Demonstrate your setting’s commitment to continually improving standards of high quality education and care for young children.

Give parents and carers confidence in the quality of service offered to young children and their families, and prepare pupils for school and later life. Quality Mark supports and recognises improving standards in the provision of communication, literacy and mathematics. Working towards the Award provides evidence of high-quality provision, and supports your inspection preparation.

Tribal's Quality Mark Early Years and Early Childhood Education and Care programmes take account of recent studies in early childhood education and a global understanding of best practice for our youngest children.

Why early childhood settings choose Quality Mark to continuously improve the quality of their education and care for young children


  • Improve pupil outcomes

    Provide the framework and guidance to support continuous improvement and ensure priorities are being addressed for the provision of communication and language, and mathematics

  • 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 public recognition 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

    Get 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 scaffold to improve their practice

    Benefit from a framework founded on educational research and internationally shared views of effective teaching and learning. Adopting best practice from internationally recognised curricula including the Early Years Foundation Stage (EYFS), Reggio email and Anji play.

Completing the Quality Mark

Quality Mark activity can stand alone or complement and integrate with other local and/or national initiatives to improve young children’s achievements. You control the timescale for the external assessment of the award; the length of time taken to achieve accreditation will vary according to your setting’s starting point and your ability to demonstrate progress and sustained good practice.

All practitioners, and others involved with the setting should be involved in the journey. Involvement in the process contributes to the development of leadership and management skills such as communication, action planning, monitoring and evaluating, in a practical context and with a tangible outcome.

Proprietors, management committees and governing bodies (or their equivalent) will find that work undertaken offers a meaningful context in which to monitor and evaluate the quality of provision, practice and outcomes. It will also demonstrate how they are actively carrying out their role to drive continuous improvement.


Ten Quality Mark elements for Early Childhood Education and Care settings

Your setting will achieve the award when you demonstrate that the criteria for all 10 elements are met and can provide evidence that participation in the award has had a positive impact on your provision and practice.

If your setting is in an inspection category of improvement, you will follow the Improvement Pathway, led by a Quality Mark Improvement specialist, prior to gaining the award.

  1. A whole setting strategy to improve children’s abilities and achievements
  2. An analysis of the assessment of young children’s abilities and achievements
  3. Setting appropriately high expectations for young children’s development
  4. Planning ‘next steps’ in learning for young children’s development
  5. Regular review of progress made by all children
  6. A commitment to improving the skills of all practitioners
  7. A balanced use of child-initiated and adult-guided play-based activities
  8. The use of appropriate environments and resources
  9. Partnership working between families, carers, practitioners and professionals in supporting young children’s learning and development
  10. An effective procedure for monitoring planning and assessing improvement in practice and provision.