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
SEND Quality Mark
SEND leadership, identification and assessment, quality of provision, teaching and learning, family partnerships, and outcomes for children with special educational needs and disabilities.
6Areas assessed
36Standards
3Levels of award
3 yrAccreditation
The assessment areas
What this mark assesses
The SEND 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 & Strategy
AREA 2
Identification & Assessment
AREA 3
Quality of Provision
AREA 4
Teaching & Learning
AREA 5
Family Partnerships
AREA 6
Outcomes & Transitions
SEND leadership, identification and assessment, quality of provision, teaching and learning, family partnerships, and outcomes for children with special educational needs and disabilities.
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
SEND 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 SEND Quality Mark is a focused, rigorous assessment of how well your school identifies, supports, and achieves outcomes for pupils with SEND. It works alongside the Inclusive Quality Mark and can be taken separately or together.
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 & Strategy
| Criterion | Established | Advanced | Leading |
|---|---|---|---|
| SENCO / Inclusion lead | There is a qualified SENCO or inclusion lead. They are accessible to staff, pupils, and families. | The SENCO or inclusion lead has strategic influence. They shape school-wide provision, not just the SEND register. | The SENCO or inclusion lead is a school leader in the fullest sense. They drive improvement in SEND practice across the school. |
| Policy & planning | The SEND information report is current, accurate, and published. The school has a SEND policy. | SEND policy and planning reflect what the school actually does. They are reviewed regularly with staff and families. | SEND policy is co-produced with families and pupils. The school evaluates its impact and shares learning. |
| Governor oversight | The governing body has a named SEND governor. Governors receive SEND data and reports. | Governors scrutinise SEND provision and hold leaders to account. They understand the data and can ask hard questions. | Governors are knowledgeable champions of SEND. SEND outcomes are a standing board agenda item. |
| Budget allocation | Resource is allocated to SEND provision. There is a record of how it is spent. | SEND budget is allocated strategically. Resource decisions are linked to need and impact data. | The school can show the impact of its SEND spend. Budget decisions are transparent and outcomes-focused. |
| Staff development | All staff receive SEND training. New staff receive it in their induction. | SEND CPD is regular, targeted, and linked to what the school is working on. Staff can point to things they have changed. | Staff are experts in SEND. They lead training and development for colleagues within and beyond the school. |
| Self-evaluation | The school evaluates the quality of its SEND provision. | Self-evaluation is honest and evidenced. It drives improvement planning. | Self-evaluation includes input from pupils, families, and external partners. It is used to benchmark against others. |
Identification & Assessment
| Criterion | Established | Advanced | Leading |
|---|---|---|---|
| Early identification | There is a clear process for identifying pupils with SEND from the point of admission. | The school identifies SEND early, before difficulties become entrenched. There are clear referral pathways. | The school can demonstrate impact of early identification. Outcomes for early-identified pupils are tracked. |
| Assessment quality | Assessments of SEND are conducted by appropriately qualified staff. | Assessment is comprehensive, involving pupil and family voice. It informs provision immediately. | Assessment is exemplary — multi-disciplinary, child-centred, and directly linked to provision and outcomes. |
| EHCP / plan quality | EHCPs and equivalent plans are current, accurate, and understood by relevant staff. | Plans are high quality. They drive provision decisions and are reviewed meaningfully with families and pupils. | Plans are co-produced. They are specific, outcomes-focused, and demonstrably improve life for individual children. |
| Graduated approach | The school follows a clear assess-plan-do-review cycle. | The graduated approach is embedded and evidenced. Decisions are based on what the data and pupil feedback show. | The school’s graduated approach is exemplary. It is used as a model by other schools and services. |
| External agency involvement | The school works with external agencies to support assessment where needed. | Referrals to external agencies are timely and effective. The school follows up and acts on reports and recommendations. | The school is a valued partner in its local professional network. It shapes the quality of external provision. |
| Transition information | When pupils join the school, relevant SEND information is gathered and shared with staff. | Transition processes are thorough. Pupils with SEND do not lose ground when moving between settings. | The school is exemplary in SEND transitions. It develops and shares processes with partner 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 SEND 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 SEND 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 SEND 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.
Other quality marks
Governance Quality Mark
How your board operates — structure and effectiveness, strategic oversight, financial governance, accountability and challenge, community representation, and board development.
ExploreInclusion Quality Mark
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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