Safeguarding Quality Mark
Whether safeguarding is genuinely embedded in how your school operates — not just in your policy folder, but in your culture, your…
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School Quality Marks
Wellbeing Quality Mark
Mental health support, physical wellbeing, pupil voice and agency, staff wellbeing, and the conditions for genuine belonging — for every person in your school.
Wellbeing
This mark
Inclusion
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Attendance
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Enrichment
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SEND
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Behaviour
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Governance
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6Areas assessed
36Standards
3Levels of award
3 yrAccreditation
The assessment areas
What this mark assesses
The Wellbeing 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
Mental Health Support
AREA 3
Physical Wellbeing
AREA 4
Pupil Voice & Agency
AREA 5
Staff Wellbeing
AREA 6
Community & Belonging
Mental health support, physical wellbeing, pupil voice and agency, staff wellbeing, and the conditions for genuine belonging — for every person in your school.
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
Wellbeing 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 Wellbeing Quality Mark goes beyond policy checklists. It asks whether wellbeing is genuinely embedded in how the school operates — for pupils and staff — and whether the evidence shows it is making a difference.
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 |
|---|---|---|---|
| Wellbeing strategy | There is a wellbeing strategy or plan. Leaders can explain what the school is working on and why. | Wellbeing is embedded in school improvement planning. It is resourced and has named leadership. | Wellbeing strategy is co-produced with staff, pupils, and families. It is reviewed in the light of evidence. |
| Culture | The school feels calm, purposeful, and safe to most of its pupils and staff. | Wellbeing is visible in the school’s culture — in how people speak to each other, how conflict is handled, and how difficulty is supported. | The school’s wellbeing culture is exceptional and distinctive. It is recognised by those who visit. |
| Governor oversight | Governors receive wellbeing data and hear about the school’s wellbeing work. | Governors scrutinise wellbeing strategy and hold leaders to account for its impact. | Wellbeing is a standing item at board level. Governors are knowledgeable advocates. |
| Staff leadership | There is a designated lead for mental health or wellbeing. | The wellbeing lead has appropriate training, time, and authority. They are known by staff and pupils. | Wellbeing leadership is distributed. Multiple staff champion wellbeing across different aspects of school life. |
| Communication | Families are told about the school’s approach to wellbeing. | Families are genuine partners in wellbeing. The school reaches families who are hard to engage. | Families help shape the school’s approach to wellbeing. Their input changes what the school does. |
| Evaluation | The school collects some evidence of the wellbeing of pupils and staff. | Evidence is used to make decisions. The school can show what has changed as a result. | The school evaluates wellbeing rigorously and honestly. It uses that evaluation to improve and to help others. |
Mental Health Support
| Criterion | Established | Advanced | Leading |
|---|---|---|---|
| Awareness & literacy | Staff have basic mental health awareness. They know how to recognise signs of distress. | Staff mental health literacy is strong. They feel confident having early conversations with pupils. | The school is a leader in mental health literacy. Staff skill in this area is high and continuously developed. |
| Identification | There is a process for identifying pupils who may be struggling with their mental health. | Identification is systematic — it does not rely on pupils or parents coming forward. Vulnerable groups are proactively monitored. | Identification is early and effective. The school can show that early support has prevented escalation. |
| School-based support | The school offers some form of in-school mental health support. | In-school support is appropriately qualified, timely, and effective. It is not just a signposting service. | In-school support is excellent and evidenced. The school can show outcomes for pupils who have received it. |
| Referral pathways | Staff know how to refer pupils to external mental health services. | Referral pathways are clear and used effectively. The school follows up to ensure pupils get help. | The school is an active partner in local mental health provision. It shapes services and advocates for its pupils. |
| Mental health policy | The school has a mental health or emotional wellbeing policy. | Policy reflects what the school actually does. It is reviewed with staff, pupils, and families. | Policy is co-produced and evidenced. The school shares it as a model for others. |
| Reducing stigma | The school takes some steps to normalise conversations about mental health. | Stigma reduction is deliberate and embedded in curriculum, assemblies, and pastoral work. | The school has measurably reduced stigma around mental health. Pupils talk about it openly and positively. |
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 Wellbeing 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 Wellbeing 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 Wellbeing 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.
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