Tribal’s Quality Mark is an internationally acknowledged accreditation supporting and recognising improving standards in the provision, practice and performance of English and mathematics, and providing evidence of high-quality education.

“It’s very much current. As a National Leader of Education looking at policy, the Quality Mark agenda reflects national policy and absolutely dovetails with pedagogy but also has the flexibility other accreditations or processes are unable to offer. Quality Mark has moved with the times."

- Liz Bramley, Headteacher, Oakdene Primary

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Why primary schools choose Quality Mark to continuously improve the quality of their provision

Westoe Crown Primary School

 

Steve Price (Head Teacher, Westoe Crown Primary School), visited other schools with the Quality Mark accreditation and saw first-hand the creativity and out-of-the-box thinking that could be applied to everyday activities to truly embed literacy and maths into the lives of his pupils.
 

An introduction to Quality Mark

Nicola Morris, Quality Mark National Director, provides a summary of Quality Mark - what it is, how it can work for setting, and why it represents such exceptional value.

 

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    2,300+

    Number of settings that have been awarded their Quality Mark

  • school

    98%

    of accredited schools would recommend Quality Mark

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    ALL phases

    For early years, primary, secondary, special schools and extended services providers.

  • Improve pupil outcomes in English and mathematics

    Provide the framework and guidance to support continuous improvement and ensure English and mathematics priorities are being addressed 

  • Prepare for inspection and external validation

    Evidence your setting's quality improvement, ready for inspection and ensure rigorous self-evaluation identifies strengths, prioritises key areas for development and identifies the impact of your practice.

  • External recognition of staff commitment & achievement

    Receive valuable recognition from your community of the impact of the work of leaders, managers and practitioners in improving the quality of provision, and celebrate their commitment. 

  • Embed a consistent approach to quality

    Achieve and embed a consistent approach to quality improvement for the whole school or setting with this all-phase framework for UK  and global education markets.

  • Benefit from external assessment, validation and challenge

    Receive an external evaluation of the quality of practice and provision in your setting; validate priorities; and challenge approaches to continuous improvement.

  • Provide staff with the support to improve their practice

    Benefit from a framework founded on educational research and internationally shared views of effective teaching and learning.

    Quotes

    “Working towards these respected external quality marks was a key driver to our school and the teams. Completing the Quality Mark gave a focus to the English and maths teams, each using the framework as a tool for self-evaluation and to inform actions to support them continuing to improve and move forward on our journey to excellence.”

    School of Research Science

    Nan Billingham, Governor & RSI Projects Lead

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    Quality Mark provides an opportunity to review our work, especially around the interventions for maths, communication, language, literacy and parental involvement. It celebrated the work we do, whilst also identifying an area for improvement.This process is excellent for schools. It gives an independent evaluation of the school procedures and ethos, which helps with Ofsted, as we have been externally assessed and are able to reflect on our practice.

    Sandy Lane Nursery and Forest School

    Quality Mark has the benefit of ensuring children are being taught basic skills well and that any gaps in attainment and progress are identified early; it also ensures that we are forever striving for improvement.

    Rush Green Primary School

    Lisa Humpheryes, Deputy Headteacher

    It was a really helpful tool for reflection on our setting in Budapest. I appreciated the emphasis on practitioners’ understanding of child development. The self-assessment tool is really useful and it made me think about what is in place currently in our setting and also where we need to make improvements. It is certainly a useful tool for schools to use.

    British International School, Budapest

    Early Years Leader and Nord Anglia Teaching Fellow

    This process is excellent for schools. It gives an independent evaluation of the school procedures and ethos, which helps with inspection, as we have been externally assessed and are able to reflect on our practice.

    West Yorkshire Junior School
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