The New DfE Enrichment Benchmarks: What They Mean for Primary Schools

Enrichment has always been an important part of school life.

But in June 2026, the Department for Education introduced a new Enrichment Framework for Schools and Colleges, giving schools a clearer way to think about the quality, purpose and impact of their enrichment provision.

For primary schools, the message is important:

Good enrichment isn't simply about offering more clubs. It's about creating meaningful experiences that support children's development and complement the wider priorities of the school.

So what do the new benchmarks actually mean in practice?

The 8 DfE Enrichment Benchmarks

The framework identifies eight characteristics of a strong enrichment offer:

1. A strategically aligned enrichment offer
2. A broad and well-rounded enrichment offer
3. A well-communicated offer that celebrates participation and achievement
4. An offer shaped by the school community
5. An accessible and engaging offer
6. An offer that works in partnership
7. An outcomes-focused offer
8. A continually improving offer

The guidance is non-statutory. It isn't another compliance checklist for schools.

Instead, it provides a useful framework for asking a much better question:

What do we want children to gain from enrichment?

From Activities to Purpose

One of the strongest messages within the framework is that enrichment should connect with a school's wider priorities. These can include curriculum, attendance, personal development and wellbeing.

That means moving beyond:

“What clubs shall we offer next term?”

and asking:

“Why are we offering them?”

One programme might develop confidence and independence. Another might encourage teamwork and communication. Another could give children opportunities to experience curriculum concepts practically.

The activity matters, but what children gain from the activity matters even more.

This is the thinking behind our educational enrichment programmes for primary schools.

Life Skills Have a Place in Enrichment

One particularly interesting part of the new framework is its emphasis on a broad and well-rounded enrichment offer.

The DfE identifies five broad areas, one of which is developing wider life and future skills.

And within this area it specifically mentions activities including cooking, managing finances and enterprise.

This is important because cooking and backing can sometimes be seen simply as a fun extracurricular activity. But practical food education can create opportunities for children to do much more.

They can measure and calculate. Make decisions. Solve problems. Work together. Explore ingredients and cultures. Develop independence. Learn about healthy choices. Practise budgeting and enterprise. And experience the pride that comes from creating something themselves.

The recipe can be the starting point. The learning can go much further.

How External Enrichment Providers Can Support Schools

Another significant part of the framework is partnership.

The DfE recognises that schools can work with external enrichment providers and specialist organisations to broaden and strengthen their enrichment provision.

That matters because creating meaningful enrichment requires time, expertise, planning, resources and people to deliver it.

The right external provider can bring specialist programmes into a school without teachers having to design and deliver everything themselves.

But choosing a provider should go beyond asking:

“Will the children enjoy it?”

Schools might also consider:

• What is the purpose of the programme?
• What skills or experiences will children gain?
• How robust are the safeguarding and delivery systems?
• Does the provider understand our school's priorities?
• Can the programme be delivered consistently?

A strong enrichment partnership should begin with the school's priorities and desired pupil outcomes, rather than simply with the activity being offered.

That's the difference between simply adding another activity and creating a meaningful enrichment partnership.

Look Beyond Participation

The framework also encourages schools to think about outcomes.

These can include children's engagement with school, social and emotional development, belonging and essential skills.

Not every enrichment activity needs to feel like another lesson. In fact, some of the most powerful learning happens precisely because it doesn't. A child preparing something independently may also be learning to make decisions. A child whose recipe doesn't go perfectly may be learning to adapt. A group sharing responsibilities may be developing communication and teamwork.

And a child looking at something they've created and saying:

“I did that myself.”

may be developing something harder to measure: belief in what they are capable of.

How Primary Schools Can Review Their Enrichment Provision

The new framework gives schools an opportunity to look at their current provision with fresh eyes. Rather than immediately asking whether you need more enrichment, consider:

• Does our enrichment support our wider school priorities?
• Are children experiencing a broad range of opportunities?
• Are practical life skills represented?
• Can all children access and engage with the opportunities available?
• Are we listening to pupil and parent feedback?
• Could external enrichment providers strengthen areas that are difficult to deliver internally?
• What do we actually want children to gain from each experience?

Sometimes the answer isn't adding more.

It is becoming more intentional about what you already offer.

Where Bake N Play Fits

At Bake N Play, we use practical food education as a vehicle for something bigger.

The Power of Baking allows one practical experience to contribute to several areas of a school's enrichment offer. Through cooking, pupils can explore arts and culture, develop wider life and future skills, including budgeting, financial awareness and enterprise, strengthen teamwork and communication, and build the confidence and independence that support their wider personal development.

Our primary school enrichment programmes include after-school enrichment clubs, curriculum-linked enrichment experiences, educational workshops and Early Years provision.

Bake N Play is designed to complement a school's wider enrichment offer.

The DfE framework encourages schools to provide pupils with a broad and well-rounded range of experiences.

Our role is to bring purposeful, practical enrichment that can contribute across several areas of that wider provision, from arts, culture and personal development to life and future skills, financial awareness and enterprise.

Because we believe enrichment should be more than something pupils attend.

It should be an experience that helps them develop, grow and discover what they are capable of. Baking is the vehicle. The learning goes much further.

Looking for an Enrichment Provider for Your Primary School?

If you're reviewing your school's enrichment provision and would like to explore how practical food education could complement your existing offer, discover our primary school enrichment programmes and after-school enrichment clubs.

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