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.'
  • '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.'
  • '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.'
  • 'On my first day at Belmont everyone was so welcoming and I made friends straight away'.
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Reception Notice Board



Homework Reminder

Thank you so much for all of the October diary and the Look What I Can Do sheets.  We enjoy hearing about all of the lovely things that our children do outside of school.  It is also great to hear about how they apply what they are learning at school within their everyday experiences.  Please continue to share this with us so that we can add to their Learning Journals in school.  If it is easier to email this to us, we have set up a reception email address;  Please use the Look What I Can Do sheet (link below) and then email that through to us.

Parent Helpers

Thank you to those parents who have expressed an interest in helping out in class.  We would like to set up a parent helpers timetable for this.  If you are able to spare an hour (9.30am - 10.30am) on a regular basis to come and help support the children in class please let one of the team know which day would be convenient and we can add you to the timetable. We would like to meet the parents who can help next Friday morning. Meet in the bottom hall @ 9am.


Reading Record Books (Dinosaur cover)

These are in the book bags and should be used as a record of the books you read with your children. There is space for this from page 9 onwards and this can be either written by parents, other adults at home, teachers or children who are able. A simple record of the date, name of the book that has been read and how they found the book and what sounds/words or phrases they needed more support with.

Within this book there other pages with space to write down lists of books read, targets, words they want to learn, book reviews and lists of High Frequency Words (Red page = Reception/Year 1 words/Purple pages = Year 2/3 words) . There is a lot of information but we don't expect a lot of it to be completed straight away as this is something that will be used for the whole school year and beyond.


Timetable for the week

Monday - Book bags to be returned with reading books and library books for Apples

                   Apples - Library

Tuesday - Books bags sent home

Wednesday - Mrs Roberts in Apples class PM

                          Mrs Glass in Oranges class PM

Thursday - Book bags to be returned with reading books and library books for Oranges

                     Oranges - Library

                     Apples PE

Friday - Wake up, Shake up

               Oranges PE


Please ensure your children bring their book bag to school with their book read to be changed every Monday and Thursday as we will be unable to give out new books if this is not in school.


Calendar /Key dates

School Diary


Saturday 25th November - Christmas Fair @ 10.45am-3pm



Letter 01/11/17

Reading Prompt - Level 1

Reading Prompt - Level 2


Show and Tell rota Apples

Show and Tell rota Oranges


Look What I Can Do

October diary


Home Learning

Recent and extensive educational research has found that homework for primary aged children has minimal impact unless it reinforces learning and regularly allows children to rehearse and practise skills and facts e.g. times tables and spellings. Below are some of the things what you can do to support your children at home.



Children are expected to read, or be read to, at home regularly (at least 10 minutes daily) and to discuss their book with an adult at home to develop language and comprehension.  Reading books and Reading Record books are changed every Tuesday and Friday.  Also children may borrow books from the Infant Library. We encourage the children to share their library book with an adult at home as well.


Helping your child with reading 2017-18

Nurturing young readers


Key words/ Spelling

Phase 2 Tricky words

I, the, to, no, go, into 


Phase 3 Tricky Words

he, she, me, we, be


Blending and segmenting

These are the terms used for the way we break down and put together individual letters/sounds into words for reading and writing. It is a skill that comes with practice, so the more they are exposed to it the better.


Blending – putting sounds together to make a word

This is the first stage of reading.  This can easily be done whilst walking along the road or sitting in the car.  You tell the children that you are thinking of a word and they have to try and guess what it is.  We have been using 2/3/4 sound words e.g. on, cat and tent.  You then break the word down into its individual sounds, for instance, o-n /c-a-t /t-e-n-t.  It might be that you still need to practically say the word before the children can guess it!  When the children have got the word, you need to model the blending back to them and say the completed word.  For instance, “that’s right, well done, c-a-t, cat.”  It is very important that you always reiterate the sounds and the word.


Segmenting – breaking a word down into it’s individual sounds

The first stage of segmenting is to hear the initial sounds in words.  You could go on a sound hunt around your home to find things beginning with a particular sound or play games such as Eye Spy whilst looking at a picture in a book.  Once the children are confidently hearing initial sounds, emphasise final sounds in words for them to hear.  Then move onto CVC (consonant, vowel, consonant) words and ask them to work out the sounds in the word, for instance, “I can see a bus, what sounds can you hear in bus?"  Magnetic letters or letter cards are also very useful for reinforcing letter recognition at this stage.  Give the children the 3 letters that they need for a word and ask them to put them into the right order. 


To understand a little more about phonics or if you would like to check how the sounds are pronounced, you could use the links below:



The children should be encouraged, when appropriate, to begin to write letters using the correct formation.


Letter formation


Mathematical development

The children will be working on counting objects and movements accurately, recognising numbers when they see them in the environment and understanding place value. 


Creative Learning

This will begin in the Spring Term.


Learning next week:

This will be where you will find the children's school challenges for the week. 

The children’s learning challenges for the next week:

  • To record numbers
  • To write about your weekend
  • To sing a song


Reception Learning Tree