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LCD Endorsement · Inclusion & Learner Development

Leadership & Character Development Endorsement

Recognises schools that deliberately cultivate good character, ethical reasoning and responsible leadership, giving every learner real opportunities to lead, serve and grow.

  • 16 standards in 5 areas
  • 3 levels
  • 3 years validity
Apply for LCD Check your readiness
USAAC LCD accredited badge

LCD is an endorsement: it is awarded together with, or after, USAAC Core Accreditation. Core and endorsements can be reviewed in one combined visit.

Accreditation levels

Three levels of LCD recognition

Levels recognise character and leadership education that is consistently in place (Established), embedded and improving learners' growth (Advanced), and sustained over time while helping other schools (Elite).

ACCREDITEDESTABLISHEDUSAACLevel I

Established

Quality Assured

Sound practice is in place across most of the school, leadership is secure, and any area still developing has a clear improvement plan.

At least 75% of standards at Established or above, or 65% when at least a quarter are at Advanced or Elite, including every leadership standard (and, for Core, safer recruitment, health & safety and the safeguarding gate).

ACCREDITEDADVANCEDUSAACLevel II

Advanced

Excellence in Practice

Practice is embedded, monitored with evidence and improving outcomes in most areas.

No standard still Developing, and at least 60% at Advanced or above, with at least one Advanced standard in every area.

ACCREDITEDELITEUSAACLevel III

Elite

Sector Leadership

Proven impact over at least two years in its areas of strength, and a school that helps others improve.

Advanced requirements met, at least 75% at Advanced or above, and at least one third at Elite across at least half of the areas.

Framework

The LCD standards

16 standards in 5 areas. Each has published descriptors for Established, Advanced and Elite, and the evidence reviewers look for. Levels are cumulative: each one includes everything below it.

01

Vision & Leadership

LCD.1.1
Shared character visionThe school defines, with its community, the virtues it aims to develop and plans how they are caught, taught and sought.
EstablishedCore virtues are agreed with staff, learners and families, explained in plain language, and linked to a written plan for character and leadership education.
AdvancedThe virtues visibly shape curriculum, routines and decisions across the school; leaders review the plan with the community and evaluate its implementation.
EliteThe character vision has been sustained over at least two years, and the school mentors other schools in developing their own character vision.
Evidence: Statement of core virtues and how they were agreed · Character and leadership education plan · Interviews with learners, staff and families
LCD.1.2
Adults as role modelsLeaders and staff model the school's virtues, and everyday responses to behaviour help learners understand and repair the effects of their choices.
EstablishedStaff expectations reflect the school's virtues; responses to conflict and misbehaviour include reflection on values and, where suitable, restorative conversations.
AdvancedRestorative and values-based approaches are used consistently across the school, and learners describe adults as fair, honest and caring role models.
EliteA values-led adult culture has been sustained over time, and the school supports other schools to develop restorative, character-based practice.
Evidence: Staff code of conduct and behaviour approach · Records of restorative conversations · Learner surveys and interviews
LCD.1.3
Student voice in decisionsLearners have democratic structures through which they influence real school decisions and see the results of their input.
EstablishedAn elected student council, representative of all groups, meets regularly with leaders and receives clear responses to its proposals.
AdvancedLearners take part in decisions on policy, curriculum and spending; leaders report what changed, and participation is broad across learner groups.
EliteMeaningful student voice has been sustained over at least two years, and the school's learners and leaders share their model with other schools.
Evidence: Student council constitution, elections and minutes · Decisions changed by student input · Participation data by learner group
02

Teaching & Learning

LCD.2.1
Taught character educationLearners receive planned, sequenced character education that builds understanding of virtues and how to apply them wisely.
EstablishedCharacter education is timetabled in every phase, develops virtue language and practical wisdom, and uses discussion, stories and real examples.
AdvancedCharacter education is reinforced across subjects and adapted to learners' ages and contexts; learners can explain and apply virtues in new situations.
EliteEffective taught character education has been sustained over at least two years, and the school shares its curriculum or trains teachers in other schools.
Evidence: Character education curriculum map · Lesson observations and learner work · Learner discussions about virtues
LCD.2.2
Ethical reasoning across the curriculumLearners regularly reason through ethical questions and dilemmas within their subjects, weighing evidence, perspectives and consequences.
EstablishedSubject plans include ethical questions relevant to the content, and teachers use structured discussion that respects diverse views.
AdvancedEthical reasoning is embedded across subjects and phases; learners' arguments show growing depth, fairness and use of evidence over time.
EliteHigh-quality ethical reasoning has been sustained over time, and the school publishes or shares dilemma-based resources with other schools.
Evidence: Subject plans with ethical questions · Learner work showing ethical reasoning · Observations of structured discussion
LCD.2.3
Leadership learningAll learners develop leadership skills such as communication, collaboration, planning and taking responsibility through structured, practical experiences.
EstablishedA progression of leadership skills is taught through activities such as debate, public speaking, team projects and leading events, open to every learner.
AdvancedLeadership learning is integrated into the curriculum, learners lead projects with growing independence, and skill development is tracked over time.
EliteInclusive leadership learning has been sustained over at least two years, and the school co-designs leadership programmes with other schools or partners.
Evidence: Leadership skills progression · Records of learner-led projects and events · Learner leadership portfolios
LCD.2.4
Service-learningLearners take part in service-learning that links meaningful community service with curriculum learning and structured reflection.
EstablishedEvery learner takes part in planned service activities each year, with clear learning goals, safe arrangements and reflection on what they learned.
AdvancedLearners identify community needs, plan and lead service projects with partners, and evaluate the impact on the community and on their own growth.
EliteReciprocal, learner-led service-learning has been sustained over at least two years, and the school supports other schools to develop service-learning.
Evidence: Service-learning plans and curriculum links · Learner reflections · Partner feedback on community impact
03

People & Capacity

LCD.3.1
Staff capability in character educationStaff understand character education and have the skills to teach virtues, facilitate ethical discussion and develop learner leadership.
EstablishedAll staff receive training in the school's character approach, and those leading character lessons and student leadership are specifically prepared.
AdvancedStaff share practice, receive coaching, and the impact of their development on character teaching and learner leadership is evaluated.
EliteStrong staff capability has been sustained over time, and the school provides character education training for staff in other schools.
Evidence: Character education training records · Coaching and peer observation records · Lesson observations
LCD.3.2
Personal-growth mentoringEvery learner has regular mentoring that helps them reflect on their character, set personal goals and take responsibility for their growth.
EstablishedEach learner meets a trained mentor or tutor regularly to reflect on personal goals and character strengths, with notes kept on agreed actions.
AdvancedMentoring is tailored to learners' needs, includes peer mentoring, and evidence shows learners setting and achieving more ambitious personal goals.
EliteEffective mentoring has been sustained over at least two years, and the school helps other schools establish personal-growth mentoring.
Evidence: Mentoring framework and schedule · Anonymised goal-setting records · Learner and mentor feedback
LCD.3.3
Equitable peer leadership rolesLearners take responsibility through peer roles such as mentoring, mediation and leading activities, with fair access for every learner.
EstablishedA range of peer leadership roles exists, selection is transparent, and learners who take them on are trained and supported.
AdvancedParticipation in leadership roles is monitored by learner group, and barriers are removed so underrepresented learners lead in growing numbers.
EliteEquitable peer leadership has been sustained over at least two years, and the school trains peer leaders or staff from other schools.
Evidence: List of peer roles and selection process · Participation data by learner group · Peer leader training records
04

Environment & Resources

LCD.4.1
Structures for student leadershipStudent leadership bodies and clubs have the time, space, staff advice and resources they need to function effectively.
EstablishedStudent councils, clubs and leadership groups have protected meeting time, a staff adviser and a clear way to request resources.
AdvancedLearners manage a defined budget or resources, plan and run initiatives independently, and review the effectiveness of their own structures.
EliteEffective learner-run structures have been sustained over time, and the school hosts or co-leads leadership networks with other schools.
Evidence: Meeting schedules and adviser roles · Student-managed budget records · Learner reviews of leadership structures
LCD.4.2
Community and civic partnershipsThe school builds safe, reciprocal partnerships with community and civic organisations that give learners authentic opportunities to serve and take part in civic life.
EstablishedPartnerships for service and civic participation have clear purposes, safeguarding arrangements and agreed roles for learners and partners.
AdvancedPartners help plan and assess service and civic projects, and partnerships are reviewed for mutual benefit and fair access for learners.
EliteReciprocal civic partnerships have been sustained over at least two years, and the school co-designs civic programmes with partners and other schools.
Evidence: Partnership agreements · Partner feedback · Records of learner civic and service activities
LCD.4.3
Character-rich school lifeDaily routines, assemblies, clubs and recognition practices give learners frequent opportunities to practise and reflect on the school's virtues.
EstablishedRoutines and activities are planned to highlight the school's virtues, and recognition celebrates character and effort, not only attainment.
AdvancedLearners help design character-building activities and recognition, and participation in character-rich experiences is broad across learner groups.
EliteA character-rich school life has been sustained over time, and the school shares its approach with other schools.
Evidence: Assembly and activity programmes · Recognition criteria and records · Participation data and learner feedback
05

Impact & Improvement

LCD.5.1
Reflection and growth recordsLearners keep records of their character and leadership experiences and reflect on their growth over time.
EstablishedLearners maintain a portfolio or journal of leadership, service and character experiences and reflect on it with a mentor at least termly.
AdvancedReflections show learners connecting experiences to virtues and setting goals; portfolios inform mentoring and transition to the next phase.
EliteReflective growth records have been sustained over at least two years, and the school shares its portfolio approach with other schools.
Evidence: Sample learner portfolios or journals · Mentor reflection records · Transition information
LCD.5.2
Evaluating character and leadership growthThe school evaluates the growth of character and leadership using multiple sources, used ethically and never to rank or label individual learners' character.
EstablishedEvidence from learner self-reflection, staff observation and surveys is gathered at least annually, with consent and confidentiality respected, and used to plan improvement.
AdvancedEvidence is analysed over time and by learner group, and shows growth in learners' ethical reasoning, responsibility and leadership.
EliteGrowth in character and leadership has been sustained over at least two years, and the school helps other schools evaluate character education ethically.
Evidence: Evaluation framework and tools · Analysis of growth by learner group · Data ethics and consent arrangements
LCD.5.3
Programme review and improvementThe school regularly reviews its character and leadership provision against a recognised framework and improves it with its community.
EstablishedA self-review against a recognised framework, such as the Character.org 11 Principles, is completed at least every two years and leads to an improvement plan.
AdvancedImprovement actions are implemented and re-tested with learners, staff and families, and evidence shows improved provision and learner outcomes.
EliteContinuous improvement has been sustained over at least two years, and the school leads peer review of character education with other schools.
Evidence: Self-review against a recognised framework · Improvement plan and progress reports · Community feedback on changes
Scope

What LCD covers

Each topic is assessed in exactly one USAAC framework, so schools are never reviewed twice for the same practice.

Moral, civic, intellectual and performance virtuesEthical reasoning and decision-makingStudent leadership and voiceDemocratic participation and civic responsibilityService-learningPersonal-growth mentoring and reflection

Assessed elsewhere

  • Social and emotional learning and wellbeingHWB
  • Entrepreneurship and career mentoringIEC
  • Global citizenship educationLGC
  • AI ethics and digital citizenshipAIDL
Key benefits

Why LCD?

  • Shows families a clear commitment to character, ethics and responsibility.
  • Gives every learner real experience of leading, serving and deciding.
  • Builds ethical reasoning that supports learning across subjects.
  • Strengthens the school's relationships with its community.
Aligned with

Validity: Valid 3 years, with a short annual update.

Part of the Future-Ready School and Whole-Child School pathways.

Self-assessment

Which level is your school ready for?

Rate your school honestly on each LCD standard and watch your progress toward every level. Each level is a recognised achievement, and schools can move up at any later review.

  1. LCD.1.1
    Shared character vision

    The school defines, with its community, the virtues it aims to develop and plans how they are caught, taught and sought.

  2. LCD.1.2
    Adults as role models

    Leaders and staff model the school's virtues, and everyday responses to behaviour help learners understand and repair the effects of their choices.

  3. LCD.1.3
    Student voice in decisions

    Learners have democratic structures through which they influence real school decisions and see the results of their input.

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