Ethos and Values
Marlborough Road Academy is proud to be a part of the United Learning Trust.
United Learning is a group of schools committed to providing excellent education through which all pupils are able to progress, achieve and go on to succeed in life. Our approach is underpinned by a sense of moral purpose and commitment to doing what is right for children and young people, supporting colleagues to achieve excellence and acting with integrity in all our dealings within and beyond the organisation, in the interests of young people everywhere.’. We do not accept excuses and we do not give up.
We seek to improve the life chances of all our children, young people and staff. Our ethos is governed by the United Learning Framework for Excellence and our core values.
The Framework for Excellence sets out the five key principles that we believe are vital for an excellent education for children and young people:
‘Never doubt that a small group of thoughtful and committed citizens can change the world. Indeed, it is the only thing which ever has.' Margaret Mead
However good we are, we can be better. We constantly look for improvements, and implement them with pace. We look for ideas for improvement inside the organisation and out; we observe one another; we steal good ideas with pride and look to make them better; we work together to improve.
We always look at the evidence, and are rigorous in evaluating impact. We stop or change things which aren’t working; we improve things which are.
The Best from Everyone
‘Whether you think you can, or you think you can’t, you’re right.' Henry Ford
Our aim is to bring out the best in everyone. So we must expect the best from everyone, all the time.
Every child is a special individual, capable of extra ordinary things. Who can know the limits of any child’s potential? So, we expect unreasonably – we constantly challenge children to do what they think they can’t, to persist, to work hard and to be at their best.
From every adult we expect the same: that they are at their best, expect unreasonably of themselves, are determined and resilient and pass those expectations on to the children in all they do.
We act with the utmost love, care and good faith – the highest standards come with the greatest attention to the wellbeing of all.
‘Knowledge is power’ Francis Bacon
Our most important purpose is to teach young people things they would not learn outside school, which frees them to think and act more powerfully in their lives.
Words and numbers are our most powerful ways of representing the world. Mastery of language and fluent mathematical skills are therefore our top priority.
We aim to prepare young people to make a success of their lives: a core entitlement to subject-based learning; the development of talents; an understanding of work and society.
Worthwhile learning is often hard. Inspiring teaching is what gives access to difficult concepts and the thrill of intellectual discovery.
Powerful knowledge is not static or backward-looking. It includes the ability to critique, challenge the status quo, think and learn.
Education with Character
'Seven deadly sins: … knowledge without character...' Mahatma Gandhi
Academic success is very important. Exam passes are an important aspect of that. But there is more to a good education.
Our school also aims to develop character, compassion and service. Young people are expected to contribute to their school and to society; to try things which they think they cannot do; to persist in the face of difficulty; to become resilient in overcoming obstacles; to manage themselves; to work independently on things which challenge them; to work with others and in teams; to be courageous and caring; to lead.
We want young people to look back on a joyful schooling which has inspired and challenged them, given them wide opportunity and prepared them for the ups and downs of life.
Leadership In Every Role
The function of leadership is to create more leaders, not more followers.' Ralph Nader
Our children are leaders of the future. We expect them to start today – taking advantage of structured opportunities to lead and taking responsibility for themselves and others.
Every adult in the school is a leader. In every word, tone and gesture, they set direction and expectation. We expect every adult to take responsibility and the initiative to do what is right for the children.
All those in formal leadership positions create the climate in which others work. They demand the highest standards, build a performance culture, develop their teams and create the space for others to lead.
All leaders listen, grow relationships, act with integrity and care and expect the best from themselves and others in building a happy, confident school.
‘Mankind owes to children the best it has to give.
Many things can wait, but not the children.
Now is the time that their bones are being formed, their blood composed, and their senses developed.
We cannot answer them tomorrow.
Their name is today.’
At Marlborough Road, we provide a broad and balanced curriculum and, by scaffolding children where necessary, we seek to ensure that all pupils have access to it, to resources and to activities. We use materials that reflect the diversity of our school population and local and wider community; we avoid stereotyping and, in all subjects, strive to provide positive role models that our children can aspire to. We bring up issues of equality throughout the curriculum and encourage children to discuss them in an informed and respectful manner.
At Marlborough Road Academy, we are dedicated to providing the highest possible standard of education for your child. We are proud to work with families, the community and a range of other agencies, to make sure that our pupils are safe, happy and successful.
We want all of our pupils to grow and develop into the best version of themselves and to be able to make the most of opportunities that come their way. We believe that our values underpin everything that we do, providing the essential building blocks for a well-rounded citizen. Our school values are:
In addition, we aim to:
- Nurture and foster positive relationships
- Welcome and support parents, families and visitors from the community
- Promote achievement and enjoyment of all members of our school
- Provide equal opportunities and access for all
- Offer a creative, broad and skills rich curriculum
- Develop independent citizens who are aware of their responsibilities and make a positive contribution to society
At our Academy, our school rules are stay safe, choose kind and work hard.
At Marlborough Road Academy we are commited to developing our pupils' Cultural Capital.
What Is Cultural Capital?
Cultural capital is the essential knowledge that children need to prepare them for their future success. It is about giving children the best possible start to their early education.
In the EYFS cultural capital is the sense of awe, wonder and curiosity about the world around them that children get through the experiences, opportunities and interactions they have with adults.
Why We Think Cultural Capital Is Important
At Marlborough Road Academy we believe that our cultural capital gives us power. It helps us achieve goals, become successful. It gives us the chance to be competitive with our peers, irrespective of our background or financial status.
How Do We Develop Cultural Capital at Marlborough Road?
- Through the curriculum and a well stocked school library
- As part of the school ethos in our behaviours, attitudes and morals
- Through enrichment in our learning at lunchtime programme, after school clubs, trips, visits and visitors, performances (Drama, Music, Dance, Poetry), sports teams and our pupil charter
- Through developing our pupils by providing leadership opportunities such as the school council, having a programme of pupil jobs, participation in initiative such as the pupil leaders programme
- Through awards such as Rights Respecting Schools, Communication Friendly School, Arts Mark (in progress), Emotion Friendly School (in progress)
- Through our partnerships with outside agencies and charities
- Through our partnerships with parents and the wider community
- Through access to breakfast and SEMH support for all children
- Through assemblies, class family meetings