TEL: 020 8994 7677
Belmont Primary School, Belmont Road, Chiswick, London W4 5UL

Belmont Primary School

Belmont Primary School

  • 'Belmont has always struck the right balance between academia and learning for life.'
    Parent
  • 'A school that doesn't just excel at the academics but provides so much more, whether its music lessons and the lunchtime choir, or the 350 spaces in clubs each week, the football and netball teams or the shows that raise the roof of the top hall.'
    Parent Governor
  • 'The children are really fortunate to have such wonderful opportunities which is why they love Belmont and which makes it such an amazing school.'
    Parent
  • 'All adults in the school model very high expectations of themselves and of others. They show outstanding levels of care and concern for the personal development and well-being of each individual pupil.'
    Ofsted 2007
  • 'Moving on to secondary school, I will miss the teachers at Belmont, the great sense of a hard working community, my friends and the netball team.'
    Lara
  • 'On my first day at Belmont everyone was so welcoming and I made friends straight away'.
    Freya
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Mathematics

 

Mathematics is a core subject with high status in the School Curriculum.  All children have a daily maths lesson as well as opportunites to use their skills in the context of other subjects across the curriculum.  The School is committed to enabling all pupils to acquire good numeracy skills.

 

A range of materials, including online resources, are used to support teaching.  Number work is a major component of the maths curriculum.  The School's planning framework ensures that concepts are revisited regularly, allowing children the opportunity to consolidate and build upon their knowledge and skills.  We aim to extend children’s understanding and use of the four number operations and children are encouraged to explore number relationships, sequences and patterns, often with the use of practical apparatus, in order that they may develop a range of methods based on understanding.  Children are taught to apply this learning to solve a wide range of mathematical problems. Our approach to teaching calculation is detailed in our Calculation Policy, which provides parents with worked examples for each year group. 

 

The development of good mental arithmetic skills is a key focus for us, and emphasis is placed on the development of mental strategies through regular practice. To support this, informal methods of recording calculations are encouraged before children are taught more formal methods.  Children are expected to learn number facts such as addition bonds or multiplication tables by heart so that they are able to recall them quickly.  They are also taught to use mathematical skills to derive facts quickly, that they cannot so readily recall.  In order for children to 'internalise' these facts, they need constant revision.  From Year 2, pupils are encouraged to practise times tables at home each week, focusing on one until they have a good working knowledge of it before progressing to the next.  When they are confident, they are encouraged to practise a range of tables at speed to develop their recall and mental agility.  We encourage parents to support their children in learning and practising tables as well as in developing confidence in other areas of mental arithmetic.

 

Maths is made relevant to the main class topic whenever appropriate and practical activities are set in a meaningful context.  Other work includes activities related to shape and space, measure and handling data.  These aspects are taught in blocks over the year in short topics eg measuring length, identifying and drawing two-dimensional shapes, and are often linked to other areas of the curriculum.  We promote understanding alongside the development of practical skills that may be used in a variety of situations.  For example, the School's Olympic themed week in 2012, provided many relevant contexts for measurement.  It is also important that maths skills are also reinforced at home in practical everyday contexts, e.g. telling the time, weighing and measuring, counting, using money etc.

 

Work in class is matched to the children’s ability to build on previous knowledge and understanding, enabling them to progress at an appropriate rate. Children are encouraged to explore concepts, often with the use of practical apparatus.    We are very proud of the consistently high standards children achieve in mathematics.

 

Mathematics Policy

Calculation Policy

Times tables challenge