Wellbeing Quality Mark
Mental health support, physical wellbeing, pupil voice and agency, staff wellbeing, and the conditions for genuine belonging — for every person in…
Explore
School Quality Marks
Enrichment Quality Mark
Curriculum breadth, extracurricular opportunity, community partnerships, and meaningful participation — the full picture of what a school offers beyond core academic study.
Enrichment
This mark
Inclusion
Explore
Attendance
Explore
SEND
Explore
Behaviour
Explore
Governance
Explore
Wellbeing
Explore
6Areas assessed
36Standards
3Levels of award
3 yrAccreditation
The assessment areas
What this mark assesses
The Enrichment 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 & Vision
AREA 2
Curriculum Breadth
AREA 3
Extracurricular Provision
AREA 4
Pupil Participation
AREA 5
Partnerships & Community
AREA 6
Impact & Evaluation
Curriculum breadth, extracurricular opportunity, community partnerships, and meaningful participation — the full picture of what a school offers beyond core academic study.
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
Enrichment 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 Enrichment Quality Mark looks at how well a school provides a broad, rich experience for all its pupils — not just the most academically able or the most engaged. It applies to primary, secondary, and alternative provision settings.
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 & Vision
| Criterion | Established | Advanced | Leading |
|---|---|---|---|
| Strategy | There is a clear rationale for how the school approaches enrichment. Leaders can articulate it. | Enrichment is embedded in the school’s improvement strategy. Resources are allocated accordingly. | The school’s enrichment vision is co-created with pupils and families. It is distinctive and ambitious. |
| Equity | Leaders are aware that not all pupils access enrichment equally. There is intent to address this. | There are active steps to remove barriers to participation for disadvantaged pupils and those with SEND. | The school can demonstrate that enrichment is genuinely equitable. Data shows participation rates by pupil group. |
| Staff culture | Staff understand the value of enrichment and support it within and beyond their subjects. | Staff actively contribute to enrichment provision and see it as part of their professional role. | Staff lead enrichment innovation. The school is a place where new ideas are encouraged and resourced. |
| Governor oversight | Governors are aware of the school’s enrichment provision. | Governors scrutinise enrichment strategy and its impact on pupils, particularly for disadvantaged groups. | Governors are champions of enrichment. They hold leaders to account for breadth, quality, and equity. |
| Communication | Families are informed about enrichment opportunities. | Families are actively encouraged to engage with enrichment. There is a genuine attempt to reach all families. | Families help shape enrichment provision. Their input changes what the school offers and how it is delivered. |
| Resources | Resources are allocated to enrichment activities. | Resource allocation is strategic and linked to identified need and opportunity. | The school secures additional resource — through funding, partnerships, and community relationships — to enhance provision. |
Curriculum Breadth
| Criterion | Established | Advanced | Leading |
|---|---|---|---|
| Range of subjects | The curriculum covers the core areas expected for the school’s age range and type. | The curriculum goes beyond the minimum. There is genuine breadth in what pupils study. | The curriculum is distinctive and ambitious. It reflects the school’s values and the needs of its community. |
| Arts & creativity | Pupils have access to arts, music, drama, or creative subjects. | Creative subjects are well-resourced and genuinely valued — not treated as less important than academic subjects. | The arts are central to the school’s identity. Pupils have regular, high-quality experience of creative expression. |
| Physical education | PE is timetabled appropriately and taught well. | PE goes beyond curriculum requirements. The school promotes physical activity in and out of lessons. | Physical activity is woven through school life. The school can show impact on health and wellbeing outcomes. |
| STEM & digital | Pupils study science, technology, or computing as part of their curriculum. | STEM and digital education are genuinely current and ambitious — pupils are prepared for a digital world. | The school is a leader in STEM or digital education. It partners with employers and industry to enrich provision. |
| Cultural education | Pupils encounter the arts, heritage, and culture through the curriculum. | Cultural education is planned and sequential. It reflects the diversity of the school community and the wider world. | The school can demonstrate the impact of cultural education on pupils’ understanding of themselves and the world. |
| Flexibility for pupils with SEND | The curriculum is accessible to pupils with SEND. | Curriculum adaptations are planned, not ad hoc. Pupils with SEND access genuine breadth. | The school is exemplary in curriculum design for pupils with SEND. It shares its approach with other schools. |
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 Enrichment 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 Enrichment 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 Enrichment 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
Say hello
Just a few details and Shaun will be in touch.
Other 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…
ExploreLeadership Quality Mark
Strategic leadership, staff development, distributed leadership, culture, accountability, and impact — what strong school leadership actually looks like from the inside, assessed…
Explore