Why Choose Eastcote Primary Academy?

Welcome from the Principal

It is my pleasure and privilege to welcome you to Eastcote Primary Academy, a one-form entry school, which prides itself on its family atmosphere. We are very fortunate to have a building that provides us with a wonderful learning and working environment for children and staff alike.

All the staff at Eastcote are committed to ensuring that the academy has a friendly and caring atmosphere whilst enabling children to develop a broad range of life skills. We want all the children to become confident, independent learners who show respect for one another and can talk articulately about their feelings and ideas. We focus on providing exciting opportunities and enriched learning experiences.

Our creative and engaging curriculum is responsive to children’s interests and backgrounds. In addition to developing children’s academic skills, we believe that is just as important to be taught to be nice people!

Mrs Rebecca England | Principal

Eastcote Primary Academy Prospectus Web Tile image.

Our Prospectus

Why Choose Eastcote Primary Academy?

Eastcote Primary Academy is a place where children feel happy, safe and secure. It is a nurturing and friendly environment, filled with pupils who respect and care for each other. Learners celebrate their differences and understand that it is good to have differing viewpoints. They are aware of the world and have a sense of their role within it.

At Eastcote we work together with parents and the wider community to support, challenge and inspire children through a creative and engaging curriculum. Pupils are encouraged to take responsibility and ownership of their learning, empowering them to become independent inquirers. As a result, children are curious and excited about learning and develop a love of it. They leave ready to embrace life confidently, and flourish in our diverse world as caring internationally minded citizens.

Leigh Academies Trust

By applying to Eastcote Primary Academy, you also become part of Leigh Academies Trust.

The Trust was formed in 2008 with the linking of the Leigh Technology Academy and Longfield Academy under one governing body. Today, we encompass more than 20,000 students between the ages of 2 months and 19 in 32 primary, secondary and special academies including one all-through academy and one grammar school.

Our Core Values

Our core values are Aspire, Learn, Laugh, Love.

Aspire – to be the best people we can be and to do the best we can,
Learn – both intellectually and morally,
Laugh – as often as possible- everyday!
Love – one another as a community.

The Very Best Opportunities

Our curriculum is delivered through the International Baccalaureate (IB) Primary Years Programme (PYP) framework and the development of the IB Learner Profile attributes. This promotes collaborative and co-curricular learning opportunities and is delivered within relevant and purposeful contexts. It is built upon prior learning, and is designed to be challenging, interesting and motivational to all pupils.

Our Curriculum

The International Baccalaureate Primary Years Programme (PYP) is the framework used for teaching our curriculum which is informed by the National Curriculum. The PYP Framework is guided by six transdisciplinary themes. These themes provide opportunity to incorporate local and global issues into the curriculum and allow pupils to make real connections in their learning and go beyond the confines of learning within subject areas.

All staff at Eastcote are committed to providing pupils with an exciting and flexible curriculum which is developed around our pupils interests and needs. Everyone is involved in its development with the shared aim of ensuring pupils at Eastcote are independent inquirers, who are curious and excited about learning.

Our core values – Aspire, Learn, Laugh and Love – are at the centre of the curriculum and guide the school in its daily activities and long term planning. These entwine with the learner profile attributes, enabling our pupils to leave Eastcote as confident, caring, internationally-minded citizens.

The IB Learner Profile

Learning experiences focus on the development of IB Profile attributes such as; open mindedness and being risk takers, to ensure our children are prepared to make exceptional contributions in their school, home and community.

Balanced
Caring
Communicator
Inquirer
Knowledgeable

Open-minded
Principled
Reflective
Risk Taker
Thinker

The IB Primary Years Programme Curriculum

Intent

Our core values, Aspire, Learn, Laugh, Love linked to the IB learner profile attributes are at the heart of our curriculum. These values and attributes enable our pupils to leave Eastcote as confident, caring, internationally-minded citizens.
The International Baccalaureate Primary Years Programme (PYP) is the framework used for teaching our curriculum which is informed by the National Curriculum. All staff at Eastcote are committed to providing pupils with an exciting and flexible curriculum which is developed around our pupils interests and needs. Everyone is involved in it’s development with the shared aim of ensuring pupils at Eastcote are independent inquirers, who are curious and excited about learning.
The PYP Framework is guided by six transdisciplinary themes. These themes provide opportunity to incorporate local and global issues into the curriculum and allow pupils to make real connections in their learning and go beyond the confines of learning within subject areas.
As part of our yearly curriculum planning and evaluation cycle we have ensured our curriculum maintains clear progression in knowledge and skills, and progresses coherently both vertically and horizontally.
Targeted interventions and adaptations are used (both educational and pastoral) to support pupils in developing their basic skills, and enabling them to access our curriculum to achieve their full potential.
Eastcote’s ‘Curriculum for Life’ teaches all aspects of RSHE in an age-appropriate and sequential order to meet the needs of our learners
Our curriculum reflects the school’s local context by ensuring pupils develop understanding of other lands, religions and cultures and their own and others’ race, challenging prejudicial views, stereotyping and derogatory language and promoting positive attitudes towards diversity and equality.

Implementation

Lessons are well-planned and appropriately sequenced with a mixture of different teaching styles from high quality direct instruction to pupil-led inquiry based learning.
Units of inquiry are planned by the class teacher in collaboration with pupils.
Knowledge, skills, understanding and inquiry are embedded. Teachers ensure challenge for all and support those pupils who may be falling behind enabling them to catch up. Teachers regularly assess pupils’ understanding and progress in lessons and reshape activities accordingly. For example, they push some pupils quickly on to more challenging tasks and, for others, revisit earlier learning points. Consequently, pupils make rapid progress in their learning.
Teachers use questioning very effectively to make pupils think hard and explain their answers. They quickly identify common misconceptions and correct these to avoid valuable learning time being wasted. Pupils whose work shows they have not understood the learning objective well enough are identified by teachers each day. Teachers then tailor activities in the morning the following day to address pupils’ misconceptions and to provide additional challenge.
Teachers have high expectations for all pupils and are ambitious that all achieve as well as they are able.
Teachers mark pupils’ written work regularly and give them feedback on their progress, often including the ‘next steps’ needed to progress.
Pupils’ books demonstrate their progress and responsiveness to feedback.
Assessment for learning includes well directed questioning, pupil conferencing, manageable marking and feedback in books, low-stakes testing and appropriate formal testing. Assessment informs planning.
At the end of each IB theme, teachers will plan a short task (practical/collaborative) to assess their children’s understanding of the wider curriculum which has been taught that term.
Teachers are held to account for their work and how well pupils are doing regularly through pupil progress meetings, monitoring and appraisal.
Teachers keep their knowledge up to date, for example through CPD in staff meetings.

Impact

Children leave Eastcote for secondary school ready to embrace life confidently, and flourish in our diverse world as caring internationally minded citizens.
Pupils are independent inquirers, who are curious and excited about learning.
Eastcote learners are able to make real connections in their learning and go beyond the confines of learning within subject areas
All pupils can access our curriculum and are challenged to achieve their full potential.
PYP books demonstrate learning across a transdisciplinary curriculum and evidences progress made in skills, knowledge and inquiry over time.
Results at the end of Key Stage are above national figures and government expectations.

For more information on our curriculum, please visit our dedicated page.

PYP Curriculum Framework

Parents and Community

Eastcote Primary Academy has a thriving P.A.C.E. (Parents and Community of Eastcote Association) which organises social events and fund-raising functions to support the academy in providing resources to enhance the curriculum and provide experiences for the children.

Parents of all children attending the academy are automatically members of the Association and are invited to take an active interest or role in the work of the group.

The programme of events is coordinated by the chair and the Principal. The committee is elected at the Annual General Meeting each October

Including and Valuying Everyone

Our aim in school is to promote equality of opportunity. This is a basic human right. All pupils in our academy are equally valued and share the same right of access to the curriculum and school activities and the same entitlement to respect for their individual identities.

Here too, we wish parents to know that we will not tolerate any form of behaviour which is inherently racist or which discriminates against another individual or groups within the academy, whether intentional or unintentional.

Our staff will challenge such behaviour wherever they meet it in school. As with bullying, children are encouraged to tell their concerns to staff with the assurance that these will be similarly acted upon.

Academy Meals

Cucina are our school meal providers and all meals are cooked in our kitchen on site fresh every day. School meals are free from Reception to Year 6.

We encourage parents to provide a nutritious, balanced packed lunch in a suitable container, clearly marked with the child’s name and class.

Every child has access to mains drinking water throughout the day. Fresh fruit is supplied each day to pupils in Nursery through to Year 2 inclusive. Children in Years 3–6 are encouraged to bring a piece of fruit or a vegetable for break time.

Free school milk is available for Nursery and Reception children up until they are 5 years old, and those eligible for free school meals.

Beyond the Classroom

Educational visits to places of interest to support the curriculum are conducted during the school day. Academy clubs include morning sports club, drama, cricket, football and gym.

Pupils in Year 6 have the opportunity to visit an Adventure Centre to take part in outdoor and adventurous activities. This residential trip takes place in the summer term.

From time to time a voluntary contribution may be sought from parents to help pay for certain activities. Full details will be given to parents in advance of the activity. Such activities would include trips to museums and exhibitions as well as visits from performing artists or groups, where broader curriculum experiences are offered or curriculum work can be enhanced.