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.
Provide the framework and guidance to support continuous improvement and ensure priorities are being addressed for the provision of communication and language, and mathematics
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.
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.
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.
Get an external evaluation of the quality of practice and provision in your setting; validate priorities; and challenge approaches to continuous improvement.
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.
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.
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.
"Quality Mark is a valuable external validation of our school’s commitment to quality in the practice and provision of English and maths. Practically, it is a great checklist to remind us of the work that is being done and helps us celebrate our successes – but it is so much more than that. Particularly in Early Years, the Quality Mark framework is an effective way to keep key English and maths skills development at the forefront of everybody’s mind, every day."
Jane Marson, Headteacher, Christopher Pickering School
"It’s very much current. 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."
Liz Bramley, National Leader of Education and Headteacher, Oakdene Primary and Infant School
"I feel that the benefits are many, the greatest being another pair of eyes, not working in the school, who can challenge, question and offer advice as to how we can improve further."
Helen Stokoe, Headteacher, Stannington First School
The Quality Mark has helped us focus on specific points for further development eg. Communication with parents. It has also 'upskilled' all staff in dyslexia-friendly practices.
Shelagh Macgregor, Deputy Head Teacher, St Cecilia's Catholic Infant and Nursery School