Vision & Values
Community Minded Through Drive and Aspiration
Motivators
| Driven | Community Minded | Aspirational |
|---|---|---|
| The passion to get better and better at something that matters. | The will to do what we do in the service of something bigger than ourselves. | The commitment to improve life chances. |
These motivators underpin everything we do as a Trust. Through applying them on a daily basis Bedford Academy strives to:
- Have a relentless focus on good relationships and high standards for all
- Create engaged learners by ensuring all children and young people receive high quality teaching every lesson, every day through the delivery of our knowledge rich curriculum
- Value and celebrate the success of ourselves and others, encouraging young people to learn from their mistakes and take ownership of their own decision making
- Remain focused on providing the best possible education for the community we serve.
In line with the Trust’s motivators we expect every individual member of the Bedford Academy community to be:
- Community minded: a responsible, thoughtful and independent member of society that takes ownership of their own actions and decisions
- Driven: a confident individual that achieves their full potential and works towards success without excuses or compromise
- Aspirational: an individual with have high expectations of themselves and others, always aiming to improve, succeed and excel
Values
There are 6 key themes that make up our code of conduct or shared values for the school. We call this ‘The BA Way’. This provides all stakeholders with clarity and purpose about what we expect from everyone whilst they are in our school community.
The 6 key themes are:
- Attendance
- Lessons
- Conduct
- Uniform
- Rights and Responsibilities
- Environment
Click here to see more information about ‘The BA Way’.
BA Core Offer
This table and the information therein, represent our school’s collaborative perspective of high-quality teaching for ALL students. This was collectively defined through open discussions and a Provision Review methodology involving parents/carers, students and staff.
(November 2025)
| We include ALL learners by | – Using Learning Ladders across subjects to chart the progress of students and define the next curriculum step – Knowing the individual learner, their context and their aspirations – Providing feedback that enables reflection for further growth – Delivering a bespoke pastoral package for all students – Setting high expectations for all, as part of The BA Way – Utilising BROMCOM software to celebrate achievements, as well as communicate boundaries |
| We create and sustain a learning environment that is…. | – Safe, tidy, ordered and clean – Based on clear expectations and consequences – Well-resourced to support scaffolding for learners who are struggling and acceleration for those who are more able – Populated with key vocabulary, technical language and motivation expectations that is accessible for all students – Structured through the the Golden 5 (meet and greet. purposful seating, Date and Title into books, 3-2-I countdown and staggered dismissal) – Enhanced through learning displays that celebrate and extend students |
| We build learning conversations and opportunities into the students’ daily diet by…. | – Setting clear expectations and targets for all students – Emphasising and encouraging positive behaviour – Using journey questions to demonstrate progress and ensure there is sufficient challenge – Developing positive relationships and using restorative justice where required – Maximising impact of tutor time to support pastoral relationships |
| We believe we are a learning community because…. | – We offer a focussed enrichment programme that extends learning and opportinities outside the classroom – We value and make time for dialogue with parents and carers – We are focused on developing student voice in the classroom and across the school, including regular staff appreciation – We provide extended provision opportunities in alternative education and support – We have robust systems (COMs) and processes that make our safeguarding policy effective in practice – We utilise information provided during transition to support all, extend our higher attaining pupils (HAPs) and navigate career trajectories – We invest in student leaders – Staff have access to on-going professional development and support |
| We engage with our wider community through…. | – Regular and timely parental involvement and open communication in all aspects of school life – Mentoring programmes that add value to the student’s experience – Accessing community resources to enhance our programme for spiritual, moral, social and cultural (SMSC) development – Capitalising on the virtual world to connect with the wider world |
Community Minded • Driven • Aspirational
