Lansdowne Place, Rugby, Warwickshire, CV21 3RY

01788 575328

Curriculum Statement

At Eastlands Primary School we seek to provide a broad, balanced differentiated       curriculum and offer a wide range of exciting, challenging activities and experiences   to all pupils irrespective of ability, background, ethnic origin or gender.  


Our curriculum incorporates the statutory requirements of the National Curriculum and other experiences and opportunities which best meet the learning and developmental needs of the pupils in school.  The aim of our curriculum is for pupils to have the requisite skills to be successful, independent and motivated learners in readiness for their next stage of education and beyond. Our shared vision is to create a stimulating learning environment for the children in partnership with parents and the wider community. We believe Eastlands is a caring, listening school where the children feel safe, valued and can achieve their very best. Through the curriculum, we aim to prepare pupils for the opportunities, experiences and responsibilities of adult life and to lay a firm foundation for future learning.  At our school we learn together that there are different pathways to success and develop perseverance by overcoming barriers. We understand that ‘making a mistake’ means learning is taking place and is just part of the learning journey to success.


We believe the best learning follows four modes of learning foundational, conceptual, collaborative and personal. Teachers and support staff are receiving training in the key areas of curriculum change to meet the needs of our pupils. Learning is always exciting and in a meaningful context for children. The rehearsal and application of skills learned in the core subject areas is a key feature of the curriculum. The children are taught a planned programme of work throughout their years in the Eastlands Primary School.  At certain times of the school day small groups may be withdrawn from the main lesson.  These intervention groups receive additional literacy and numeracy support. We acknowledge that people learn in many different ways and we recognise the need to develop strategies that allow all children to learn in ways that suits them. Opportunities are planned to cater for a range of different learning styles to ensure that all children can access the curriculum and learn in a way that is best for them. We enhance this with planned opportunities that make up the wider school curriculum.

There is more detail of the curriculum for each year group under the year group pages. Please take a look.

Early Years Foundation Stage (EYFS)

The EYFS curriculum covers Nursery and Reception and is split into seven areas of learning, three prime areas and four specific areas.


The EYFS curriculum is underpinned by a play-based approach where children have access to all areas of learning within the classroom and in the outside learning area. Children will engage in self-chosen activities as well as carefully planned adult directed sessions, including phonics. The curriculum is based around four themes: the unique child, positive relationships, enabling environments and learning and development. The objective lead planning covers in great detail children’s interests and skilfully links all the areas of learning. The children are continually observed and assessed by teachers and support staff so that they progress rapidly towards achieving the ‘Early Learning Goals’.

The framework can be found here Early Years Foundation Stage (EYFS) – Schools. We teach this framework through topics that excite the children; we gather their ideas through mind-mapping and plan according to their needs and interests.

Some pupils are still working on the Early Learning Goals of the Early Years Foundation Stage Curriculum as they enter Year 1.  Throughout this period and beyond all children are still developing their phonic knowledge through the programme. The Read Write Inc. programme meets the higher expectations of the National Curriculum and uses effective assessment to accelerate every child's progress.  This is a complete literacy programme which teaches reading and writing to younger children and provides additional support for older children who need to make rapid progress to meet National Standards.    

Key Stage 1 and 2

At Key Stage 1 and 2, children have a daily English and Mathematics lesson. 


As a school, we recognise the importance of reading for all children and therefore, have a comprehensive and thorough approach to the teaching of reading across the school including, daily phonics lessons in KS1 and reception.   Reading is developed through using the approach.

 Writing is taught through a topic-based approach, as much as possible, in order to provide purpose and audience for the children. Grammatical accuracy is embedded in the teaching of writing but also as a discrete element of the English curriculum.

The Mathematics curriculum aims to ensure that all pupils become fluent in the fundamentals of Mathematics including the ability to recall and apply knowledge rapidly and accurately.  Children at Eastlands Primary are taught to reason mathematically, solve problems and apply their mathematical skills in a variety of real life contexts. 

We are now a ‘Maths Mastery’ School. This is a programme of maths teaching that will be built on year by year as your child progresses through school.

The English curriculum and the mathematics curriculum are supported through a framework developed by consultants and coordinators within the Local Authority. These subjects are taught in year groups in Key Stage 1 and Key Stage 2.  In all year groups there are small group interventions in order to support pupils in gaining the key skills to become successful readers, writers and mathematicians.  Elements of Chris Quigley model is used to ensure challenge and progression.

In addition to English and Mathematics, children are taught to develop their skills, understanding and creativity in Science, Computing, History, Geography, Design Technology, Music, Art, Physical Education and Religious Education (which is based on the Warwickshire agreed syllabus).  Additionally, French & Spanish are taught from Year 3 onwards. Choir, recorders and guitar tuition is also available for children in who demonstrate an interest and a musical ability. Many topics are brought together, where possible, and taught in a cross-curricular way, to maximise the use of time but also to make experiences more meaningful and provide children with a real context for learning.  ICT is an integral part of many teaching and learning experiences. 

The foundation subjects of the National Curriculum are delivered planned using a variety of sources including the Geographical and Historical Associations, Art and Music Express and Empiribox. Premier Sports delivers a lesson a week to our children in PE and we also have specialist music teachers coming into school to teach our children to play musical instruments.

The curriculum taught ensures coverage and progression throughout the school. National requirements and school requirements are mapped out as a whole school and then individual year groups plan the curriculum for their pupils accordingly.

Children are taught about the community in which they live and are encouraged to work in co-operation with other members of the school community.  Supporting charities, both local and further afield, is encouraged.  All children are expected to undertake appropriate responsibilities within the class and school, e.g. caring for the classroom environment, participating in class assemblies and participating in out of school activities.

We aim to develop children’s enjoyment, confidence and skill in physical activity and introduce them to the pleasures of sport to help develop active children who benefit from a healthy lifestyle.  Through a multi-skills approach, children develop their skills in football, netball, hockey, rounders and cricket, as well as athletics, gymnastics, dance and swimming.

We enhance and enrich the curriculum through a variety of activities including educational visits, school performances, visitors to school, after school clubs and links with other schools.

Specialist teachers and instructors support music and physical education. Teachers are given training and opportunity to keep developing their own subject knowledge, skills and understanding so they can support curriculum development and their colleagues throughout the school. Theme weeks, whole school activities and opportunities within and outside school all enrich and develop the children’s learning. After school clubs and events extend these opportunities further. Additional whole school programmes and approaches support quality teaching and learning and the school is well resourced in terms of learning materials, books and technology.

The outdoor environment and the local community are considered an opportunity for active learning for all our pupils. The school grounds have been developed so they can enrich different curriculum areas, particularly science.

Pupils have opportunities to share their learning with each other, their parents and carers and other learners through school-based and external exhibitions, performances, competitions and events involving other schools. Developing their independence and motivation as learners and their sense of responsibility as future citizens is at the heart of all our teaching and learning. 

The effective Spiritual, Moral, Social and Cultural development of the child is integral to our planned programmes of work. Our aim is to prepare our children for life in modern Britain, enabling them to become active and responsible citizens in society. We encourage the children to become involved - to look after their environment and to help others. The spiritual, moral, social and cultural (SMSC) development of our pupils and their understanding of the core values of our society are woven through the curriculum. The fundamental British values of democracy, the rule of law, individual liberty, mutual respect and tolerance of those of different faiths and beliefs are promoted through our school curriculum, and our whole school ethos. 





We regularly assess the pupils and the information is used in our Pupil Progress Meetings and through Achievement Team meetings to check that all pupils are achieving the expected standards and making the appropriate progress in reading, writing and maths. Timely interventions are put in place as appropriate. Assessment is closely tied to the curriculum.

Termly Themed Weeks/Days

Each year we run a number of Themed Weeks/Days to enrich and enhance the curriculum and to ensure that it is broad and balanced. These provide exciting learning experiences for the children and opportunities for families to get involved.

Educational Visits and Visitors

Visitors into school and visits outside of the school; in the immediate locality, the Town Centre and further afield, are seen as an important and valuable part of school life. They widen the children’s horizons and motivate the children to learn. The opportunity to take part in residential visits is offered to the Year 5 & Year 6 pupils. The school has strong community links with St. Peter & St John Church, local care homes and local schools.

Special Educational Needs / Disability (SEND)

To ensure that all children achieve their full potential arrangements are made for children with special educational needs across the whole range of abilities to be supported, both in the classroom and in intervention groups.  Our Special Educational Needs policy and practice has been reviewed recently in the light of national changes to SEND legislation.  The school has published information for parents about what it can offer pupils with Special Educational Needs on the school website.

Personal, Social, Health and Economic Education (PSHE)

This element of the curriculum incorporating both Health Education and Citizenship is provided through a planned, continuous programme throughout the School.  Once again it emphasises the development and value of relationships. PSHE (Personal, Social, Health and Economic Education) forms an integral part of the curriculum at Eastlands Primary.  It helps to give pupils the knowledge, skills and understanding they need to lead confident, healthy, independent lives and to become informed, active, responsible citizens, whilst promoting British values.  All members of staff are committed to encouraging in the children a knowledge of right and wrong and to take responsibility for their own behaviour. We follow the Warwickshire Protective Behaviours Programme and Cambridgeshire Primary Personal Development Programmeto support this area of the curriculum.

Relationships and Sex Education (RSE)

Relationships and Sex Education will provide information which is easy to understand and is relevant to the age and maturity of pupils. It will be taught through topics and themes, some of which will be developed for specific age groups and will be repeated each year. At no stage do we promote sexual orientation or sexual activity, nor do we teach children explicit sexual terms other than to use the correct body part names during science or during Sex Education.  We follow the Cambridgeshire Primary Personal Development Programme scheme to support this area of the curriculum.

Discrete teaching of Sex and Relationships Education happens in each year group. Meetings are held for parents/carers of pupils in all year groups to discuss the programme of lessons, to explain what the issues are and how and when they will be taught, and to see the materials the school uses in its teaching.

Religious Education (RE)

The Warwickshire Agreed Syllabus forms the cornerstone of RE teaching. The R.E. taught in school reflects the beliefs and values in Britain, being broadly Christian but taking into account the teaching and practices of the principal religions in Britain. We endeavour to promote respect for the individual / each other and our assemblies take account of all people, with or without beliefs.  R.E. and Collective Worship is for all people, of all abilities, all backgrounds, all faiths and none. Our assemblies promote the Spiritual, Moral, social and Cultural development of the pupils and provide very clear messages on what is right and what is wrong.

Appropriate arrangements can be made for the withdrawal of pupils from R.E. lessons and acts of Collective Worship, where parents request this. 

Extra-Curricular Activities

A number of after school activities are organised to develop specific aspects of the curriculum, for example sport, drama and music.  These activities are optional and parental permission is sought. We are very proud of the wide range of extra-curricular clubs we are able to offer at Eastlands Primary. These are run after school and at lunch times and are all well attended. Most clubs are run by our dedicated teachers and teaching assistants but we also have some clubs run by external coaches, for which there is sometimes a small fee.

Clubs which have been available over the year have included:

‘Impact’ dance, ‘Hotshots basketball’, Tea Kwon Do, fencing, choir, cookery, football, multisport, art, construction, film, Eco, Kids In the community (KIC), Rota Kids and Change Makers.


We build in opportunities to promote the spiritual, moral and cultural development of all our pupils, especially through our daily acts of Collective Worship and our Religious Education scheme or work.  Children are encouraged to develop their own beliefs. Throughout our assemblies, we deliver our Cambridge scheme of work as well as assemblies that promote British Values, a healthy lifestyle, staying safe, being good citizens, etc.

Home-school links

We firmly believe that the education of the children is a partnership between children, staff and parents.   Support from home is vital in maximising children’s chances of fulfilling their potential.  In order to facilitate this partnership, we offer an open-door policy where parents are welcome to visit school to discuss their children’s progress with staff at a mutually convenient time.  Each class has an open evening, two parents’ meetings per year and reports are sent home at the end of each term.