We are proud of the Awards that we have received which recognises the hard work of staff, children, governors and parents.
The Quality Mark
The Quality Mark is an award that celebrates and supports continuous improvement in literacy and numeracy.
It is awarded to a setting or school to recognise its provision, practice and performance in literacy and numeracy, and is valid for three years.
A school or setting must demonstrate a whole school approach to improving standards in literacy and numeracy, with evidence of the impact of its approaches.
It provides a framework for self-evaluation and continuous improvement of the basic skills of all pupils in a school, including those who underachieve and those who underattain.
The Platinum Award is by application and nomination only and are for schools that:
- Have been a Sing Up Gold Award school for one term
- Sustain development and extend participation in singing to the wider school community
- Commit to become a learning community; embracing the richness of diversity to develop quality singing activities
- Commit to extending and developing the quality of vocal leadership and singing in and outside of school and with the wider school community
- Have an outward focus, inspiring and sharing their singing ethos
Bronze Healthy Schools
The Healthy Schools Programme (NHSP) is a joint initiative between DCSF and Department of Health (DH) that promotes a whole school / whole child approach to health. Healthy Schools is intended to deliver real benefits in respect of:
- Improvement in health and reduced health inequalities;
- Raised pupil achievement;
- More social inclusion; and,
- Closer working between health promotion providers and education establishments
Investors in Families
Investors in Families (IiF) aims to help schools or any setting where young people learn to become family friendly in the context of:
- The evidence (Charles Desforges and others) that children’s attainment will rise more dramatically when their learning at school is reinforced at home in the family context through informal activities
- The desire for families to become partners with schools, in their children’s learning
- Closing the gap between social disadvantage and achievement