Early Years Quality Mark

The Quality Mark for schools was developed in 1996, and updated in 2007, to provide a framework that would promote, support and celebrate the improvement of literacy, language and mathematics, sometimes also referred to as ‘basic’ or ‘functional’ skills.

The Quality Mark is an inclusive award and this version of the guidance will help all types and sizes of early years providers achieve accreditation. It was developed in 2008, following a national pilot funded by the Quality Improvement Agency (QIA) and undertaken with local authority advisers and early years practitioners representing maintained, private, voluntary and independent providers, to make the award achievable by settings catering for babies, toddlers and young children from birth up to age 5.

It provides a framework for self-evaluation and continuous improvement of the skills, particularly in communication, language and mathematical development, of young children through activities suitable for the stage of development they have reached.

Primary Quality Mark Award

A nationally recognised accreditation for school and the community, demonstrating a school’s commitment to continually improving standards.

Tribal’s Quality Mark Primary award 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.

A school 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.

  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

International School Award

The International School Award is a British Council accreditation scheme rewarding schools with a notable global element in their curriculum. There are three entry points for schools: Foundation, Intermediate, and Accreditation.

The scheme began in 1999 and since then, over 1000 International School Awards have been granted.

Reaccreditation per school is required every three years

Leading Parent Partnership Award

We are working towards regaining the Leading Parent Partnership award and value the support and contributions our parent’s provide in making our SJSB family as successful as we are.  If you have any questions or concerns please discuss these with a member of our Parent Parentnership team- Mrs. Aspinall, Mrs. Prince and Mrs. MCDonald.

The Leading Parent Partnership Award gives schools a coherent framework to deliver effective parental engagement from early years to post-16.

Through this award, schools can meet a number of longer term success criteria, such as improved pupil progress, punctuality, attendance and behaviour and increased parental involvement in school life.

Using the evidence portfolio, leaders can easily demonstrate, to Ofsted inspectors and other stakeholders, that the school has an outstanding and sustainable programme for parental engagement.

Dyslexia Friendly School

The philosophy underpinning the Quality Mark is that changing practice to accommodate dyslexic individuals often results in good practice for everyone.

In the case of educational institutions, the British Dyslexia Association recognises that the majority of moderately dyslexic students will be taught in mainstream classrooms and by non-specialist tutors. Therefore it is important that, as well as employing appropriate teaching methods, all environments are dyslexia friendly.

The Dyslexia Aware Consortium (DAC) is a large group of Local Authorities in the North West of England and Birmingham which offers schools the opportunity to work towards the Dyslexia Aware Quality Mark. (DAQM) This Quality Mark recognizes excellent inclusive practice in meeting the needs of Dyslexic students in the classroom.