Attendance Quality Mark
A whole-school approach to attendance — from leadership strategy and data analysis to early intervention, tackling persistent absence, and genuine family partnership.
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School Quality Marks
Behaviour Quality Mark
Culture and relationships, prevention, classroom practice, pastoral support, exclusion and reintegration — moving beyond sanctions to a school where every child can learn.
Behaviour
This mark
Inclusion
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Attendance
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Enrichment
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SEND
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Governance
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Wellbeing
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6Areas assessed
36Standards
3Levels of award
3 yrAccreditation
The assessment areas
What this mark assesses
The Behaviour Quality Mark assesses 6 areas of school practice. Each is scored, and together they build a full picture of where your school is and where it can go next.
AREA 1
Leadership & Culture
AREA 2
Prevention & Relationships
AREA 3
Classroom Practice
AREA 4
Pastoral Support
AREA 5
Exclusion & Reintegration
AREA 6
Data & Accountability
Culture and relationships, prevention, classroom practice, pastoral support, exclusion and reintegration — moving beyond sanctions to a school where every child can learn.
Six assessment areas
This quality mark assesses six areas of school practice. Each is scored, and together they build a full picture of where your school is and where it can go next.
About this quality mark
Behaviour Quality Mark is available at Established, Advanced and Leading level. Each level reflects a genuinely different standard of embedded practice — not just more paperwork, but a meaningfully higher threshold. Reviews are conducted by independent practitioners with direct experience in this area, and every report is quality-checked before it reaches you.
The Behaviour Quality Mark is built around the evidence on what actually works — not a punitive or purely restorative approach, but a school-specific understanding of what enables good behaviour and what gets in the way.
How the scoring works
Every standard is rated red, amber or green against the level descriptors. Green means the practice meets the descriptor at that level. Your school completes an honest self-evaluation; your reviewer rates the same standards on the visit, and their ratings set the award.
The three levels
- Established — no reds, and at least 30 of the 36 standards green. Up to six ambers are allowed, with no more than two in any one area.
- Advanced — Established is met first, then at least 27 of 36 standards green against the Advanced descriptors, with no more than two ambers in any area.
- Leading — Advanced is met first, then at least 30 of 36 green against the Leading descriptors, with evidence of impact beyond your own school.
The assessment framework
Below is the detailed framework for the first areas, showing what Established, Advanced and Leading look like for each criterion. The full set of six areas with detailed criteria is provided once you register.
Leadership & Culture
| Criterion | Established | Advanced | Leading |
|---|---|---|---|
| Vision | There is a clear, published behaviour policy. Leaders can explain the school’s approach and the values behind it. | The school’s approach to behaviour is coherent, evidence-informed, and applied consistently. Leaders model the culture. | The school’s behaviour culture is distinctive and deeply embedded. Other schools visit to learn from it. |
| Consistency | There is a consistent approach to behaviour across the school. | Consistency is genuine — not just in sanctions but in the relationships and routines that prevent problems arising. | The school can demonstrate that its approach is applied with high fidelity. Variation between staff is minimal and addressed. |
| Staff culture | Staff believe in the school’s approach to behaviour and follow it. | Staff feel supported in managing behaviour. There is no blame culture. Difficult situations are handled collectively. | Staff are advocates for the school’s approach. They develop and improve it together. There is genuine professional trust. |
| Pupil culture | Pupils understand the school’s expectations. Most meet them. | Pupils understand why the expectations exist and see them as fair. They hold each other to account positively. | Pupils are co-authors of the school’s behaviour culture. Pupil leadership in this area is genuine and influential. |
| Governance | Governors receive exclusion data and can question it. | Governors scrutinise behaviour policy and its application. They understand patterns and ask hard questions. | Behaviour strategy is a standing board agenda item. Governors hold leaders to account with insight and precision. |
| Parental engagement | Families are informed of the behaviour policy. | Families are partners in the behaviour approach. There is genuine dialogue, not just notification. | Families help shape the school’s behaviour culture. Their voice changes how the school responds to difficulty. |
Prevention & Relationships
| Criterion | Established | Advanced | Leading |
|---|---|---|---|
| Relationship-based approach | There is evidence of positive relationships between staff and pupils. | Relationships are deliberately cultivated. Staff investment in knowing pupils is visible and valued. | The school is exemplary in its relationship-based approach. Staff skill in building trust with difficult-to-reach pupils is high. |
| Proactive systems | The school has systems to identify pupils at risk of behaviour difficulties before they escalate. | Early warning systems are effective. Intervention is timely and proportionate. | Prevention systems are sophisticated and data-driven. The school can show measurable impact on behaviour incidents. |
| Restorative practice | The school uses some form of restorative approach to repair harm. | Restorative practice is embedded, well-trained, and applied consistently. It is not just a conversation — it has structure. | Restorative practice is a cultural cornerstone. All staff are confident practitioners. Outcomes are tracked. |
| SEMH understanding | Staff understand the link between social, emotional, and mental health needs and behaviour. | SEMH needs are identified and inform how the school responds to behaviour. There is no simple blame. | The school is a leader in SEMH-informed behaviour practice. It develops staff expertise and shares it with others. |
| Environment | The physical environment supports positive behaviour — calm, orderly, welcoming. | The environment is actively managed to reduce behaviour triggers. Changes are made in response to data and pupil feedback. | The school’s environment is a deliberate tool for positive behaviour. Its design and management is evidence-based. |
| Peer relationships | The school works to build positive peer relationships. | Anti-bullying and peer support programmes are effective and evidenced. Pupils feel safe with each other. | Peer relationships are genuinely strong. Bullying is rare and addressed effectively when it occurs. Pupils are advocates for each other. |
How the scoring works
Red, amber, green — against the level descriptors
Green
Meets the descriptor at this level — secure, consistent and evidenced across the school.
Amber
Developing — in place in parts, but not yet secure across the whole school.
Red
Not yet in place, or a significant gap to address.
We're here for youNot sure whether this is what you need? Talk it through with us first.
Register for the Behaviour Quality Mark
Schools, trusts and groups can register their interest today. We will get back to you to talk through the process.
Talk to us about the Behaviour Quality Mark
Tell us about your school and Shaun, our Founder and CEO, will get back to you. No pressure, no obligation, just a friendly chat about whether the Behaviour Quality Mark is right for you.
- A response within two working days, guaranteed
- You speak to our Founder and CEO, nobody else
- Initial conversations are always free
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Just a few details and Shaun will be in touch.
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Whole-school inclusion — from leadership and SEND support to family engagement and fairness for every pupil, regardless of background, disability, or identity.
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