St Anthony's School Hampstead

St Anthony's Girls School Hampstead

Our Ethos

St. Anthony's aims to provide high quality education in a caring, supportive and Catholic environment, infused by Christ's Gospel, in order that each of our pupils is able to develop fully as an individual, well-adjusted to the wider community.




A mathematician, like a painter or a poet, is a maker of patterns. If his patterns are more permanent than theirs, it is because they are made with ideas.” G. Hardy


Maths is truly cross-curricular; it is simultaneously an art, a science and the only truly universal language. It is a vital part of any curriculum, teaching problem solving skills applicable both beyond the subject and beyond the classroom. Our rigorous approach is inspirational, engaging and challenging: balancing practical tasks, paired and group working, investigations, technology, puzzles and games alongside the need for individual work.


“Mathematics is the art of giving the same name to different things.” H. Poincare


We encourage children to experiment, to take calculated risks, to understand why techniques work so that they can apply their skills and understanding in different contexts. We use NRICH and UKMT materials extensively. We want our pupils enthused, intrigued and inspired so they can develop an enjoyment or even a passion for this brilliant subject.

Mathematics has beauty and romance. It’s not a boring place to be, the mathematical world. It’s an extraordinary place; it’s worth spending time there.” M. de Sautoy

Pupils are fully prepared for the Pre-test, the 11+, the Common Entrance and Scholarship examinations. Our pupils compete in national maths challenges at Primary and Junior level. Several pupils have qualified for the National Maths Olympiad of whom a number have been awarded prizes.

“Doing mathematics should always mean finding patterns and crafting beautiful and meaningful explanations.”  P. Lockhart



This is both formative and summative. Mathletics is a key resource and helps to track individual performance topic by topic. Books are marked regularly and appropriate targets set. Peer assessment and pupil feedback is encouraged. End of unit tests are administered regularly, which together with externally written papers, enable us to track pupil progress.



The curriculum is structured so that topics are revisited and developed each year. Algebra is introduced early and pupils are encouraged to learn to generalise and develop abstract skills. In lessons, children are prompted to discuss their findings and understand the processes involved. They are expected to think critically about what they do and say or, what helped them overcome a difficulty and to understand how they learn most effectively.


In Key-stages 1 and 2 we follow the National Curriculum, encouraging depth of understanding rather than vertical acceleration. However, through Years 4 and 5 we do accelerate vertically to ensure that the entirety the year 6 curriculum is covered by the end of Year 5. This acceleration allows time for revision in Year 6 prior to the pre-test and 11+ examinations.   In key-stage 3 we follow the ISEB curriculum, use Olympiad problems to extend thinking and provide tailored scholarship tuition for schools such as Eton and Winchester


Where required, the department works closely with the school’s Special Educational Needs Co-ordinator and Learning Support Unit to boost confidence for pupils who find this subject more challenging.



Trausti Sverrisson:

Head of Department

Richard Hull


Jeremy Chong