see the PE kit - Change for September letter that was sent out in June for more information. PE and Games New gold aertex t-shirt with the school badge Maroon shorts or plain black tracksuit trousers / leggings for when it’s cold Black trainers Maroon Hamstel sweatshirt (children can wear their usual Hamstel sweatshirt on both PE and non-PE days) Swimming All children will require a costume, towel and swimming hat in a waterproof bag. Hats are available from the school office at a cost. NOT PERMITTED are: Large trainer boots for PE or games, cycling or Bermuda shorts for either P. E. or swimming. P.E. and swimming are part of the National Curriculum and all children participate in these subjects unless we receive a letter from their parents excusing them. Jewellery and Earrings Bracelets and necklaces should not be worn but children may wear a watch. In the interests of health and safety we ask that children with pierced ears wear small studs and that ALL earrings MUST be removed for PE, games and swimming lessons. Hair Children should not wear large bows or have designs shaved into their hair. In addition, children should not have dyed hair. Please make sure that ALL items of clothing and personal belongings are clearly marked/ labelled with the child’s name. Uniform Policy - February 2024 PE Kit Frequently Asked Questions

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

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 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

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

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