The Quality Mark Award is a

nationally recognised accreditation

designed. For good and outstanding settings it demonstrates the setting's commitment to continually improving standards and provides ongoing external review of practice.

Tribal's Quality Mark Award pathway supports and recognises improving standards in the provision, practice and performance of English and mathematics.

It aligns with national agendas and international views of best practice, supporting your inspection preparations and providing evidence of high-quality self-evaluation.

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

Tribal Westoe Case Study v2_deliver

Improve pupil outcomes in English and mathematics

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

Prepare for inspection

Evidence your school'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 school; 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.

Completing the Quality Mark


Quality Mark activity can stand alone or complement and integrate with other local and/or national initiatives to improve pupils' 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.

Leaders, trust board members and governing bodies will find that work undertaken towards accreditation 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.

The Quality Mark elements

Your school will achieve the award when you demonstrate that the criteria for all elements are met and can provide evidence that participation in the award has had a positive impact on your provision and practice. If your school is in an inspection category of improvement, you will follow the Improvement Pathway, led by your Quality Mark school improvement specialist, prior to gaining the award.

1. A whole school strategy and planning to improve performance in English and mathematics
2. An analysis of the assessment of pupil performance in English and mathematics
3. Target setting for the improvement of performance in English and mathematics
4. English and mathematics planning and intervention for all groups of pupils
5. Review of progress made by all groups of pupils in English and mathematics
6. A commitment to improving the skills of staff in the application of English and mathematics in the school
7. The use of a range of teaching approaches and learning styles to improve English and mathematics
8. The use of appropriate teaching and learning resources to improve English and mathematics
9. The involvement of parents and carers in developing their child’s English and mathematics
10. An effective procedure for monitoring planning and assessing performance in English and mathematics
11. Provision to enable all pupils to gain appropriate national accreditation in English and mathematics (Applies to secondary settings only)


Holmesdale Infant School, Derbyshire

"With no Ofsted visit due we feel, as an outstanding school, it is important to get an outside viewpoint of what we are doing to quality assure our practise and give us ideas about what we could do better. As a relatively new head teacher, who has never gone through this process before, I found the visit very positive and useful as well as challenging and rigorous.”

Allington Primary Academy, Kent

"All staff felt sufficiently challenged, but in a supportive way, so it was a very useful experience, particularly as the school has not had an Ofsted for some time. The feedback was useful to share with governors. The external assessor verifies our own judgements and the process links with and supports self-evaluation, aids reflection and consequently the development and action plans for Maths and English. A valuable and extremely useful experience.”

Stannington First 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

Westoe Crown Primary School

"I would highly recommend Quality Mark assessment as an ‘enhanced’ MOT/health check to drive forward improvement in literacy and numeracy standards. The periodic reviews are timely and the quality of feedback has been consistently outstanding over many years." 

 - Steve Price, Headteacher

Have a query or wish to start your Quality Mark journey?