Assessment Framework
Assessment Framework

The Quality Mark framework defines what constitutes a World Class student.

The World Class Schools Quality Mark Framework

A World Class Student...Back to top

A World Class Student...Back to top

A World Class Student...Back to top

A World Class Student...Back to top

A World Class Student...Back to top

A World Class Student...Back to top

Assessment Centre

The 2018 assessment centre took place at Riverbank Academy in Coventry, a special school and member of the Sidney Stringer Academy Trust.

72 students from 16 secondary schools, 7 primary schools and 1 special school (Riverbank Academy) were tasked with undertaking a live project to develop the Riverbank Academy school grounds to promote accessibility, independence and a love of learning for the Riverbank Academy students.

Assessment centre ambassadors

The ambassadors from 16 secondary schools, 7 primary schools and 1 special school at the assessment centre

The projects for assessment were to create a truly stimulating, inspirational and attractive learning environment for the school's students. Students being assessed worked in eight teams with the following projects

  1. Outside reading / social area - 16+ Hub
  2. Display boards for outside reading / social area - 16+ Hub
  3. Furniture for outside reading / social area - 16+ Hub
  4. Outdoor learning games - 16+ Hub
  5. Front entrance - 16+ Hub
  6. Indoor space for students to read, socialise and relax – 16+ Hub
  7. Willow tree decoration - Riverbank Academy main reception entrance
  8. Sensory resource and mosaic - Riverbank Academy's sensory garden.

Each team was allocated a challenge and an assessor from WCSQM, with whom each team had to liaise prior to the event to ensure that they were on track with their plans and preparations. Teams were also responsible for liaising with and gaining approval from key stakeholders, including David Lisowski, Headteacher at Riverbank Academy, Matthew Taylor, Forest Schools Manager at Riverbank Academy and Alex Green, Schools Programme Manager from LESS CO2 (environment and sustainability).

Throughout the day, the team of assessors from WCSQM monitored each project team for the capabilities and behaviours that define a 21st century world-class student. The output from this process was fed into the overall assessment to determine the world-class status of each participating school. Students were assessed for, among other things:

  • Leadership qualities
  • Collaborative and cooperative behaviour
  • Social awareness
  • Enthusiasm for learning
  • Empathy, understanding and compassion
  • Critical thinking skills and problem solving

It was tremendous to see how positively students from Year 6 right through to Year 13 worked together to achieve their goal. We were incredibly impressed with the high standard of work produced by the students on the day - you can absolutely see why they were nominated by their school as being World Class.

Miranda Perry, Director of WCSQM.

Seeing students who've never met each other before produce such phenomenal projects is the true meaning of World Class

Elif Karanis, Year 13, Chair of the Alumni Association, Chelsea Academy

Days like that give me hope for the world.I thought the special school / mainstream school mix was an absolute triumph and all the students had a steep, rewarding and powerful learning curve which they all embraced with charm and enthusiasm.

Rozamund Webb, WCSQM Qualified Assessor

2018 Accreditation process and pathways for successful applicant schools

WCSQM also invites current holders of the Mark to nominate those schools that they believe would welcome and deserve, an invitation to apply for the accreditation.

There are two stages to the process for qualifying:

  • recommendation from professional peers
  • initial desktop exercise

Therefore, we invite current holders to put forward schools that they believe exhibit the behaviours of a World Class school. For 2018 accreditation, WCSQM evaluates the school against the following desktop criteria:

(Ofsted inspection)

  • the school's latest Ofsted judgement was 'outstanding'
  • the school has achieved 'outstanding' for all judgements, regardless of the framework under which it was inspected

(School performance tables, 2018 release of 2017 data, interpreted in conjunction with relevant statistical releases)

  • the school is above the national average for their
    • progress 8 score
    • attainment 8 score
    • grade 5 or above percentage in English & mathematics GCSE
    • grade 4 or above percentage in English & mathematics GCSE
    • progress 8 score for low-, middle- and high- attainers, compared to national progress 8 score for all
    • progress 8 score for girls and boys, compared to national progress 8 score for all
    • progress 8 score for pupils with English as an additional language
  • the school is in the top quartile for progress 8 compared to similar schools

(School performance tables, 2015 & 16 data, interpreted in conjunction with relevant statistical releases)

  • the school is above national for progress and attainment overall, for key indicators

In exceptional circumstances, consideration will be given to schools that do not meet all the above criteria if, (for example) the school

  • is a type of provider where progress and attainment 8 scores are not necessarily the most appropriate measures to assess the performance of pupils, in the case of, for example, a UTC
  • significantly out-performs other institutions in its region, particularly in terms of progress
  • bucks performance trends, particularly in terms of progress, in local authorities where performance overall is significantly below national averages
  • is non-selective in a selective region, and out performs its neighbouring selective institutions, particularly in terms of progress
  • has recently and dramatically improved, as evidenced through a recent 'outstanding' Ofsted judgement, having previously not been deemed as 'outstanding.'

Final stages of the assessment process

1. School Self-Audit

The school completes a self-audit with regard to:

  • the skills and competencies demonstrated by its student cohort to fulfil the mark's requirements.
  • the skills, capacity, capabilities and resources the school can offer in response to potential international opportunities.

The self-audit is assessed according to achievement against the mark's requirements.

If the school is unsuccessful at this stage, the school receives support from WCSQM to revise their audit, so they can resubmit. They can resubmit any time, and any number of times. WCSQM support the school in the audit's revision until they are successful.

2. Assessment Centre

Three students from each applicant school attend the assessment centre event.

Each student is assessed on their performance at the assessment centre event against the required skills and competencies, receives an individual assessment and certificate of attendance.

Each school with students represented at the assessment centre event receives an assessment of the strengths and areas for development typical of their students.

If the school is unsuccessful at this stage, they receive support from WCSQM to re-prepare for the assessment centre, and can re-apply for consideration in the next assessment centre round.

3. Award Ceremony

Each school achieving the WCSQM attends award ceremony, receives a certificate verifying their achievement of the mark and a plaque.

4. Renewal of Accreditation

Each school (with the exception of early adopter schools) is required to renew their accreditation bi-annually. The renewal process consists of a reduced desktop exercise and self- audit.



[1] No schools nominated by a particular holder of the Mark, will then contribute to the delivery of the subsequent assessment process

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