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Eastbury Community School

Curriculum Overview

ECS Curriculum Statement (July 2019)

The curriculum at ECS is exciting and designed to inspire young people to learn and stimulate an interest in wide area of subjects.  Our curriculum reflects our vision; we want everybody to be happy, healthy, safe, well educated (& career ready via university / college / apprenticeship in the digital age) and good citizens. 

Our rich, broad and balanced curriculum comprises all learning and other experiences (in and out of class) that we plan for our pupils from day one in nursery to the last day of year 13. We recognise that statutory requirements form only a small part of the ECS curriculum; and we offer many additional opportunities particularly in sport, pupil leadership, and creative, character & cultural education. 

Developing the holistic child is of upmost importance at ECS and, with this in mind, we offer a curriculum which encompasses academic and creative subjects, British values, PSHE and SMSC education.  

The curriculum is taught and delivered with the consideration of the needs of all learners now and in their later lives. Above all our curriculum will inspire all children to nurture a passion for learning, raise aspirations and prepare them for their next step (college, apprenticeship or university). We recognise that many of the jobs of the future have not been invented yet, and therefore concentrate on ‘learning to learn’, developing creativity, critical thinking, resilience and adaptability.  

ECS is committed to meeting the requirements of the EYFS Statutory framework & National Curriculum; and accelerating the progress and thereby raising the attainment of all pupils.  

Our detailed schemes of learning are carefully sequenced and reflect the content and challenge of the curriculum at each stage, can be found on our website. Teachers receive training in all the key areas of curriculum (change) and pedagogy; and are ready to deliver our outstanding provision in their everyday teaching and co-curricular activities. 

David Dickson


Contact Leads

Primary Curriculum Subjects




EYFS Curriculum Overview

Curriculum Intent Statement– Early Years Foundation Stage


At Eastbury Community School Primary, we believe Early Years Foundation Stage is fundamental in obtaining solid foundations that children are going to continue to build upon. It is our intention that pupils who enter our Early Years develop verbally, physically, emotionally and cognitively whilst embedding a positive attitude towards school and learning. In providing children with an effective ‘Quality of Education’, we aspire to deliver a curriculum that is vibrant and creative and that puts our pupil’s interests at its heart.  Our aim in EYFS is to excite pupil’s imaginations and inspire them to learn. We want to extend their horizons, deepen their understanding and meet their needs, so they can become successful lifelong learners.


Pupils in both our Nursery and Reception classes follow the EYFS Curriculum, which has seven main areas of learning.

The Prime Areas

  • Personal, Social, Emotional Development
  • Communication and Language
  • Physical Development

The Specific Areas

  • Literacy
  • Mathematics
  • Understanding the World
  • Expressive Arts and Design

Throughout all of these areas of learning and at the heart of the Early Years Foundation Stage Curriculum are the ‘Characteristics of Effective Learning’. These are:

  • Playing and Exploring – Engagement
  • Active Learning – Motivation
  • Creating and Thinking Critically – Thinking

At ECS Primary, the teaching of these areas of learning is practical and playful with support and challenge from practitioners in whole class sessions, small groups and working with individuals through quality interactions.  All areas of the EYFS curriculum are followed and planned for to ensure there is a broad, balanced and progressive learning environment and curriculum.

Within our EYFS Curriculum, pupils are assessed continuously through accurate and key observations through an online journal (Tapesry). These provide us with information for future planning, not only for our individual classes but also for individual pupil’s next steps in their learning.  They enable us, as EYFS practitioners, to make certain learning is rooted and consistent and that all pupils continue to make outstanding progress within Early Years (Nursery and Reception). 

Our indoor and outdoor learning environments are modified regularly to meet the emerging and different needs of individual pupils across Early Years. We aim to ensure that these areas are always inspiring, stimulating and exciting and that, importantly, they are accessible to all children, regardless of where they are on their learning journey. As an inner London city school in a residential area, we are extremely fortunate to have a Forest School in our outdoor environment to provide our pupils with a specialised learning approach in a natural environment with trees.   

Forest School

Forest School (FS) is a specialised approach to outdoor learning that aims to develop confidence and self-esteem through hands-on learning in a woodland environment.  At ECS, it is a long-term process of regular play sessions to support the development of a relationship between the learner and the natural world and offers our pupils the opportunity to take supported risks and experience the awe and wonder of nature.


At ECS, we strive to ensure our children reach the Early Learning Goals (ELG’s) at the end of Reception. EYFS practitioners track progress throughout the academic year to ensure rates of progress are at least good for all children, including children with SEND or who are disadvantaged. 

Other Information

Early Years Policy

The Early Years Foundation Stage (EYFS) applies to children from birth to the end of the Reception year and is based upon four principles;

“Every child deserves the best possible start in life and support to fulfil their potential. A child’s experience in the early years has a major impact on their future life chances. A secure, safe and happy childhood is important in its own right and it provides thefoundation for children to make the most of their abilities and talents as they grow up.”

Early Years Foundation Stage Framework Department for Children, Schools & Families 2012

A unique child

We recognise that every child has the potential to be a competent learner who can be resilient, capable, confident and self-assured. We understand that children develop in individual ways and at varying rates. Children’s attitudes and dispositions to learning are influenced by feedback from others; we use praise and encouragement to develop a positive attitude to learning.

Positive relationships
We recognise that children learn to be strong and independent through secure relationships. We aim to develop caring, respectful and professional relationships with the children and their families.

Enabling environments
We recognise that the environment plays a key role in supporting and extending the children’s development. Through observations we assess the children’s interests, stages of development and learning needs before planning both realistic and challenging activities and experiences to extend their learning.

Learning and development
The Foundation Stage area is organised to allow children to explore and learn securely and safely. There are areas where the children can be active, quiet and rest. The area is organised to ensure children are able to find and locate equipment and resources independently.

Primary Curriculum Overview

In providing children with an effective ‘Quality of Education’ we aspire to deliver a curriculum that is vibrant and creative and that puts children at its heart. Our aim is to excite children’s imaginations and inspire them to learn. We want to extend their horizons, deepen their understanding and meet their needs, so they can become successful lifelong learners. 

In the Primary Phase we believe it is crucial that our curriculum enforces the basics of reading, writing and calculation. That is why these subjects are taught daily and brought to life by being applied throughout the day in other topics.  

ECS follows the National Curriculum 2014 in all subjects across KS1 and KS2. In our nursery and reception classes, we follow the Early Years and Foundation Stage framework. In Maths we follow the Maths Mastery approach, this ensures that children cultivate a variety of maths skills which challenges children through daily opportunities in reasoning and deepens learning, allowing the development of maths expertise as they move through the school. In English we focus on providing quality fiction, poetry and Non-fiction from which to plan a sequence of work and inspire different genres of writing. 

Our curriculum topics are designed to ignite curiosity and spark an interest in the world around us and past events that have shaped us e.g. Year 3 Best of British. Through these engaging topics we ensure there is appropriate coverage of the National curriculum. This is so that we can teach a balance of specific knowledge with a progression of key skills that can be transferrable so that children can continue to find out about other areas that may interest them as they move through KS1, into KS2 and onto KS3. 

We strive to provide a curriculum that is exciting and engaging so that we can build confidence in the children and encourage them to be critical thinkers who are reflective and therefore better equipped to learn. 

Our curriculum exploits to the full the many benefits of being a school in London. As the cultural capital we have an abundance of opportunities to bring learning alive and inspire our future generations. Our year 3 children are currently involved in a dance project with the Royal opera house. At ECS primary we provide opportunities to take the curriculum out of the classroom to experience the many cultural opportunities and initiatives that are available, ensuring that our school is a place of excellence and achievement of learning in all of its forms.  

Our aim is to extend the children’s horizons, deepen their understanding and meet their needs, so they can become successful lifelong learners. 

If you would like more information on our broad and balanced primary curriculum, please contact Aisha Raymond by ara@eastbury.bardaglea.org.uk

Curriculum Delivery

When allocating pupils to our classes we always seek to create learning communities that are balanced and show an even mix with regard to:

Gender, Home Language, Ethnicity, Family groups, Friendship Groups and Prior Attainment.

In the EYFS, KS 1 and in KS2 we deliver learning to whole classes, small groups and on a 1:1 basis as is most appropriate and most effective for our learners.

We set for some ‘guided’ work in English (daily Guided Reading and regular Guided Writing groups) and also for daily Phonics sessions.  Our daily Maths lessons using the ‘Maths Mastery’ approach are a mix of short whole class sessions, mixed ability pair work and individual assignment work.