Questfield School is inspected regularly and ensures quality standards are met according to national and international standards.
The Kindergarten and Primary School are accredited by the National Agency for Quality in Education (ARACIP). The Secondary School is authorized by ARACIP, following to be inspected for accreditation in 2024.
To validate the quality standards of our international line, we have applied for COBIS membership and CAMBRIDGE accreditation. Our strategic timeline includes applying for BSO accreditation before the highschool opening, planned for September 2024.
Our school is an approved CAMBRIDGE English qualifications center and we pride ourselves with excellent results, compared to scores obtained by other preparation centers (CES Score Groups Comparisons, Cambridge, 2021).
In 2020, Questfield became the first school in the southern area of the country that implemented the Leader in Me programme. The Leader in Me is Franklin Covey’s whole school transformation process. It teaches 21st century leadership and life skills to students and creates a culture of student empowerment based on the idea that every child can be a leader. The Leader in Me is spreading and is now in over 4000 schools in 25 countries.
In 2022, Questfield gained the status of UNESCO Associated School. Education transforms lives and is at the heart of UNESCO’s mission to build peace, eradicate poverty and drive sustainable development. It is a human right for all throughout life. The Organization is the only United Nations agency with a mandate to cover all aspects of education.
To strengthen our commitment of ensuring Service Learning throughout the school, we have applied and registered among the semifinalists of the Service-Learning Award for Central & Eastern Europe in October 2022, acknowledging that our school: links curricular learning to service actions as an opportunity for the students to apply the knowledge and skills acquired in the classroom to real-life situations; it reflects the social commitment of the educational institution when responding to the pressing needs of the community, always respecting the pedagogical identity of the school as well as respecting the community itself when working together with it; it promotes active citizenship, networking and teamwork for students and teachers leading to an improvement of the quality of students’ learning, school coexistence and of the institutions themselves.