Education Services
The Quality Mark aims to focus educational organisations to undertake effective self-evaluation and continuous improvement for English and mathematics, which drives better outcomes for pupils, their families and society.
The Quality Mark Framework has been developed in consultation with Local authorities, Multi Academy Trusts, practitioners and educational experts to provide a framework to promote, support and celebrate the improvement of English and mathematics from early years, through to Further Education Providers. It offers a pathways for each phase based on the unique offer of each stage of development of our young people.
As well as driving continuous improvement and celebrating excellence through its Award, the Quality Mark also acts as a guide for the improvement journey for settings identified as needing improvement, offering settings bespoke support, advice and guidance from credible and highly skilled Improvement Specialists.
Quality Mark continues to evolve with the ever-changing needs of educational settings and is responsive to the establishments it serves.
The guidance and audit tools reflect findings of studies which identify shared views of high quality English and mathematics provision and its short and long-term, positive impact on pupils’ learning.
Over 2,000 settings have embarked upon their Quality Mark journey and actively share their good practice within the network. Quality Mark is supported internationally by a team of Regional Directors and significant skilled Assessors across all phases around the globe.
Due to the ever-changing demands on education, Quality Mark ensures that it is at the forefront of thinking. In response to the needs of our settings, Quality Mark has moved to a virtual accreditation model which allows practitioners and stakeholders from the setting to contribute to the accreditation process. This hybrid model of accreditation offers the option for settings to buy into additional face to face support if it is required.
The accreditation is focussed on practitioners signposting evidence and taking part in detailed professional dialogue to support the evidence base. From our experience this allows schools and settings to really focus on the growth and development of staff rather than focussing on collating significant documentation.