Ethos and Values
The LEA Core Values are:
At Leeds East Academy we are committed to ensuring pastoral care is of the highest standard. As individuals and members of the wider staff body, we understand our professional responsibilities and the role we each play in the development of young people. We expect the young people we serve to follow our expectations of ‘Everyone Exceptional’. We strive to ensure every student is known, valued and supported.
In realising our vision we are committed to our four Core Values:
- Resilience - We embrace challenge
- Integrity - Doing the right thing because it is morally correct.
- Trust - We believe, we don’t doubt
- Ambition - We are persistent in achieving our goals
Throughout the year in form time students are taught the attributes which make up each Core Value to ensure there is a unified understanding of the essence of each one. Using a prescribed framework each half term students are expected to self-assess against each attribute to measure their progress in demonstrating the expectations of each Core Value. We believe through encouraging, nurturing and shaping these four values in the behaviour of our young people they can become independent self-regulated learners.
|Supported Development Required
|Develop Others (Role Model)
|You stay motivated in pursuit of your goals and overcome obstacles with support.
|You maintain motivation in most situations, and you rarely give up on the pursuit of your desired outcome despite obstacles.
|You are self-motivated and persevere in the pursuit of your desired outcome, despite obstacles or repeated failure. You also motivate others to be successful.
|You are optimistic.
|With regular reminders, you can see the purpose of thinking positively about your future and your ability to achieve success.
|You see the positive aspects to most situations independently and are moderately confident that you will be successful in the future.
|You see the positive aspects to all situations, and you are confident that you will be successful in the future. You also encourage and support others in being positive.
|You have emotional awareness.
|With support and using strategies, you can identify primary emotions and are developing your ability to recognise the emotions of others.
|You identify primary emotions and demonstrate the ability to recognise other people’s emotions using taught strategies, while adapting your own behaviour accordingly.
|You identify emotions and demonstrate the ability to recognise other people’s emotions using taught strategies, while adapting your own behaviour regularly and you support and encourage others to do the same.
|You have initiative.
|You can take control of situations with support and can overcome challenges with guidance.
|You take control of situations you feel comfortable with and put strategies in place to overcome challenges by asking for support.
|You take control of situations, transferring knowledge learnt from your own experiences to put strategies in place to overcome challenges. You reflect regularly on your own strengths and areas for development and act on these by seeking regular feedback.
|Continue in a course of action even in the face of difficulty or with little or no sign of success.
|Hopeful and confident about the future.
The ability to assess and start things independently.
The power or opportunity to act or take charge before others do.
|Provide someone with a reason for doing something.
|Cause or allow a condition or situation to continue.
|Supported Development Required
|You are honest
|With support, when recalling your actions or that of others you can see that there are discrepancies in your version of events.
|When recalling information of your own, you are factual, accurate and truthful. You also acknowledge mistakes you have made.
|When recalling information of your own actions, or those of others, you are truthful and honest, and encourage others to do the same and lead by example.
|You are respectful
|With regular reminders you can be respectful to others, respond to instructions and take care of property in school or within the local community.
|You are polite to your friends and staff that you know. You respond to instructions most of the time and are respectful to those you know and the areas of the school you use the most.
|You are always polite to all members of our community, all the time. You respond instantly to instructions, value people’s opinions/feedback showing respect to others in society and their environment.
|You are moral
|With support, you can recognise that your actions impact negatively on the learning of others and their wellbeing.
|You understand the good and bad within all situations. Your actions are guided by the impact of your choices on the learning and wellbeing of others most of the time.
|You analyse the good and bad within all situations and encourage others to follow suit. Your actions are guided by the impact they have on the learning of others and their wellbeing, and guide others to do the same.
|You are kind
|With explanation from others, you can see why your actions have been uncaring and less thoughtful, especially towards elements of difference.
|You are caring, supportive and thoughtful towards your friends and staff and show empathy sometimes when required. You accept difference and work with others in a respectful manner.
|You are caring, supportive and thoughtful towards others, demonstrating humility and showing empathy when required. You accept and champion difference, working collaboratively together, leading by example.
|An unjustifiable/incorrect or surprising lack of similarity between two or more facts.
|In a way that is produced by or involves two or more parties working together.
Concerned with the principles of right and wrong behaviour.
The quality of having a modest* or low view of one's importance.
|The ability to understand and share the feelings of another.
|Supported Development Required
|You are responsible
|With regular reminders, you engage in learning and support from people, which leads to you accepting consequences.
|You are trusted to behave and engage in your learning with staff supervision. You take responsibility for your actions most of the time by accepting consequences, acknowledging when you have made mistakes and taking the steps to put things right.
|You are trusted to behave and engage in your learning independently. If a concern arises you take responsibility for your actions, all the time, every time. You also encourage others to accept responsibility.
|You respect privacy
|You recognise the importance of respecting privacy with regular reminders and with support can understand the impact of talking negatively about someone.
|You independently recognise the importance of respecting others privacy and you do not talk negatively about people. You encourage others to follow suit and to be truthful.
|You fully recognise the importance of respecting others privacy and do not talk negatively about them, and you challenge others if they do. You are open minded and do not show bias or prejudice.
|You are reliable
|You accomplish your promises/responsibilities with support and reminders from others.
|You deliver on your promises and frequently fulfil your responsibilities on time and to a really high standard.
|You exceed your promises and fulfil your responsibilities on time, all the time. You are regularly asked to support others to complete tasks.
|You are genuine
|With regular reminders your actions align to your beliefs and the Academy’s shared values, and you can be sincere.
|You are aware of your genuine self and are sincere most of the time. You think, speak and act in accordance with your beliefs and the Academy’s shared values.
|You are sincere and think, speak and act in accordance with your beliefs and the Academy’s shared values, while respecting the beliefs of others.
|Consistently good in quality or performance; able to be trusted.
|Truly what something is said to be; authentic. (of a person, emotion, or action) sincere.
Predetermined* opinion that is not based on reason or actual experience.
Complying* or agreeing with something or someone.
|Having a duty and commitment to do something, or having control over or care for someone, as part of one's job or role.
|Going beyond what is expected or over-achieving.
|Having genuine feelings and concerns for someone or something.
|Supported Development Required
|You are curious.
|With encouragement, you are ALERT and can develop your knowledge and understanding in class to improve your awareness of the world.
|You are ALERT in class, want to develop your knowledge and understanding of the world and at times ask questions to improve your understanding of the world.
|You are ALERT in class, ask lots of inquisitive questions and want to develop your knowledge and appreciation of the world and apply this to all aspects of academy life.
|You set aspirational goals.
|With support you can set and commit to targets that are aligned with your goals and bettering yourself.
|You set and commit to achieving targets that help you to reach your chosen career path/ goals and better yourself.
|You set and commit to achieve SMART targets to reach your goals and better yourself. You do not get side-tracked in pursuit of your chosen career path/goals, and you support others in achieving the same.
|You challenge yourself.
|With support you can push yourself. You need reminding not to negatively compare your achievements against others.
|You seek new ways to push yourself and focus on your own achievements rather than negatively comparing yourself to others.
|You actively find new ways to push and challenge yourself, share your successes and encourage others to do the same through leading by example.
|You take calculated risks.
|With support you are less hesitant about exploring and discovering new experiences outside your comfort zone
|You allow yourself to explore and discover new experiences that are within your comfort zone and are beginning to independently explore new experiences outside of your usual choices.
|You are open-minded, creative and allow yourself to independently explore and discover new experiences that are out of your comfort zone. You encourage others to explore and discover new experiences.
|A hope or ambition of achieving something.
|Eager to know or learn something.
The action of pursuing* someone or something.
|To bring into cooperation or agreement with a particular group, party or cause.
Having or showing an interest in learning things; curious*.
|Identification and enjoyment of the good qualities of someone or something.