Eastcote Primary Academy follows The National Curriculum which provides pupils with an introduction to the essential knowledge that they need to be educated citizens. It introduces pupils to the best that has been though and said and helps engender an appreciation of human creativity and achievement.
Pupils are encouraged to develop a love of learning, but we also emphasise the need for determination, hard work and resilience.
If you would like to view a class Year Plan please look in the Learning Zone and click on the link but if you would like more information please do not hesitate to contact the school office.
This expresses what we want for every child in the school.
The idea that children should acquire knowledge has become rather unfashionable over the past forty years and the emphasis has often been placed on “transferrable skills” such as creativity, problem solving, communicating, collaboration, flexibility etc. However, important as all these skills are, the idea that they can be taught apart from subject specific knowledge is a bit of myth. Knowledge is the ground out of which these skills can grow, so our priority at the primary level must be to ensure that our children’s lives are enriched with subject knowledge.
Virtues are good moral qualities; to be virtuous means to live according to those morals commonly understood to be good.
Few would dispute that children need to learn to be good for their own and for society’s benefit and primary school is one of the best places to develop virtues through learning about them and practising them.
This is our motto and provides a short, memorable summary of our ethos.
Aspire – We aspire to be the best people we can be and to do the best we can do.
Learn – We learn both intellectually and morally.
Love – We seek to love one-another as a community and extend love beyond.
We are very ambitious for our children. Whilst recognising that there are a very small number of children for whom it is not possible to meet age appropriate levels, for the overwhelming majority, this is the intent and we will do all we possibly can do in order to attain it. This is true in the first place for reading, writing and maths, but includes all the foundation subjects.
We also intend that every child makes expected progress or better in each subject. We will always set a challenging target as to the numbers of children who could make better than expected progress.
The basis for the planning of lessons in KS1 and KS2 is the National Curriculum and in Early Years Foundation Stage, the appropriate curriculum for those children.
We are ambitious for all our children and determined that they will be challenged to achieve as highly as possible. Hence in our teaching of core subjects we will teach to mastery level, that is, to the level at which children will be able to apply their learning confidently, for example, in reading and writing across the curriculum and in maths problem solving.
As well as teaching the National Curriculum, we will include other elements into our curriculum that we believe will have long term benefit for children, for example, Philosophy and Chess. Within the foundation subjects we will always seek to enrich children’s experience, for example through visits to relevant sights and museums and through themed days such as “Tudor Day”.
We have chosen to focus on a list of virtues within which we believe “being good” can be taught:
Children are taught that behaviour in school and beyond needs to conform to these virtues. For each virtue, we recognise and will teach different facets:
We believe that for learning to flourish, behaviour in class and in school generally must be exemplary. Children need to be helped to understand the importance of good behaviour and although with younger children the link between rewards and good behaviour is emphasised, as children mature we will help them to realise that good behaviour is the expected norm and that it carries intrinsic rewards for learners. Behaviour policy outlines how we will deal with poor behaviour and we will apply this consistently across the school.
We will explain to children and help them understand that they are not limited in their capacity to learn and that by working hard, with an appropriate attitude, they can expand their capacity. Rather than talking in terms of children “fulfilling their potential” we will work on the principle that we all have huge, but unknown potential and that expectations of what anyone can achieve should constantly be expanded.
We will work on the basis that we all learn better if we know something about how learning actually works and what we need to do to maximise our own learning. For example, we will teach children about their long and short term memories and that we need to move knowledge and skills to long term memory in order to free up short term or “working” memory.
There are well-proven principals for teaching that each teacher can adapt to suit their own teaching style. We will help one-another develop these principles and so become more effective practitioners.
The DfE have recently reinforced the need “to create and enforce a clear and rigorous expectation on all schools to promote the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs.”
The government set out its definition of British values in the 2011 Prevent Strategy, and these values have been reiterated by the Prime Minister this year. At Eastcote these values are reinforced regularly in the following ways:
Pupils have the opportunity to have their voices heard through our School Council, through participation in children’s committees and through Pupil questionnaires. The appointment of House Captains and each class’ representatives on the School Council are decided by children’s votes.
The Rule of Law:
The importance of rules, whether they be those that exist in the class, the school, or even the laws of the country, are consistently reinforced throughout school in lessons, as well as when dealing with behaviour and through school collective worship. Pupils are taught the value and reasons behind laws, that they govern and protect us, the responsibilities that this involves and the consequences when laws are broken. Contact through visits and visitors with the Police, Fire Service and others are regular parts of our calendar and help reinforce this message.
Within school, pupils are actively encouraged to make choices, knowing that they are in a safe and supportive environment. As a school we educate and provide boundaries for young pupils to make choices safely through provision of a safe environment and empowering education. Pupils are encouraged to know, understand and exercise their rights and personal freedoms and advised how to exercise these safely, for example through our E-Safety and PSHE lessons. Whether it be through choice of challenge, of how they record, of participation in our numerous extra-curricular clubs and opportunities, pupils are given the freedom to make choices.
Our school ethos and behaviour policy emphasise values such as respect, and children have been part of discussions and collective worship times related to what this means and how it is shown. We promote mutual respect in every lesson as we actively teach children to listen to one-another as well as express their own view.
Tolerance of those of Different Faiths and Beliefs:
This is achieved through enhancing pupils understanding of their place in a culturally diverse society and by giving them opportunities to experience such diversity, for example through themed collective worship. We address prejudices and prejudice-based bullying regularly in the course of classroom learning. We have celebrated different religious and non-religious backgrounds through a “Faith” day when children were given the opportunity to reflect on their own, their family’s and others’ beliefs.
The behaviour of pupils is outstanding. They enjoy exceptionally good relationships across all cultures, having many opportunities to find out about other communities across the world. Parents, carers and pupils are all extremely positive about safety in the school and pupils’ active involvement in the safety of their environment ensures the pupils have an excellent understanding of risk.Ofsted
Pupils’ behaviour and attitudes to school are outstanding and pupils thoroughly enjoy school and learning in the extremely calm, harmonious and safe environment.Ofsted