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USAAC Core Accreditation

CORE Whole-school foundation

USAAC Core Accreditation

The whole-school foundation every USAAC school holds: sound governance, a broad curriculum, strong teaching, evidenced learner progress, safe and inclusive care, and trusted partnership with families.

18 standards in 6 domains
3 levels
5 years validity

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Accreditation levels

Three levels of CORE recognition

Established confirms the whole school meets every Core standard consistently; Advanced recognises embedded, evidence-led practice that is improving outcomes; Elite recognises impact sustained over two cycles and a school that helps others improve.

Level I

Established

Quality Assured

Every standard is fully in place and consistently practised, and the safeguarding gate is met.

Every standard at least Established; safeguarding Met.

Level II

Advanced

Excellence in Practice

Practice is embedded school-wide, monitored with evidence and improving outcomes.

Advanced in at least two-thirds of standards, including all Vision & Leadership standards; none below Established.

Level III

Elite

Sector Leadership

Impact is sustained across two review cycles and the school leads others in the field.

Advanced in every standard, Elite in at least half, and impact sustained across two review cycles.

Framework

The CORE standards

18 standards in 6 domains. Each has published descriptors for Established, Advanced and Elite, and the evidence reviewers look for. Levels are cumulative: each one includes everything below it.

Purpose, Leadership & Governance

CORE.1.1

Mission and strategic directionThe school has a clear mission and learner-centred strategy that guide decisions, resource allocation and improvement planning.

EstablishedA published mission and current strategic plan with measurable goals are known by staff, families and learners, and leaders use them to set annual priorities.

AdvancedStrategy is informed by self-evaluation and stakeholder input, progress against goals is monitored with evidence, and priorities are adjusted to improve learner outcomes.

EliteStrategic goals have been met and sustained across two review cycles, and the school shares its planning and self-evaluation practice with other schools.

Evidence: Mission statement and strategic plan with success measures · Self-evaluation report and annual improvement plan · Stakeholder survey results and actions taken

CORE.1.2

Governance and accountabilityGovernance is ethical, legally constituted and separate from day-to-day management, holding leaders to account for quality, safety and learner outcomes.

EstablishedThe governing body has defined roles, a conflict-of-interest policy and regular minuted meetings that review safeguarding, compliance, performance and risk.

AdvancedGovernors use evidence to challenge and support leaders, evaluate their own effectiveness and plan succession, and governance decisions demonstrably improve the school.

EliteEffective governance has been sustained over two cycles, and governors or leaders mentor boards or leadership teams in other schools.

Evidence: Constitution, terms of reference and board minutes · Risk register and governor monitoring reports · Governance self-review and succession plan

CORE.1.3

Finance, admissions and legal complianceThe school is financially sustainable, admits learners fairly and transparently, and complies with all applicable laws, licences and regulations.

EstablishedBudgets are approved and audited, fees and admissions criteria are published and applied fairly, and a compliance register shows licences, policies and legal duties are current.

AdvancedMedium-term financial planning links spending to strategic priorities, admissions data are reviewed for fairness, and compliance is checked through scheduled internal audits.

EliteFinancial health and full compliance have been sustained over two cycles, and the school helps other schools strengthen financial and compliance systems.

Evidence: Audited accounts and multi-year budget · Admissions policy, published fees and admissions records · Compliance register, licences and inspection reports

Curriculum & Teaching

CORE.2.1

Broad and balanced curriculumEvery learner follows a coherent, well-sequenced curriculum that includes languages, mathematics, sciences, humanities, the arts and physical education.

EstablishedDocumented curriculum plans show clear progression in knowledge and skills across all subjects, meet applicable requirements and give every learner timetabled access to arts, humanities and PE.

AdvancedCurriculum leaders review sequencing and breadth using evidence of learning, connect subjects purposefully, and adapt the curriculum to learners' context and needs.

EliteCurriculum quality and breadth have been sustained over two cycles, and the school co-designs or shares curriculum materials with other schools.

Evidence: Curriculum map and subject progression plans · Timetables showing breadth for each year group · Curriculum review records and resulting changes

CORE.2.2

Quality of teachingTeaching is well planned, builds on what learners know, checks understanding and engages all learners in demanding, meaningful work.

EstablishedLessons have clear learning intentions, explanations and tasks are well matched to learners, teachers check understanding and adapt, and classrooms are respectful and inclusive.

AdvancedHigh-quality teaching is consistent across subjects and phases, adapted for different learners, and monitored through observation and learner work that show improving outcomes.

EliteConsistently strong teaching has been sustained over two cycles, and the school's teachers model and share effective practice with colleagues in other schools.

Evidence: Lesson observation records and learning walks · Samples of learner work across subjects · Learner and family feedback on teaching

CORE.2.3

Learning resources and enrichmentLearning resources and enrichment activities are sufficient, accessible and used purposefully to support the curriculum for all learners.

EstablishedLearners have suitable materials, library and learning spaces, and an enrichment programme open to all, with technology used purposefully, safely and equitably where it supports learning.

AdvancedLeaders evaluate how resources and enrichment affect learning and participation, remove barriers to access, and target investment where it improves outcomes.

EliteEquitable access and impact have been sustained over two cycles, and the school shares resources or enrichment opportunities with other schools and the community.

Evidence: Resource and enrichment inventory with participation data · Resource evaluation and budget decisions · Learner voice on access to resources and activities

Assessment & Learner Outcomes

CORE.3.1

Assessment practiceAssessment is valid, fair and aligned with the curriculum, and feedback helps learners understand how to improve.

EstablishedA clear assessment policy combines formative and summative assessment, marking is moderated, feedback is timely and useful, and assessment is fair and accessible for all learners.

AdvancedAssessment is consistent across subjects through regular moderation and standardisation, and learners use feedback and self-assessment to improve their work.

EliteReliable, improvement-focused assessment has been sustained over two cycles, and the school leads moderation or assessment training with other schools.

Evidence: Assessment policy and calendar · Moderation and standardisation records · Marked work showing feedback and learner response

CORE.3.2

Learner progress and attainmentLearners make strong progress from their starting points and achieve well across the curriculum, including disadvantaged learners and those with additional needs.

EstablishedBaseline and progress data are collected for every learner, attainment is reported against appropriate benchmarks, and leaders identify groups who are falling behind.

AdvancedProgress is strong across subjects and learner groups, gaps between groups are narrowing, and outcomes compare well with suitable external benchmarks.

EliteStrong progress and narrowing gaps have been sustained over two cycles, and the school helps other schools raise outcomes.

Evidence: Baseline, progress and attainment data by group · External examination or benchmark results · Destinations and next-stage readiness data

CORE.3.3

Use of data for improvementLeaders and teachers use learner data accurately and responsibly to plan teaching, intervene early and improve the school.

EstablishedData are accurate, securely stored and reviewed each term, timely interventions are recorded, and results are reported clearly to learners and families.

AdvancedIntervention impact is evaluated, data inform curriculum and staffing decisions, and teachers analyse their own classes' data to adapt teaching.

EliteData-led improvement has been sustained over two cycles, and the school shares its evaluation methods and findings with other schools.

Evidence: Termly data reviews and intervention logs · Intervention impact evaluations · Reports to learners and families

Wellbeing, Inclusion & Behaviour

CORE.4.1

Attendance and behaviourThe school promotes high attendance and positive behaviour through clear, fair and consistently applied expectations.

EstablishedAttendance is recorded accurately and absence followed up promptly, the behaviour policy is applied fairly, sanctions are proportionate, and bullying and discrimination incidents are recorded and resolved.

AdvancedAttendance and behaviour data are analysed by group, causes of absence and exclusion are addressed with families, and patterns are improving.

EliteHigh attendance and positive behaviour have been sustained over two cycles, and the school supports other schools to improve attendance and behaviour.

Evidence: Attendance registers and absence follow-up records · Behaviour and anti-bullying policies with incident logs · Analysis of attendance, exclusion and behaviour trends

CORE.4.2

Baseline wellbeing and pastoral careEvery learner has a trusted adult, pastoral support and access to timely help, including referral to specialist services when needed.

EstablishedEach learner has a named pastoral contact, staff recognise and refer wellbeing concerns, health and medical needs are met, and referral routes to specialists are documented.

AdvancedPastoral support is coordinated with families and external services, wellbeing is monitored through learner voice, and support plans are reviewed for impact.

EliteEffective pastoral care has been sustained over two cycles, and the school shares its pastoral systems and training with other schools.

Evidence: Pastoral structure and referral pathways · Medical and health care plans · Learner wellbeing survey results and actions

CORE.4.3

Baseline inclusion dutiesThe school meets its legal and ethical duties to include all learners, preventing discrimination and making reasonable adjustments.

EstablishedAn equality and inclusion policy is in place, learners' additional needs are identified and recorded, reasonable adjustments are made, and no learner is excluded from the curriculum unfairly.

AdvancedInclusion is monitored through participation and outcome data for each group, staff are trained in adaptive practice, and barriers are removed promptly.

EliteInclusive practice and equitable outcomes have been sustained over two cycles, and the school helps other schools meet inclusion duties.

Evidence: Equality and inclusion policy · Register of learner needs and adjustments · Participation and outcome data by learner group

People & Professional Learning

CORE.5.1

Safer recruitment and staffingAll staff and volunteers are safely recruited, suitably qualified and deployed in sufficient numbers to meet learners' needs.

EstablishedA single central record shows identity, qualification, reference and background checks for all staff and volunteers, and staffing ratios and qualifications meet requirements.

AdvancedWorkforce planning anticipates needs and turnover, recruitment checks are audited, and staff deployment is matched to learner needs and curriculum priorities.

EliteSafe, stable and well-qualified staffing has been sustained over two cycles, and the school supports other schools with safer recruitment practice.

Evidence: Single central record and recruitment files · Staffing structure, qualifications and ratios · Recruitment audit reports

CORE.5.2

Professional learningAll staff take part in planned professional learning linked to school priorities and individual needs, including mandatory safeguarding and safety training.

EstablishedInduction is provided for all new staff, a professional learning plan covers priorities and mandatory training, and participation is recorded for every staff member.

AdvancedProfessional learning is sustained, collaborative and evaluated for impact on teaching and learner outcomes, with coaching and peer observation used across the school.

EliteEffective professional learning has been sustained over two cycles, and the school leads professional learning for staff in other schools.

Evidence: Induction programme and training records · Professional learning plan and evaluations · Coaching and peer observation records

CORE.5.3

Staff performance, conduct and wellbeingStaff performance is supported through fair appraisal, a clear code of conduct and attention to workload and wellbeing.

EstablishedEvery staff member has annual appraisal with agreed objectives, a staff code of conduct and whistleblowing policy are known, and workload concerns can be raised safely.

AdvancedAppraisal links to professional growth and school goals, staff wellbeing and retention are monitored, and leaders act on staff feedback with evidence of improvement.

EliteHigh staff retention and morale have been sustained over two cycles, and the school shares its people practices with other schools.

Evidence: Appraisal records and objectives · Code of conduct and whistleblowing policy · Staff survey, retention data and actions

Environment, Safety & Community

CORE.6.1

Health, safety and emergency preparednessPremises are safe, healthy, secure and fit for purpose, and the school is prepared for emergencies.

EstablishedRisk assessments, fire and building safety checks, hygiene, first aid, site security and supervision are current, and emergency and evacuation drills are practised and recorded.

AdvancedHealth and safety is monitored through scheduled audits and incident analysis, lessons from drills and incidents are acted on, and business continuity plans are tested.

EliteA safe, healthy environment has been sustained over two cycles, and the school helps other schools strengthen safety and emergency preparedness.

Evidence: Risk assessments and premises safety certificates · Emergency plan and drill records · Accident and incident logs with follow-up actions

CORE.6.2

Families and community partnershipThe school works in partnership with families and the community, communicating clearly and involving them in learners' education.

EstablishedFamilies receive regular, accessible information on progress and school life, a fair complaints procedure is published, and families can contribute to school decisions.

AdvancedFamily engagement is planned and evaluated, communication reaches all families, and community partnerships demonstrably enrich learning and support.

EliteStrong family and community partnership has been sustained over two cycles, and the school helps other schools build such partnerships.

Evidence: Family communication and reporting records · Complaints procedure and log · Family survey results and partnership agreements

CORE.6.3

Data protection and cyber governanceThe school protects personal data and manages cyber risk through clear governance, controls and response plans aligned with recognised frameworks.

EstablishedLeaders assign data protection responsibility, data are collected lawfully and minimally, access is controlled, backups are maintained, staff are trained, and a breach response plan exists.

AdvancedCyber and privacy risks are assessed regularly, third-party services are vetted for privacy and security, and incidents and exercises lead to documented improvements.

EliteTrusted data practice has been sustained over two cycles, and the school helps other schools strengthen privacy and cyber governance.

Evidence: Data protection policy and record of processing · Cyber risk assessment and access control review · Breach response plan, incident log and training records

Gate Safeguarding & Child Protection

Met / Not met — a school that is Not met cannot be accredited at any level.

A child protection policy, aligned with KCSIE and the International Child Safeguarding Standards, is published, known by all staff and reviewed annually.
A trained designated safeguarding lead and deputy are appointed, available during school hours and supported by leaders and governors.
All staff, volunteers and governors receive safeguarding training at induction and regular refreshers, with records kept.
Safer recruitment checks are completed for every adult before they start and recorded on a single central record.
Clear procedures exist for reporting concerns and referring to external agencies, with secure, confidential and timely records.
Allegations against staff and low-level concerns are handled through a defined procedure independent of the person concerned.
Online safety is managed through filtering, monitoring and learner education, with clear reporting routes.
Leaders and governors review safeguarding practice annually and act on findings.

Context modules

Applied where they fit your school

Early Years

Applies to provision for children from birth to age eight, aligned with NAEYC early learning program standards.

Play-based, developmentally appropriate curriculum across all areas of learning
Responsive relationships, key-person care and suitable adult-child ratios
Observation-based assessment of each child's development shared with families
Safe, healthy and stimulating indoor and outdoor environments, including care routines
Qualified early childhood staff with ongoing specialist professional learning

Online & Blended Provision

Applies where the school delivers courses or programmes fully online or blended, aligned with the National Standards for Quality Online Programs (Cognia and VLLA).

Online course design that meets Core curriculum, accessibility and assessment standards
Trained online teachers with regular, interactive contact and timely feedback
Learner identity verification, attendance and engagement monitoring and academic integrity
Learner and family support, orientation and technical help
Safe online learning environments with privacy and security protections

Scope

What CORE covers

Each topic is assessed in exactly one USAAC framework, so schools are never reviewed twice for the same practice.

Mission, strategy, governance and financeAdmissions, policies and legal complianceBroad and balanced curriculum, including arts, humanities and PE entitlementAssessment, learner progress and outcomesAttendance, behaviour and baseline inclusion and wellbeing dutiesSafer recruitment, staff qualifications and professional learningHealth and safety of premises and emergency preparednessFamilies, community partnership and baseline data protection

Assessed elsewhere

Social-emotional learning, mental and physical health, quality of PE and physical activityHWB
SEND provision, Universal Design for Learning and accessibility beyond baseline dutiesIAL
AI governance, online safety curriculum and advanced cyber resilienceAIDL
Student leadership, voice and character educationLCD

Key benefits

Why CORE?

Independent assurance that the whole school meets international quality and safety standards
A clear self-evaluation and improvement framework for leaders and governors
A trusted foundation for adding specialist USAAC endorsements
Confidence for families, partners and authorities in the school's governance and care

Aligned with

Validity: Valid 5 years, with an interim progress report at 2.5 years.

Self-assessment

Which level is your school ready for?

Rate your school on each CORE standard using the published descriptors. The suggested level follows the same rules reviewers use.

CORE.1.1
Mission and strategic direction
The school has a clear mission and learner-centred strategy that guide decisions, resource allocation and improvement planning.
CORE.1.2
Governance and accountability
Governance is ethical, legally constituted and separate from day-to-day management, holding leaders to account for quality, safety and learner outcomes.
CORE.1.3
Finance, admissions and legal compliance
The school is financially sustainable, admits learners fairly and transparently, and complies with all applicable laws, licences and regulations.

Add specialist endorsements

SRA

Ready to pursue CORE?

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