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STEAM & Robotics

SRA Endorsement · Future Readiness

STEAM & Robotics Endorsement

Recognises schools where learners investigate, design, build and test through science, computing, engineering, robotics and technical AI, with the arts woven in as a genuine design discipline.

16 standards in 5 areas
3 levels
3 years validity

Apply for SRA Check your readiness

SRA is an endorsement: it is awarded together with, or after, USAAC Core Accreditation. Core and endorsements can be reviewed in one combined visit.

Accreditation levels

Three levels of SRA recognition

The levels recognise a STEAM programme that is fully in place (Established), embedded and improving outcomes school-wide (Advanced), and sustained over time while leading other schools (Elite).

Level I

Established

Quality Assured

Sound practice is in place across most of the school, leadership is secure, and any area still developing has a clear improvement plan.

At least 75% of standards at Established or above, or 65% when at least a quarter are at Advanced or Elite, including every leadership standard (and, for Core, safer recruitment, health & safety and the safeguarding gate).

Level II

Advanced

Excellence in Practice

Practice is embedded, monitored with evidence and improving outcomes in most areas.

No standard still Developing, and at least 60% at Advanced or above, with at least one Advanced standard in every area.

Level III

Elite

Sector Leadership

Proven impact over at least two years in its areas of strength, and a school that helps others improve.

Advanced requirements met, at least 75% at Advanced or above, and at least one third at Elite across at least half of the areas.

Framework

The SRA standards

16 standards in 5 areas. Each has published descriptors for Established, Advanced and Elite, and the evidence reviewers look for. Levels are cumulative: each one includes everything below it.

Vision & Leadership

SRA.1.1

STEAM vision and progressionThe school sets a clear STEAM vision and a progressive pathway in science, computing, engineering, robotics, technical AI and integrated arts across all phases.

EstablishedA written STEAM vision and age-by-age progression map are in place, understood by staff and followed in planning for every phase.

AdvancedThe progression is coherent across all phases and subjects, revised from evidence of learning, and visibly shapes how projects build skills year on year.

EliteThe pathway has driven improving outcomes over at least two years, and the school helps other schools design their own STEAM progressions.

Evidence: STEAM vision and progression map · Sample unit plans across phases · Interviews with STEAM leads and teachers

SRA.1.2

Leadership and coordinationDesignated leadership coordinates STEAM across science, mathematics, computing, technology and the arts so that learning connects rather than duplicates.

EstablishedA named STEAM lead with defined responsibilities and time coordinates planning across departments and reports regularly to senior leaders.

AdvancedCross-department STEAM planning is routine and monitored; leaders use evidence to align timetables, projects and resources across subjects.

EliteCoordinated STEAM leadership has been sustained over at least two years, and the school's leaders mentor STEAM leads in other schools.

Evidence: Role description and meeting records · Joint planning documents across departments · Leadership reports on STEAM

SRA.1.3

Equitable access and participationEvery learner can access and succeed in STEAM, and leaders act on gaps in participation and attainment between groups.

EstablishedAll learners have timetabled STEAM learning; participation in optional STEAM activities is recorded by group and barriers are identified.

AdvancedParticipation and attainment gaps (e.g., by gender or need) are monitored and narrowing through targeted, evaluated actions.

EliteGaps have stayed closed or narrowed over at least two years, and the school shares its inclusive STEAM strategies with other schools.

Evidence: Participation data by group · Action plans addressing gaps · Learner focus groups

Teaching & Learning

SRA.2.1

Science and engineering practicesLearners regularly ask questions, define problems, plan investigations, analyse data, build models and argue from evidence.

EstablishedUnits include genuine inquiry and engineering practices at every phase, with learners planning investigations and drawing evidence-based conclusions.

AdvancedPractices are taught explicitly and progressively across all science and technology courses, and learners transfer them independently to new problems.

EliteInquiry-led learning has raised outcomes over at least two years, and the school co-designs practice-based units with partner schools.

Evidence: Learner investigation reports and notebooks · Lesson observations · Unit plans showing practices

SRA.2.2

Computing and computational thinkingLearners develop computational thinking and programming through a structured curriculum covering algorithms, data, systems and the impacts of computing.

EstablishedA planned computing curriculum is taught to all learners, building from unplugged activity to programming, with safe and responsible use expected.

AdvancedLearners design, test and debug increasingly complex programs and data projects, with teaching adapted to their progress and monitored for impact.

EliteComputing outcomes have improved over at least two years, and the school shares curriculum and teaching resources with other schools.

Evidence: Computing curriculum and schemes of work · Learner code and project portfolios · Assessment records

SRA.2.3

Robotics and technical AILearners build, program and test robots and simple AI systems, examining how machines sense, represent, learn and act.

EstablishedAge-appropriate robotics and technical AI projects are taught, and learners test their systems for safety, accuracy and limitations, including data bias.

AdvancedLearners train, evaluate and refine their own models and robots against clear criteria, documenting design decisions, trade-offs and failure cases.

EliteRobotics and technical AI learning has deepened over at least two years, and the school helps other schools introduce this learning safely.

Evidence: Robotics and AI project documentation · Test and evaluation logs · Learner interviews explaining their systems

SRA.2.4

Integrated arts and designThe arts are integrated as a genuine design discipline in STEAM projects, shaping aesthetics, communication, user experience and creative exploration.

EstablishedPlanned STEAM projects include meaningful arts or design objectives that are taught and assessed, not added as decoration.

AdvancedArts and STEM teachers co-plan and co-assess projects across phases, and learners use creative methods to generate and refine technical solutions.

EliteIntegrated arts practice has been sustained over at least two years, and the school publishes or presents its model for other schools.

Evidence: Co-planned project briefs · Learner design portfolios · Assessment criteria covering arts objectives

People & Capacity

SRA.3.1

Specialist subject knowledgeStaff teaching computing, engineering, robotics and technical AI have secure, current subject knowledge for the phases they teach.

EstablishedStaff knowledge is audited against the curriculum, and gaps in computing, robotics or technical AI are addressed through targeted subject training.

AdvancedSubject expertise is developed systematically, shared through peer coaching, and linked to observed improvement in teaching quality.

EliteSpecialist capacity has been sustained over at least two years, and the school's staff lead subject training for other schools.

Evidence: Subject knowledge audit · Records of subject-specific training · Lesson observations

SRA.3.2

Collaborative STEAM pedagogyTeachers across science, mathematics, computing, technology and the arts plan, teach and review STEAM projects together.

EstablishedTeachers have scheduled time to co-plan cross-subject STEAM projects and agree shared learning goals and success criteria.

AdvancedCollaborative planning and moderation are embedded across phases, and teachers refine projects using shared evidence of learner progress.

EliteCollaborative practice has endured over at least two years, and the school hosts or leads cross-school STEAM teaching networks.

Evidence: Co-planning schedules and notes · Moderated learner work · Teacher interviews

SRA.3.3

Learning with STEAM practitionersScientists, engineers, technologists and artists contribute to learning through authentic, well-structured projects and feedback.

EstablishedPractitioners contribute to planned STEAM learning with clear objectives, and their involvement follows the school's safeguarding procedures.

AdvancedPractitioner contributions are woven into projects across phases, reach all learner groups and are evaluated for their effect on learning.

ElitePractitioner partnerships have been sustained over at least two years, and the school brokers similar partnerships for other schools.

Evidence: Project briefs involving practitioners · Feedback given to learners · Evaluation of practitioner involvement

Environment & Resources

SRA.4.1

Spaces for investigation and makingLearners have accessible spaces, equipment and materials suited to investigating, prototyping, building and testing.

EstablishedSpaces and equipment match the curriculum, are accessible to all learners including those with disabilities, and are used regularly in lessons.

AdvancedSpaces are flexibly organised for extended projects, usage is monitored across groups and phases, and provision is adjusted from that evidence.

EliteEffective use of spaces has been sustained over at least two years, and the school shares its facilities or design guidance with other schools.

Evidence: Timetabled use of spaces · Learning walk observations · Equipment inventory linked to curriculum

SRA.4.2

Safe practical workPractical, electrical, mechanical and making activities are risk-assessed, supervised and taught so learners work safely and independently.

EstablishedRisk assessments cover practical STEAM activities; staff and learners are trained in safe use of tools and equipment before using them.

AdvancedLearners carry out their own age-appropriate risk assessments, near-misses are reviewed, and safety practice improves as a result.

EliteA strong safety record has been sustained over at least two years, and the school helps other schools develop safe practical work.

Evidence: Activity risk assessments · Training and competence records · Learner risk assessments in projects

SRA.4.3

Resource stewardshipSTEAM resources are selected for learning purpose, maintained, shared fairly and renewed responsibly rather than acquired for display.

EstablishedResources are chosen against curriculum needs, maintained in working order and booked fairly across classes and phases.

AdvancedResource decisions are evaluated for impact on learning, equipment is reused or repaired where possible, and access gaps are closed.

EliteResponsible resourcing has been sustained over at least two years, and the school shares or lends resources and guidance to other schools.

Evidence: Resource plan linked to curriculum · Maintenance and booking records · Purchase decisions with rationale

Impact & Improvement

SRA.5.1

Assessing STEAM competenceAssessment captures learners' processes—inquiry, design, debugging, iteration and collaboration—as well as finished products.

EstablishedClear criteria assess STEAM processes and products, and learners receive feedback they use to improve their work.

AdvancedPortfolios and process evidence track progress over time, assessment is moderated across subjects, and results inform teaching.

EliteProcess-based assessment has been sustained over at least two years, and the school's assessment tools are adopted by other schools.

Evidence: Assessment rubrics · Learner portfolios with feedback · Moderation records

SRA.5.2

Programme evaluation and improvementLeaders evaluate the STEAM programme against its goals and use the findings to improve teaching, projects and provision.

EstablishedThe STEAM programme is reviewed at least annually using learner outcomes and feedback, with improvement actions recorded and followed up.

AdvancedEvaluation draws on multiple sources across phases, and improvement actions demonstrably raise the quality of STEAM learning.

EliteContinuous improvement has been evident over at least two years, and the school supports other schools in evaluating STEAM programmes.

Evidence: Programme review reports · Improvement plans and progress · Learner and staff feedback

SRA.5.3

Learner progression in STEAMThe school tracks how learners progress into further STEAM study and acts on patterns of uptake across groups.

EstablishedUptake of advanced STEAM courses and options is recorded by group, and leaders discuss the findings each year.

AdvancedUptake trends are analysed by group, actions address under-representation, and progression into further STEAM study is rising.

EliteStrong, equitable progression has been sustained over at least two years, and the school shares its approach with other schools.

Evidence: Course uptake data by group · Actions addressing under-representation · Learner pathway records

Scope

What SRA covers

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

Science and engineering practicesComputing and computational thinkingEngineering designRobotics and physical computingTechnical AI (how AI systems are built, trained and tested)Integrated arts and design in STEAMSafe practical and making work

Assessed elsewhere

AI literacy, AI ethics and online safety for all learnersAIDL
Design thinking, entrepreneurship and careers guidanceIEC
Broad curriculum including the arts as subjectsCORE
Climate and sustainability educationSGS

Key benefits

Why SRA?

Shows families that STEAM learning is rigorous, progressive and open to every learner.
Builds learners' ability to investigate, design, build and test real solutions.
Strengthens collaboration between science, computing, technology and arts teachers.
Gives a clear, evidence-based route to improve STEAM provision over time.

Aligned with

Validity: Valid 3 years, with a short annual update.

Part of the Digital Excellence School pathway.

Self-assessment

Which level is your school ready for?

Rate your school honestly on each SRA standard and watch your progress toward every level. Each level is a recognised achievement, and schools can move up at any later review.

SRA.1.1
STEAM vision and progression
The school sets a clear STEAM vision and a progressive pathway in science, computing, engineering, robotics, technical AI and integrated arts across all phases.
SRA.1.2
Leadership and coordination
Designated leadership coordinates STEAM across science, mathematics, computing, technology and the arts so that learning connects rather than duplicates.
SRA.1.3
Equitable access and participation
Every learner can access and succeed in STEAM, and leaders act on gaps in participation and attainment between groups.

Ready to pursue SRA?

Tell us about your institution and the recognition you are working toward. Submissions are reviewed within 2–3 business days.

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