Quality assurance (QA) in education is a fundamental process that ensures schools provide high-quality learning experiences, promote continuous improvement, and meet regulatory standards. In the UK, schools follow specific frameworks, procedures, and policies to achieve these goals. This blog explores the role of quality assurance in UK schools, key practices, and how quality assurance through staff appraisal can help ensure educational excellence and accountability.
What is Quality Assurance in Education?
Quality assurance in education refers to the mechanisms and processes put in place to monitor, assess, and improve the quality of teaching, learning, leadership, and student outcomes. It ensures schools operate efficiently and effectively, adhering to high standards in both education delivery and management. QA practices aim to provide a consistent and excellent education that helps students develop academically, socially, and emotionally.
In the UK, the education sector relies on both internal and external quality assurance mechanisms to evaluate and improve school performance. Internal processes often involve self-assessment, peer reviews, and monitoring by school leadership, while external quality assurance is largely conducted by bodies like Ofsted (Office for Standards in Education, Children’s Services and Skills) in England, Education Scotland, and Estyn in Wales.
What is Quality Assurance in staff appraisal?
Quality Assurance is a vital element of the teacher and staff appraisal cycle in schools. It supports ongoing school improvement by identifying areas for development, both at an individual and organisational level. Informing CPD strategy is central to quality assurance practice.
Methods of Quality Assurance will vary from school to school, but in essence the term refers to the cycle of feedback, reflection and adoption [of improved practice] which is repeated throughout the academic year.
The Department for Education’s Teacher Appraisal Guidance, released in July 2024, outlines a best practice approach:
“Teachers will receive constructive feedback on their performance throughout the year and as soon as practicable after observation has taken place or other evidence has come to light. Feedback will highlight particular areas of strength as well as any areas that require further development.”
The Importance of Quality Assurance
Quality assurance ensures that:
- Standards of education are maintained: It provides a structure for schools to monitor their performance regularly and maintain consistently high standards.
- Continuous improvement: QA processes help identify areas of weakness or underperformance, enabling schools to implement targeted interventions and improvements.
- Accountability: QA ensures that schools are accountable to their stakeholders, including students, parents, teachers, governing bodies, and local authorities.
- Equitable learning experiences: It promotes equal access to high-quality learning opportunities, ensuring all students, regardless of background, receive the education they deserve.
In essence, quality assurance is central to ensuring schools provide the best possible education and achieve optimal student outcomes.

Key Components of Quality Assurance in UK Schools
UK schools employ a range of quality assurance practices, combining internal evaluations with external assessments. Here are some of the key components of the QA framework in schools.

1. School Self-Evaluation
- Self-evaluation is a continuous process in which schools assess their own performance across various areas, including teaching and learning quality, student progress, leadership effectiveness, and overall school environment. Schools regularly review data on student achievement, attendance, and behaviour, and seek feedback from staff, students, and parents.
- Self-evaluation helps schools identify strengths and areas for improvement, guiding their development plans. It also serves as evidence during external inspections and contributes to strategic planning.
2. Data-Driven Decision Making
- Schools in the UK are data-rich environments. They collect data on a wide range of metrics, including student attainment, attendance, and behavioural records. Quality assurance processes in schools often involve analysing this data to identify trends, strengths, and weaknesses.
- By using data to inform decisions, schools can better target resources, interventions, and strategies to improve outcomes. For example, schools can identify students who would benefit from additional support, or analyse trends in attendance to address underlying issues.


3. Curriculum Development and Monitoring
- The curriculum is central to quality education. UK schools regularly review and evaluate their curricula to ensure they meet statutory requirements and are responsive to the needs of their students. Schools must ensure that the curriculum is broad, balanced, and provides opportunities for all students to succeed.
- Monitoring the delivery of the curriculum through lesson observations, student work scrutiny, and feedback from students and parents ensures that teaching aligns with the intended learning outcomes.
4. Student Voice
- Involving students in quality assurance processes has become increasingly important in UK schools. Student voice initiatives allow students to provide feedback on teaching, learning, and school culture. Their insights can be valuable in identifying issues that might not be visible to staff.
- Through surveys, focus groups, and student councils, schools gather feedback from students, which helps to shape future decisions and ensures that their needs and views are taken into account in the quality assurance process.


5. External Inspections (Ofsted)
- Rigorous external inspections play a critical role in quality assurance for all education settings. These inspections ensure that schools remain accountable to the government, parents, and the local community. Whilst currently undergoing a period of transition, Ofsted will continue to provide an external verification of a school’s quality assurance processes and outcomes.
Methods of Quality Assurance in staff appraisal
Quality Assurance practice in schools is commonly referred to as monitoring, observations or feedback. In many schools, a variety of different methods may be used, to gather a range of perspectives on individuals.
These methods may include:
Self-Evaluation: Teachers reflect on their own practice against set standards, e.g. the Teachers’ standards (UK) or the school’s own definition of best practice. This often takes place at the start of the appraisal cycle, allowing appraisees to identify areas of development for their objectives.
Observation / Learning walks / Lesson visits: Peers or senior leaders observe lessons. This activity may be repeated throughout the year and feedback is often provided immediately after or through coaching. Observations may focus on particular areas of practice aligned to the individual’s objectives or wider school priorities.
Instructional Coaching: A supportive conversation between an experienced teacher and their mentee. This practice underpins the observation-feedback-practice cycle, with regular and ongoing conversions taking place throughout the year.
The DfE emphasises that feedback processes should be ongoing in order to minimise the impact on workload: “Policies and processes should be proportionate and use evidence in appraisal decisions that is readily available from day-to-day practice in school. It should not be necessary for staff to collate large portfolios of evidence for appraisal purposes.”
Challenges in Quality Assurance
Despite the robust framework for quality assurance in UK schools, there are challenges that need addressing:
- Over-reliance on data: While data is essential for monitoring performance, there is a risk of over-reliance on quantitative metrics such as test scores. This can lead to a narrow focus on academic attainment, sometimes at the expense of students’ broader educational experiences.
- Workload pressure: Quality assurance processes, particularly external inspections, can create significant workload pressure for teachers and school leaders. Preparation for Ofsted inspections, for example, can detract from day-to-day teaching and learning.
- Equity in resource distribution: Not all schools have equal access to resources. Schools in disadvantaged areas may face greater challenges in maintaining high-quality education, despite rigorous QA processes.

Moving Forward: Continuous Improvement in Quality Assurance
For quality assurance to be most effective, schools must cultivate a culture of continuous improvement. This requires:
- Collaborative practice: Schools can benefit from sharing best practices with one another. Collaborating with other schools can lead to improvements in teaching and leadership.
- Professional development: Ongoing professional development for teachers and school leaders is essential. Ensuring that educators have the skills and knowledge to adapt to new challenges is vital for sustaining quality.
- Balanced focus: A broad focus that encompasses academic achievement, well-being, social development, and life skills is critical to the holistic development of students.
Conclusion
Quality assurance in education is central to the success of UK schools. By employing rigorous self-evaluation, performance management, data analysis, curriculum monitoring, and external inspections, schools ensure they maintain high standards of teaching and learning. However, the process must strike a balance between accountability, improvement, and the broader educational experience of students. By focusing on continuous improvement, schools can ensure that every child has access to a high-quality education that prepares them for life beyond the classroom.

Author: Tamsin Denley
Head of Marketing and Partnerships