Leeds City Academy

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Our Journey to Outstanding

Leeds City Academy has begun a journey which will see it rated as 'outstanding' within three years. Here you can discover how we're working together as a school community to achieve a new standard of excellence in everything we do. 

What's Different This Year?

Students reveal what they believe has changed since returning to Leeds City Academy in September, describing how it has influenced school life and their learning:

 

Academy Development & Improvement Plan

Click to view or download documents which detail our goals and methods for continuous improvement: 

Leeds City Academy's Journey to Outstanding
Strategy for Rapid Improvement Plan
LCA Growth Chart 2013 - 2017

  

Raising Standards & Expectations

Click to view or download documents detailing how we raise attainment through our expectations in teaching and learning: 

Standards and Expectations ‘Back to Basics' Presentation 

  

 

Our Obsessions

At Leeds City Academy, we have four main obsessions. These include: 

Obsession 1: Attendance 

Attendance – Attendance is one of our obsessions at Leeds City Academy. We know that a child’s attendance has a significant impact on their learning in school and their opportunities once they finish their education.   

Attendance is a constant theme around our academy with both staff and students. Our students who attend well, will receive a variety of rewards and incentives. Students who have poor attendance, will receive significant sanctions.  

Working together with students and the local community, we are very proud of the progress we have made to ensure that every student attends the academy and reaches their full potential. Let’s work together and ensure our young people continue to achieve and succeed. More more details of our Attendance Incentive, click here.

 

Student’s attendance target is 96%: Every Day Counts 

Regular attendance at school is vital to help your child achieve and get the best possible start in life.

There are 30 days in a 6 week half term. If your child has 1 and a half days off school, their attendance will be 95%.

 

Every one of the 695 days a student spends at Leeds City Academy from Year 7 to Year 11 could increase their earning by £1409.27

 

 

Attendance Level

What does this mean?

What will happen as a result? 

What can you do? 

97.1% - 100%

 

Your child has the best chances of succeeding at Leeds City Academy.

Your child will receive praise/postcards/will be entered into prize draws and invited to rewards events.

No term time holidays.

Continue to praise your child and take opportunity an interest in what they are doing at school.

Check the planner daily and attend any meetings you are invited to attend

95.1% - 97%

 

Your child’s attendance is starting to have an impact on their learning.

Your child’s attendance requires improvement.

Your child’s attendance will be monitored. If there is no improvement you will be invited into school for a meeting.

Medical appointments will not be authorised without a medical card.

No term time holidays.

All appointments to be arranged outside of school hours.

Do not keep your child off school unnecessarily – we will call you if your child needs to come home.

90.1% - 95%

 

Your child has missed up to 95 lessons which will undoubtedly have an impact on their attainment levels, progress and friendships. Your child will most likely make less progress because of their attendance.

Poor attendance can limit your child’s future opportunities and set up bad habits for work and life.

Your child’s attendance will be monitored closely. You may be at risk of receiving a Penalty Notice Fine. Medical appointments will not be authorised without an appointment card.

You may be asked to attend a meeting in school and placed on an informal/formal attendance contract which will identify the necessary support to help your child’s attendance improve.

No term time holidays.

All appointments must be arranged for out of school hours.

You will need to provide appointment cards for medical appointments that cannot be moved.

Do not keep your child at home if there are any problems. The best way to support your child is to ask for a meeting in school to address the problems. The more time your child has off school the harder it will be for them to catch up.

Below 90%

 

Your child’s attendance is unsatisfactory and classified as persistent absenteeism.

Children with attendance at this level often face challenges in school, do not do as well academically and are more likely to be involved / victims of crime.

You will be visited by the attendance team.

You may be placed on an informal / formal attendance contract which will identify the necessary support to help your child’s attendance improve.

Medical appointments will not be authorised without an appointment card.

You may face a fine or other legal action.

No term time holidays.

Parents/carers will be expected to attend meetings with school to discuss attendance.

Contact school for advice/support.

Work with the attendance officer and school to improve attendance.

Ensure your child arrives on time every day and stow them that you think school is very important.

*NB The minimum attendance expected from any student is 96%

 

 Parents of students whose attendance falls below 96% will receive a letter home and targets for improvement will be set. Failure to improve may lead to the involvement of an Attendance Improvement Officer. The Academy will contact parents where no information has been received of an absence. Contact may be by telephone, text message or a home visit may be made.

If your child is absent it is the responsibility and legal duty of the parents/carer to contact the academy on each day of absence by telephone. Please call 0113 284 4260, press 1 to speak to our Attendance Officer - Extension 253.

Lateness

Lessons begin at 8.30am. Any student who arrives after 8.30am will be given a break time detention the same day. Failure to attend the break time detention will result in a 1hour detention afterschool the following day. A student who is late to school 5 times in a half term will be placed into Seclusion until 3:20pm and parents/carers will be contacted. Punctuality to school is vital in developing positive patterns of behaviour for your working future.

Leave of Absence

The academy will no longer give leave of absence for family holidays. The academy may grant leave of absence in exceptional circumstances. A form, which can be collected from the Attendance Office must be completed with a full explanation of the exceptional circumstance.

Obsession 2- S.L.A.N.T

Sit up straight  

Listen carefully  

Ask and answer questions  

Never interrupt

Track the teacher 

At Leeds City Academy we S.L.A.N.T in every lesson. This is a key habit that will help us succeed in school and in life. 

S.L.A.N.T is an effective classroom management strategy that allows you to teach students to use their body language as a tool to engage in learning. After the successful implementation of the new positive behaviour policy in September 2017, we decided to ratchet up our expectations in order to ensure that students have the minds ready to learn. 

The reality of teaching is that body language is important to having the mind ready to learn. We have to deliberately teach students how to consciously use body language in order to be more successful.  

The S.L.A.N.T classroom management technique is a proven way to do this. 

When you S.L.A.N.T you learn more, you remember more, you develop more self-control and you demonstrate that you are a polite person who shows respect to their teachers and their classmates. LCA is built on mutual respect. We speak to one another politely at all times, and our body language and facial expressions are polite too. 

S.L.A.N.T is a key part of showing mutual respect and courtesy. 

Sit up straight 

At LCA you sit up straight at all times and you never slouch. Teachers have a seating plan and you sit at the seat they have allocated.  

Listen carefully 

At LCA you listen to every single word your teacher says very carefully. You especially listen to instructions very carefully. You put your pen down when you have finished following an instruction to wait for the next.  

Ask and answer questions 

When you ask and answer questions you always put your hand straight up in the air and wait for the teacher to choose you. You must wait for the teacher. Calling out is never permitted. Even if you have your hand raised you have to wait for the teacher to choose you by name, unless there is ‘no hands up’ part of the lesson. If we didn’t do this people would be interrupting the teacher or disrupt the learning of others. 

If you are confused, or unsure what to do, let the teacher finish what he or she is saying and then put up your hand to ask a question. 

When you ask questions, speak confidently and in a loud voice so the whole room can hear. If your teacher wants you to speak more clearly and more loudly he or she will ask you to “Project” your voice. This means that you talk loudly and clearly like an actor addressing an audience. 

Never interrupt

Never interrupt the teacher when they are talking. 

Track the teacher 

This means that you keep your eyes on the teacher whenever he or she is talking. You never turn around – even if you hear a noise behind you. You don’t look out of the window. You don’t lose focus. You really, deliberately concentrate on what the teacher is saying at all times. You look at the board. You listen. You read. You practise the red zone work set in silence. You deliberately try to understand and to memorise the information and the processes you have been taught. If someone tries to distract you, raise your hand and tell the teacher. 

Obsession 3 - Building Knowledge

"Ignorance is the curse of God; knowledge is the wing where with we fly to heaven." 

-William Shakespeare 

Our curriculum has knowledge at its heart; the acquisition of facts, information and skills through expert teaching. The incremental acquisition of knowledge, taught through all of the different subjects, becomes self-perpetuating over time: the more knowledge pupils have within a subject the greater propensity they have for acquiring more knowledge in that subject. With a good grounding of knowledge all skills become easier, this also extends to reading…. 

'reading depends on prior knowledge….much of the difference among readers is due to how wide a range of knowledge they have’

-Dan Willingham 

We don’t underestimate the power of knowledge. Without this gradual building of knowledge in and out of the classroom we would be falling short of our duty in preparing our youngsters for their future endeavours in education and the workplace.  

Listed below are some of the strategies we are using in the Academy, to build knowledge: 

  • Across the curriculum: the curriculum areas very meticulously and carefully plan the knowledge that will be delivered to Leeds City Academy pupils throughout the different year groups. Curriculum leaders identify knowledge that runs vertically through their subjects and plan accordingly. This essential knowledge is regularly revisited, recalled and built upon throughout KS3 and KS4.  Additionally, we also identify knowledge and skills that are transferable across different curricula areas. Consequently we can reinforce, embed and forge cross-curricula links where appropriate, through schemes of learning. 

 

  • In the classroom: our teachers plan their lessons, using effective strategies to build knowledge. For example all lessons are started with a recap and recall activity; these will be questions from prior learning which could be from the previous lesson, previous week or previous term. We want to make sure our pupils have secured and embedded knowledge. 

 

  • At home: the homework strategy at Leeds City Academy is also based around the acquisition of key fundamental knowledge across the different subject areas. All pupils have their own knowledge organiser, which outlines this key knowledge. For information on the knowledge organiser and the homework strategy click here. 

Obsession 4 - Equality and Diversity 

Leeds City Academy is committed to ensuring that it upholds and delivers the highest standards of equality both as an employer and as a provider of educational opportunities to young people. We are committed to advancing and achieving equality of opportunity for all students, parents /carers / associated persons, staff, governors and visitors. We believe that all people are of equal value and are entitled to equality of opportunity and that our diversity enriches our community. 

Leeds City Academy aims to provide students with the opportunity to learn in an environment free of prejudice. It’s the responsibility of all staff top educate against any form of prejudice or negative stereotyping and to ensure that their conduct with students and colleagues reflects this at all times. 

The general equality duty sets out the equality matters that schools need to consider when making decisions that affect pupils or staff with different protected characteristics. This duty has three elements. In carrying out their functions public bodies are required to have ‘due regard’ when making decisions and developing policies, to the need to: 

Eliminate discrimination, harassment, victimization and other conduct that is prohibited by the Equality Act 2010. 

Advance equality of opportunity between people who share a protected characteristic and people who do not share it. 

Foster good relations across all protected characteristics – between people who share a protected characteristic and people who do not share it. 

Leeds City Academy is committed to advancing and achieving equality of opportunity for all students, parents /carers / associated persons, staff, governors and visitors. We believe that all people are of equal value and are entitled to equality of opportunity and that our diversity enriches our community. 

Responsibilities and Accountabilities 

The Trust Board are responsible for: 

  • Making sure the Academies follow all of its equality and diversity policies and codes, and meets its legal responsibilities with respect to equality. The Chief Executive is responsible for monitoring this policy. 

 The Academy Principal is responsible for: 

  • Giving a consistent and high-profile lead on equality and diversity. 
  • Advancing equality and diversity inside and outside the Academy. 
  • Ensuring policies and procedures are in place to comply with all equality legislation. 
  • Ensuring that the Academies implement its equality and diversity policies and codes of practice Academy leaders. 

Academy leaders (for example senior, subject and pastoral leaders) are responsible for: 

  • Putting the Academy equality and diversity policies and codes into practice. 
  • Making sure that all staff know their responsibilities and receive the support and training necessary to carry them out. 
  • Following the relevant procedures and taking action in cases of unfair discrimination, harassment, bullying or victimisation. 

All staff (teaching and non-teaching) are responsible for: 

  • Promoting equality and diversity, and avoiding unfair discrimination. 
  • Actively responding to any incidents of unfair discrimination, related to protected characteristics perpetrated by students, other staff or visitors. 
  • Keeping up-to-date with equality law and participating in equal opportunities and diversity training.  

Students are responsible for: 

  • Respecting others in their language and actions. 
  • Obeying all of the Academy equality and diversity policies and codes.