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Our Values

At Gedney Church End Primary Academy we have four values which make the word CARE. It is our aim to guide pupils to become confident, respectful young people in the community, who aspire to achieve their best and engage with their learning to achieve their dreams.


Confidence is an essential foundation from which children will navigate through life’s challenges, build healthy relationships, express their views and find their place in the world.  

A confident child might be willing to take risks and try new things. They might speak up in class or in social situations, sharing their ideas and opinions with others. They might also be more willing to ask questions and seek help when they need it, knowing that they have the ability to learn and grow. Gedney Church End understands that teachers and parents should praise their children’s efforts and not just their achievements. Children who feel appreciated for their hard work are more likely to develop confidence. 



We define aspiration as being full of hope for something better and working hard to make it happen. Some examples of behaviours that demonstrate this value are:

  • Having ambitions and aspirations, including careers and dreams
  • Aiming high!
  • Setting targets
  • Knowing what to do to achieve a target
  • Not giving up, showing persistence and resilience
  • Looking positively for solutions
  • Being hopeful that difficult situations can be made better
  • Being aspirational for others



We value respect because success in life is often forged on strong relationships with others. We encourage staff and students to have the utmost respect for themselves, knowing that they are valued and important people. Furthermore we value respect for others, for their similarities and their differences. Respect for oneself and others is an important part of being successful in school and in life beyond school.

We teach our children to show respect through positive role modelling, praise and positive reinforcement and specific personal social and emotional development teaching sessions. 



We believe that there are two main components of engagement with learning - pupil motivation and active learning.

Motivation is dependent on a pupil's value for learning and their expectations of being successful in learning. Pupils who are interested in gaining understanding will naturally engage if they have positive learning experiences.

Active learning does not refer to physical movement, but rather to a pupil's mind being actively engaged in the learning process.