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.

Quality Mark complements and supports national and international visions of a dynamic sector that delivers high quality education for all. The process of reflection and self-evaluation is integral to the Quality Mark and is key to the process. As leaders and practitioners gather evidence of their provision and practice, they engage in robust self-evaluation, identify strengths and areas for improvement and set and implement targeted actions to support further improvement.

The accreditation is relevant to a range of settings, from Early Years to Further Education, and is tailored to reflect settings' latest inspection outcomes.

More Education Services

Early Years

Specifically for UK settings catering for babies, toddlers and young children from birth up to age five.                                                                                        

Primary

For primary schools, including mainstream and special schools, maintained sector and independent schools of all sizes.                                       

Secondary

For secondary schools, including mainstream and special schools, maintained sector and independent schools of all sizes.

Extended Services

For local community groups, children’s centres and schools offering services beyond the school day.

Special Schools

For primary, secondary or cross-phase special schools.                                                                                

International Quality Mark

For settings operating outside of the UK catering for babies, toddlers and young children from birth up to age five.

Why do over 2,000 settings turn to Quality Mark to bolster their quality improvement?

  • It supports the movement of provision beyond meeting basic requirements in practice, progress and performance; it externally validates and acknowledges provision that meets this standard.

  • It provides valuable community recognition of the impact of the work of leaders, managers and practitioners in improving the quality of provision for the pupils in their care and the standards they achieve.

  • It helps every provider of education to continue to think about how to improve further the quality of service they offer to pupils, parents and carers.

  • Leaders/managers and practitioners are taken through a process of rigorous self-evaluation to identify strengths, prioritise key areas for development and undertake regular reviews to identify the impact of their practice.

  • The process of audit and self-review adds value to current provision, embedding a consistent approach to quality improvement, and supporting improved outcomes for pupils.

  • The process takes account of indicators widely thought to contribute to the quality of education and care. It recognises that the approach to supporting pupils' welfare.

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