The David Ross Education Trust

David Ross Education Trust schools create a rich and exciting learning environment that inspires students to become their confident, academic best.

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Eastfield Academy

Eastfield Academy is part of the David Ross Education Trust and is a good and rapidly improving school where everyone has the opportunity to succeed.


We give each pupil the opportunity to make excellent progress in each of the National Curriculum subjects.

Here at Eastfield Primary Academy we offer a carefully sequenced, knowledge-rich curriculum which is broad and balanced, yet ambitious in its end points for all pupils.  EPA’s curriculum is designed with our pupils needs at the core and from carefully considered curriculum research and our own knowledge of how our pupils learn, we have developed a knowledge-rich curriculum.  The content is carefully sequenced to ensure that it is cohesive and progressive in nature from the Early Years through to Year 6. This accumulation of knowledge enables children to build firm foundations from which they can develop deeper conceptual understanding and subject-specific knowledge and skills.

Learning continually builds upon learning; children and adults gain new knowledge only by building upon what they already know. We are aiming for our children to master the curriculum; we want them to be able to use, apply and reason with their knowledge. This coupled with the belief that everyone is able to excel allows children to thrive and encourages cultural capital - this is enhanced through a wider offer.  Our curriculum content is engaging, fosters an increasing appreciation for subject content specific to each discipline, setting the foundations and building upon a story of life longer learning and a thirst for knowledge.

The Eastfield curriculum prepares our children for life beyond primary school and promotes our core values of ambition, aspiration, respect and courage. It ensures they have transferable skills such as the ability to communicate effectively, think critically, have a broad subject knowledge base and understand the importance of citizenship and their place in the local, wider and world community.  The 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 our school. 

Our knowledge-rich curriculum is complementary to our English curriculum, with reading central to each programme of study, enabling children to build knowledge and acquire new vocabulary. The vocabulary content for each unit is deliberately ambitious and has been planned with the purpose of addressing the ‘deficit word gap’ for children who enter school with a limited vocabulary.  This is enhanced by effective partner talk which is a key feature of all lessons.

Our curriculum is inclusive; it allows all children to overcome inequality of opportunity and promotes aspirational outcomes for all learners.

Curriculum overview knowledge - based






We provide a curriculum which is broad and balanced and which builds on the knowledge, understanding and skills of all children, whatever their starting points, as they progress through each Key Stage. The curriculum incorporates the statutory requirements of the National Curriculum as well as enriching this with our wider offer and specialist curriculum day and projects.

The aim of our knowledge-based curriculum is for pupils to have the requisite knowledge, skills and wider understanding to be successful, independent and motivated learners in readiness for their next stage of education. Within this curriculum the pupils will develop their learning of key facts, important events and will develop their understanding of the world around us. 

The curriculum content has been carefully chosen by our own subject experts, in collaboration with the David Ross Education Trust and is organised in a coherent way, ensuring children can build on their knowledge from year to year. In this way, the knowledge in the curriculum is cumulative, constructing firm foundations and schema from which children can progress and develop deeper conceptual understanding and subject-specific knowledge and skills over time.

Clear curriculum coherence ensures that teaching does not jump from topic to topic, but enables children to develop knowledge over time, as well as a love of subjects. Subject content is crucial to this approach- the rich content of the curriculum inspires children and plants the seeds for a lifetime of learning.
Lessons are taught with talk and thinking critically at the heart. Children are encouraged to learn in a variety of ways.

For information on each subject click the sub-heading below.

To see a breakdown of the curriculum subjects by year please click on the documents below.

If you would like further information about the curriculum followed at Eastfield Academy please contact us.



Read, Write Inc. Lead - Mrs N Elliott

 At Eastfield Academy we teach phonics using Read Write Inc (RWI). This is a systematic approach to the teaching of reading and enables children to become accurate and speedy readers.

RWI is used for children in Foundation Stage to Year 2 who are learning to read and write, children in years 2, 3 and 4 who need to catch up rapidly and struggling readers in years 5 and 6. Phonics is taught daily at 8.50am.

The first 10 minutes of a session includes:

  • Rapid introduction of a new sound, with a picture clue
  • Revisit and review using previous taught sounds
  • Reading using three methods; Fred out loud, Fred in head and reading on sight
  • Spelling using your fingers to sound out the word.

The next 35 minutes includes:

  • Speed sounds
  • An introduction to new vocabulary, which can be found in the RWI guided reading books
  • Reading a book with their partner
  • Questions to read and answer
  • Reading the story with fluency and expression

Phonics Overview

Phonics Excpectations

For more information, please visit the Read, Write Inc. website here.




Reading Lead - Mrs N Elliott

 Reading is a central part of the curriculum and we expect that all pupils develop their reading both in school and at home. With such high expectations, we recommend pupils read at least three times a week at home and that reading records are completed by parents and guardians so that progress can be monitored and there is a positive home-school link. 

Through reading, children have a chance to develop culturally, emotionally, intellectually, socially and spiritually. Literature, especially, plays a key role in such development. Reading also enables children both to acquire knowledge and to build on what they already know. At Eastfield Academy, we highly value reading as a key life skill, and are dedicated to enabling our children to become lifelong readers. We believe reading is the bedrock of success in education. This is why we use Talk for Reading as a methodology. It is powerful because it is based on the principles of how individuals learn. It is a fully inclusive method of teaching reading with the movement from imitation to investigation to independent application, which can be adapted to suit the needs of learners of any stage. 

We aim for children to be able to: 

  • read easily, fluently and with good understanding
  • develop the habit of reading widely and often, for both pleasure and information
  • acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language
  • appreciate our rich and varied literary heritage
  • write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences
  • use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas
  • are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate.

 We promote reading for pleasure at our school by:

  • Access to the library weekly for all pupils during lunchtime where children are encouraged to read high quality literature and given the opportunity to read and share their passion for reading.
  • Engaging class reading areas in every classroom which are stocked with a range of classic and contemporary texts.
  • Displays around school which promote a love of reading.
  • Class novels which are shared with pupils daily.
  • Daily reading across the curriculum. 

Reading Overview

Reading at Eastfield


 Writing Lead - Mrs N Elliott

 At Eastfield Academy, we follow the Talk4Writing (T4W) approach to teach writing in English lessons and across the curriculum. The T4W approach enables children to read and write independently for a variety of audiences and purposes within different subjects. A key feature is that children internalise the language structures needed to write through ‘talking the text’ as well as close reading. The approach moves from dependence towards independence with the teacher using shared and guided teaching to develop the ability in children to write creatively and powerfully.

By the time the children reach the end of our writing curriculum, in Year 6, our pupils will have experienced a range of quality writing models, quality supporting literature to deepen their understanding of each text type, been exposed to and learnt challenging vocabulary, internalised writerly tools (specific to styles of writing) and composed pieces of writing independently. All evidence of the pupils learning will be recorded in their writing books. 


At Eastfield Academy, we use the Read Write Inc. Spelling programme. Although the teaching of phoneme-grapheme correspondence underpins this programme, it also develops children’s knowledge of word families, how suffixes impact upon root words, and provides mnemonics to remember the trickiest spellings.

The teaching revolves around instruction (with the help of online alien characters), partner and group practice, and competitive group challenges that help children commit new words to memory.


Learning to talk

There are four strands of talk that we focus on which are: linguistic, physical, cognitive and social & emotional. Teachers support students to recognise how these elements support good talk. All of these components are skills required by pupils for education and life.

Learning through talk 

Oracy also supports learning. Through debating, discussing and deliberating over ideas students are cognitively stretched and challenged to formulate their own opinions and come to shared decisions. Moreover, it is also fundamental to supporting the development of reading and writing skills. 

We have a commitment to promote oracy across the curriculum, and in every lesson. Staff and pupils practise and use a shared language for oracy and are familiar with a range of approaches for organising, promoting and reviewing talk.

We ensure the wider curriculum has opportunities to use talk within a range of motivating contexts and for different purposes. At Eastfield we also concentrate on debates, speech days and poetry recitals over the year. 

Writing Overview

 Writing at Eastfield


 Maths Lead - Miss C Hall

 We use a mastery approach to the teaching of mathematics and use Effective Maths resources. It is a comprehensive framework for ensuring high quality Maths teaching. As such, it consists of a number of non-negotiable elements. First and foremost is an emphasis on high quality CPD for teachers. Through the CPD, the key features that comprise Effective Maths are developed. The key features are:

  • procedural and conceptual understanding
  • variation
  • mathematical patterns, relationships and connections

Alongside this, key instructional routines are embedded to ensure highly effective whole class teaching. These include:

  • basic classroom transitions;
  • managing whole class choral response;
  • managing effective partner work;
  • ‘tell yourself’;
  • ‘my turn, your turn’.

 Maths Overview


Maths at Eastfield



Computing Lead - Miss C Hall


At Eastfield Academy we understand how vitally important it is that children are digitally literate. Computing is used across the curriculum to help consolidate and enhance concepts and ideas. There is ample opportunity for collaborative work, where children are equipped with the programming skills and aspects of computer science which will help them acquire the skills and understanding of how technology is used in society and the wider world. Children will also develop the necessary skills to stay safe online, be responsible and respectful.

Computing Overview

Computing at Eastfield


RE Lead - Mrs K Moore
Our Religious Education Curriculum is sequenced coherently so the children develop religious literacy by investigating and understanding religion and beliefs, reflecting and interpreting human experience in relation to identity, belonging, diversity, meaning, purpose, truth, values and commitments. To achieve an outstanding knowledge of Religious Education we have a good balance between learning about religion and belief as well as learning from religion by questioning and reflecting upon purpose, truth as well as belonging.

We plan our Religious Education curriculum around our own community carefully considering the demographic of where we are and considering the beliefs of our children before deciding on what to teach. As well as Christianity we teach the five other major religions, following the Northampton Religious Education Agreed Syllabus.  

We want them to know how religious education promotes tolerance and combats prejudice, producing positive citizens, preparing them for adult life, employment and life-long learning.
RE Overview
RE at Eastfield



Science Lead - Mrs K Moore and Miss C Hall


Each half term every year group works through exciting topics which ensure that the children receive a balance of biology, physics and chemistry at an appropriate level. In addition to exposing children to the knowledge and understanding required for each of these topics, the children also complete hands-on investigations to ensure they are given opportunities to work scientifically and encourage individual scientific enquiry.

Linking Science with the other STEAM subjects (Science, Technology, Engineering, Art and Maths) allows pupils to become the critical and creative thinkers that they need to be to thrive in future society.

 Science Overview

Science at Eastfield




History Lead - Mrs A Ford


At Eastfield Academy we develop children’s understanding of the past, through a curriculum that inspires their curiosity. Our History Curriculum is sequenced coherently so useful knowledge builds through three distinct strands; Ancient and World History, British History and Civil Rights and Equalities. History equips pupils to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. It helps children to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time.

 History Overview

History at Eastfield



Geography Lead - Miss S Geller


At Eastfield Academy the children’s understanding of the world is developed through a curriculum that inspires their curiosity and fascination of the world and its people. Lessons equip pupils with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes. As pupils progress, their growing knowledge about the world helps them to deepen their understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments. Geographical knowledge, understanding and skills provide the framework and approaches that explain how the Earth’s features at different scales are shaped, interconnected and change over time. 

 Geography Overview

Geography at Eastfield


Art and Design


Art and Design Lead - Miss S Zaman and  Mrs K Moore


The children’s creative talents are developed through their experiences of Art and Design. 

The focus of our arts curriculum is to develop proficiencies in drawing, painting, colour theory, shade and sculpture, therefore equipping pupils with the knowledge and skills to experiment, invent and create their own works of art, craft and design. Alongside these skills we will develop children’s knowledge of a range of artists and designs, their critical awareness and ability to critic their own work as well as the work of others. Pupils will learn about know how art and design both reflect and shape our history, and contribute to the culture, creativity and wealth of our nation.

In Design and Technology lessons children have planned opportunities to use their creativity and imagination, to design and make products that solve real and relevant problems within a variety of contexts. Our DT Curriculum includes links to designs and designers throughout history, enabling children to critically reflect upon and evaluate their own designs. 

Our enrichment programme, supported by the Trust, enables us to provide a range of rich experiences in the arts. Experiences include our dance troupe performing at a local theatre, trips to see the opera, taking part in a debating workshop and then debating against other schools at the theatre, our choir performing at Trust concerts and within the local community. 

Eastfield is a Silver Artsmark School.

Art Overview

Art at Eastfield

DT Overview

DT at Eastfield




Music Lead - Mrs A Ford

Music plays a central role within the curriculum at Eastfield Academy and is fundamental to our wider trust mission of creating aspirational and knowledge-rich pupils. Pupils will perform, listen to, review and evaluate music across a range of historical periods, genres, styles and traditions, including the works of the great composers and musicians. Pupils will also learn to sing and to use their voices, to create and compose music on their own and with others, have the opportunity to learn a musical instrument, use technology appropriately and have the opportunity to progress to the next level of musical excellence. Pupils will understand and explore how music is created, produced and communicated, including through the interrelated dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations.

Our Music curriculum aims to ensure that all children:

  • Sing with a wide range and with a variety of expression.
  • Sing confidently in parts.
  • Read staff notation.
  • Experience playing an orchestral instrument in class ensemble (and to be given the opportunity to continue learning the instrument in smaller groups/one-to-one).
  • Hear a youth or professional orchestra live.
  • Hear a youth, church or professional choir live

In addition, there are opportunities for those children showing musical aptitude to be able to develop their musicianship through singing in choirs and playing in instrumental ensembles.

Music curriculum

Music at Eastfield

Personal, Social and Health Education 


PSHE Lead - Mrs G Roberts and Mrs S Brown


Our PSHE curriculum is planned so our pupils have the knowledge, skills and attributes they need to keep themselves healthy and safe, and prepared for life and work.

At Eastfield we follow the Jigsaw PSHE programme that includes statutory Relationships and Health Education (England), in a spiral, progressive and fully planned scheme of work. We provide our children with relevant learning experiences to help them navigate their world and to develop positive relationships with themselves and others. With strong emphasis on emotional literacy, building resilience and nurturing mental and physical health, Jigsaw supports us to deliver engaging and relevant PSHE within a whole-school approach. Our Jigsaw lessons also include mindfulness allowing children to advance their emotional awareness, concentration and focus.

Our PSHE curriculum aims to ensure that all children learn the fundamental British Values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs.

At Eastfield Academy we are also proud to be part of the growing network of MindUP schools who promote the mental health and emotional wellbeing of our whole school community. 

The unique evidence-based framework provides knowledge and understanding of neuroscience, mindful awareness, positive psychology and mindful practices to affect positive change within the classroom and beyond. The 15-lesson curriculum includes practices developed to help children improve their focus, manage their emotions and face challenges with resilience, kindness and compassion.

The MindUP lessons are complemented by the ‘Brain Break’. This core mindful breathing exercise which takes place three times a day, enables pupils and staff to calm their minds, focus and get ready to learn.

The interactive teaching and learning approaches, complemented by whole-school mindful practices, help create an exciting learning environment within which children can thrive academically, socially and emotionally.

For further details about the MindUP programme, including research findings, the curriculum overview and case studies, visit

PSHE Overview
PSHE at Eastfield

 Modern Foreign Language


MFL Lead - Miss S Geller 


In an increasingly diverse society, it is important that our children are able to express their thoughts and ideas in another language. We aim to ensure that all our children develop the skills of oracy, literacy and intercultural understanding in order to prepare them for further language study in the next phase of their educational journey. At Eastfield, we continue to teach our pupils in Key Stage 2 French using a progressive scheme building from oral skills through to writing whilst incorporating games, songs and stories.

 French OverviewFrench at Eastfield


Physical Education


PE Lead - Mrs S Russell


We actively encourage physical activity to aid the growth and development of children. Our P.E. curriculum reflects this.

We are following our Trust Horizon Programme in EYFS and KS1 which develops balance, movement and basic skills such as throwing and catching, dribbling and striking. KS2 focus on a games based curriculum covering the main sports such as football, netball, basketball, athletics and rugby, alongside a comprehensive gymnastics programme. In Year 5 and Year 6 the children receive swimming instruction to develop the number of Year 6 children who can swim 25m.

We run various sports club during lunchtimes and after school so your child can pursue their sporting interests and develop their skills. Our sports specialism at Eastfield is hockey and we have enjoyed success at many trust and town hockey tournaments. 

DRET hold an annual Summer Cup event so the children have the opportunity to be part of trials, training sessions and then to represent their school at a high level.  Other sporting opportunities such as masterclasses also arise throughout the year as part of the DRET enrichment programmes. We are very fortunate to have visits from professional athletes who have supported our sports training within school 

 PE Overview

PE at Eastfield

David Ross Education Trust and British Values

The Trust is very supportive of the ethos of promoting British Values, and preparing our pupils for success in a modern Britain.

A heavy reliance is placed upon broadening horizons for each and every child and this includes developing the core skills of tolerance, respect, teamwork, resilience and building self-esteem. These are all values and qualities that we feel are relevant in order to play a full and meaningful role in society, and are promoted via our extensive house system that lends itself to cultural and sporting competition, democratic principles, social mixing, the development of greater pastoral care and enhanced PSHE.

Click here to find out more about British Values at our academy