Mind Your Policy Language

Different areas of England organise their provision differently according to age ranges.

Prior to starting compulsory education children attending pre-school settings follow the Early Years Foundation Stage curriculum.

Children start Reception class in the school year that they turn 5.

Primary school: Reception and Years 1 to 6

Infant school: Reception and Years 1 and 2

Junior school: Years 3 to 6

Secondary school: Years 7 to 11 or 7 to 13 (some include sixth form)

First school: Reception and Years 1 to 4

Middle school: Years 5 to 8

Upper school: Years 9 to 11

Sixth form: Years 12 and 13

Prior to starting compulsory education children attending pre-school settings following the Curricular Guidance for Pre-School Education.

Children start in Year 1 in the September following their fourth birthday if the child is born between 1st September and 1st July. If the child is born between 2nd July and 31st August they start the following September.

Primary school: Years 1 to 7

Infant school: Years 1 to 3

Senior primary: Years 4 to 7

Post Primary/ High school Years 8 to 12

Nursery school – from age of three (public nurseries)- they follow the Early Years Framework.

The Scottish school year begins in mid-August. Any single school year group consists of children born between the beginning of March in one year and the end of February the following year. Children born between March and August start school in the August of, or following, their fifth birthday. Those born between September and February start school in the August prior to their fifth birthday. As such, children in Scotland usually start school between the ages of 4.5 and 5.5 years old. Parents of children born between September and December can request to defer their child's entry to the following August.

Primary school – P1 to P7 – start between the ages of 4½ and 5½ years old.

Secondary school – attend between the ages of 12 and 18 (S1 to S6)

Different areas of Wales organise their provision differently according to age ranges.

Prior to starting compulsory education children attending pre-school settings following the Curriculum for Non-Maintained Nursery Settings.

Children start Reception class in the school year that they turn 5.

Primary school: Reception and Years 1 to 6

Infant school: Reception and Years 1 and 2

Junior school: Years 3 to 6         

Middle School: These can cover ages 3-16, 3-19, 4-16 or 4-19         

Secondary school: Years 7 to 11 or 7 to 13 (some include sixth form)

State schools receive funding through their local authority or directly from the government. The most common ones are:

• Community schools (local authority maintained schools)
• Foundation schools and voluntary schools (funded by local authority but have more freedom to change things), sometimes supported by representatives from religious groups
• Academies and fee schools, run by not-for-profit academy trusts independent of local authorities – they have more freedom to change things and can follow a different curriculum
• Grammar schools, run by the local authority, a foundation body or trust, pupils are selected on academic ability – there is a test to get in.
• City Technology Colleges are independent schools that are free to go to (funded by central government – companies can also contribute)
• State Boarding Schools provide free education but charge fees for boarding. Most are academies, some are free schools and some run by local authorities

Schools are either grant-aided or independent. Most schools are grant-aided and  follow the revised Curriculum. Independent schools are fee-paying and follow their own curriculum. 

The main categories are:

• Controlled
• Catholic Maintained
• Voluntary Grammar Schools
• Integrated
• Irish medium
• Special
• Independent

There are Local Authority schools (Scottish Government funded), and Grant-aided Schools (GAS) - schools that are financially directed by the Scottish Government and follow the Curriculum for Excellence but are independent from Local Authorities. [Grant-aided schools are not equivalent to schools termed ‘academies’ in some parts of the UK.]

State secondaries are usually named “High School”, “Academy” or “Secondary School”.

The vast majority of schools are English medium, but with an increasing number of Gaelic-medium primaries and opportunities to continue learning in Gaelic at secondary schools across the country.

Schools are operated by the local authorities or can be ‘faith schools’ – that have a religious character, or have formal links to a faith-based organisation.

The main teaching language in schools falls into three main categories: Mainly Welsh-medium; Mainly English-medium; or provision in both languages exist side by side (dual language).

State secondaries are usually named “Comprehensive/Gyfun”, or “High/Uwchradd”.

Gaelic Medium education is available.

Welsh-medium education is available.

https://www.gov.uk/types-of-school

https://www.nidirect.gov.uk/articles/types-school

Scottish Education and School Systems | Scotland.org

Schools by local authority, region and type of school (gov.wales)

National Curriculum

Provides pupils with an introduction to the essential knowledge that they need to be educated citizens. The curriculum offered:

• Promotes the spiritual, moral, cultural, mental and physical development of pupils
• Prepares pupils for the opportunities, responsibilities and experiences of later life.

The majority of the curriculum was introduced in September 2014; with English and maths coming into force for all year groups from September 2016. Science came into force for Year 10 September 2016 and for Year 11 September 2017.

Core subjects:

• English
• Mathematics
• Science

Foundation subjects:

• Art and design
• Citizenship (age 11-16)
• Computing
• Design and technology
• Languages
• Geography
• History
• Music
• Physical education

[All schools required to teach religious education at all key stages. Secondary schools must provide sex and relationship education].

Curriculum Overview

Aim of Northern Ireland Curriculum

To empower young people to achieve their potential and to make informed and responsible decisions throughout their lives.

To provide learning opportunities for each young person to develop as:

• An individual
• A contributor to society
• A contributor to the economy and the environment

Introduced from 2007

2009/10 first year all pupils experienced new curriculum.

Areas of Learning

(Primary)

• Language and literacy
• Mathematics and numeracy
• The Arts
• The world around us
• Personal development and mutual understanding
• Physical education

The Northern Ireland Curriculum Primary

Post-Primary School

• Language and literacy (including English with Media Education)
• Mathematics (including Financial Capability)
• The Arts (Art, Drama, Music)
• Environment and Society (Geography and History)
• Learning for Life and Work (Personal Development, Citizenship, employability , Home Economics)
• Modern Languages
• Physical Education
• Science and Technology
• Religious Education

Curriculum Overview

Purpose of Curriculum for Excellence:

To develop the knowledge, skills, attributes and capabilities of the four capacities of Curriculum for Excellence:

• Successful learners
• Confident individuals
• Responsible citizens
• Effective contributors

First implementation August 2010; refreshed curriculum narrative published in 2019.

Experiences and Outcomes (Es&Os)

• Expressive Arts
• Health and wellbeing
• Languages
• Numeracy and Mathematics
• Religious and moral education/ Religious education
• Sciences
• Social Studies
• Technologies

Purpose of Curriculum for Wales:

To support children and young people to be:

• Ambitious, capable learners

• Enterprising, creative contributors
• Ethical, informed citizens of Wales and the world
• Healthy, confident individuals.

First implementation September 2022 – up to year 6 (final year of Primary school) and some Year 7. From September 2023 it rolls out.

Areas of learning and experience (AoLEs)

• Expressive Arts
• Health and Well-being
• Humanities
• Languages, Literacy and Communication
• Mathematics and Numeracy
• Science and Technology

Cross-curricular skills:

• Communication
• Using mathematics
• Using ICT

Responsibility of all:

• Health and Wellbeing across learning
• Literacy across learning
• Numeracy across learning

Cross-curricular frameworks:

• Literacy and Numeracy Framework
• Digital Competence Framework

Key stages and progression

Early Years Foundation Stage (age 4-6 / Reception)

Key Stage 1 (age 6-8 / Years 1 and 2)

Key Stage 2 (age 8-11 / Years 3, 4, 5 and 6)

Key Stage 3 (age 11-14 (Years 7, 8 and 9))

Key Stage 4 (age 14-16/qualifications / Years 10 and 11)

Foundation Stage (age 4-6 / Years 1 and 2)

Key Stage 1  (age 6-8 / Years 3 and 4)

Key Stage 2 (age 8-11 / Years 5, 6 and 7)

Post-Primary School

Key Stage 3 (age 11-14 (Years 8, 9 and 10))

Key Stage 4 (age 14-16/qualifications / Years 11 and 12)

Curriculum for Excellence – divided into two phases – the broad general education (early learning and childcare to end of S3) and the senior phase (S4 to S6 in schools and includes ages 16 to 18 out of school).

More specifically:

Early – Pre-school years and P1*

First – To end of P4*

Second – To end of P7*

*Can be earlier or later for some.

Third and Fourth – S1 to S3

Senior phase – S4 to S6

Curriculum for Wales

Pupils start the curriculum when they enter compulsory education, with each school using the curriculum guidance to develop and design its own approach to enable their learners to progress towards the four purposes. Pupils’ progress is measured using Progression Steps at ages 5, 8, 11, 14 and 16 which relate to broad expectations at that age.

Relationships and sex education (RSE) and health education (HE)

RSE (Relationship and Sexuality Education)

RSHP (Relationships, Sexual Health and Parenthood Education)

RSE (Relationships and Sexuality Education)

Statutory guidance

All grant-aided schools are required to have a RSE policy that is based on consultation with parents and pupils. It is the responsibility of the Board of Governors of each school to ensure that a comprehensive programme is delivered which meets the needs of its pupils and aligns with its RSE policy.

RSE Hub – central repository of age-appropriate information and guidance.

Conduct of relationships, sexual health and parenthood education in schools

Code

Primary schools are required to teach Relationships Education.

Secondary schools required to teach RSE and HE.

It is recommended that primary schools deliver sex education but it is not compulsory.

Parents have the right to request their child be withdrawn from some or all of sex education delivered as part of statutory RSE.

Mandatory for all pupils of compulsory school age.

Not compulsory – ‘While every young person has the right to education, schools and authorities must be sensitive to the cases in which a parent or carer may wish to withdraw a child or young person, or a child or young person wishes to withdraw themselves from all or part of a planned sexual health education programme within a RSHP education programme.’ (2014, Conduct of RSHP education in schools, p. 13) 

Mandatory as part of Curriculum for Wales since Sept 2022.

Reception - Reception Baseline Assessment completed within the first 6 weeks of starting reception; Early Years Foundation Stage profile completed at the end of Reception.

Year 1 - phonics assessment

Year 2 - Statutory Assessment Tests (SATs)  in English reading and maths. Teacher assessments in maths, science, and English reading and writing

Year 6 - Statutory Assessment Tests (SATs) in English reading, maths, and grammar, punctuation and spelling. Teacher assessments in English writing and science 

Assessment Overview

Teacher assessment of Communication, Using Mathematics and Using ICT against the Levels of Progression at the end of Key Stages 1 and 2.

Children and young people in P1, P4, P7 and S3 complete online standardised assessments in literacy and numeracy as part of everyday learning and teaching

• Increasing effectiveness
• Increasing breadth and depth of knowledge
• Deepening understanding of the ideas and disciplines within the Areas
• Refinement and growing sophistication in the use and application of skills
• Making connections and transferring learning into new contexts

Schools and settings develop their own assessment arrangements to support each individual learner to progress in relation to their school/setting’s curriculum. 

Year 11 - GCSE, BTEC

(Some settings e.g. city technical colleges will deliver Diplomas or specialist industry-led qualifications)

GCSE

Entry level Qualifications (ELQ)

Vocational Qualifications at Award, Certificate and Diploma levels

National standardised assessment of literacy and numeracy in S3.

National 1-5 qualification

Year 11 – currently GCSE, BTEC

https://www.gov.uk/government/organisations/standards-and-testing-agency

https://www.nidirect.gov.uk/articles/assessments#toc-1

https://standardisedassessment.gov.scot/ 

https://hwb.gov.wales/curriculum-for-wales/introduction

 https://hwb.gov.wales/curriculum-for-wales/designing-your-curriculum/developing-a-vision-for-curriculum-design/#progression

 https://hwb.gov.wales/curriculum-for-wales/assessment-arrangements/

The Office of Qualifications and Examinations Regulation (Ofqual) - a non-ministerial government department.

Council for the Curriculum, Examinations and Assessment (CCEA)

CCEA Regulation – an independent function within CCEA is responsible for the accreditation and regulation of regulated qualifications offered.

Scottish Qualifications Authority (SQA) -The Scottish Government has announced that as part of wider education reform, SQA is to be replaced by a new qualifications body in 2024.

Qualifications Wales - an independent statutory body funded by the Welsh Government and accountable to the people of Wales through Senedd Cymru.

Entry Level Qualifications  

Entry Level Qualifications – More than 150 units at Entry 1 to 3.

Entry Level Certificates – are delivered in schools alongside GCSEs (one or two year courses) – in English, Mathematics (Numeracy), Applied Science.

Entry Level Pathway Qualifications – a range of subjects covered e.g. Creative, Media and Performance Arts, Humanities, ICT, Independent living, Welsh and second language Welsh.

Essential Skills Wales Qualifications – key skills covered – application of number, communications, digital literacy, employability. [Most are available from Entry Level 1 to Level 3].

GCSEs (General Certificates of Secondary Education) – the main qualification taken by 16-year-old learners in England. Awarded 9 to 1 (9 is the highest grade).

GCSEs (General Certificates of Secondary Education) – the main qualification taken by 16-year-old learners in Northern Ireland. Generally graded A* to G (including a new grade C*) but may take some GCSEs used in England (graded 9 to 1)

National Qualifications (NQs) – are taken by students in secondary schools and colleges. Qualifications sit at various levels allowing learners to progress from one qualification to the next. National 5 courses are taken in secondary schools (S4-S6) and in further education colleges – assessed through an exam or coursework or both. Courses are graded A to D or ‘no grade’.

GCSEs (General Certificates of Secondary Education) – the main qualifications taken by 16-year-old learners in Wales. Awarded grades A* to G, but may take some GCSEs used in England (graded 9 to 1).

BTEC (Vocational Qualifications) – vocational or career-based. Over 2,000 available across 16 sectors. Graded - pass, merit, distinction and distinction* (Unclassified if not high enough quality for a pass)

Highers are taken in secondary schools (S5-S6) and further education colleges – assessed through an exam or coursework or both. Courses are graded A to D or ‘no grade’.

Highers are the standard entry requirements for higher education in Scotland.

GCE AS Levels (Advanced Subsidiary) and A Levels (Advanced) – graded A* to G. All exams taken at the end of the course (AS Levels do not contribute to the A Level result)

T-Levels – new two-year courses taken after GCSEs (broadly equivalent to three A Levels). Launched in September 2020 developed in collaboration with employers and available at selected schools and colleges in England.

GCE AS Levels (Advanced Subsidiary) and A Levels (Advanced) – graded A* to G. As levels contribute 40% of the total marks of the A level.

Advanced Highers are taken in secondary schools (S5-S6) and further education colleges – assessed through an exam or coursework or both. Courses are graded A to D or ‘no grade’. They provide preparation for learners progressing to further and higher education.

GCE AS Levels (Advanced Subsidiary) and A Levels (Advanced) – graded A* to G. AS levels contribute 40% of the total marks of the A level.

English Baccalaureate – a measure of entry and attainment at Key Stage 4 in English, maths, science, a language, history or geography.

[Secondary schools are measured on the number of pupils that take GCSEs in these core subjects and how well they do].

Scottish Baccalaureates – available to learners in S5 and S6, available in Expressive Arts, Languages, Science and Social Sciences (awarded a pass or distinction). There is also an interdisciplinary project.

Welsh Baccalaureate Foundation (Level 1)

National (Level 2)

Advanced (Level 3)

Skills Challenge Certificate (SCC) – standalone, graded qualification – valued as a GCSE or A Level equivalent or it can be taken alongside GCSEs or A levels.

What qualification levels mean: England, Wales and Northern Ireland - GOV.UK (www.gov.uk)

Qualifications: what the different levels mean | nidirect

Scottish Credit and Qualifications Framework (SCQF) – shows how all Scottish qualifications compare.

CQFW Fan diagram 2023 (gov.wales) – all learning – levels and examples of qualifications.

Children with special educational needs and disabilities (SEND): Overview - GOV.UK (www.gov.uk)

Special Educational Needs

Additional Support for Learning (ASL)

Additional support needs (ASN)

Additional learning needs (ALN) system | GOV.WALES

Special schools can be maintained by the local authority, voluntary or charity aided or privately run.  Most special schools  follow the national curriculum, adapted and adjusted as necessary to meet the needs of the children. 

Special schools usually take children with particular types of special needs. Many ordinary schools also have special provision for children with particular needs.

Special Schools - most children with additional support needs are educated in mainstream school, but some with complex or specific needs are education in special schools.

Special schools, both day and boarding, provide education for children with complex and/or specific needs who cannot be educated satisfactorily in mainstream schools. Some pupils with additional needs related to emotional and behavioural challenges may be educated in a Pupil Referral Unit.

Special Educational Needs and Disabilities (SEND) Code of Practice (2014) states that SEND are issues that can affect a child or young person’s ability to learn. The code outlines two broad levels of support:

- SEN Support which is provided to the child or young person in their pre-school, school, or college. This is organised via the setting’s Special Educational Needs Co-ordinator (SENCO)

A step-by-step approach

This includes school action

Guidance or Codes

The Education (Additional Support for Learning) Scotland Act (2004) states that a child or young person has an additional support need where they need additional support in order to benefit from school education.

Guidance or Codes

The Additional Learning Needs Code for Wales (2021) states that a person has additional learning needs if he or she has a learning difficulty or disability (whether the learning difficulty or disability arises from a medical condition or otherwise) which calls for additional learning provision.

Education, Health, and Care (EHC) plan which provide a formal basis for support for children and young people who need more support than is available through SEN Support. To get a EHC plan an application has to be made to the child’s local authority.

Individual Education Plans will include additional help and progress checks.

Co-ordinated Support Plan (CSP) statutory education plan prepared by local authorities to identify and ensure provision or, services for children and young people with complex or multiple additional support needs.

Additional support

Individualised Education Programme (IEP) – individualised Education Programmes are written plans setting targets that a child with additional support needs is expected to achieve.

The Individual Development Plan (IDP) sets out a description of a child or young person’s ALN, the Additional Learning Provision (ALP) required by their learning difficulty or disability, and other associated information.  IDPs are provided to children and young people with ALN irrespective of the severity or complexity of their needs.

The IDP is intended to be a flexible document that will vary in length and complexity, depending on the individual needs of learners and the way in which a learner’s needs develop and change over time.

The Pupil Premium is a grant given to schools by Government that aims to decrease attainment gaps. It is linked to Free School Meal (FSM) eligibility and is also allocated to Looked After Children (LAC).

In 2023/24 the rates were:

• £1455 per primary school pupil entitled to FSM;

• £1035 per secondary school pupil entitled to FSM and
• £2530 per LAC of primary or secondary age (Pupil Premium+).

Schools are allocated Social Deprivation Funding according to the proportion of pupils entitled to Free School Meals (FSM), with each school being placed within one of three bands depending on the FSM percentage. There is also additional funding available to support children of the traveller community, children looked after, newcomer pupils and children of service personnel. The amounts allocated per pupil vary according to the banding of the school.

Pupil Equity Funding is allocated to schools to help them address poverty related attainment gaps. It is linked to Free School Meals eligibility.

In 2023/24 the rate was:

• £1225 per eligible pupil.

The Pupil Development Grant is allocated by Government with the aim of raising the attainment of children from low-income households. It is linked to Free School Meal eligibility and is also allocated to Looked After Children (LAC).

In 2023/24 the grant was:

• £1150 per eligible pupil.

Pupil premium: overview - GOV.UK (www.gov.uk)

Microsoft Word - Common funding scheme 2023-2024 (education-ni.gov.uk)

Pupil Equity Funding: national operational guidance 2023 - gov.scot (www.gov.scot)

Pupil Development Grant: overview | GOV.WALES

Ofsted (Office for Standards in Education, Children’s Services and Skills)

ETI (Education and training Inspectorate)

Education Scotland

Estyn (Inspectorate of education and training in Wales)

Education inspection framework

OFSTED inspections report on:

• The quality of education
• Behaviour and attitudes
• Personal development
• Leadership and management

Inspectors also make a written judgement on the effectiveness of the arrangements for safeguarding pupils and an overall judgement on effectiveness. The overall judgement also takes account provision for pupils’ spiritual, moral, social and cultural development and how well the school meets pupil needs, including the needs of pupils with special educational needs or disabilities (SEND).

ETI inspections report on:

• Outcomes for learners
• Quality of provision
• Leadership and management

Inspectors also report on care and welfare, safeguarding and governance.

Education Scotland inspections report on:

• Leadership of change
• Learning, teaching and assessment
• Raising attainment and achievement
• Ensuring wellbeing, equality and inclusion

ESTYN inspections report on:

• Learning
• Wellbeing and attitudes to learning
• Teaching and learning experiences
• Care, support and guidance 
• Leadership and management

The final report produced by inspectors gives an overview of key strengths and any important weaknesses that require improvement. It makes recommendations and sets out what the setting needs to do next in order to make improvements.

Reports and gradings

There are four overall judgements that Ofsted can reach about schools:

• outstanding;
• good;
• requires improvement;
• inadequate
  • serious weaknesses or
  • requiring special measures.

There are six statements that ETI inspectors use to indicate overall effectiveness:

• outstanding;
• very good;
• good;
• important area(s) for improvement;
• requires significant improvement;
• requires urgent improvement.

There are six overall judgements that Education Scotland can reach about schools:

• excellent;
• very good;
• good;
• satisfactory;
• weak;
• unsatisfactory.

Estyn inspection reports no longer include summative gradings (e.g. ‘Excellent’, ‘Good’ or ‘Adequate’), they now focus on how well providers are helping a child to learn.

Settings receive notice of their inspection between 10.30am and 2pm on the school day before the inspection begins. Inspections usually last 2 days .

Settings are given two weeks' notice of an inspection. Inspections of primary schools take between 2-4 depending on the size of the school. Secondary school inspections take 4 days.

Settings are given two and a half weeks' notice of an inspection. An inspection lasts for one week.

Settings are given 10 working days' notice of an inspection. Typically a full inspection of a primary school will take three days and a full inspection of a secondary school will take 5 days.

Secretary of State for Education – Gillian Keegan MP (since October 2022)

Department for Education (DfE) 

Department of Education (DE)

Education Reform Directorate

Education, Social Justice and Welsh Language Group

Education, training and skills - GOV.UK (www.gov.uk)

Education in Wales: action plan 2017 to 2021 | GOV.WALES

Comhairle na Gaelscolaíochta – the representative body for Irish-medium education.

Bòrd na Gàidhlig - the principal public body in Scotland responsible for promoting Gaelic development.

Welsh Language Commissioner/Comisiynydd y Gymraeg – principal statutory aim is to promote and facilitate the use of Welsh language.