What our awards offer
Accreditation
Formal recognition that a school has met – and can evidence – very high standards of provision and practice.
School improvement
Strategies and interventions that bring about positive change and improve pupil outcomes.
Whole-school approach
Involve the wider community and relevant stakeholders – such as parents, pupils and staff – in the change process.
Our range of awards
Wellbeing Award for Schools
Promote emotional wellbeing and mental health across your school
Learn more
Best Practice with Teaching Assistants Award
Maximise the impact of teaching assistants across your school
Learn more
Steps to achieving an award
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1.Self-evaluation
2. Action planning
3. Porfolio building
4. Verification
5. Accreditation
6. Reassessment
Self-evaluation
- Evaluate your provision online
- Involve key stakeholders
- Identify current strengths and areas for improvement
Action planning
- Focus on areas that need improving
- Identify specific steps to achieve all KPIs
- Use the online action plan to track your progress
Portfolio building
- Collect evidence to meet the award framework
- Showcase your achievements and successes
- Store evidence online or compile your own folder
Verification
- Arrange an in-school visit with a trained award verifier
- Collaboratively assess your achievements
- Demonstrate how you have achieved each KPI
Accreditation
- Time to celebrate and share your achievements
- Receive a certificate of achievement valid for three years
- Continue your great work post-accreditation
Reassessment
- Apply for reassessment after three years
- Demonstrate sustained progress and impact
- Renew your accreditation for three more years
'The award process has prompted us to analyse our practice in many different areas and there have been many whole-school improvements as a consequence'
Priestnall School
Case studies
How our awards have impacted whole-school communities
Case Studies
Read about our successful schools and the impact of our awards
Staff are presenting as being happier and have seen a decrease in staff absences. The pupils are happy and engaged and are now able to recognise their feelings
as staff we have felt that one of our strengths has been the quality of our relationships with parents and the support that we offer has been a strength of our school
The PSHE schemes of work were already in the process of being rewritten but WAS helped identify further strengths and areas for development
