uk education system essay

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Education system in UK – Cause & Effect

Introduction Education in the UK is devolved with each of the smaller countries within the UK. This means there are governments in England, Wales, Scotland and Northern Ireland that deal with education their own way. There are five stages of education in the UK, which include early years teaching, primary school, secondary school, Further Education (FE) and Higher Education (HE). In my cause and effect essay, I show the effect of school rules and rankings and graduation rates in the UK. Cause The UK is traditionally one of the highest ranked countries when it comes to education, but over recent years, their ranking against the world has stagnated a little, especially when it comes to PISA tests (Program for International Student Assessment).

Effect The UK education system is still good and ranked highly, but it has caused more people to consider teaching their children at home. There are a growing number of parents that are teaching their children at home in the UK. The numbers are still small in comparison to the number of children that attend school. Part of the reason that there are more children being taught at home is because there are now free and easy-to-use tools on the Internet that parents can use to teach their child a little easier than before. Cause It is compulsory for children to attend school from the age of four in Northern Ireland and five in the rest of the UK, and children are not allowed to leave school until the age of 16. The only way to avoid going to school is via home schooling, but a child must still complete a curriculum that is overseen by a tutor upon occasion. Effect It has become more difficult for students to miss school, and many have to attend school no matter what. However, thanks to the Internet, students are discovering that if they behave badly then they can be expelled. If they are not accepted into other schools, then their parents are forced to teach them from home. Cause The University and college system in the UK is truly top class, with many of the Universities and colleges having notoriety and esteem around the world. Graduation rates within UK colleges and Universities are very high, and any student in the UK can find funding in order to attend University apart from in special circumstances. Effect The UK stands in second place across Europe and in sixth place worldwide when higher education from Universities and colleges is counted in with the figures whilst ranking. There are so many students attending college and so many graduating that the UK world ranking and European ranking is very high. If graduation rates from colleges and Universities were not counted, then the UK is no longer second place in Europe when it comes to education rankings.

Conclusion The UK education system is clearly very good and of a very high standard, though some of their high rankings on the world stage are backed up by their very strong college system and even stronger University system, with the college system giving A-level qualifications and Universities giving degrees.

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British education system

An introduction to the british education system.

The education system in the UK is divided into four main parts, primary education, secondary education, further education and higher education.

The education system in the UK is also split into "key stages" which breaks down as follows:

• Key Stage 1:  5 to 7 years old
• Key Stage 2:  7 to 11 years old
• Key Stage 3:  11 to 14 years old
• Key Stage 4:  14 to 16 years old

UK primary education

Primary school education begins in the UK at age 5 and continues until age 11, comprising key stages one and two under the UK educational system.

Some primary schools are split up into Infant and Junior levels. These are usually separate schools on the same site. The infant age range (Key Stage 1) is from age 5 to 7. The Junior age range (Key Stage 2) is from age 7 to 11. The year groups at primary School level are:

Year R (Reception) (age 4 – 5) Year 1 (age 5 - 6) Year 2 (age 6 - 7) The year when SATs testing takes place for Key Stage 1 Year 3 (age 7 - 8) Year 4 (age 8 - 9) Year 5 (age 9 - 10) Year 6 (age 10 - 11) The year when SATs testing takes place for Key Stage 2

secondary school - years 7 and 8

Years 7 and 8 are the first two years of secondary school education in the UK. In some independent schools they are included in the Junior School, in others, they are part of the Senior School. 

Under the UK school system, all students study English, Maths, Sciences, a Humanity and a Modern Language. Besides these subjects, each school has a list with optional subjects (Art, Music, Drama, Latin, Sport Science, Design Technology, Computer Science),  and  students may choose a few subjects that interest them. 

In some schools, students sit the Common Entrance Exam in year 7. There are 3 examination sessions, in November, January and May/June. The transition from Junior to Senior School (from year 8 to year 9) may be conditioned upon the Common Entrance Exam results in those schools.

secondary school - year 9

Year 9 is a very important year in the British school system, as most of the students make the transition from Junior School to Senior School. It is also a very good foundation for the GCSE programme and it is an entry point to all schools. 

Students study English, Maths, Sciences, Humanity and Languages. In addition, students choose a few subjects from the optional subject list offered by each school. 

secondary education - years 10 and 11

GCSE programme

In the last two years of secondary education, which are called Year 10 and Year 11, starting at age 14, students prepare for GCSE exams that are taken after two years (General Certificate of Secondary Education).

In the UK school system, during the GCSE programme, students study between 9 and 12 subjects. Some of them are compulsory (English, Math, 2/3 Sciences, History/Geography, a Modern Language etc.), some are chosen by each student according to their abilities and preferences. At the end of the 2 year GCSE programme, following the examinations on each studied subject, students receive their GCSE Certificates.

The chosen subjects and the GCSE results are very important for their Further Studies (A-Level or IB) and for their University admission.

Intensive 1 year GCSE

Some schools offer a 1 Year GCSE programme in Year 11 for international students seeking a school education in the UK. These intensive, one year courses, are available for students aged 15 plus, with the appropriate academic level from their own country. Fewer subjects are studied (maximum 6).

The IGCSE programme ( International  General Certificate of Secondary Education) prepare international students for A-Level and/or IB.

Students study between 5 and 7 subjects, English, Maths and Science being included. Each school has a list of available subjects for IGCSE students. At the end of Year 11, students take exams in each studied subject and receive IGCSE Certificates.

university preparation - years 12 and 13

A level study

In the UK school system, once a student reaches the age of 16, they can start a 2 year programme which leads to A (Advanced) level examinations. Students specialise in 3 or 4 subjects, that are usually relevant to the degree subject they wish to follow at university. A levels are state examinations and are recognised by all UK universities and by institutions worldwide.

At the end of Year 13, following the examinations in each subject, the students receive A level Certificates.

International Baccalaureate (IB)

Those who would like to study more than 3-4 subjects, may continue their studies in a broader number of subjects with the International Baccaularete Diploma Programme, offered by some independent schools.

During the IB, students study 6 subjects, 3 at higher level (HL) and 3 at standard level (SL). Each school offers different subjects at different study levels (HL/SL). The IB programme also includes a compulsory Core programme consisting of Theory of Knowledge (TOK), Extended Essay (EE) and Creativity, Activity, Service (CAS).

Students take written examinations on each subject at the end of their courses.

further education - vocational courses

International students can either choose a state sixth form college or a college of further education as an alternative to private education. Both offer GCSE and A level courses for students from the age of 16. Colleges of further education also offer foundation and diploma courses. All colleges can prepare students for entry to a  UK university or any university in the world. Bright World works with a number of state colleges in the UK which provide a multitude of vocational and academic courses. These courses can enable students to pursue their chosen career or to gain a place at a university of their choice.

The British school system also extends to BTEC courses which are designed for students who would like to develop practical knowledge and skills in a specific subject (Business, Psychology, Engineering, Sport, Art & Design) and find traditional exams challenging. Focussing on practical, skills-based learning, the BTEC students are assessed during the course. After each unit students are assessed through assignments, tasks or tests, and not at the end of the programme as it happens with GCSE or A-Level students.

university - foundation courses

From age 17, international students can opt to study one year foundation programmes, instead of A levels or IB. These courses lead to private examinations that are an alternative to A levels. Foundation courses at colleges are recognised by universities with whom they have partnerships.

Some universities also offer foundation courses that lead onto their own degree programmes.

Bright World has partnerships with a number of colleges and Pathway providers and can help place students into Foundation and Diploma courses in London and across the UK.

university - undergraduate study

In the UK, a British bachelors degree normally takes three years to complete and most are awarded at honours level. Examples of first degrees are: BA (Bachelor of Arts), BEng (Bachelor of Engineering), and BSc (Bachelor of Science).

State colleges offer some 2 year vocational diplomas that grant exemption from the first and sometimes second year of a degree programme. Some private tutorial colleges offer a one year diploma programme which is equivalent to year 1 of university. Students taking 1 year diplomas are awarded second year entry at some universities.

university - postgraduate study

Postgraduate courses in the UK education system are very intensive. This means that the courses are usually much shorter than in other countries. A master's degree typically takes 12 months to complete, for example an MA - Master of Arts and an MEng - Master of Engineering. An MBA (Master of Business Administration) is a high profile Masters course which can take 2 years. Applicants will usually be high achieving with at least 2 years managerial experience. A PhD research degree in the UK can take between 2 and 7 years.

boarding schools

Bright World works almost exclusively with privately funded schools and colleges. A boarding school is a residential school where pupils live and study during the school year. There are approximately 500 boarding schools across England, Wales, Scotland and Northern Ireland.

UK boarding schools offer pupils an outstanding education, helping them to develop their skills and progress to university. All UK boarding schools have to meet strict government standards on the quality of their teaching, facilities and student care.

Many UK boarding schools combine beautiful, centuries-old buildings with a mix of modern classrooms and traditional architecture. The excellent facilities help make living and learning a great experience and pupils will will improve their  English skills while they study.

tutorial colleges

Tutorial Colleges start at age 15 and have a more flexible programme range, focussing on fast access to UK university.

Many of the independent private sixth form colleges in Oxford, Cambridge and London work on a 'tutorial system' and are often referred to as 'tutorial colleges'. The tutorial system originates from Oxford and Cambridge Universities and is a very highly regarded and much tested system. It it is still used today and is the cornerstone of an 'Oxbridge' education. A tutorial is a small class of only a few students, in which the tutor (a lecturer or other academic faculty member) gives individual attention to the students.

state boarding schools

A state boarding school is one where you pay for boarding and the education is free. The government pays for the education as it would at any other state school in England.

Admission to state boarding schools in the UK is limited to children who are nationals of the UK and are eligible to hold a full UK passport, or those who are nationals of other European Union countries or those who have the right of residence in the UK. Please note that the holding of a BN(O) passport does not make the child eligible for a state boarding school in the UK.

F E Colleges

An FE college is an institution that provides education for those above school age (age 16). There are many types of FE colleges including, sixth form colleges, specialist colleges and adult education institutes. FE Colleges are state run and as such those members of the EU joining can benefit from free education. There is also a competitive fee structure available for non-EU international students.

pathway courses at university

If you need to improve your English language or study skills before attending a UK university, pathway providers offer unique foundation courses which often lead to direct degree-level entry upon completion. There are several private companies who operate Foundation and Diploma programmes on the campuses of UK universities. Often these courses offer accelerated access to undergraduate degrees.

universities

The UK is one of the world's most popular destination for students from overseas. In fact, more than 400,000 international students enrol each year.International students considering an education in the UK have a choice of over 140 universities and higher education institutions, each offering a great range of tertiary qualifications that will be recognised the world over. Students join a 3 year undergraduate programme or a 1 year postgraduate course.

UK university placement

For expert advice on UK and US university entry, Bright World has teamed up with Education Advisers Ltd, whose experienced consultants offer a full range of Higher Education services for international students. These range from complimentary advice on the best University Foundation courses, to bespoke Oxbridge and Medical School coaching and mentorship programmes. You can visit their websites at www.universityadvice.co.uk or www.best-schools.co.uk or call +44 1622 813870 for further information.

guardianship and school placement advice

Boarding school guardianship.

If your child is attending a boarding school you will need to nominate a UK guardian. Bright World can help you with this service.

university guardianship

If you are under 18 when you start university you will need to nominate a UK-based adult or guardian. Bright World has a programme especially for you.

boarding school placement

If you are looking for a place at a UK boarding school Bright World can help you.

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Bright world uk schools placement service.

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The Education System in England and Wales

Table of Contents

Last Updated on October 6, 2022 by

An introduction to the key features of the UK education system, including details of the Department for Education, OFSTED, key stages, exams, the National Curriculum, and some straightforward definitions of the different types of school in the UK.

I wrote this post to give students studying A-level sociology a more focused intro the topic than the Wikipedia entry on education in the UK , which IMO is a bit too formal, and not focused enough on the things people actually want to know about!

The DFE works with a further 17 agencies or public bodies, the most well-known of which is probably OFSTED, which has the responsibility for inspecting schools on a regular basis.

There are five stages of education

School leaving age, the national curriculum.

The national curriculum is a set of subjects and standards used by primary and secondary schools so children learn the same things. It covers what subjects are taught and the standards children should reach in each subject.

Key Stages, and National Assessments/ Exams

The general certificate of secondary education (gcse).

GCSEs are the main type of exam taken by pupils at the end of secondary education, aged 16, although they may be taken at any age. From 2017, GCSEs will be graded from 9 to 1 with 9 being the highest grade, replacing the old A* to G grading system)

Most students will sit 8-10 GCSEs or BTEC equivalents.

Achieving five or more A*–C grades, including English and Maths, is often a requirement for taking A-levels and BTEC Level 3 at a sixth form college or at a further education college after leaving secondary school.

Types of State-Funded School in England and Wales

Local education authority maintained schools, (voluntary aided) faith schools.

There are two types of academy: Converter academies – those deemed to be performing well that have converted to academy status; Sponsored academies – mostly underperforming schools changing to academy status and run by sponsors).

Free Schools:

Grammar schools:, independent schools.

93% of schools in England are funded by state (ultimately paid for by the taxpayer), the remaining 7% are Independent, or private schools, funded privately by individuals, mainly by fees paid by the parents of the pupils who attend them.

Signposting

This was a brief post designed to provide some introductory material on the education system of the United Kingdom, for students studying A-level sociology.

Please click here to return to the homepage – ReviseSociology.com

Sources/ Find out More

Government Web Site – Faith Schools .

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• The UK Education System Explained - 2024

Published 17th May 2024 by Alastair

• Nursery and Early Years
• University Applications
• UK Universities
• Common Entrance
• School's Entrance
• Assessments
• Expert Insights

Comprehensive Guide to the UK Education System in 2024

Navigating the UK Education system can be challenging. Whether you are a parent, student, national or international, this article will help provide clarity when navigating the UK Education system. We'll delve into the four key stages: early years, primary, secondary, and higher education. Understanding this system is crucial for both local and international students. For locals, it clarifies educational pathways and qualifications, while international students benefit from comprehending entry requirements and the diverse range of study options available. Join us as we navigate through the layers of this renowned educational framework, unravelling its significance for learners worldwide.

Overview of the Key Stages - What Are They?

Each Key Stage corresponds to specific age ranges and year groups, with key assessments designed to evaluate students' attainment and progress. These assessments include standardized tests, teacher assessments, and other qualifications tailored to each Key Stage's educational objectives.

The table below breaks down each Key Stage and what they assess:

Key Stage 1

Key Stage 1 in the UK education system, covering Years 1 and 2 for children aged 5 to 7, focuses on foundational skills in literacy and numeracy. It teaches basic reading, writing, and mathematics, alongside introducing subjects like science, art, and physical education, all aimed at fostering a broad and balanced early education.

Key Stage 2

Key Stage 2, covering Years 3 to 6 for children aged 7 to 11, builds on the foundations of literacy and numeracy established in Key Stage 1. It expands to include subjects like science, history, geography, art, music, and physical education, with a focus on developing critical thinking, problem-solving skills, and a deeper understanding of core academic concepts.

Key Stage 3

Key Stage 3, typically part of secondary school, covers Years 7 to 9 for students aged 11 to 14. It deepens knowledge and skills in core subjects like English, mathematics, and science, while also including history, geography, modern foreign languages, art, music, design and technology, physical education, and computing. This stage aims to broaden students' academic horizons and prepare them for more specialized study in Key Stage 4.

Key Stage 4

Key Stage 4, encompassing Years 10 and 11 for students aged 14 to 16, is a pivotal stage culminating in the General Certificate of Secondary Education (GCSE) examinations. Students typically have the opportunity to choose subjects of interest alongside core subjects such as English, mathematics, and science. GCSEs offer a diverse range of subjects including humanities, languages, arts, and vocational courses. This stage allows students to tailor their education to their interests and future aspirations, providing a foundation for further study or entry into the workforce.

Key Stage 5

Key Stage 5, covering Years 12 and 13 for students aged 16 to 18, concentrates on advanced-level qualifications such as A-Levels, BTECs, and the International Baccalaureate (IB) Diploma Programme. Students typically specialize in three to four subjects of their choice, delving deeper into their academic interests and career aspirations. Assessment methods vary depending on the qualification but often include a combination of coursework and final examinations. Key Stage 5 prepares students for higher education, apprenticeships, or employment by providing advanced academic and vocational skills.

Education Levels in the UK

Education in the UK is compulsory for children between the ages of 5 and 16. This period encompasses Key Stages 1 to 4. However, the law requires children to start full-time education at the beginning of the school term following their fifth birthday, In this section of the blog, we'll delve into each education level, guiding you through the nuances of Early Years, Primary, Secondary, Sixth Form, and University education in the UK, offering insights and tips for navigating each stage successfully.

Early Years Education

Nursery, typically attended from age 3, focuses on fostering social, emotional, and cognitive skills through play-based learning activities in a nurturing environment. Here, children begin to develop essential communication and socialization skills, laying the groundwork for future learning.

Reception, the first year of formal schooling at age 4 to 5, builds upon these foundations, introducing more structured learning experiences aligned with the Early Years Foundation Stage (EYFS) curriculum. Through a blend of structured activities and child-led exploration, Reception aims to further develop literacy, numeracy, and personal development skills, preparing children for their journey into primary education.

Primary Education

Throughout these foundational years, children aged 5 to 11 engage in a diverse curriculum covering core subjects such as English, mathematics, and science, alongside humanities, arts, and physical education. Alongside academic pursuits, primary schools prioritise the nurturing of social and emotional skills, fostering traits like teamwork, resilience, and creativity.

Towards the end of primary schooling, some children may pursue independent school education, where they may undergo the 7+ exam as part of the entry process. Additionally, all students undergo primary school assessments in preparation for the 11+ common entrance exams , which assess their readiness for secondary education. These assessments serve as significant milestones in students' educational journeys, facilitating their transition to the next phase of learning.

Secondary Education

During these years, students aged 11 to 16 delve deeper into a broad and balanced curriculum, building upon the foundational knowledge gained in primary school. Core subjects such as English, mathematics, and science are complemented by a range of optional subjects, including humanities, languages, arts, and vocational courses.

At the culmination of Key Stage 4, students undertake the General Certificate of Secondary Education (GCSE) examinations, which assess their proficiency in various subjects and form the basis for future academic pursuits. Following GCSEs, students may opt to continue their education in the sixth form, where they typically pursue Advanced Levels (A Levels) or vocational qualifications.

A Levels, spanning Key Stage 5, offer in-depth study in three to four subjects of the students' choice, providing a pathway to higher education or entry into the workforce. This two-year period in sixth form serves as a crucial juncture for students to specialise in their chosen subjects and prepare for the next stage of their academic journey.

Higher Education

University education in the UK offers a transformative experience for students seeking higher academic qualifications and professional advancement. Spanning undergraduate and postgraduate levels, universities provide a diverse range of degree programmes across various disciplines, from arts and humanities to sciences and engineering.

Students engage in rigorous academic study, research, and practical applications under the guidance of expert faculty members. Beyond academic pursuits, university life fosters personal growth, critical thinking, and independence, preparing students for future leadership roles and career opportunities.

Vocational education , although distinct, is integral to higher education, providing specialised training and qualifications tailored to specific industries or professions. Whether students pursue a traditional academic degree or a vocational qualification, university education in the UK equips them with the knowledge, skills, and networks essential for success in today's competitive global landscape.

Moreover, education in the UK extends beyond formal qualifications, encompassing continuing education and lifelong learning opportunities for individuals of all ages and backgrounds. These may include adult education classes, professional development courses, online learning platforms, and community-based programs aimed at acquiring new skills or pursuing personal interests.

Studying in the UK as an International Student

Entry requirements.

• Qualifications : International students typically need to meet specific academic requirements for their chosen course of study. This may include achieving certain grades in relevant subjects or obtaining specific qualifications recognised by UK universities.
• English Language Proficiency : Most universities in the UK require international students to demonstrate proficiency in English by taking recognised English language tests such as the IELTS , TOEFL , or Cambridge English exams . Minimum score requirements vary depending on the institution and the course of study.
• Application Process : International students usually apply directly to universities through their respective admissions processes. This typically involves submitting an online application form, academic transcripts, a personal statement, letters of recommendation, and proof of English language proficiency.

Ivy Education offers a comprehensive service to assist both national and international students in their UK University admissions preparation.

Visa Process

• Student Visa (Tier 4) : International students from outside the UK and the European Economic Area (EEA) typically require a Tier 4 student visa to study in the UK. To obtain a student visa, students must have an offer from a UK university, demonstrate sufficient funds to cover tuition fees and living expenses and meet English language proficiency requirements.
• A pplication Process : The visa application process involves completing an online application form, paying the visa application fee, and attending a visa application centre (VAC) in your home country to submit biometric data (fingerprints and a photograph). You may also need to attend an interview as part of the application process.
• Visa Duration : Student visas are usually granted for the duration of the course of study, with additional time for graduation ceremonies or further study (if applicable).

Benefits of Studying in the UK:

• Quality Education : The UK is home to some of the world's top universities renowned for their academic excellence and research contributions across various disciplines.
• Diverse Cultural Experience : Studying in the UK allows immersing yourself in a multicultural environment, interacting with students from different backgrounds, and exploring British culture and heritage.
• Career Opportunities : A UK education is highly regarded by employers worldwide, enhancing your career prospects and opening up opportunities for global employment.
• Access to Resources and Facilities : UK universities offer state-of-the-art facilities, libraries, and research centres, providing access to resources and support for academic and personal development.
• Networking Opportunities : Studying in the UK allows you to build a global network of contacts, including fellow students, academics, and professionals, which can be valuable for future collaborations and career advancement.

Overall, studying in the UK as an international student offers a pathway to academic excellence, personal growth, and a truly enriching cultural experience.

Ivy Education Services

Ivy Education provides comprehensive support to students at all stages of their academic journey. From Early Years to University, we offer personalised tuition , homeschooling services , admissions preparation support , and educational consultancy services for both national and international students.

You can find a comprehensive list of our services in our Academic Journey Brochure .

Alternatively, you can contact us if you require any assistance with your family's academic journey.

How is the education system structured in the UK?

The education system is structured into different stages known as Key Stages, each corresponding to specific age groups and school levels. It begins with Early Years education, encompassing Nursery and Reception for children aged 3 to 5. This is followed by Primary education, covering Key Stages 1 and 2 for ages 5 to 11.

Secondary education then takes over, spanning Key Stages 3 and 4 for ages 11 to 16, culminating in General Certificate of Secondary Education (GCSE) examinations.

Finally, Key Stage 5, which includes Sixth Form or college, caters to ages 16 to 18, where students typically pursue Advanced Levels (A Levels) or vocational qualifications before progressing to higher education or entering the workforce.

Is the UK education system considered the best in the world?

We certainly think so! But we are, of course, biased. While the UK education system has many strengths and is highly regarded globally, it also has areas for improvement .

Why choose the UK for education over other countries?

Choosing the UK for education over other countries can be a strategic decision for several reasons, including its world-class universities like Oxford and Cambridge, diverse course options, and internationally recognised qualifications.

International students find the UK education system appealing because it offers a rich cultural diversity, providing exposure to a multicultural environment that enhances the learning experience and promotes cross-cultural understanding. Studying in the UK also provides a language advantage, allowing non-native English speakers to improve their language skills and proficiency in English, which is widely regarded as the global language of business, science, and academia.

Additionally, the UK's extensive research opportunities, vibrant economy, and historical heritage attract students worldwide, offering a unique blend of academic excellence, career prospects, and personal growth opportunities.

Who governs the UK education system?

There are quite a few national and regional authorities that govern the UK Education system, each responsible for different aspects of education policy, regulation, and administration.

These include The Department for Education (DfE) ; Ofsted and Ofqual .

Are UK schools harder than the US?

Determining whether UK schools are harder than US schools is complicated, as it depends on factors like curriculum, teaching methods, and assessment systems. Both countries have diverse educational systems with their own strengths and challenges.

In the UK, the education system is more centralised, with a national curriculum setting standards for each key stage. There's a strong emphasis on exams, especially at the end of secondary education (GCSEs and A-levels), which can be rigorous.

In the US, however, education varies widely between states and districts. Standardised testing is common, but there's also an emphasis on continuous assessment, projects, and extracurricular activities. 

Another notable difference is that, in the UK, children tend to specialise and choose to study fewer subjects at an earlier stage of their education. Meanwhile, it is common for US students to study a wide range of subjects, even during University.

In summary, the UK education system provides a structured framework from Early Years to Higher Education, emphasising academic achievement through standardised assessments like GCSEs and A-Levels.

With personalised assistance, Ivy Education helps students navigate the complexities of the UK education system and achieve their academic goals effectively.

BY Alastair

Alastair Delafield is the Managing Director and founder of Ivy Education.

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UK Education System Guide

The UK education system is reputed worldwide for its high quality and standards. Britons enter the education system at the age of three, and up to 16 are obliged to attend school (compulsory education), while afterward is upon their choice.

Generally, the British higher education system has five stages of education: 

• Early Years
• Primary Years
• Secondary Education
• Further Education (FE)
• Higher Education (HE) 

Besides sharing many similarities, the UK education system at different levels at each zone of administration (England, Scotland, and Wales) differs a bit. Generally speaking, these differences could be more meaningful if we discuss UK higher education as one.

In the UK, everybody over five and under 16 is obliged to attend school. This aging time frame contains two sections of the education system in the UK: Primary and Secondary Schools.

The Compulsory Education in the UK 

Compulsory education in the UK is divided into four key stages, distinguished by a student’s age. The first stage includes 5 to 7-year-olds, and the fourth and final stage lasts from the age of 14 to age 16. 

Here are the four stages of mandatory education in the UK and the curricula for each key stage:

First Key Stage 

The first key stage in compulsory education in England includes children from 5 to 7 years old, otherwise known as a primary school, comprising the first two years. 

Here are some of the main subjects that this stage of mandatory education includes:

• English Language 
• Mathematics
• Physical Education

During the first year of this stage, the curriculum structure contains the Phonic screening, a short assessment of kids’ ability to decode and understand phonics properly. Typically, the teacher will ask the students to repeat a list of around 40 words out loud. At the end of this stage (the same in all stages), these pupils will sit for an examination to measure their English, Maths, and Science knowledge development.

Second Key Stage

Between 7 to 11 years, pupils will be in the second key stage of compulsory education. The second key stage includes years 3 to 6. At this level, the curriculum is designed to give students a more advanced understanding of the previously gained knowledge on the core subjects. 

At the end of this stage, the school will test students in the following subjects:

• English reading.
• English grammar, punctuation, and spelling.
• Mathematics.

In English and Mathematics, the testing will be done through national assessment tests, while the teacher will independently assess the level of improvement of each student in Science.

Third Key Stage

Pupils aged 11 to 14 belong to the third stage of compulsory education, or years 7 to 9. This education level is essential to a certain degree because only a few years later, they will sit for the GCSE national qualification. 

The curriculum during this stage of education will also contain new subjects at which students are supposed to get some basic knowledge before moving any further in the upcoming stages of education.

The subjects learned in Key Stage 3 are:

• Art and Design
• Physical Education 
• Modern Foreign Languages 
• Design and Technology and Computing

At the end of the third Key Stage, some students may take their GCSE or other national qualifications. 

Fourth Key Stage

The final stage of compulsory education, key stage 4, lasts from 14 to 16 and includes years 10 to 12. The fourth key stage is the most common period for students to undertake the national assessment tests that will lead them to take a GCSE or other national qualifications.

The compulsory national curriculum at this stage contains the “core” and “foundation” subjects.

Here are the “core” subjects taught at the fourth key stage:

And here are the “foundation” subjects taught at the key stage 4:

• Citizenship

Additionally, schools in the UK are obliged to offer one of the following subjects during this stage of education.

• Design and Technology
• Modern Foreign Languages

The Higher Education System in the United Kingdom 

In particular, UK higher education is valued worldwide for its renowned standards and quality. Its higher education’s prestige also emanates from its graduates’ work afterward. Many eminent people in many different areas whose work reached global recognition came from British universities. 

Some universities and other higher education providers are ranked top among universities worldwide. The UK capital city, London, not by accident, is considered to be the world’s capital city of higher education. With its four universities ranked in the world’s top ten, London has the highest number of worldwide-ranked universities per city.

By definition, UK higher education is the level of education that follows secondary school at the hierarchy of the educational system in the UK. When high school is over, Britons have to sit in a standard examination, making them eligible not to continue their education at a higher level.

What is the Difference Between Colleges and Universities?

In the UK education system, in contrast to the US higher education, there is a difference between college and university. While in the US, there is no distinction between college and university, with most people referring to a higher education provider as a college, in the UK, this is not the case. 

In the UK, a college is a further education institution that prepares students to earn a degree. At the same time, a university is a licensed HE institution that awards students with a degree at the end of their studies. 

Studying in the UK as an International Student 

If you’re an international student , you must know that not all higher education providers in the UK are referred to as a university. This issue is regulated by law. 

As this official regulation states, a higher education institution can be labeled as a university under these circumstances:

• If it gets approved by the Privy Council under the Further and Higher Education Act 1992.
• If it gets approval under the provisions of the Companies Act 2006.

International students from countries other than the European Economic Area (EEA) or Switzerland must apply for a student visa to study in the UK.

The UK Higher Education Degree Levels and Programs

Based on the actual education regulations in the UK education system, Higher Education comprises the following levels of courses. 

1. Undergraduate Courses

Undergraduate courses in the UK include a wide range of first degrees which are listed below.

• Bachelor’s Degree 
• Honors and Ordinary Degrees 
• Qualified Teacher Status 
• Enhanced First Degrees 
• Intercalated Degrees (medical schools or other specific study fields allow students to take a year off between the second and third years to study a different area which can be a BA, BSc, or master’s degree program).

Here are other undergraduate courses: 

• Foundation degrees 
• Higher National Diploma HND (or equivalent) 
• NHC (or equivalent), etc.

An undergraduate course usually takes three years; however, Scotland is an exception, where undergraduate courses take four years to complete. The higher education system in the UK has many universities that offer 4-year undergraduate courses, also known as “ sandwich courses .” This program includes a one-year work experience —usually carried out in the third year.

Keep in mind: Some British universities offer fast-track programs where you can obtain a Master’s degree at the undergraduate level. Unlike traditional undergraduate courses, fast-track programs allow students to attend an additional year of studying instead of taking a Bachelor’s degree which leads to a Master’s program. 

Besides, it costs much less than the typical 3-year undergraduate courses; however, it usually is much more intense with shortened holiday breaks and a heavy schedule.

2. Postgraduate Courses 

The postgraduate degree programs are only obtainable if you have a bachelor’s degree at an accredited university (not necessarily one in England).

The postgraduate level includes the following degrees:

• Master’s Degree (Taught or Research). Master’s degrees usually last one year or longer if they are research-based.
• Doctorate. The typical doctoral degree takes three years to complete. 
• Postgraduate Diplomas.
• Postgraduate Certificates of Education (PGCE).
• Professional Degrees.

Note: To enter this level, it is usually required to have a first degree (Bachelor’s).

The Higher Education Curriculum and Admission Process 

In the UK’s education system, most syllabi are set by the universities offering them and are not controlled by the government or certain British educational institutions. The only exception to this is teacher education programs, which the government has a lot of say over. 

The British government has established the Office for Standards in Education, Children’s Services and Skills (Ofsted) to maintain those standards. Most countries have specific regulations for their teachers, so this isn’t any different than studying teaching in your home country. Because of its strict rules and high standards for teacher education programs, the UK is considered to have some of the best teacher education programs in the world.

Even though universities set the syllabi, the Office for Fair Access (OFFA) in the British school system has a lot of say in the admission procedures of each university. This office was created so everyone who wishes to attend university in the UK can do so. They also promote fair access to higher education, even for those attending university as international students. Appropriate access also includes those of different cultures, different races, different nationalities, and those who have disabilities.

UK Tuition Fees and Costs

The reputation of British higher education goes hand in hand with its costs. Tuition fees may vary from university to university, as well as from one location to another.

So it’s always advisable to check the university’s website before making further study plans. Indeed, to attend a British university, you need a lot of money packed in —whether you’re a native or not— but since there are many scholarship schemes , you can always apply for one.

The tuition fees of UK universities also vary depending on the degree level and study program. The average tuition fees for international students range from ~£17,109 (USD 20,876) to  ~£22,200 (USD 27,000). 

• Undergraduate tuition fees: International students pay around £11,400 – £38,000 (USD 13,900 – USD 46,355).
• Postgraduate tuition fees: International students pay around £9,000 – £30,000 (USD 10,980 – USD 36,570)

International students are a substantial part of the student population in British universities. The UK is the second most popular study destination for international students, following the US at the top. If you decide to be one of more than a million international students in the US, you’re one step away from a guaranteed brighter future.

Academics and employers value the UK education system and its higher education degrees worldwide. The UK has a rich history of quality higher education, and each university has excellent options for any student.

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The UK education system preserves inequality – new report

• Imran Tahir

Published on 13 September 2022

Our new comprehensive study, shows that education in the UK is not tackling inequality.

• Education and skills
• Poverty, inequality and social mobility
• Social mobility

Link to read article 

The Conversation

Your education has a huge effect on your life chances. As well as being likely to lead to better wages, higher levels of education are linked with better health, wealth and  even happiness . It should be a way for children from deprived backgrounds to escape poverty.

However, our new  comprehensive study , published as part of the Institute for Fiscal Studies  Deaton Review of Inequalities , shows that education in the UK is not tackling inequality. Instead, children from poorer backgrounds do worse throughout the education system.

The report assesses existing evidence using a range of different datasets. These include national statistics published by the Department for Education on all English pupils, as well as a detailed longitudinal sample of young people from across the UK. It shows there are pervasive and entrenched inequalities in educational attainment.

Unequal success

Children from disadvantaged households tend to do worse at school. This may not be a surprising fact, but our study illustrates the magnitude of this disadvantage gap. The graph below shows that children who are eligible for free school meals (which corresponds to roughly the 15% poorest pupils) in England do significantly worse at every stage of school.

Even at the age of five, there are significant differences in achievement at school. Only 57% of children who are eligible for free school meals are assessed as having a good level of development in meeting early learning goals, compared with 74% of children from better off households. These inequalities persist through primary school, into secondary school and beyond.

Differences in educational attainment aren’t a  new phenomenon . What’s striking, though, is how the size of the disadvantage gap has remained constant over a long period of time. The graph below shows the percentage of students in England reaching key GCSE benchmarks by their eligibility for free school meals from the mid-2000s.

Over the past 15 years, the size of the gap in GCSE attainment between children from rich and poor households has barely changed. Although the total share of pupils achieving these GCSE benchmarks has increased over time, children from better-off families have been 27%-28% more likely to meet these benchmarks throughout the period.

Household income

While eligibility for free school meals is one way of analysing socio-economic inequalities, it doesn’t capture the full distribution of household income. Another way is to group young people according to their family income. The graph below shows young people grouped by decile. This means that young people are ordered based on their family’s income at age 14 and placed into ten equal groups.

The graph shows the percentage of young people in the UK obtaining five good GCSEs, and the share obtaining at least one A or A* grade at GCSE, by the decile of their family income. With every increase in their family’s wealth, children are more likely to do better at school.

More than 70% of children from the richest tenth of families earn five good GCSEs, compared with fewer than 30% in the poorest households. While just over 10% of young people in middle-earning families (and fewer than 5% of those in the poorest families) earned at least one A or A* grade at GCSE, over a third of pupils from the richest tenth of families received at least one top grade.

Inequalities into adulthood

The gaps between poor and rich children during the school years translate into huge differences in their qualifications as adults. This graph shows educational attainment ten years after GCSEs (at the age of 26) for a group of students who took their GCSE exams in 2006.

The four bars show the distribution of qualifications at age 26 separately for the entire group, people who grew up in the poorest fifth of households, those who grew up in the richest fifth of households, and those who attended private schools.

There is a strong relationship between family background and eventual educational attainment. More than half of children who grew up in the most deprived households hold qualifications of up to GCSE level or below. On the other hand, almost half of those from the richest households have graduated from university.

The gap between private school students and the most disadvantaged is even more stark. Over 70% of private school students are university graduates by the age of 26, compared with less than 20% of children from the poorest fifth of households.

Young people from better-off families do better at all levels of the education system. They start out ahead and they end up being more qualified as adults. Instead of being an engine for social mobility, the UK’s education system allows inequalities at home to turn into differences in school achievement. This means that all too often, today’s education inequalities become tomorrow’s income inequalities.

Research Economist

Imran joined the IFS in 2019 and works in the Education and Skills sector.

Comment details

Suggested citation.

Tahir, I. (2022). The UK education system preserves inequality – new report [Comment] The Conversation. Available at: https://ifs.org.uk/articles/uk-education-system-preserves-inequality-new-report (accessed: 22 September 2024).

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Home / Publications & Research / Benchmarking English Education / Education: the fundamentals – Eleven facts about the education system in England

Education: the fundamentals – Eleven facts about the education system in England

A major new report on education in England is published today by UK 2040 Options, led by Nesta, and The Education Policy Institute.

The report combines data, analysis and insights from over 75 education experts on the education challenges facing the next government and possible solutions to improve outcomes.

The report shows that:

• All sectors of the education system are facing a workforce crisis. In schools, only 69% of those who qualified 5 years ago are still teaching, and 15% of that cohort left in their first year. 
• The pupil population in England is set to decline significantly due to low birth rates. The state school population currently stands at 7.93 million children, and this will fall by around 800,000 by 2032. 
• The number of pupils with  an education, health and care plan for more complex  special educational needs and disabilities has increased by around 50% in just five years – but funding has not caught up with the level of need and is based (in part) on historic data.
• Only 5% of primary schools reached the Government’s target of 90% of pupils reaching the expected standard in key stage 2 reading, writing and mathematics in 2019.
• Pupils from disadvantaged backgrounds experience an attainment gap (relative to their more affluent peers) equivalent to 19 months of learning by the time they sit their GCSEs. Two fifths of this gap has appeared by the age of 5. 
• Absence from education is now one of the most pressing issues facing England’s education system – persistent absence (missing more than 10% of sessions) has increased from 13% to 24%.
• Closing the gap between skill supply and employer demand could increase national productivity by 5% – 42% of vacancies in manufacturing and 52% in construction are due to skill shortages.

The report, which follows UK 2040 Options publications on  inequality and wealth ,  economic growth ,  health  and  tax , also includes evidence of progress. England recently came fourth in the world for primary school reading proficiency and well above average in maths and science in Years 5 and 9.

But the report also reveals a system that is struggling. Thousands of children start school each year without basic skills, the disadvantage gap is growing, and education at every level is experiencing a chronic recruitment and retention challenge.

Over 75 subject experts from across a range of sectors took part in the project. There was wide agreement about the need to grapple seriously with the workforce crisis across all parts of the system, and the group put forward suggestions for how this could be achieved while continuing to improve the quality of education provision. 

More broadly the group proposed policies to:

• Support the growing number of children  with special education needs and disabilities and rebuild parents’ trust in the system;
• Address challenges inside and outside the school gates to improve educational outcomes, including lifting families out of poverty and increasing targeted funding for disadvantaged pupils;
• Make the skills system more equitable, higher quality and tailored to the needs of the economy. 

Alex Burns, Director of UK 2040 Options, said:   “Education has been less prominent than other areas in recent policy debate – we feel a long way away from “education, education, education”. But if we are to be serious about improving people’s lives and boosting the economy we will need to make sure that the education system is thriving. Whilst there are clear areas of progress, this report demonstrates the scale of the challenge for the future in areas like workforce, the disadvantage gap and support for children with special educational needs.” 

Jon Andrews, Head of Analysis at the Education Policy Institute, said:  “ Whatever the outcome of the next election, it is clear there is much to do to get education back on track following a hugely disruptive pandemic and a decade dominated by funding cuts. A focus on the early years, greater funding that is targeted at the areas in need of it the most, and a plan to ease the recruitment and retention challenges facing schools must form cornerstones of any new government’s education strategy.”

You can read the report in full here.

About UK 2040 Options

UK 2040 Options is a policy project led by Nesta that seeks to address the defining issues facing the country, from tax and economic growth to health and education. It draws on a range of experts to assess the policy landscape, explore some of the most fertile areas in more depth, test and interrogate ideas and bring fresh angles and insights to the choices that policymakers will need to confront, make and implement.

About Nesta

We are Nesta . The UK’s innovation agency for social good. We design, test and scale new solutions to society’s biggest problems, changing millions of lives for the better.  This report was produced in partnership with Nesta, as part of UK 2040 Options.

Jon Andrews

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Introducing The British Education System: A Comprehensive Guide

Education is the cornerstone of society, shaping the minds and futures of generations to come. Yet, understanding the intricacies of the British education system can be akin to navigating a labyrinth, with its multitude of stages, qualifications, and terminology. Whether you’re a parent, student, educator, or simply curious about how education functions in the UK, this guide aims to demystify the complexities and provide a clear roadmap through the landscape of British schooling. Join us as we embark on a journey to explore the structure, key stages, and unique features of the British education system, empowering you to navigate confidently through this vital aspect of British life.

Table of Contents

Overview of the british education system.

The British education system is structured into several key stages, each designed to provide a comprehensive and progressive learning experience for students.

Early Years Foundation Stage (EYFS) : This stage caters to children aged 3 to 5 and focuses on play-based learning, social development, and building foundational skills.

Primary Education : Primary education begins at age 5 and typically lasts until age 11. During this stage, students follow the National Curriculum. This includes core subjects such as English, mathematics, science, and foundation subjects like history and geography.

Secondary Education : Secondary education spans from age 11 to 16 and is divided into Key Stage 3 (ages 11-14) and Key Stage 4 (ages 14-16). Students study a broad range of subjects, including English, mathematics, science, humanities, and languages. Ultimately, this will lead to qualifications such as GCSEs .

Post-16 Education : After completing compulsory education, students can choose to pursue further education or vocational training. Options include A-levels, vocational qualifications like BTECs, or apprenticeships.

Higher Education : Higher education encompasses universities and colleges offering undergraduate and postgraduate degrees.

British Education System Key Stages

Key Stage 1 (Ages 3 to 5):  This stage focuses on play-based learning and social development for children aged 3 to 5.

Key Stage 2 (Ages 5 to 11):  During Key Stage 2, covering ages 5 to 11, students build foundational skills in core subjects like English, mathematics, and science.

Stage 3 (Ages 11 to 14):  In Key Stage 3, spanning ages 11 to 14, students explore a broad curriculum including humanities, languages, and the arts.

Key Stage 4 (Ages 14 to 16):  Key Stage 4 comprises ages 14 to 16, where students prepare for their GCSE exams (General Certificate of Secondary Education) in core and elective subjects.

Key Stage 5 (Ages 16 to 19):  Key Stage 5, also known as post-16 education, encompasses ages 16 to 19. Here, students pursue A-levels , vocational qualifications like BTECs , or apprenticeships, preparing for higher education or employment.

UK Education System Ages

To understand the UK education system, it’s crucial to grasp the ages associated with each stage of learning. Here’s a breakdown by year:

• Year 1 to Year 2 (Ages 3 to 5).  Children start formal education at ages 3 to 5, focusing on play-based learning and social development.
• Year 3 to Year 6 (Ages 5 to 11).  Students progress through Years 1 to 6, consolidating foundational skills in subjects like English, mathematics, and science.
• Year 7 to Year 9 (Ages 11 to 14).  This phase covers ages 11 to 14, where students explore a diverse curriculum including humanities, languages, and creative subjects.
• Year 10 to Year 11 (Ages 14 to 16).  Ages 14 to 16 mark the preparation for GCSE exams, covering a broad range of subjects and paving the way for future academic or vocational pursuits.
• Year 12 to Year 13 (Ages 16 to 19).  The transition to post-16 education occurs from ages 16 to 19, where students pursue advanced qualifications such as A-levels, vocational qualifications, or apprenticeships.

British Education System Curriculum

In the UK, the National Curriculum serves as the backbone of teaching and learning in state schools for pupils aged 5 to 16. It encompasses a wide range of subjects and is guided by two primary objectives:

Opportunities for All Pupils: The National Curriculum aims to provide equal opportunities for all pupils to learn. As such, it ensures that every child receives a comprehensive education regardless of background or ability.

Spiritual, Moral, Social, and Cultural Development: Another key objective is to achieve and promote pupils’ spiritual, moral, social, and cultural development. This holistic approach prepares students for the opportunities, responsibilities, and experiences they will encounter throughout life.

While state schools need to adhere to the National Curriculum, independent schools have more flexibility. While many independent schools choose to follow the National Curriculum, they do not have to do so. Instead, they may opt for alternative curricula such as the Common Entrance curriculum.

Common Entrance Curriculum: Independent preparatory schools often adopt the Common Entrance curriculum. It builds upon the National Curriculum but explore deeper into subjects and broadens the scope of topics covered. This approach not only ensures a rigorous academic experience but also fosters intellectual curiosity and critical thinking skills among students.

Overall, the British education system curriculum aims to provide a well-rounded education. It should be able to equip students with the knowledge, skills, and values necessary for success in both academic and personal spheres of life.

British Education Grading System

The British education grading system is structured to assess students’ academic performance across various stages of their education journey. Here’s an overview of the grading system commonly used in the UK:

Early Years Foundation Stage (EYFS):

• In the Early Years Foundation Stage, assessment is based on observations of children’s progress against developmental milestones rather than formal grades.

Key Stages 1 to 3:

• At Key Stages 1 to 3, students’ progress is assessed using a combination of teacher assessments and standardised tests. However, formal grades are not typically assigned during these stages.

Stage 4 (GCSEs):

• This stage culminates in the General Certificate of Secondary Education (GCSE) examinations, usually taken at age 16. GCSEs are graded on a scale from 9 to 1, with 9 being the highest grade and 1 being the lowest. Grades 4 and above are generally considered a pass, with grade 5 being a standard pass and grade 7 or above being considered a strong pass.

Stage 5 (A-levels):

• This stage comprises post-16 education, typically involving Advanced Level qualifications (A-levels) taken at ages 16 to 18. A-levels are graded on a scale from A* to E, with A* being the highest grade and E being the lowest passing grade.

Additional Grading Systems:

• In addition to GCSEs and A-levels, other qualifications may use different grading systems. For example, vocational qualifications like BTECs (Business and Technology Education Council) often use a pass, merit, distinction, and distinction* grading system.

UK Education System vs US Education System

British Education System Explained

Navigating the British education system can seem daunting, with its array of terms and institutions. Here’s a breakdown categorised for clarity:

Type of Schools in the UK Education System

Public Schools: In the UK, public schools are fee-paying institutions that cater to students of all ages, from primary to secondary education. Despite their name, the government does not fund public schools and these institutions operate independently. The term “public” originated from their historical roots, where they were initially established to provide education for the general public. However, access was often limited to those who could afford the fees. Over time, these institutions gained a reputation for academic excellence, prestigious facilities, and a tradition of producing prominent alumni. 

State Schools: State schools are funded and overseen by the government. They follow the National Curriculum and are free for students to attend. They include both primary and secondary institutions.

Independent Schools: Independent schools are privately funded institutions that operate outside of government control. They have the autonomy to set their own curriculum, admissions criteria, and fees.

Type of Schools by Structure

Boarding Schools: Boarding schools provide accommodation for students, who live on campus during term time. They offer a full educational experience alongside extracurricular activities and pastoral care.

Day Schools: Day schools are institutions where students attend classes during the day and return home in the evenings. They can be either state-funded or independent.

Types of Schools by Age Range

Prep Schools: Prep schools, short for preparatory schools, provide education for children aged 7 to 13. They prepare students for entry into senior schools and often follow the Common Entrance curriculum.

Junior School: Junior schools cater to primary-aged children, typically from ages 7 to 11, covering Key Stage 2 of the National Curriculum.

Senior School: Senior schools provide education for secondary-aged students, typically from ages 11 to 16, covering Key Stages 3 and 4 of the National Curriculum.

Additional Terms You Might Find Useful

Grammar Schools : Grammar schools are state-funded secondary schools that select students based on academic ability, usually through entrance exams known as the 11+. They typically offer a traditional academic curriculum with a focus on core subjects.

Common Entrance: Common Entrance is an exam taken by students at the end of their time in prep school, usually around age 13 (Year 8). It assesses their readiness for entry into senior schools.

Comprehensive Schools : Comprehensive schools are state-funded secondary schools that do not select students based on academic ability. They aim to provide a comprehensive education to students of all backgrounds and abilities.

Selective Schools : Selective schools are state-funded or independent schools that admit students based on academic ability or other criteria, such as religious affiliation or special talents.

Faith Schools: Faith schools are state-funded or independent schools with a religious ethos, often affiliated with a particular faith or denomination. They may prioritise religious education and have admissions criteria based on faith.

Specialist Schools: Specialist schools are state-funded secondary schools in England with a focus on a particular subject area, such as performing arts, science, or languages. They receive additional funding to develop expertise in their chosen specialism.

Frequently Asked Questions about the British Education System

The key stages include Early Years Foundation Stage (EYFS), Primary Education, Secondary Education (Key Stage 3 and Key Stage 4), Post-16 Education, and Higher Education.

State-funded schools are funded and overseen by the government and follow the National Curriculum, while independent schools are privately funded and have more autonomy over their curriculum and admissions processes.

The main types of schools in the UK include state schools, which are government-funded and free to attend, independent schools, which are privately funded, and special schools, which cater to students with special educational needs.

Yes, alternative options include vocational qualifications like BTECs, apprenticeships, and adult education courses, providing diverse pathways for students of all ages and backgrounds.

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Four major challenges facing Britain’s education system after the pandemic

Associate Pro Vice Chancellor for Student Inclusion and Professor of Learning and Teaching in Higher Education, University of East Anglia

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Helena Gillespie's research is funded by Erasmus+ and has previously been funded by Advance HE and HEFCE. She is a school governor, multi academy trust member and director of Norfolk Cricket Board.

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The UK goverment’s Department for Education has some new ministers in charge following the political turmoil surrounding Boris Johnson’s resignation. After resigning only two days into the job of education secretary, Michelle Donelan has been replaced by James Cleverly , MP for Braintree.

Donelan’s former role overseeing higher education has been filled by Andrea Jenkyns, MP for Morley and Outwood, who has been named skills, further and higher education minister . Jenkyns’ credentials as an educational leader were called somewhat into question when she was photographed making a gesture to the public gathered outside Downing Street that would certainly have landed her in detention.

While these appointments can be considered, to some extent, to be caretaker roles pending the appointment of the new prime minister in early September, the new ministers still face significant challenges as they oversee schools, colleges and universities. Here are four issues facing them as they get to work.

Getting exams back to normal

The first hurdle comes next month with the annual round of GCSE and A-level exam results. This will be the first cohort since 2019 to have formally sat their exams. The Department of Education will be hoping that the exam results, which have already been taken and marked, will not cause such headline grabbing disruption this summer as in the two previous years.

In 2020, the first year that exams were cancelled due to the pandemic, results were overturned after it became clear that the algorithm used by the government to standardise grades was penalising students from disadvantaged backgrounds. Pupils could choose to use teacher assessments to decide grades instead.

In 2021, the government again elected to use teacher assessment to decide results, but the approach resulted in many more top grades. The jump in A grades at A-level, from 38% to 44%, meant that there were not enough places at top universities to go around – and universities had to offer prospective students packages of support to persuade them to defer to a 2022 start .

However, it is likely that the return to exams will mean a drop in grades from 2021, and there may be many disappointed students and parents. Weathering grade fluctuations in future years while also closing gaps in attainment for students from disadvantaged backgrounds will be a difficult trick to pull off.

Addressing inequality

In November 2020, the Department of Education launched its flagship initiative to address pandemic learning loss in England, the National Tutoring Programme – which pairs schools with tutors who work with individual students or small groups to help them catch up in core subjects.

However, the House of Commons Education Committee recently reported that the National Tutoring Programme is failing to make an impact in the schools in deprived areas where children are most behind with their education.

Read more: The government's academic catch-up strategy is failing children in England

Problems with the catch-up strategy are just the tip of the iceberg when it comes to endemic inequalities in education in the UK. School buildings in many areas are facing pressure from growing class sizes and wear and tear. A 2021 report by the Department for Education put the backlog of school maintenance in England at a cost of £11.4 billion, an eye watering sum at a time of economic crisis.

It is difficult to see how schools can level up for their pupils in buildings that are falling down. The education secretary must hope for sympathy and support around the new cabinet table to access the funds needed.

Provide support for teachers

The pandemic has had a serious impact on children and young people’s mental health and wellbeing and the problem remains acute. One of the short-term impacts of this is growing pressures on teachers in classrooms. For this reason as well as the rise in the cost of living, teachers are asking for a substantial pay increase .

It seems unlikely that current proposals for pay rises in schools, which sit below the rate of inflation, will stop a ballot on strike action or address teacher shortages caused by so many leaving the profession. If the new minister is to be able to deliver meaningful educational recovery, schools are going to need to be better staffed and better supported by other sector agencies. Achieving this looks both difficult and expensive.

Free speech in higher education

On 27 June 2022, before her promotion to education secretary and subsequent resignation, Michelle Donelan had written to university vice chancellors advising them to consider whether their membership of certain diversity schemes was appropriate given their responsibility to uphold free speech. This was regarded with concern by many in the education sector as a move that blurred the lines between appropriate regulation and university autonomy.

In addition, the controversial Higher Education (Freedom of Speech) Bill, which seeks to ensure that free speech is protected on campus by limiting the “no-platforming” of speakers, is currently passing through the House of Lords. However, a recent survey has found that 61% of students think that universities should prioritise protecting students from discrimination rather than permitting unlimited free speech.

The new Department for Education team has much to do to ensure that good decisions are made on behalf of the UK’s children and young people.

This article was amended on July 19 2022 to reflect that the National Tutoring Programme and Condition of School Buildings Survey refer to England.

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Promoting Equality in the UK Primary School Education System Essay

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Introduction

Research aim, research questions, importance of study, context of study, reason for choosing topic, scope of the literature review, critical analysis of the literature, reference list.

Schools were once unimportant educational centers that served small groups of people. However, today, they have grown to become hubs of knowledge exchange and cultural innovation (Brandes and Ginnis, 2001; Bell, Bolam and Cubillo, 2002). This evolution has permeated different levels of learning and primary school education in the UK is no exception. Past efforts aimed at improving the efficacy of school systems focused on expanding access to educational opportunities but today, similar initiatives strive for opportunities to make them more effective and inclusive for all groups of learners.

The current debate on improvement of learning outcomes in the UK strives to examine how educational standards can be raised and inequality tackled at the same time. This goal is alive despite some observers making admissions that a single policy cannot be used to address both challenges at the same time (Kerr and West, 2010). Subject to this acknowledgement, technology has emerged as one of the most promising tools for addressing some of the above-mentioned problems because it is linked to improved educational outcomes and reduced levels of inequality. This is why it is depicted in this study as a basis for making changes in the education structure by making it more inclusive and responsive to the needs of underprivileged learners.

To find out how to minimize inequality in UK primary schools through inclusion.

• What is the nature of the relationship between inequalities in the UK primary school education system and its administrative structures?
• To what extent can technology improve the effectiveness of school structures to minimize inequalities?

School improvements have come a long way since the early 1960s when there was skepticism regarding the importance of learning institutions in the first place. This cynicism was informed by the use of Marxist ideologies in designing education systems to realize social and economic growth (Hopkins, Ainscow, and West, 1994). Relative to this view, some people argued that socioeconomic progress should be domiciled in societies and not schools, while others believed that schools created a group of workers trained to accept things as they are, thereby promoting existing unequal systems (Leithwood, Jantzi and Steinbach, 1999). However, over time, a lot of progress has been in appreciating the importance of education.

The 21 st century has seen the emergence of new challenges in learning because of the realization that poor educational outcomes and socioeconomic inequality have been entrenched in current educational systems, thereby disenfranchising students from minority and low socioeconomic groups. These issues dominate current discussions regarding education inequality in the 21 st century learning environment and how new and more innovative methods of improving school systems could alleviate the growing problem.

The context of this research is the primary school education system in the UK. This stage of education involves children who are between 5 and 11 years receiving basic education.

Class differences in the society and their effects on educational achievement have caused inequalities in education. The COVID-19 pandemic has exacerbated the problem because concerns abound regarding the role that online education will play in crystalizing learning gaps that exist among privileged and disenfranchised children. A recent survey to sample teachers’ views regarding the impact of the health crisis on students’ learning outcomes showed that education practitioners are worried about the role of virtual education in entrenching inequalities among the aforementioned groups of students as schools transition to online learning (Jain, Lall and Singh, 2021). Researchers also opine that economically weaker students will become hard to reach, thereby making teachers incapable of providing them with education services (Jain, Lall and Singh, 2021). Therefore, technology-based solutions aimed at alleviating the crisis have been criticized for being ineffective when employed in hard-to-reach communities. Therefore, it is pertinent to understand how existing education structures propagate these inequalities and the role that technology could play in alleviating the problem.

The literature review process was undertaken by searching for books and journals from reputable online databases. The keywords used to perform the analysis included “inequality” “primary school” and “UK.” The initial research process generated 6,708 articles from three journal databases – Sage Journals, Emerald Insight, and Elsevier, while books were obtained from Google Scholar and Google Books. Afterward, the materials were scrutinized for their relevance to the research topic with an emphasis on finding articles that talked about primary education in the UK in particular. Additionally, books and journals that discussed inclusivity were prioritized over those that did not and the number of articles available for review reduced to 30.

Researchers have investigated the relationship between negative student learning outcomes and socioeconomic backgrounds with varied outcomes. Key sections of this literature review describe the relationship between students’ socioeconomic backgrounds and educational outcomes as well as the impact that school structures have on education inequalities. The analysis is later contextualized within the UK primary school education setting and inferences are drawn to known theories underpinning learning development in formative years of education.

Theoretical Foundation

Researchers have come up with different theories to explain varying levels of academic achievement and understand the role that students’ socioeconomic backgrounds play in predicting this outcome. As a result, four schools of thought have emerged with varying perspectives regarding the impact of education on an individual’s life. Functionalism is one of them and it suggests that education is meant to help people become functional members of society (Chapman et al. , 2012). Conflict theories propose a different ideology because they are based on the belief that education is designed to promote social inequality (Hirsch, 2016). Their view largely explains the educational challenges witnessed in the UK primary school environment because widening achievement gaps have created socioeconomic equality for a long time.

Researchers have gone a step further to understand varied forms of inequality in the education system and found out that feminism is one of its subtle manifestations and it is rooted in sexist ideologies ingrained in the school system by creating inequalities in gender achievement gaps (Bansal, 2018; Coe, 2009). This school of thought demonstrates that inequalities do not only exist among minorities or students who hail from families with lower socioeconomic status but also across the gender spectrum. Consequently, it is imperative to view inequalities in the education sector from a broader perspective involving gender and socioeconomic variables.

Several studies have tried to adopt a holistic strategy in investigating learning gaps among students from low-income communities and those of privileged backgrounds. For example, in an investigation conducted by Kustatscher (2017) in Scottish primary schools, it was established that social class differences impacted intergenerational interactions among children aged 5 and seven years. It was also affirmed that these class divisions intersected with gender, race, and ethnic strata in society (Kustatscher, 2017). Consequently, there is a need to understand the process of tackling inequality in the education system holistically and involve young people in discussions about the same issue.

Symbolic interactionism is also another school of thought that has emerged from studies that have investigated the role of the school environment in influencing students’ achievement levels. Associated research studies point to the need to strengthen student-teacher relationships to improve educational outcomes. In this context, inclusivity is expected to be achieved through strong teacher-student bonds.

Relationship between Students’ Socioeconomic Background and Educational Outcomes

Studies have shown that social factors influence educational outcomes and, by extension, people’s wealth and ability to prosper. This statement has been supported by anecdotal evidence showing the psychosocial link between non-economic factors affecting wealth creation, such as people’s attitudes, beliefs, ethos and socioeconomic background, and educational outcomes (Cebolla-Boado, Radl and Salazar, 2017). This relationship has been characterized by the presence of positive environmental stimuli for students who have access to resources, improved educational outcomes, and better standards of living.

Relative to the above assertion, one notable scholar, Pierre Bourdieu, suggested that students tend to conform to dominant ideologies through psychological and behavioral influences harbored by societies (Griffiths, 2018). The relationship between these moderating factors and educational outcomes has been juxtaposed against the opportunities offered by learning in promoting learners’ progress in life with the dominant assertion being that education seeks to promote equality by expecting students to have that which it does not give – cultural competency. Without it, it is difficult for students to attain high levels of educational achievement. Furthermore, but they can only be transmitted through family structures and community influences, which vary across the spectrum of students’ backgrounds.

Impact of School Structures on Education Inequalities

School structures affect learning outcomes and teaching methodologies in various education settings. For example, admission policies have been linked with inclusive practices in the UK education sector (Rayner, 2017). Policy discourses have also shown the difficulty of separating the quest to improve educational outcomes with inequality in schools (Elmore, 2008). Additionally, studies show that school policies are often formulated within a sociocultural setting, thereby highlighting the role of regional differences in defining school outcomes (Evers and Kneyber, 2016). For example, school ethos and values have been associated with policy discourses and teaching practices (Rayner, 2017). While these insights are relevant in understanding how sociocultural factors play an important role in influencing school outcomes, the link has mostly been established in studies that involve secondary school teachers and students (Rayner, 2017). This means that there is inadequate research done in the primary school education context to determine whether the same link between raising education standards and tackling inequality is valid.

To understand the impact of school structures on learning outcomes, researchers have investigated strategies adopted by education institutions to minimize gaps in achievement between students who come from low socioeconomic backgrounds and those who hail from privileged backgrounds (Glickman, 2003). For example, Sierens et al. (2020) surveyed 1,741 pupils who were in fourth grade to find out whether pre-schooling helped to promote equity in education. It was established that the duration of education did not have an impact on their attainment levels. However, this finding was found to be true for certain subject areas, such as sciences and mathematics, but not in humanities.

Relative to the above findings Woldehanna (2016) conducted a similar study to investigate the relationship between inequality, pre-school education, and cognitive development in Ethiopia among students aged between five and eight years and found out that pre-school attendance mediated about a third of the effects of family background on students’ educational outcomes. Limited public investment in pre-primary school education exacerbated these inequalities, thus highlighting the need for government involvement in mitigating educational gaps.

The focus on duration and attendance of pre-school education in managing learning gaps has created a greater interest in this subject area with newer studies focusing on understanding the extent that pre-school education could help to minimize the effects of socio-cultural backgrounds on learning outcomes. In one such study, Cebolla-Boado, Radl, and Salazar (2017) obtained data from 119,008 respondents spread across 28 developing countries and found that pre-school education helped to minimize the negative effects of low socioeconomic backgrounds on learners’ attainment levels. However, this effect was weaker for students who had highly educated parents. Therefore, it was recognized that parental involvement in children’s education helped to alleviate the effects of low socioeconomic backgrounds on student’s learning.

Inequality in the UK

The structure of the primary school education system in the UK has changed since the late 1960s because of several policies and education reforms that have been instituted since then. The most instrumental piece of law that has been introduced from the time includes The 1988 Education Reform Act, which encouraged learning institutions to be competitive as a precondition for improving their performance. Additionally, changes in the age of starting school, school size, types of primary schools, roles of local authorities, and formations of federations have contributed to additional changes to the structure of the primary school education system (Ainscow and West, 2006). At the same time, collaboration, changes in the provision of early childhood education and care services have further helped policymakers to examine the structure of school holistically.

For more than 20 years, the official government policy on the improvement of education standards in the UK has focused on promoting social justice. Part of the attention has been on tackling inequality and raising education standards for all cadres of learners (Bush, Bell and Middlewood, 2019). Stakeholders have adopted these measures after analyzing recent research evidence revealing that poorly performing schools reinforce inequality in educational attainment (Ainscow et al. , 2011; Ainscow et al. , 2012). Indeed, some existing policy structures governing teaching and learning activities have entrenched school failure, especially among underprivileged learners.

Regardless of the aforementioned policy changes and reforms, education inequality rates in the UK are higher among major western countries. The United Nations International Children’s Emergency Fund (UNICEF) recently surveyed to assess education inequality among 41 countries and found that it affected student educational outcomes at the primary school education level and subsequent opportunities that affect a person’s socioeconomic outcomes after childhood (Bryk et al. , 2015). Education inequality in the UK is only a manifestation of a greater problem of social inequity in society, which has affected different sectors of society. Several reasons have been advanced to explain gaps that have caused this phenomenon.

Researchers such as Parker et al. (2016) have done a comparative analysis of countries and found that educational differentials were greater in countries that have high levels of curricular stratification. The researchers also established that primary effects influencing educational outcomes, such as socioeconomic status, were more impactful in countries that had a higher curriculum track record (Bryk et al. , 2015). Therefore, the efficiency that education stakeholders evaluated, or reviewed, their curricula affected learning gaps. Relative to this assertion, Parker et al. (2016) say that highly stratified countries have a higher probability of pegging educational expectations on achievement outcomes relative to those that have a weaker social stratification framework. These findings suggest that the structural makeup of a society has an impact on its educational outcomes.

This literature review shows an emerging trend where researchers are affirming the inefficiencies and weaknesses of current educational systems and their inability to address systemic weaknesses that have disadvantaged students from underprivileged backgrounds. However, most of the articles analyzed are descriptive in the sense that they only identify and define the scope of the problem with little understanding of how to develop innovative and holistic solutions, especially those of a technological nature, which would appeal to the multifaceted nature of the research issue.

Ainscow, M. and West, M. (eds.) (2006) Improving urban schools: leadership and collaboration . Buckingham: Open University Press.

Ainscow, M. et al. (2011) Social inequality: can schools narrow the gap? Macclesfield: British Educational Research Association.

Ainscow, M. et al. (2012) Developing equitable education systems. London: Routledge.

Bansal, D. (2018) ‘Science education in India and feminist critiques of science’, Contemporary Education Dialogue , 15(2), pp. 164-186.

Bell, L., Bolam, R. and Cubillo, L. (2002) A systematic review of the impact of school leadership and management on student outcomes . London: EPPI-Centre, Social Science Research Unit, Institute of Education.

Brandes, D. and Ginnis, P. (2001) A guide to student-centered learning. Cheltenham: Nelson Thornes.

Bryk, A. S. et al. (2015) Learning to improve: how America’s schools can get better at getting better . Cambridge: Harvard Education Press.

Bush, T., Bell, L. and Middlewood, D. (eds.) (2019) Principles of educational leadership and management. 3rd edn. London: SAGE.

Cebolla-Boado, H., Radl, J. and Salazar, L. (2017) ‘Preschool education as the great equalizer? A cross-country study into the sources of inequality in reading competence’, Acta Sociologica , 60(1), pp. 41-60.

Chapman, C. et al. (2012) School effectiveness and improvement research, policy and practice . Abingdon: Routledge.

Coe, R. (2009) ‘School improvement: reality and illusion’, British Journal of Educational Studies , 57(4), pp. 363-379.

Elmore, R. F. (2008) School reform from the inside out. Cambridge: Harvard Education Press.

Evers, J. and Kneyber, R. (eds.) (2016) Flip the system: changing education from the ground up . Abingdon: Routledge.

Glickman, C. (2003) Holding sacred ground : pretending not to know what we know . San Francisco: Jossey-Bass.

Gorard, S. (2010) ‘Serious doubts about school effectiveness’, British Educational Research Journal , 36(5), pp. 645-766.

Griffiths, A. (2018) ‘Using exploratory factor analysis and Bourdieu’s concept of the illusion to examine inequality in an English school’, Power and Education , 10(1), pp. 40-57.

Harber, C. and Davies, L. (2001) School management and effectiveness in developing countries . London: Continuum.

Harris, A. and Bennett, N. (eds.) (2001) School effectiveness and improvement: alternate perspectives . New York: Continuum.

Hirsch, E. D. (2016) Why knowledge matters: rescuing our children from failed educational theories . Cambridge: Harvard Education Press.

Hopkins, D., Ainscow, M. and West, M. (1994) School improvement in an era of change . London: Cassell.

Jain, S., Lall, M. and Singh, A. (2021) ‘Teachers’ voices on the impact of COVID-19 on school education: are Ed-tech companies really the panacea?’, Contemporary Education Dialogue , 18(1), pp. 58-89.

Kellock, A. (2020) ‘Children’s well-being in the primary school: a capability approach and community psychology perspective’, Childhood , 27(2), pp. 220-237.

Kerr, K. and West, M. (eds.) (2010) Insight 2 – social inequality: can schools narrow the gap? Macclesfield: British Educational Research Association.

Kustatscher, M. (2017) ‘Young children’s social class identities in everyday life at primary school: the importance of naming and challenging complex inequalities’, Childhood , 24(3), pp. 381-395.

Leithwood, K., Jantzi, D. and Steinbach, R. (1999) Changing leadership for changing times. Maidenhead: Open University Press.

Medwell, J. and Wray, D. (2019) ‘Primary homework in England: the beliefs and practices of teachers in primary schools’, Education , 47(2), pp. 191-204.

Parker, P. D. et al. (2016) ‘A multination study of socioeconomic inequality in expectations for progression to higher education: the role of between-school tracking and ability stratification’, American Educational Research Journal , 53(1), pp. 6-32.

Rayner, M. S. (2017) ‘Admissions policies and risks to equity and educational inclusion in the context of school reform in England’, Management in Education , 31(1), pp. 27-32.

Sierens, S. et al. (2020) ‘Does pre-schooling contribute to equity in education? Participation in universal pre-school and fourth-grade academic achievement’, European Educational Research Journal , 19(6), pp. 564-586.

Woldehanna, T. (2016) ‘Inequality, preschool education and cognitive development in Ethiopia: implication for public investment in pre-primary education’, International Journal of Behavioral Development , 40(6), pp. 509-516.

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• A Comparison of Colonial and Modern Institutions of Higher Education
• Key Issues in Education: Integration, Church-State Interaction, Disabilities
• Chicago (A-D)
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Us and UK Education System

The education systems differ depending on different countries’ cultures, priorities and values. This essay points out the differences between the education systems in the United Kingdom and the United States. Despite having shared similarities in the funding structures, the two methods differ in evaluating and measuring students’ progression and academic performance. While both nations are dedicated to providing accessible education and have similar funding structures, there are differences in how they measure student performance, evaluate performances, and shape the general educational experience. This exploration gives a deeper understanding of what contributes to the educational landscapes between the United States and the United Kingdom.

Funding Structures

The United Kingdom and the United States have a standard institutional funding system. In both countries, public schools are funded by the government and are free for eligible students. The United Kingdom state schools are supported by the government, which mirrors the public schools in the United States since they are also funded by the government (The British Education System, 2020). In addition, both counties also offer private schools, which the student’s families fund. Private schools do not have to follow the national curriculum in the United Kingdom. Still, occasionally, they undergo inspection to ensure that they deliver the right kind of information. The funding structure gives an apparent similarity between the two education systems.

Measuring Student Progression

One notable difference between the United States and the United Kingdom is how they measure students’ progress throughout their education journey. In the United States, students begin their education with kindergarten, which is different from the United Kingdom, where schooling begins at the first critical stage. Despite the difference in when to start, both systems have a thirteen-year education span before the students proceed to the university and colleges. The difference in measurement of progression shows each country’s distinct approaches when it comes to the structure.

Evaluation and Grading System

The evaluation and grading systems for both countries diverge significantly. In the United States, students typically receive letter grades reflecting their performance on assignments and tests. In the United Kingdom, students get assigned numerical scores on a scale of one to seven depending on how well they understand the course material. Moreover, the assessment methods are different since the United Kingdom relies on comprehensive exams during the end of each key stage four. At the same time, the United States incorporates a series of tests within an academic year (Lochtie, 2018). The grading systems in both countries are different, but they have valid approaches to validating students’ academic achievements.

Cultural Influences in Education

Cultural influences highly influence the education system in both the United Kingdom and the United States of America. The United States focuses on promoting individualism and creativity within the educational environment. This is highly evident in how extracurricular activities are encouraged and the holistic approach to developing the students. On the contrary, high emphasis is given to academic performance in the United Kingdom (Machin & Vignoles, 2006). The national curriculum enhances this by placing a solid emphasis on academic achievement by outlining specific subject requirements. The cultural practices embedded in these approaches significantly contribute to the characteristics of the education system in each country.

Inclusivity and Special Education

While considering inclusivity in the education system, there are differences exhibited by both the United States and the United Kingdom. The United States’s legal framework caters to everyone, including the Individuals with Disabilities Education Act. This mandates that students who have disabilities get access to free education. This is further reflected while integrating special education students into mainstream classes. On the other hand, the United Kingdom follows a model where students with special needs may attend mainstream schools. However, several special schools are also dedicated to students with special needs (Machin & Vignoles, 2006). This difference in approach is a demonstration of diverse ways in which countries address the different educational needs of students with disabilities

In conclusion, the education systems in both the United Kingdom and the United States share similarities in how they approach funding but differ in how they evaluate academic performance, cultural influences, inclusivity, and special education and measure student progression. Both nations prioritize education as a fundamental right for every student by ensuring that public schools are available to students from every social class. Even though the evaluation and grading system in each country vary in each country, all take a positive shape in their education system. In the process of exploring global education, it is essential to understand and make an improvement in educational practices.

Machin, S., & Vignoles, A. (2006).  Education Policy in the UK  (No. 57). Centre for the Economics of Education, London School of Economics and Political Science.

Lochtie, D. J. (2018). A ‘special relationship higher education? What influence might the US higher education sector have on support for international students in the UK? In  Perspectives on the Internationalisation of Higher Education  (pp. 94-101). Routledge.

“The British Education System.” HMC, 2020, www.hmc.org.uk/about-hmc/projects/the-British-Education-system/.

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Education system

Children's Education

The UK education system

Explore the UK education system and learn about the levels of schooling, parental involvement, graduating, and educational support.

By Magdalena Laas

Updated 16-9-2024

The United Kingdom is formed of four constituent countries : England, Northern Ireland, Scotland, and Wales. In practice, this means some aspects of everyday life differ depending on which of these countries you live in. This includes the education system, which is governed by each of the devolved nations .

Despite some similarities between these systems, a  report  by the Education Policy Institute (2021) found that the approaches to education differ significantly after years of decentralization. Understandably, a new arrival to the UK may find the whole system confusing. But don’t worry. This article will help clarify things, looking at:

Education in the UK

State education in the uk, education in england, welsh education system, education in scotland, education in northern ireland, private education in the uk, graduating in the uk, financial aid and scholarships in the uk education system, educational support for expat students in the uk, changing schools in the uk, chances for parental involvement in schooling in the uk, homeschooling in the uk, useful resources.

TASIS England is an American international school in the UK. The school follows an American curriculum for students from Pre-K to 12th grade, including the IB Diploma for older students. For a rigorous education for your children in the beautiful Surrey countryside, consider TASIS England.

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Any child residing in the UK may attend their local state school as long as they have the right of abode . In other words, they have the right to live in the country. The UK education system covers preschool, primary, and secondary schools. It also includes higher education . The UK has a strong state-funded school system that provides free education for all. Still, parents typically pay for stationery, uniforms, PE kits, meals, school trips, and extracurricular activities.

There are also many independent schools across the UK. These include private (public schools), international , and boarding schools . For example, Eton , Harrow , and Winchester are some of the UK’s best-known public schools. The government does not fund, nor partially subsidize these private schools. Parents therefore must pay tuition (and boarding, if applicable) fees, which can be expensive .

School uniforms in the UK

Schools in the UK love uniforms. Children typically wear these in both state and independent schools with the possible exception of Montessori, Steiner Waldorf, and some international schools.

School timetables in the UK

The school week runs from Monday to Friday. Typically, a school day starts at 08:30 or 09:00 and ends at 15:30 or 16:00. Students typically have morning and lunch breaks. Primary schools may also have afternoon breaks. Some schools have a shorter day on Fridays.

The school year in the UK runs from August or September to June or July, depending on the region. Normally, school holidays include half-term, Easter, Christmas , and summer breaks . Schools also close on bank (public) holidays .

The publically-financed education system in the UK is typically called state education. Incidentally, the term “public schools” is largely used in reference to private schools in the UK. This can be confusing for new arrivals to the UK, so be aware of which type of school you talking about.

Generally, the quality of the UK education system is good. For instance, the UK performed above the OECD average on the 2018 PISA tests for reading, mathematics, and science. PISA is the Programme for International Student Assessment for 15-year-olds.

According to the 2021 national statistics, 10.5 million students attended state schools across the UK.

At the end of their compulsory education, secondary school students write exams in nine subjects to attain the General Certificate of Secondary Education (GCSE) . This is in Year 11 in England and Wales and Year 12 in Northern Ireland. Maths, English, and science are core subjects, which every student must take. The equivalent in Scotland is the National 5 exams. In 2021, 51.9% of pupils across the UK achieved a grade 5 (strong pass) or above in their GCSE exam for mathematics.

Education in the UK beyond these years is called further education and typically runs until the student is 18 years old. At the end of this, they typically complete the Advanced (A-Level) exams at the end of Year 13 (England and Wales) or Year 14 (Northern Ireland) to graduate. In Scotland, it is the Highers and Advanced Highers. Average  A-Level results increased from C+ to B in 2021. However, one must account for the  impact  COVID-19 had on schooling and assessments.  

School inspection and reports

As a parent, you’ll probably want to know how good your child’s prospective school is. One way to find out is to access the public inspection reports. Each nation has its own educational review body, which publishes these reports. Listed below, are the ones for England, Wales, Scotland, and Northern Ireland.

• England – Office for Standards in Education, Children’s Services, and Skills ( Ofsted )
• Wales – Estyn
• Scotland – Education Scotland
• Northern Ireland – The Education and Training Inspectorate (ETI)

School structure in the UK

Across the UK, attending preschool or nursery is voluntary. Still, children above three can access some free childcare hours per week. Read on how each region funds these hours.

Primary schools

Usually, the primary stage in the UK education system starts from four or five and covers about seven years of schooling. After primary school , students attend secondary school. Even though compulsory education includes about 12 years until the age of 16, most students complete two more years to apply to universities.

The devolved education system makes it tricky to figure out the school years. To simplify this, the table below compares primary schools across the UK. Be aware that in Scotland, children attend primary school a year longer than the rest of the UK. The table also notes the different standardized assessments and exams.

Primary schools in the United Kingdom

Secondary schools

Scotland’s school years do not exactly match the rest of the UK education system as children enter secondary schools between 12 and 13. So, roughly, it is equivalent to Year 8 in England. Therefore, it is easier to look at when students write important exams and attain specific qualifications. Again, the table below compares the four regions.

Secondary schools in the UK

Assessment acronyms

The assessment acronyms stand for the following:

• SATs – End of Key Stage Tests and Assessments
• SNSA – Scottish National Standardised Assessments
• InCAS – Interactive Computerised Assessment System
• GCSE – General Certificate of Secondary education
• AS-Level – Advanced Subsidiary
• A-Level – Advanced

Recent education reforms in the UK

There have been two recent reforms to the UK education system. First, in 2014 England changed its GCSE grading system from the A to G system to a 1 to 9 numerical scale, 9 being the highest. Second, Wales introduced a new curriculum in 2022. Learn more about the curriculum under the Welsh section.

The Department for Education (DfE) regulates pre-primary to post-secondary learning in England. Seventeen agencies and public bodies support the DfE. Most state schools are maintained, which means the local authority (LA) funds and manages these. There are also several state boarding schools that only charge for boarding, not tuition.

Many state-funded schools, called faith schools , have a Christian religious character . For example, out of the 378 denominational schools in Scotland, only 11 are independent. Still, you can search for independent faith schools with the Catholic Independent Schools Conference’s (CISC) search tool or New Christian Schools . However, Jewish and Islamic schools tend to be independent.

Confusingly, state schools can also be non-maintained, like free schools and academies . While maintained schools must follow the national curriculum, non-maintained schools do not. Both types of state schools are free to attend. You can compare specific schools in England on the DfE website.

Parents cannot choose a state school. Instead, they have to apply through their local council. Still, they can list preferred schools in the catchment area near their home. The council then places children based on specific admission criteria .

Preschool education in England

From birth to five falls under the  Early Years Foundation Stage (EYFS) , which includes preschool education. There are many childcare options available for children up to three years: childminders, daycares, crèches, and au pairs. However, as the government does not subsidize childcare before three, it is  expensive . Fortunately, parents can access financial support .

Childcare in the UK

Once a child turns three, they receive 30 hours of free childcare . Toddlers can go to public or private preschools or the nursery attached to their local primary school. Preschools use play-based education to develop a child’s early skills, across the following learning areas:

• Communication and language
• Personal, social, emotional, and physical development
• Literacy and mathematics
• Understanding the world
• Expressive arts and design

Primary school education in England

State schools in England follow the  National Curriculum , which divides into Key Stages 1 and 2 from Reception to Year 6. Learning areas are broad and include literacy, numeracy, arts, technology, and humanities.

Parents need to be aware of four key assessments. First, when pupils start Reception, teachers do a baseline assessment . After that, at the end of Year 1, they will take a phonics screening test . Children will also sit End of Key Stage Tests and Assessments ( SATs ) in Years 2 and 6 to measure their learning progress.

Traditionally, schools in the UK provide lunch . In England, these meals are free for students in Reception, Year 1 and 2. From Year 3 onwards, parents must apply for the income-assessed free school meals through their local council otherwise they pay extra.

Secondary school education in England

Typically, children start their secondary education around 11 or 12. Most state secondary schools across the UK are comprehensive, meaning they accept students of all abilities.

Additionally, certain local authority areas in England also have grammar schools. Grammar schools are selective state secondary schools that select their students based on ability. Prospective students must complete entrance exams, known as the Eleven Plus (11-plus). There are 163 grammar schools across the UK.

Except for Scotland, Year 11 students across the UK education system write the General Certificate of Secondary Education (GCSE) exams. The difference between England, Wales, and Northern Ireland is that English GCSEs are graded from 1 to 9 (9 being the highest). Also, qualifications are linear, with exams at the end of the course. For this reason, if students repeat the qualifications, they must re-take all the exams for all subjects. Still, they can re-use their non-exam grades.

Further education in England

After the GCSEs, students sit the Advanced Subsidiary (AS-Level) exam in Year 12 and graduate with the Advanced qualification ( A-Level ) in Year 13.

Have you heard the terms Sixth Form and college and wondered what they mean? Firstly, not all secondary schools have a Sixth Form. It is largely a hangover from the old education system when the school years were called Forms. For comparison, Year 12 is equivalent to Lower Sixth (L6) and Year 13 to Upper Sixth (U6).

Secondly, there are two types of colleges, Sixth Form colleges and Further Education (FE) colleges. Sixth Form colleges offer A-Level qualifications and are attached to secondary schools. Alternatively, FE colleges are stand-alone institutions where students aged 16 to 19 can study A-Levels or BTECS . This stands for Business and Technology Education Council and is a vocational qualification. There are 381 colleges across the UK: 287 FE and 94 Sixth Form.

Support for children with special educational needs (SEN)

SEN is also called special educational needs and disability (SEND) in England. A parent contacts the SEN coordinator (SENCO) at their child’s school to discuss any accessibility, learning, or behavioral needs. The school is obliged to meet these needs as much as possible.

However, if a child needs more support than the school’s SEND service can provide, a caregiver can request an educational, health, and care ( EHC ) plan, through their local council .

Children under five

For a child under five, SEND support includes:

• A written progress report at age two
• A health visitor assesment between two and three
• A written review in Reception, at around four or five
• School making realistic adjustments to improve accessibilty and support learning

Children 5 to 15

For children, 5 to 15, SEND support may include:

• A special learning program
• Closer observation and extra attention from a teacher or aide
• Working in a smaller group
• Receiving support participating in class and communicate with other children
• Assistance with physical or personal care

Young people (16+)

Before enrolling, students should contact the college to discuss how they will meet any special educational needs (SEN).

Other SEND support services

The Council for Disabled Children works with over 300 organizations to help children with special educational needs (SEN) reach their full potential. It is a good idea to contact the Information, Advice, and Support Services Network (IAS) to access resources for families of children with SEN.

In Wales, the Department for Education and Skills (DfES) oversees all learning. Its National School Categorisation System rates schools’ performance. For instance, it considers a school’s leadership, quality of teaching and learning, and how much support it needs to improve. However, this system does not replace the Estyn inspection reports. You can search My Local School for more information on specific institutions.

Wales does not have free schools nor academies, only maintained state schools: community mainstream and special schools, voluntary controlled (VC) and aided (VA) schools, and foundation mainstream and special schools.

Most primary schools in Wales teach in English, but as  12% of the population speak Welsh in their homes, it makes sense that there are also Welsh-medium schools. There are  350 Welsh schools  and 29 dual-stream (Welsh and English) schools. These are all state schools; no Welsh-medium schools are independent.

The admission process is similar to England. Councils place children based on catchment areas, but parents first need to complete their local council’s application form and list their preferred schools. Note that the council cannot guarantee places at a specific school.

Preschool education in Wales

The Foundation Phase covers preschool education in Wales. Children between three and four receive up to 30 hours of free childcare weekly. These include 10 hours minimum of early education and 20 hours maximum of childcare. Options include nurseries, childminders, playgroups, crèches, and nannies.

Toddlers learn through play across seven areas of development:

• Personal and social skills, well-being, and cultural diversity
• Language, literacy, and communication
• Welsh language
• Understanding of the world
• Physical abilities
• Creative skills

Primary school education in Wales

Historically, Wales followed the National Literacy and Numeracy Framework (NLF) . However, in 2022, Education Wales ( Addygsg Cymru ) introduced a new curriculum . First, schools will implement it from Years 1 to 7. Eventually, between 2023 and 2026, they will roll out the curriculum in Years 8 to 11. It covers literacy, numeracy, digital skills, arts, humanities, and physical education.

Instead of standardized assessments, teachers observe and review students’ learning progress individually and continually. The aim of assessments in Welsh schools is to support learner progression .

Furthermore, Welsh primary schools provide free school meals to eligible students, based on specific criteria.

Secondary school education in Wales

Once students complete their primary schooling, they apply to a secondary school. This stage covers five compulsory years and two elective years. Similar to England, the two most important assessments are the GCSE at the end of Year 11 and the A-Level at the end of Year 13. The syllabus includes:

• Modern foreign languages
• Mathematics
• Design and technology
• Information and communication technology (ICT)
• Humanities (history and geography)

Schools further aim to prepare students for the working world by developing their personal, social, communication, and critical thinking skills.

The Welsh GCSEs at the end of Year 11 are graded from A* to G. Only some GCSEs are linear with exams at the end of the year. Others are modular, meaning the course consists of units (modules). As such, students write exams at the end of each module, instead of the end of the year. For linear GCSEs, students must re-take all the exams if they want to repeat the qualification. On the other hand, for modular GCSEs, learners only need to retake a unit but they can only do so once.

As of September 2021, children with additional learning needs (ALN) receive support within the ALN framework. This replaced the old special educational needs (SEN) system. Students with ALN receive support based on an Individual Development Plan (IDP) . The IDP stipulates all the additional support a child needs to learn. Also, it recommends the type of school best suited to their needs. The local authority is legally obliged to ensure these needs are met.

Furthermore, parents can contact SNAP Cymru . It is an independent organization that provides support, advice, and information to parents, families, and young people with disabilities and ALN.

In Scotland, the government oversees all learning via its executive agency, Education Scotland . It divides state schools into local schools (mainstream), special schools (SEN), and denominational (faith) schools. Some schools offer Scottish Gaelic as a subject, but it is not compulsory. There are also no Gaelic-medium schools, where the instruction language is Gaelic. In other words, the main language of instruction in all Scottish state schools is English. You can find detailed information on every Scottish school via the Parentzone portal .

Class sizes in Scotland are smaller than in other regions: 16 pupils per teacher in primary schools and 12 students per class in secondary schools.

A parent cannot choose a state school for their child. Instead, local councils allocate places based on catchment areas. Councils will only grant requests for schools outside a child’s catchment area if the school is not oversubscribed.

Preschool education in Scotland

Early learning and childcare (ELC) refer to all childcare services for children up to school age. Caregivers of children (age 3–5 years) can claim up to 1,140 hours (30 hours per week) of free ELC per year. These services include:

• Family centers
• Day nurseries
• Nursery schools or classes attached to primary schools
• Childminders

The ELC curriculum takes a child-centered approach by developing a toddler’s personal, emotional, cognitive, communication, and physical skills through play.

Primary school education in Scotland

Scotland follows the Curriculum for Excellence (CfE) , which divides into two cycles: broad general education and the senior phase. Broad general education covers primary school (P1 – P7) plus the first three years of secondary school (S1 – S3). This phase develops children’s literacy, numeracy, and cognitive skills. It also nurtures life skills to develop a strong sense of self and community. Some schools offer Gaelic education but it is not a compulsory subject. Learning areas cover:

• Expressive arts
• Health and well-being
• Religious and moral studies
• Social studies
• Technologies

Children also take online standardized assessments (SNSA) in P1, 4, 7, and S3 to review their learning progress, specifically in literacy and numeracy.

Moreover, all pupils in P1 to P5 (aged 4 – 9 years) can get free school lunches . After this age, children only receive free meals if their family meets certain criteria.

Secondary school education in Scotland

The senior phase , from S4 (age 15 – 16 years), builds upon and deepens students’ knowledge base. Apart from the programs leading to qualifications, there is an ongoing emphasis on health and well-being, personal achievement, work experience, and community service. Schools partner with colleges, universities, employers, and community learning centers, to offer bespoke study streams , which lead to academic or vocational qualifications.

Scotland’s assessments differ from the rest of the UK. Instead of the GCSE, they write the National 5 exams. Beyond that, the Scottish further education equivalent to the AS-Level and A-Level exams are the Higher and Advanced Higher exams.

In Scotland, SEN support is called additional support for learning (ASL) . Children who need ASL have the right to attend their local mainstream school. However, if the school does not meet the student’s needs adequately, parents can consider a special school. Typically, these schools focus on a specific disability or learning difficulty with expertly-trained teachers and staff. A small number of schools even offer residential, full-time care for learners with high and complex needs.

Parents can start by contacting the ASL advice service, Enquire , to find out what their child’s rights are and how to access ASL in their school and community. Parentzone Scotland also offers support, information, and useful resources for parents of children who need ASL.

In Northern Ireland, the  Department of Education-NI (DENI) oversees schooling. According to 2020–2021 statistics, there are 1,901 state schools in Northern Ireland: 95 nurseries, 803 primary schools, and 193 secondary schools. These schools differ in type based on their management authority and include controlled, maintained, voluntary, and integrated schools. You can search its school directory to find out relevant statistics.

Religion still plays an integral part in education, often segregating schools into Roman Catholic or Protestant. However, integrated schools aim to enroll diverse students from all denominations and faiths. Additionally, there are 30 Irish-medium schools and 10 units attached to English-medium schools.

Parents can apply online for their preferred school via the Citizen Portal (a digital, central system). So, local councils do not place children based on catchment areas. However, if a school is oversubscribed, schools will consider certain admission criteria , such as the proximity of the child’s home.

Preschool education in Northern Ireland

The Pre-school Education Programme , in Northern Ireland, funds childcare the year before primary school. So, between the ages of 3 to 4. Although this phase is not compulsory, parents must apply online for a place. Parents can enroll their children in nursery schools, units at primary schools, and private preschools with subsidized places.

Similar to other preschool programs across the UK education system, it includes six learning areas :

• Personal, social, and emotional development
• Physical development and movement
• Language development
• Early mathematical experiences
• The world around us

Primary school education in Northern Ireland

Northern Ireland follows the Northern Ireland Curriculum . As a result, primary school begins at Year 1 instead of Reception. It also comprises three stages. The Foundation Stage includes Years 1 to 2, while Years 3 and 4 fall under Key Stage 1 (KS1). Subsequently, Key Stage 2 (KS2) includes Years 5, 6, and 7. The broad learning areas cover literacy, numeracy, arts, humanities, physical education, personal development, and mutual understanding.

Children can take packed lunches to school or buy food from the canteen, tuck shops, and vending machines. Eligible students may also apply for free meals .

Secondary school education in Northern Ireland

Compulsory secondary education covers five years (11 – 16) and is divided into two stages . Key Stage 3 (KS3) covers Years 8, 9, and 10 while Years 11 and 12 are Key Stage 4 (KS4). During these stages, students deepen and solidify their primary school knowledge and skills. They also broaden their scope of learning by including modern languages, sciences, technology, arts, environment, and society. Religious and physical education and life and work skills are also important.

Students in Northern Ireland sit the GCSE exam at the end of Year 12, and the AS-Level at the end of Year 13. In Year 14, they graduate secondary school with an A-Level qualification. These qualifications are similar to England and Wales except for one key difference . Students have a choice of grading systems; A* to G or 9 to 1.

Out of the 193 state secondary schools, 66 are grammar schools. Grammar schools select their students based on ability. Prospective students must complete entrance exams, known as the Eleven Plus (11-plus).

Northern Ireland takes an inclusive approach to education. In other words, most learners with special educational needs (SEN) attend mainstream state schools. Only a small number of students – often with high complex needs – are enrolled in special schools.

The Special Educational Needs Advice Centre ( SENAC ) is the first place parents can seek support and advice for their child with SEN. This organization works with parents, schools, and education bodies to ensure that children receive the right support and resources according to their learning needs.

Rather confusingly for many expats, private schools in the UK are often referred to as public schools, despite being in receipt of no state money. Across the UK, there are more than 2,500 independent or private schools (including international and boarding). They teach around 615,000 students each year. These numbers include primary and secondary education as private schools often enroll children from 4 to 18.

Private primary schools in the UK

Independent primary schools are also called preparatory schools. These can be single-sex or co-ed. Unquestionably, private schools are expensive. Even so, they offer a wider range of facilities and activities, smaller class sizes, and an excellent quality of education. That said, costs depend on the child’s age and whether they are day or boarding students. On average, these fees can range from £21,000–45,000.

Conveniently, you can search for schools with the Independent Schools Council’s (ISC) interactive map . Alternatively, you can also use the Best Schools’ search tool or confine your search to Wales , Scotland , and Northern Ireland .

Expatica United Kingdom Directory

Independent schools enjoy more freedom to plan their calendar, design their curriculum, and shape their teaching approach,

Montessori schools in the UK

Most Montessori schools only cover pre-primary and primary age. Their teaching approach follows the educational theories of Maria Montessori, often coined as “follow the child.”

In other words, the school is a child-centered learning environment with open-ended teaching materials. Consequently, the teacher supports the child to learn at their own developmental pace. You can find a Montessori school in the UK with this search tool .

Steiner Waldorf schools in the UK

Conversely, Steiner Waldorf schools follow the educational philosophy of Rudolf Steiner. It encourages learning through play and meeting the child at their natural developmental level. It also combines artistic and physical activity with academic learning.

An example of a Steiner Waldorf school is the  Edinburgh Steiner School in Scotland, covering primary and secondary education. You can find more schools in the UK with this interactive map .

Private secondary schools in the UK

At many independent schools, especially international ones, students can write the International General Certificate of Secondary Education (IGCSE) or Advanced Placement (AP) . For example, students can study the AP program at the Pearson Online Academy . Alternatively, if a school offers it, they can graduate with the coveted International Baccalaureate (IB) . As of 2022, students can obtain the IB at 92 schools across the UK, such as the ACS International Schools and St Leonards in Scotland. No schools in Northern Ireland offer any of the IB programs.

International schools in the UK

International schools in the UK are diverse and offer British and country-specific curriculums. For example, there are Japanese , German , French , Spanish , and American international schools in London . Fees range from £9,500 to £26,000 per year. One international school, St.Leonards , even has boarding options from Year 6. Boarding fees can range from £24,000 to £38,000 depending on the child’s age and how many nights they stay on campus.

In our directory , you’ll find a list of excellent international schools in the UK. Alternatively, the International School Search is another handy tool to find schools.

The International Baccalaureate (IB) in the UK

In 2021,  5,400 schools  offered 7,500 IB programs across 159 countries, including the 120 international schools in the UK. Unfortunately, no schools in Northern Ireland seem to teach any IB programs. Most importantly, the International Baccalaureate (IB) is globally recognized and grant students entry to esteemed universities.

In England, Wales, and Northern Ireland , students complete their compulsory education by attaining a General Certificate of Secondary Education (GCSE) . The equivalent in Scotland is the National 5 exam.

If students choose to continue their secondary education for two more years, they graduate with an A-Level. This qualification only applies to England, Wales, and Northern Ireland. Conversely, in Scotland, students graduate with the Scottish Baccalaureate if they pass the Advanced Highers exam in S6. However, it is possible to apply for Scottish universities without their Advanced Highers if their Highers grades were good enough. In other words, they could leave secondary school in S5, instead of S6.

Once graduated, students can apply for higher education, internships, or start working.

State-funded education is free. Even so, there are always extra costs involved. Fortunately, across the UK, students can get financial aid and scholarships. For instance, charities, like Buttle UK and the Royal National Children’s Springboard Foundation , offer full bursaries for boarding schools.

In England, there is the 16 to 19 Bursary Fund . While in Scotland, Wales, and Northern Ireland, students can apply for Education Maintenance Allowance (EMA) .

Uniforms and transport

Parents can request financial support to cover uniform costs, PE kits, and transport to school. Each region has its own scheme:

• England – uniform and transport
• Wales – School Essentials Grant
• Scotland – uniform and transport
• Northern Ireland – uniform and transport

Most independent, international, or boarding schools offer eligible students financial aid or scholarships. It is advisable to directly enquire at the school.

According to the National Statistics report (2020), around 19.3% of students in state schools speak English as an additional language (EAL). In other words, English is not their first language, which may hinder their studies. Therefore, most state schools offer international students EAL support. However, the level of assistance varies depending on resources because the government does not explicitly subsidize EAL support. Still, the Ethnic Minority Achievement Grant (EMAG) has been funding EAL support in schools.

Studying English in the UK

In contrast, Scottish schools offer English for Speakers of Other Languages ( ESOL ) support. It is a good idea to contact the school to establish how they will integrate your international child.

Students can transfer schools during the year. First, contact your local council to find out which schools have places and how to apply. Next, submit an in-year application. Once placed, your child would start at the beginning of the following term. This process only applies to England, Wales, and Scotland.

Alternatively, in Northern Ireland , you must complete an AP1 transfer form and submit it directly to the new school. Usually, the school responds within ten days.

The Social Mobility Commission (2017) showed a link between parental involvement in schooling and improved educational outcomes.

As a result, Parentkind and the National Governance Association (NGA) collaborate to strengthen parental involvement in the UK education system. The NGA is an organization for governors and trustees of state schools in England. Parentkind is a national charity representing parental views in education. It also supports Parent-Teacher Associations ( PTAs ).

Most schools have governing boards. By law , they must consult parents on specific issues like admissions criteria and behavior policies. Besides, parents can serve as representatives ( parent governors or trustees) on these boards. In Scotland, parent councils have replaced school boards in many state schools.

Practical tips

It is a good idea to check with your child’s school how they involve and engage parents. They may use methods , such as:

• An online parent resource center or contact function on their website
• School events where parents can help
• Regular blogs, newsletters, and updates from the governing board
• Parent forums, councils, or focus groups
• Parent evenings
• Social media and communication apps like Parent Ping or Parent Hub

Parent and other useful organizations

• Parentkind – parent asscociation in England and Wales
• Parentkind-NI – parent assocociation in Northern Ireland
• Connect – parent association in Scotland
• Governors for schools – England and Wales
• Learning with Parents – a parental engagement policy group
• Big Change – transforming education systems

In contrast to many European counties, homeschooling is included in the UK education system. It is also called home education or elective home education (EHE). In fact, all four education departments offer support and resources to ensure high-quality tuition for home-educated children.

Parents can homeschool their children full-time or part-time. Accordingly, a child does not need to follow the national curriculum. Still, the local council will regularly review their progress. If it is found lacking, they may serve parents with a school attendance order . As such, the child has to attend their local school.

Regional organizations and support

• England and Wales – local councils
• Scotland – Home Education Scotland
• Northern Ireland – Education Authority (EA)
• Department of Education (DfE) – oversees child services and education in England
• Department for Education and Skills (DfES) – official government website for the education system in Wales
• Education Scotland – executive agency of the Education Department in Scotland
• Department of Education-NI (DE) – government website for education in Northern Ireland
• mygov.scot – government portal for the education system in Scotland
• Parentzone Scotland – useful information on Scottish schools for parents
• Parent Club – offers up-to-date guidance from the Scottish Government on your child’s health and education
• Education Wales – information about the new curriculum
• Ofsted – the Office for Standards in Education, Children’s Services and Skills; reports of the quality of education in school in England
• Independent Schools Council (ISC) – find private schools in the UK
• Scottish Council of Independent Schools (SCIS) – find a private school in Scotland

Magdalena Laas

About the author

Magdalena grew up in South Africa and has lived in New Zealand and the UK, before finally settling in the Netherlands.

She has studied psychology, political science, and English. After a stint as a mental health counselor and family court mediator, Magdalena directed and produced television documentaries.

Her interests cover a wide range of topics, including education, law and crime, and sustainable living.

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The national curriculum

The ‘basic’ school curriculum includes the ‘national curriculum’ , as well as relationships, sex and health education, and religious education .

The national curriculum is a set of subjects and standards used by primary and secondary schools so children learn the same things. It covers what subjects are taught and the standards children should reach in each subject.

Other types of school like academies and private schools do not have to follow the national curriculum. Academies must teach a broad and balanced curriculum including English, maths and science. They must also teach relationships and sex education, and religious education.

The national curriculum is organised into blocks of years called ‘key stages’ (KS). At the end of each key stage, the teacher will formally assess your child’s performance.

Assessments

By the end of each summer term the school must write a report on your child’s progress and talk it through with you.

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https://educationhub.blog.gov.uk/2024/04/26/when-are-year-6-sats-2024-key-dates-for-parents-and-pupils/

When are year 6 SATs 2024? Key dates for parents and pupils

Year 6 pupils in England will soon be taking the key stage 2 (KS2) national curriculum tests, which are often referred to as SATs.  

The assessments are used to measure school performance and to make sure individual pupils are being supported in the best way possible as they move into secondary school .   

When are SATs?  

This year, SATs will take place over four days from 13 May to 16 May 2024.

The timetable is as follows:

What are the tests on?   

While pupils won’t be able to see what’s on the test beforehand, t he assessments only include questions on things that children should already have been taught as part of the national curriculum.  

You can find past papers on GOV.UK .  

As usual, there won’t be a test for English writing or science. Instead, this will be reported as a teacher assessment judgement.  

This is a judgement teachers will make based on your child’s work at the end of KS2.   

Does my child need to revise for SATs?  

Children shouldn’t be made to feel any unnecessary pressure when it comes to the KS2 assessments and t eachers will make sure that all pupils in their class are prepared.  

You should follow their general advice about supporting your child’s education throughout the year and ahead of the tests.  

While it is statutory for schools to hold the assessments, headteachers make the final decision about whether a pupil participates in them.   

Some pupils – for example those with special education needs or disabilities – may be assessed under different arrangements if these are more appropriate.   

If you have concerns about your child participating in the KS2 tests, you should speak to your school in the first instance.  

What if my child finds the SATs tests too difficult?  

It’s important to remember that one of the purposes of the key stage 2 assessments is to identify each pupil's strengths and the areas where they may have fallen behind in their learning as they head into secondary school.   

The results will help their new school determine in which areas your child needs the most support.   

The tests are designed to be challenging to measure attainment, including stretching the most able children. It means some pupils will find them harder than others.    

It takes three years to create appropriate tests. During the process, they’re rigorously trialled with year 6 pupils and reviewed by education and inclusion experts to make sure they’re the right difficulty level.   

The Standards and Testing Agency (STA) is responsible for developing the tests, and Ministers don't have any influence on their content.   

When will we find out the results of SATs?  

Schools will receive test results on Tuesday 9 July 2024.  

Before the end of the summer term, your child’s school will send you a report which will include test results and teacher assessment judgements.  

This should provide you with a good sense of the standard at which your child is working in each subject.  

The school will report your child’s test results as a scaled score for each subject. This is created from the number of marks your child scores in a particular test. A scaled score:  

• below 100 means that your child may need more support to help them reach the expected standard;  
• of 100 or more means that your child is working at, or above, the expected standard for the key stage.  

If your child is working below the overall standard of the key stage, or they have special educational needs, reporting will be different, and you should speak to your child’s teacher for more information.  

You can also find more information about  results at the end of key stage 2  on GOV.UK.  

You may also be interested in:

• How we are helping to inspire primary school children about their future careers
• What is the multiplication tables check and why is it important?
• SATs leaflet for parents

Tags: KS2 , primary school , SATs , SATs 2023 , SATs results , Secondary School

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