UK system of educ.pdf

European Commission

Organisation of the education system in

the United Kingdom England, Wales and Northern Ireland

2009/2010

UK- ENG/WLS/NIR

E U R Y B A S E U N I T E D K I N G D O M

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1. Political, Social and Economic Background and Trends ................................................ 8 1.1. Historical Overview .......................................................................................................................... 8 1.2. Main Executive and Legislative Bodies .............................................................................................. 8 1.3. Religions ....................................................................................................................................... 10 1.4. Official and Minority Languages ..................................................................................................... 10 1.5. Demographic Situation .................................................................................................................. 11 1.6. Economic Situation........................................................................................................................ 11 1.7. Statistics........................................................................................................................................ 12

1.7.1. Population statistics ............................................................................................................. 12 1.7.2. Births and deaths.................................................................................................................. 14 1.7.3. Workforce statistics............................................................................................................... 14 1.7.4. Trade of goods and National product .................................................................................... 15

2. Organisation of the Education System and Administration of Education ..................... 17 2.1. Historical Overview ........................................................................................................................ 17

2.1.1. England and Wales ............................................................................................................... 17 2.1.2. Northern Ireland................................................................................................................... 20

2.2. Ongoing Debates and Future Developments .................................................................................. 21 2.2.1. England ............................................................................................................................... 21 2.2.2. Wales ................................................................................................................................... 27 2.2.3. Northern Ireland................................................................................................................... 29

2.3. Fundamental Principles and Basic Legislation ................................................................................. 32 2.3.1. Schools ................................................................................................................................ 32 2.3.2. Further education................................................................................................................. 35 2.3.3. Higher education.................................................................................................................. 36

2.4. General Structure and Defining Moments in Educational Guidance.................................................. 37 2.4.1. Phases of education and transitions between phases ............................................................. 40

2.5. Compulsory education................................................................................................................... 42 2.6. General Administration .................................................................................................................. 44

2.6.1. General administration at national level ................................................................................ 44 2.6.2. General administration at regional level ................................................................................ 63 2.6.3. General administration at local level...................................................................................... 63 2.6.4. Educational institutions, administration, management........................................................... 71

2.7. Internal and External Consultation.................................................................................................. 84 2.7.1. Internal consultation............................................................................................................. 84 2.7.2. Consultation involving players in society at large ................................................................... 85

2.8. Methods of financing education ..................................................................................................... 90 2.8.1. Methods of financing pre-primary education ......................................................................... 91 2.8.2. Methods of financing primary and secondary education in schools......................................... 92 2.8.3. Methods of financing further education ................................................................................ 99 2.8.4. Methods of financing higher education ............................................................................... 101

2.9. Statistics...................................................................................................................................... 103 3. Pre-primary Education............................................................................................105

3.1. Historical Overview ...................................................................................................................... 106 3.2. Ongoing Debates and Future Developments ................................................................................ 108

3.2.1. England ............................................................................................................................. 108 3.2.2. Wales ................................................................................................................................. 110


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3.2.3. Northern Ireland................................................................................................................. 111 3.3. Specific Legislative Framework..................................................................................................... 111

3.3.2. Wales ................................................................................................................................. 113 3.3.3. Northern Ireland................................................................................................................. 114

3.4. General Objectives....................................................................................................................... 115 3.5. Geographical Accessibility............................................................................................................ 115 3.6. Admission Requirements and Choice of Institution/Centre ............................................................ 116

3.6.1. England and Wales ............................................................................................................. 116 3.6.2. Northern Ireland................................................................................................................. 117

3.7. Financial Support for Pupils Families............................................................................................ 117 3.8. Age Levels and Grouping of Children............................................................................................ 118


3.9. Organisation of Time ................................................................................................................... 119 3.9.1. Organisation of the Year ..................................................................................................... 119 3.9.2. Weekly and Daily Timetable ................................................................................................ 120

3.10. Curriculum, Types of Activity, Number of Hours........................................................................... 120 3.10.1. Curriculum: England ......................................................................................................... 120 3.10.2. Curriculum: Wales............................................................................................................. 121 3.10.3. Curriculum: Northern Ireland............................................................................................. 122

3.11. Teaching Methods and Materials ................................................................................................ 123 3.12. Evaluation of Children................................................................................................................ 123 3.13. Support Facilities ....................................................................................................................... 124 3.14. Private Sector Provision.............................................................................................................. 125 3.15. Organisational Variations and Alternative Structures ................................................................... 125 3.16. Statistics .................................................................................................................................... 126

4. Primary Education ..................................................................................................129 4.1. Historical Overview ...................................................................................................................... 130 4.2. Ongoing Debates and Future Developments ................................................................................ 131

4.2.1. England ............................................................................................................................. 131 4.2.2. Wales ................................................................................................................................. 133 4.2.3. Northern Ireland................................................................................................................. 135

4.3. Specific Legislative Framework..................................................................................................... 136 4.3.1. England and Wales ............................................................................................................. 136 4.3.2. Northern Ireland................................................................................................................. 137

4.4. General Objectives....................................................................................................................... 137 4.5. Geographical Accessibility............................................................................................................ 138 4.6. Admission Requirements and Choice of School............................................................................. 139

4.6.1. General admissions requirements: England and Wales ......................................................... 139 4.6.2. Admissions Requirements: Northern Ireland ........................................................................ 142

4.7. Financial Support for Pupils Families............................................................................................ 143 4.8. Age Levels and Grouping of Pupils ............................................................................................... 144


4.9. Organisation of School Time ........................................................................................................ 145 4.9.1. Organisation of the School Year .......................................................................................... 145 4.9.2. Weekly and Daily Timetable ................................................................................................ 146

4.10. Curriculum, Subjects, Number of Hours....................................................................................... 148


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4.10.1. Curriculum in England ...................................................................................................... 148 4.10.2. Curriculum in Wales .......................................................................................................... 155 4.10.3. Curriculum in Northern Ireland.......................................................................................... 160

4.11. Teaching Methods and Materials ................................................................................................ 163 4.12. Pupil Assessment ....................................................................................................................... 165

4.12.1. Pupil assessment: England ................................................................................................ 165 4.12.2. Pupil Assessment: Wales ................................................................................................... 168 4.12.3. Pupil Assessment: Northern Ireland ................................................................................... 171 4.12.4. Pupil records and reports .................................................................................................. 173

4.13. Progression of Pupils.................................................................................................................. 175 4.14. Certification............................................................................................................................... 175 4.15. Educational Guidance ................................................................................................................ 175 4.16. Private Education....................................................................................................................... 175 4.17. Organisational Variations and Alternative Structures ................................................................... 177 4.18. Statistics .................................................................................................................................... 178

5. Lower and Upper Secondary Non-Tertiary Education................................................180 5.1. Historical Overview ...................................................................................................................... 181 5.2. Ongoing Debates and Future Developments ................................................................................ 182 5.2.1. England .................................................................................................................................... 182

5.2.2. Wales ................................................................................................................................. 185 5.2.3. Northern Ireland................................................................................................................. 187


5.4. General Objectives....................................................................................................................... 191 5.5. Types of Institution ...................................................................................................................... 191

5.5.1. Compulsory secondary education ....................................................................................... 192 5.5.2. Post-compulsory upper secondary education ...................................................................... 196

5.6. Geographical Accessibility............................................................................................................ 196 5.7. Admission Requirements and Choice of School............................................................................. 197

5.7.1. Compulsory secondary education ....................................................................................... 197 5.7.2. Post-compulsory upper secondary education ...................................................................... 200

5.8. Registration and/or Tuition Fees................................................................................................... 200 5.9. Financial Support for Pupils.......................................................................................................... 201 5.10. Age Levels and Grouping of Pupils ............................................................................................. 201

5.10.1. Compulsory secondary education ..................................................................................... 201 5.10.2. Post-compulsory upper secondary education .................................................................... 202

5.11. Specialisation of Studies............................................................................................................. 203 5.12. Organisation of School Time....................................................................................................... 203

5.12.1. Organisation of the School Year ........................................................................................ 203 5.12.2. Weekly and Daily Timetable .............................................................................................. 204

5.13. Curriculum, Subjects, Number of Hours....................................................................................... 205 5.13.1. Compulsory secondary education ..................................................................................... 205 5.13.2. Post-compulsory upper secondary education in schools .................................................... 215

5.14. Teaching Methods and Materials ................................................................................................ 216 5.15. Pupil Assessment ....................................................................................................................... 217

5.15.1. General compulsory secondary education ......................................................................... 217 5.15.2. Post-compulsory upper secondary education in schools .................................................... 222


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5.15.3. Reports on individual pupils to parents.............................................................................. 222 5.16. Progression of Pupils.................................................................................................................. 225 5.17. Certification............................................................................................................................... 225

5.17.1. Compulsory secondary education ..................................................................................... 225 5.17.2. Post-compulsory upper secondary education .................................................................... 228

5.18. Educational/Vocational Guidance, Education/ Employment Links ................................................ 232 5.18.1. Transition from compulsory education to work or further/higher education........................ 234 5.18.2. Pupil behaviour ................................................................................................................ 235

5.19. Private Education....................................................................................................................... 236 5.20. Organisational Variations and Alternative Structures ................................................................... 236 5.21. Statistics .................................................................................................................................... 236

6. Higher Education ...................................................................................................239 6.1. Historical Overview ...................................................................................................................... 240 6.2. Ongoing Debates and future developments ................................................................................. 243 6.3. Specific Legislative Framework..................................................................................................... 245 6.4. General Objectives....................................................................................................................... 246 6.5. Types of Institution ...................................................................................................................... 249 6.6. Admission Requirements ............................................................................................................. 250

6.6.1. Geographical accessibility................................................................................................... 253 6.6.2. Admissions procedures....................................................................................................... 254

6.7. Registration and/or Tuition Fees................................................................................................... 255 6.8. Financial Support for Students ..................................................................................................... 256 6.9. Organisation of the Academic Year............................................................................................... 259 6.10. Branches of Study, Specialisation................................................................................................ 259 6.11. Curriculum ................................................................................................................................ 259 6.12. Teaching Methods ..................................................................................................................... 261 6.13. Student Assessment................................................................................................................... 261 6.14. Progression of Students ............................................................................................................. 262 6.15. Certification............................................................................................................................... 263 6.16. Educational/Vocational Guidance, Education/Employment Links ................................................. 267 6.17. Private Education....................................................................................................................... 269 6.18. Organisational Variations, Alternative Structures ......................................................................... 270 6.19. Statistics .................................................................................................................................... 271

7. Continuing Education and Training for Young School Leavers and Adults..................273 7.1. Historical Overview ...................................................................................................................... 273 7.2. Ongoing Debates and Future Developments ................................................................................ 277

7.2.1. England ............................................................................................................................. 277 7.2.2. Wales ................................................................................................................................. 280 7.2.3. Northern Ireland................................................................................................................. 282


7.4. General Objectives....................................................................................................................... 286 7.5. Types of Institution ...................................................................................................................... 287

7.5.1. Further education colleges ................................................................................................. 288 7.5.2. Sixth-form colleges............................................................................................................. 289 7.5.3. Adult education centres...................................................................................................... 289 7.5.4. The Workers' Educational Association (WEA)........................................................................ 290


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7.5.5. Employer-led centres.......................................................................................................... 290 7.5.6. LearnDirect ........................................................................................................................ 291

7.6. Geographical Accessibility............................................................................................................ 291 7.7. Admission Requirements ............................................................................................................. 292 7.8. Registration and/or Tuition Fees................................................................................................... 292 7.9. Financial Support for Learners ...................................................................................................... 293 7.10. Main Areas of Specialisation ....................................................................................................... 295

7.10.1. Courses leading to vocational and general academic qualifications .................................... 297 7.10.2. Language courses............................................................................................................. 297 7.10.3. Informal adult learning ..................................................................................................... 297 7.10.4. Access courses.................................................................................................................. 297 7.10.5. Adult literacy, numeracy and basic skills ............................................................................ 298 7.10.6. Continuing vocational education ...................................................................................... 299 7.10.7. Government-funded training schemes for young people/young adults .............................. 300 7.10.8. Government supported training for adults......................................................................... 301

7.11. Teaching Methods ..................................................................................................................... 302 7.12. Trainers ..................................................................................................................................... 302 7.13. Learner Assessment/ Progression ............................................................................................... 303 7.14. Certification............................................................................................................................... 303

7.14.1. Academic qualifications .................................................................................................... 304 7.14.2. Vocational qualifications ................................................................................................... 304

7.15. Education/Employment Links..................................................................................................... 306 7.15.1. Training/employment links ............................................................................................... 306 7.15.2. Guidance services ............................................................................................................. 306

7.16. Private Education....................................................................................................................... 307 7.17. Statistics .................................................................................................................................... 307

8. Teachers and Education Staff ..................................................................................312 8.1. Initial Training of Teachers ........................................................................................................... 312

8.1.1. Historical Overview............................................................................................................. 313 8.1.2. Ongoing debates and future developments ........................................................................ 317 8.1.3. Specific Legislative Framework............................................................................................ 320 8.1.4. Institutions, Level and Models of Training ............................................................................ 323 8.1.5. Admission Requirements .................................................................................................... 329 8.1.6. Curriculum, Special Skills, Specialisation .............................................................................. 330 8.1.7. Evaluation, Certificates........................................................................................................ 337 8.1.8. Alternative Training Pathways............................................................................................. 339

8.2. Conditions of Service of Teachers ................................................................................................. 340 8.2.1. Historical Overview............................................................................................................. 340 8.2.2. Ongoing debates and future developments ........................................................................ 344 8.2.3. Specific Legislative Framework............................................................................................ 346 8.2.4. Planning Policy................................................................................................................... 352 8.2.5. Entry to the Profession........................................................................................................ 353 8.2.6. Professional Status ............................................................................................................. 357 8.2.7. Replacement Measures ....................................................................................................... 360 8.2.8. Supporting Measures for Teachers ...................................................................................... 362 8.2.9. Evaluation of teachers......................................................................................................... 363 8.2.10. In-service Training ............................................................................................................ 366


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8.2.11. Salaries............................................................................................................................. 372 8.2.12. Working Time and Holidays............................................................................................... 377 8.2.13. Promotion, Advancement ................................................................................................. 379 8.2.14. Transfers .......................................................................................................................... 381 8.2.15. Dismissal .......................................................................................................................... 381 8.2.16. Retirement and Pensions .................................................................................................. 383

8.3. School Administrative and/or Management Staff .......................................................................... 384 8.3.1. Requirements for Appointment as a school head ................................................................. 385 8.3.2. Conditions of Service .......................................................................................................... 388

8.4. Staff involved in Monitoring Educational Quality........................................................................... 389 8.5. Educational Staff responsible for Support and Guidance................................................................ 390 8.6. Other Educational Staff or Staff working with Schools ................................................................... 393 8.7. Statistics...................................................................................................................................... 395

9. Evaluation of Educational Institutions and the Education System ..............................397 9.1. Historical Overview ...................................................................................................................... 397

9.1.1. Pre-primary, primary and secondary education in England and Wales................................... 397 9.1.2. Further and adult education in England and Wales .............................................................. 401 9.1.3. Pre-primary, primary, secondary, further and adult education in Northern Ireland ................. 403 9.1.4. Higher education in England, Wales and Northern Ireland .................................................... 403

9.2. Ongoing Debates and future developments ................................................................................. 404 9.2.1. England ............................................................................................................................. 404 9.2.2. Wales ................................................................................................................................. 405 9.2.3. Northern Ireland................................................................................................................. 405

9.3. Administrative and Legislative Framework.................................................................................... 406 9.4. Evaluation of Schools/Institutions................................................................................................. 409

9.4.1. Internal Evaluation ............................................................................................................. 409 9.4.2. External Evaluation ............................................................................................................. 415

9.5. Evaluation of the Education System.............................................................................................. 435 9.5.1. Evaluation of local authorities ............................................................................................. 435 9.5.2. National evaluation ............................................................................................................ 436

9.6. Research into Education linked to Evaluation of the Education System........................................... 439 9.7. Statistics...................................................................................................................................... 441

10. Special Educational Support.................................................................................443 10.1. Historical Overview .................................................................................................................... 443 10.2. Ongoing Debates and Future Developments .............................................................................. 445

10.2.1. England............................................................................................................................ 445 10.2.2. Wales ............................................................................................................................... 448 10.2.3. Northern Ireland ............................................................................................................... 449

10.3. Definition and Diagnosis of the Target Group(s) .......................................................................... 451 10.3.1. Identification and assessment of pupils ............................................................................. 453 10.3.2. Stages of identification and assessment............................................................................. 454 10.3.3. Statements of special educational needs ........................................................................... 455 10.3.4. Special educational needs tribunals................................................................................... 457 10.3.5. Gifted and talented children.............................................................................................. 458

10.4. Financial Support for Pupils Families .......................................................................................... 463 10.5. Special Provision within Mainstream Education........................................................................... 464

10.5.1. Specific legislative framework ........................................................................................... 466


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10.5.2. General Objectives............................................................................................................ 473 10.5.3. Specific Support Measures ................................................................................................ 474

10.6. Separate Special Provision.......................................................................................................... 483 10.6.1. Specific Legislative Framework.......................................................................................... 484 10.6.2. General Objectives............................................................................................................ 484 10.6.3. Geographical Accessibility ................................................................................................ 485 10.6.4. Admission Requirements and Choice of School.................................................................. 485 10.6.5. Age Levels and Grouping of Pupils .................................................................................... 486 10.6.6. Organisation of the School Year ........................................................................................ 486 10.6.7. Curriculum, Subjects ......................................................................................................... 486 10.6.8. Teaching Methods and Materials ....................................................................................... 486 10.6.9. Progression of Pupils ........................................................................................................ 486 10.6.10. Educational/Vocational Guidance, Education/Employment Links ...................................... 486 10.6.11. Certification.................................................................................................................... 486 10.6.12. Private Education............................................................................................................ 487

10.7. Special Measures for the Benefit of Immigrant Children/Pupils and those from ethnic minorities... 487 10.7.1. England............................................................................................................................ 487 10.7.2. Wales ............................................................................................................................... 490 10.7.3. Northern Ireland ............................................................................................................... 490

10.8. Statistics .................................................................................................................................... 490 11. The European and International Dimension in Education ........................................494

11.1. Historical Overview .................................................................................................................... 494 11.2. Ongoing Debates and future developments ............................................................................... 495 11.3. National Policy Guidelines/Specific Legislative Framework .......................................................... 498 11.4. National Programmes and Initiatives .......................................................................................... 501

11.4.1. Bilateral programmes and initiatives.................................................................................. 501 11.4.2. Multilateral programmes and initiatives............................................................................. 503 11.4.3. Other national programmes and initiatives ........................................................................ 505

11.5. European/ International Dimension through the National Curriculum .......................................... 506 11.5.1. Compulsory primary and secondary education .................................................................. 506 11.5.2. Further education............................................................................................................. 510 11.5.3. Higher education.............................................................................................................. 512 11.5.4. Teacher training and continuing professional development ............................................... 513

11.6. Mobility and exchange............................................................................................................... 513 11.6.1. Mobility and exchange of pupils/students ......................................................................... 513 11.6.2. Mobility and exchange of teaching and academic staff....................................................... 514 11.6.3. Qualifications necessary to teach in England, Wales and Northern Ireland ........................... 516

11.7. Statistics .................................................................................................................................... 517 GLOSSARY ................................................................................................................520 LEGISLATION.............................................................................................................531 INSTITUTIONS............................................................................................................545 BIBLIOGRAPHY ..........................................................................................................588


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1. Political, Social and Economic Background and Trends

This section provides information about the political, social and economic background to the education system in England, Wales and Northern Ireland.

1.1. Historical Overview O r i g i n s a n d d e v e l o p m e n t o f t h e p a r l i a m e n t a r y s y s t e m

Parliament is an essential part of UK politics (see 1.2.) which developed as a political institution over hundreds of years. Its origins date back to the 12th century when barons and archbishops took part in Kings Councils. They advised the sovereign on political matters and were involved in taxation and legal judgments. These meetings were known as Parliament from the early 13th century. By the 14th century, Parliament had two distinct houses the Commons and the Lords. The Commons consisted of representatives from counties, towns and cities and the Lords of members of the nobility and clergy. In the 15th century, Henry V placed the Commons on an equal footing with the Lords.

From 1642 to 1649 supporters of Parliament and the monarchy fought a civil war caused, in part, by King Charles Is erosion of parliamentary powers. This culminated in the kings execution in 1649. Oliver Cromwell then established a commonwealth which lasted until the restoration of the monarchy in 1660. Following further struggles between Crown and Parliament, the 1689 Bill of Rights established Parliaments authority over the monarch and from then on Parliament was responsible for passing and repealing laws.

Acts of Parliament in the last century (1911 and 1949) increased the authority of the Commons over the Lords by removing the Lords power to amend Bills concerning money; and reducing the amount of time they could delay a Bill. The UK joined the European Union (EU) in 1973. As a member of the EU, the UK is bound by European Community legislation and wider policies based on a series of treaties since the 1950s.

P a r l i a m e n t a n d S c o t l a n d , W a l e s a n d I r e l a n d

Between 1535 and 1542, the Laws in Wales Acts annexed Wales as a part of England and Welsh representatives sat in Parliament. Following the 1707 Act of Union between England and Scotland, the two nations individual parliaments were replaced by a single Parliament of Great Britain which sat in London. In 1800, Parliament expanded further following an Act of Union with Ireland.

Following the Government of Ireland Act in 1920, southern Irish representatives no longer attended Parliament which subsequently became the Parliament of the United Kingdom of Great Britain and Northern Ireland. Scotland, Wales and Northern Ireland were granted devolved powers in 1998, and elections for the devolved authorities took place in 1999. The Assembly in Northern Ireland was suspended in October 2002 due to the political situation; however, following the election of a four-party Executive, devolution was restored in May 2007 (see 1.2. for further details).

1.2. Main Executive and Legislative Bodies The United Kingdom consists of Great Britain (England, Wales and Scotland) and Northern Ireland. It has a constitutional monarchy and the Sovereign is Head of State and Head of Government. The UK Government comprises the Legislature (Parliament), the Executive (the Cabinet, which consists of about 20 Ministers, usually heads of the government departments and chosen by the Prime Minister) and the Judiciary. Parliament consists of the Queen, the appointed House of Lords and the elected House of Commons. Parliament passes laws, monitors government policy and administration, controls finance, enables the Government to levy taxes, protects and safeguards the rights of the individual, examines European Union (EU) proposals and debates current major issues. Most of the work of Parliament is conducted in the House of Commons which is composed of 646 elected members, known as Members of Parliament (MPs). Most MPs


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belong to political parties. The main political parties are Labour, Conservative and the Liberal Democrats. Members of parties such as Plaid Cymru (the Welsh Nationalist Party), the Scottish Nationalist Party, Sinn Fein, and the Ulster Unionists represent some of the constituents in Wales, Scotland and Northern Ireland. The political party who wins the most parliamentary seats in a general election forms the next government (the Executive) which is led by the party leader who becomes Prime Minister. Following the May 2005 general election, the Labour Party is currently serving its third term of office. The next general election is likely to be held in May 2010.

D e v o l u t i o n f o r S c o t l a n d , W a l e s a n d N o r t h e r n I r e l a n d

In 1999, Scotland, Wales and Northern Ireland were granted devolved powers from the UK Government to administer their domestic affairs, although they still retain representation in the UK Parliament at Westminster. Westminster, as the sovereign parliament of the UK, retains the power to legislate about any matter, including devolved matters, but will not normally do so without the agreement of the devolved governments.

Following a referendum in 1997, the first Scottish parliament for 300 years was elected to administer Scottish affairs. The Scottish Parliament can legislate in the areas of health, education, local government, housing, social work, economic development, environment, most aspects of law and home affairs and all other devolved issues not reserved to Westminster. For more detailed information concerning Scottish governance and other related issues see the separate Scottish dossier.

The Government of Wales Act 1998 enabled the establishment of the National Assembly for Wales (NAfW). The Assembly has secondary legislation-making powers and responsibility for those policies and public services formerly exercised by the Welsh Office (WO). These include economic development, agriculture, industry and training, education, local government, health, social services, housing, environment, transport and the Welsh language. Responsibility for primary legislation however, remains with the UK Parliament in Westminster.

The Northern Ireland Assembly was elected in 1998. It gained full legislative authority in the fields previously administered by the Northern Ireland Departments, including agriculture, economic development, education, environment, finance and personnel, and health and social services. As a result of the political situation, the Assembly was suspended in October 2002 and returned to direct control by the Government at Westminster. An election to the Assembly was held in March 2007 and full power was restored to the devolved institutions in May 2007.

G o v e r n m e n t c o n t r o l o f e d u c a t i o n

The Department for Children, Schools and Families (DCSF) and the Department for Business Innovation and Skills (BIS) (in England), the Welsh Assembly Governments Department for Children, Education and Lifelong Learning (DCELL) in Wales and, in Northern Ireland, the Department of Education (DE) and the Department of Employment and Learning (DEL) are the government departments responsible for education (see 2.7.). The management and administration of education at local level is the responsibility of the local authorities (LAs) in England and Wales and, currently, the Education and Library Boards (ELBs) in Northern Ireland. Education administration in Northern Irealand is currently being reformed and modernised. It is expected that a bill to establish a new Education Skills Authority which will assume the responsibilities of the five ELBs and other non-departmental bodies will come into effect in 2010.

Department for Children, Education, Lifelong Learning and Skills (Wales) (DCELLS)

Department for Children, Schools and Families (DCSF)

Department for Employment and Learning (Northern Ireland) (DEL)

Department for Business, Innovation and Skills (BIS)


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Department of Education (Northern Ireland) (DE)

National Assembly for Wales (NAfW)

Government of Wales Act 1998

1.3. Religions In the UK, each person has a legal right to freedom of worship. There is no judicial separation between Church and State. The UK is predominantly Christian. Other important faiths include Islam, Hinduism, Sikhism and Judaism. The established church in England is the Church of England, which is Protestant Episcopal. The Sovereign is its temporal head. There is no established church in Wales or Northern Ireland.

1.4. Official and Minority Languages The official language in England by custom and practice is English.

In Wales, both English and Welsh are treated on a basis of equality for official purposes. Welsh forms part of the National Curriculum in Wales for key stages 1 to 3 (ages 5 to 14) either as a joint or second language. In 1999, it became a compulsory subject at key stage 4 (ages 14 to 16). Every county in Wales provides education through the medium of Welsh for those pupils whose parents wish it. The Welsh Language Board was established under the terms of the Welsh Language Act 1993. Under the Government of Wales Act 1998, the Board has a statutory responsibility to advise the Welsh Assembly Government on matters regarding the Welsh language. The Board is responsible for Welsh language schemes prepared by local authorities, school and college governing bodies and other public bodies involved in education in Wales. In 2003, the Welsh Assembly Government published Iaith Pawb: a National Action Plan for a Bilingual Wales (WAG, 2003a) which includes measures aimed at extending access to Welsh-medium education with initial emphasis on early years and post-16 (further and higher education) sectors.

In Northern Ireland, English remains the official language, however Irish is known to varying degrees by some 10 per cent of the population. Amongst the nationalist community, Irish is widely known although only a minority are regular users of the language. In 1998, the UK Government declared that commitments made in the Council of Europe Charter for Regional and Minority Languages will apply to Irish. In addition, following the Belfast agreement in the same year, the Department of Education for Northern Ireland established a council for Irish-medium education (IME); Comhairle na Gaelscolaochta, and a development trust fund. Irish-medium provision is currently delivered through Irish-medium schools and through Irish-medium units within English-medium schools. The Department of Culture, Arts and Leisure (DCAL) promotes the use of both Irish and Ulster-Scots to safeguard the countrys linguistic heritage.

Other regional minority languages in the UK which are less widely spoken include Scots, Ulster Scots, Cornish and Gaelic. Although Scots, Gaelic and Cornish are available at varying levels of education, Ulster Scots is not generally available or accepted.

There is a wide range of community languages which are sustained within immigrant communities in the UK. A survey of community languages conducted by CILT, the National Centre for Languages, found, that in England alone, there are at least 300 languages spoken by school pupils (CILT, 2005). The most predominant group are South Asian languages such as Punjabi, Urdu, Gujarati, Hindi and Bengali. Other community languages include Cantonese, Polish, Italian, Turkish and Greek. Whilst, not surprisingly, London is the most linguistically diverse area, the CILT survey found that there is growing diversity in parts of the country where previously few languages other than English were spoken.

Some schools now offer teaching in these languages, within or outside of regular school hours. Community groups also make provision for the study of their own languages. For further information on English language and classes for children from ethnic minority groups, see section 10.7.


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Iaith Pawb: A National Action Plan for a Bilingual Wales (WAG, 2003a)

Language Trends 2005 (CILT, 2005) Comhairle na Gaelscolaiochta

Department of Culture, Arts and Leisure (Northern Ireland) (DCAL)


CILT - National Centre for Languages

Welsh Language Board

Government of Wales Act 1998

Welsh Language Act 1993

1.5. Demographic Situation The land area of the United Kingdom is 242 495 square kilometres (National Statistics). In 2005, 14.43 per cent of the UK was urban land (this includes land not otherwise specified). (Source: Department for Environment, Food and Rural Affairs).

In 2007, the population of the UK was 60 975 000 of which 29 916 000 were men and 31 059 000 were women. The population of the United Kingdom has grown steadily since 1971 with an increase of 4.7 million people. The overall figure is projected to reach 71 100 000 by 2031 (2006-based projection). See section 1.7.1. for a full breakdown of the total population.

In common with most of the rest of Western Europe, the United Kingdom has an ageing population. In 2007, 16 per cent of the population were aged 65 and over. In contrast, there has been a decline in the number of under 16s. In 2007, there were 11.5 million children under 16 years in the UK, compared with 14.3 in 1971. This figure is expected to continue falling. In 2008 around 83 per cent of the population of Great Britain was from a white British ethnic background.

During 2008 there was a relatively small net loss of 7,800 people moving from England to other UK countries. Scotand gained 3,600 people, Wales 2,500 and Northern Ireland 1,600 people. The most movement overall was in Greater London which experienced a net loss of 46,600 people in 2008. The largest net gain was of 21,800 people to the South West. The North recorded a net loss in 2008 of almost 14,000 people.

Annual Abstract of Statistics: 2009 Edition (ONS, 2009)

Social Trends 39 (ONS, 2009a)

1.6. Economic Situation In 2008, the Gross National Income of the United Kingdom (at market prices) was 1 474 243 million, and the Gross Domestic Product (at market prices) was 1 442 921 million.

Unemployment rates in the UK peaked in 1993 and between then and 2008 have generally been following a downward trend. Unemployment rates in Spring 2005 were at 4.8%, their lowest levels since 1975. However by the second quarter of 2006, rates had risen to 5.5%. They fell slightly again in 2007 to 5.4% and the unemployment rate in the second quarter of 2008 remained at 5.4%. Rates of unemployment vary between regions of the United Kingdom, occupations and ethnic and age groups. Further statistics are available in 1.7.3.

Annual Abstract of Statistics: 2009 Edition (ONS, 2009)

Social Trends 39 (ONS, 2009a)


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1.7. Statistics The Office for National Statistics (ONS) is the executive office of the UK Statistics Authority, a non-ministerial department which reports directly to the Parliament of the United Kingdom. It is charged with promoting and safeguarding the quality of official statistics which serve the public good. Please refer to the UK Statistics Authority website for further details: http://www.statistics.gov.uk

Please see the sub-sections which follow for a range of key statistics compiled by the Office for National Statistics: 1.7.1. for population; 1.7.2. for births and deaths; 1.7.3. for workforce; 1.7.4. for trade of goods and national product.

Office for National Statistics (ONS)

1.7.1. Population statistics R e s i d e n t p o p u l a t i o n m i d - y e a r e s t i m a t e s , U n i t e d K i n g d o m ( 2 0 0 7 )

Persons Male Female

60 975 000 29 916 000 31 059 000

Source: NATIONAL STATISTICS (2009). Annual Abstract of Statistics 2009. (table 5.1). Available: http://www.statistics.gov.uk/downloads/theme_compendia/AA2009/AA09Webversion.pdf


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A g e d i s t r i b u t i o n o f e s t i m a t e d m i d - y e a r r e s i d e n t p o p u l a t i o n , U n i t e d K i n g d o m ( 2 0 0 7 )

Persons all ages 60 975 000

Under 1 756 000

1 4 2 837 000

5 9 3 424 000

10 14 3 704 000

15 19 4 016 000

20 29 8 107 000

30 44 13 141 000

45 59 11 728 000

60 - 64 3 483 000

65 - 74 5 058 000

75 - 84 3 424 000

Over 85 1 298 000



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G e o g r a p h i c a l d i s t r i b u t i o n o f p o p u l a t i o n a n d l a n d a r e a , U n i t e d K i n g d o m ( 2 0 0 7 )

Area Sq Km Mid-year population estimates United Kingdom 242 495 60 975 000

England 130 279 51 092 000

Wales 20 733 2 980 000

Scotland 77 907 5 144 000

Northern Ireland 13 576 1 759 000

Government Office Regions (England)

North East 8 573 2 564 000

North West 14 106 6 864 000

Yorkshire & The Humber 15 408 5 177 000

East Midlands 15 607 4 400 000

West Midlands 12 998 5 382 000

South West 23 837 5 178 000

East 19 109 5 661 000

London 1572 7 557 000

South East 19 069 8 309 000

Source: NATIONAL STATISTICS (2009). Annual Abstract of Statistics 2009. (tables 1.1 and 5.5). Available: http://www.statistics.gov.uk/downloads/theme_compendia/AA2009/AA09Webversion.pdf

M i g r a t i o n i n t o a n d o u t o f t h e U n i t e d K i n g d o m ( 2 0 0 7 )

Persons Males Females Inflow 527 000 286 000 241 000

Outflow 318 000 178 000 139 000


1.7.2. Births and deaths B i r t h s , U n i t e d K i n g d o m ( 2 0 0 6 )

Live births Male Female General Fertility Rate (per 1 000 women aged 15 44)

772 200 397 000 376 000 61.5


M o r t a l i t y r a t e s , U n i t e d K i n g d o m ( 2 0 0 7 )

Male Female 274 883 299 797


1.7.3. Workforce statistics D i s t r i b u t i o n o f t h e w o r k f o r c e , U n i t e d K i n g d o m ( 2 0 0 7 )


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Mid June, seasonally adjusted

Workforce jobs (comprises employee jobs, self-employment jobs, HM forces and government supported trainees)

31 661 000

Of which, Males 16 908 000

Of which, Females 14 753 000

Claimant Unemployed (those claiming unemployment-related benefits) 902 400

Of which, Males 663 300

Of which, Females 239 100

Government-supported trainees 54 000

Of which, Males 32 000

Of which, Females 22 000


U n e m p l o y m e n t ( a l l a g e d 1 6 a n d o v e r ) a s a p e r c e n t a g e o f a l l e c o n o m i c a l l y a c t i v e p e r s o n s U n i t e d K i n g d o m ( 2 0 0 8 )

United Kingdom 5.4%


U n e m p l o y m e n t R a t e s b y a g e g r o u p a s a p e r c e n t a g e o f a l l e c o n o m i c a l l y a c t i v e p e r s o n s i n t h e r e l e v a n t a g e g r o u p , s e a s o n a l l y a d j u s t e d ( 2 0 0 8 )

Age Group Men Women All aged 16 and over 5.8 4.9

16 - 17 28.2 23.6

18 - 24 14.5 10.2

25 34 5.0 4.9

35 49 3.6 3.5

50 64 (Men) 50 59 (Women)

3.5 2.3

65+ (Men) 60+ (Women)

2.3 1.4


1.7.4. Trade of goods and National product T r a d e o f g o o d s i n t h e U n i t e d K i n g d o m , o n a b a l a n c e o f p a y m e n t s b a s i s , s e a s o n a l l y a d j u s t e d ( 2 0 0 8 )

(millions) Exports 251 088

Imports 343 964

Balance on trade in goods 92 876

Source: NATIONAL STATISTICS (2009). Annual Abstract of Statistics 2009. (table 19.4 and 19.10). Available: http://www.statistics.gov.uk/downloads/theme_compendia/AA2009/AA09Webversion.pdf


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National product, United Kingdom(2008)

Gross domestic product 1 442 9212007 (millions)

Gross national income 1 474 243



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2. Organisation of the Education System and Administration of Education

This chapter provides a description of the organisation and management of the education system at central, local and institutional level.

2.1. Historical Overview See 2.1.1. for England and Wales and 2.1.2. for Northern Ireland.

2.1.1. England and Wales

Public funding of schools began in 1833 when Parliament voted in favour of assisting the provision and maintenance of church schools. A condition of grant was that schools were open to inspection and that they appointed local boards of managers to oversee their affairs. The Elementary Education Act 1870 provided for the establishment of locally elected School Boards to raise rates (funds) for the provision of elementary schools (board schools) in areas where voluntary provision was inadequate. These schools were required to provide Christian worship and instruction. Elementary school attendance was made compulsory in 1880 and, in 1890, became largely free.

The Education Act 1902 established local education authorities (LEAs) which assumed responsibility for both elementary and secondary education including board schools and voluntary (largely church) schools. The Acts main objective was to promote the expansion of secondary education and, although this was not provided free of charge, local authorities offered scholarships to pupils who passed an entrance examination.

The Education Act 1944 established three phases of education: primary (five to 11 years of age), secondary (11 to 15 and later 16 years) and further education (which included what later became known as higher education). Secondary education was made available, free of charge, to all pupils based on age, ability and aptitude. Most local authorities set up grammar schools for the more able pupils, secondary modern schools and, in some areas, technical schools. The 1944 Act also established a single legal framework embracing different categories of publicly funded schools. The new framework enabled voluntary schools, many of which were in a poor state of repair, to gain access to funding for renovations by opting into the maintained system. Schools taking this route could opt for either voluntary controlled or voluntary aided status. In either case the school was able to retain its religious character and control of religious education and daily collective worship, but voluntary controlled schools had no financial responsibility. Voluntary aided schools had a majority of appointees on managing and governing bodies and independence in staff employment and pupil admissions in return for continuing to take some financial responsibility for building works. The 1944 Education Act also set out the roles of central and local government in the provision of education. Although the Minister of Education had a broad duty to promote the education of the people, the Ministry was not responsible for providing schools, employing teachers or prescribing curricula. The administration of schools was largely the responsibility of the LEA.

The legal framework for the school system remained substantially unaltered from the passing of the 1944 Education Act up to the beginning of the 1980s.

During the 1960s, there was growing support for the idea of comprehensive secondary schools schools which catered for all children regardless of ability. The movement for comprehensive schools was encouraged by the publication, by the Labour Government, of Circular 10/65 (DES, 1965), which called for local authorities to submit schemes for the reorganisation of education on comprehensive lines. Although most areas adopted this system, some areas of England did not and still retain grammar schools.


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Although there were relatively few structural changes during this period, there were many changes in terms of curriculum and teaching approaches, particularly from the early 1960s. The teaching profession and schools, particularly primary schools freed by the spread of comprehensive education from the constraints of exams at age 11 began to develop curriculum innovations and informal child-centred approaches to teaching.

However the level of autonomy enjoyed by individual schools varied, as LEAs had a wide discretion in the constitution and operation of managing (primary) and governing (secondary) bodies. In some areas, each school had its own managing or governing body, while in others schools were grouped in large numbers under a single body. Some LEAs provided for parental representation on managing and governing bodies; others did not.

The 1980s saw an increase in legislation governing the schools system, the overall effect of which was to increase the power of central government, diminish the role of local education authorities and give more independence to schools.

The Education Act 1980 stipulated that every school should have its own governing body and that each school governing body should include two parent governors and one or two teacher governors depending on the size of the school. It allowed parents to express a preference for a school, which could only be refused if it was incompatible with efficient education or the efficient use of resources. Schools had to give parents information about their curriculum, rules and exam results.

The Education Act 1981 implemented changes to the provision of education for children with special educational needs (SEN) proposed by the Warnock Report (Warnock, 1978) (see 10.1. for more information).

The Education (No 2) Act 1986 revised the composition of school governing bodies, increased their powers and sought to reduce the dominance of LEAs.

The Education Reform Act 1988 (ERA) provided for the introduction of the National Curriculum and the delegation of budgets to schools, and first defined the key stages of compulsory education. The Act also allowed primary and secondary schools to opt out of local authority (LA) control as grant-maintained schools, although this change was subsequently reversed by the School Standards and Framework Act 1988. The ERA also and made important reforms to higher education, taking polytechnics and higher education colleges out of LA control.

The Further and Higher Education Act 1992 took further education institutions out of LA control. It also made provision for new bodies to be responsible for funding and planning decisions for the whole higher education sector, including the former polytechnics, creating a single higher education sector.

In 1996, the principles and frameworks laid down in successive Acts governing school education from 1944 onwards were consolidated in the Education Act 1996 and the Schools Inspections Act 1996.

Since 1996, several major pieces of education legislation have been introduced in England and Wales including the following:

Learning and Skills Act 2000 Special Educational Needs and Disability Act 2001 Education Act 2002 Higher Education Act 2004 Children Act 2004 Education Act 2005 Education and Inspections Act 2006 Childcare Act 2006 Further Education and Training Act 2007 Education and Skills Act 2008


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Children and Young Persons Act 2008 Apprenticeships, Skills, Children and Learning Act 2009.

S c h o o l l e a v i n g a g e

Attendance at school became compulsory in 1880 for children between five and 10 years of age, and the school leaving age was progressively raised to 14 by 1918. The Education Act 1944 raised the compulsory school leaving age to 15, although this did not take effect until 1947. In 1973, it was raised to age 16.

Since September 1997, young people have been required to stay at school until the last Friday in June of the school year in which they attain the age of 16. Prior to the 1997 reform, some 16-year-olds could legally leave school before the end of the school year - either at Easter or at the end of May, depending on their birth date.

Special Educational Needs (Warnock Report) (Warnock, 1978)

The Organisation of Secondary Education (DES Circular 10/65) (DES, 1965)

Apprenticeships, Skills, Children and Learning Act 2009

Childcare Act 2006

Children Act 2004

Children and Young Persons Act 2008 Chapter 23

Education (No 2) Act 1986

Education Act 1902

Education Act 1944

Education Act 1981

Education Act 1996

Education Act 2002

Education Act 2005

Education and Inspections Act 2006

Education and Skills Act 2008 Chapter 25

Education Reform Act 1988

Elementary Education Act 1870

Further and Higher Education Act 1992

Further Education and Training Act 2007

Higher Education Act 2004

Learning and Skills Act 2000

School Inspections Act 1996

School Standards and Framework Act 1998

Special Educational Needs and Disability Act 2001


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2.1.2. Northern Ireland

In the 19th century, what is now known as Northern Ireland was an integral part of the United Kingdom of Great Britain (England, Wales and Scotland) and Ireland. In Ireland, the system of education dates from the 1830s and, from the early days, it developed along denominational (Protestant and Catholic) lines.

The Intermediate Education (Ireland) Act 1878 established a Board whose purpose was the distribution of funds to intermediate schools.

The Government of Ireland Act 1920 partitioned the island of Ireland into Northern Ireland (the six north-eastern counties, which had a Protestant majority population) and southern Ireland. An early attempt by Lord Londonderry, Northern Irelands first minister of education (1921-1926), to create a non-denominational system in Northern Ireland was strongly resisted, but agreement was reached with the three main Protestant churches the Church of Ireland, Presbyterian and Methodist Churches under which they eventually transferred their schools to the ownership of the state, in return for which they received key roles in the management of the education system. The Catholic Church retained ownership of its schools but, as a result of a series of negotiations over school management arrangements, Catholic-maintained schools can now have both their full recurrent and capital costs met from public funds in the same way as controlled schools. See 2.8.2.5..

The Education Act (Northern Ireland) 1947 introduced legislation similar to the 1944 Education Act in England and Wales. There were now primary and secondary (known as post-primary) schools. Secondary schools were of three types: intermediate, grammar and technical. Children were selected for grammar school on the basis of an examination taken at age 11, known as the 11+. Unlike most of the rest of the UK, Northern Ireland has retained a system of selection by academic ability at age 11. The Department of Education no longer supports selection but the matter continues to be a subject for debate (see 2.2.3.).

Subsequent legislation (the Education and Libraries (NI) Order 1986, the Education (NI) Order 1987, the Education Reform (NI) Order 1989, the Education and Libraries (NI) Order 1993, the Education (Northern Ireland) Order 1996, the Education (Northern Ireland) Order 1997 and the Education (Northern Ireland) Order 1998) has superseded the 1947 Act, and introduced similar, but not identical, reforms to those in England and Wales.

The Education (Northern Ireland) Order 2006, which became law in July 2006, provided the broad legislative framework to implement a revised statutory curriculum in Northern Ireland. See section 2.2.3. for further information.

S c h o o l l e a v i n g a g e

The compulsory school leaving age was raised to 15 in 1957 and to 16 in 1972/1973.


Education (Northern Ireland) Order 1987





Education Act (Northern Ireland) 1947

Education Act 1944

Education and Libraries (Northern Ireland) Order 1986


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Education and Libraries (Northern Ireland) Order 1993

Education Reform (Northern Ireland) Order 1989

Government of Ireland Act 1920

Intermediate Education (Ireland) Act 1878

2.2. Ongoing Debates and Future Developments See the sub-sections which follow: 2.2.1. for England; 2.2.2. for Wales and 2.2.3. for Northern Ireland.

2.2.1. England E v e r y C h i l d M a t t e r s ( E C M ) a n d t h e C h i l d r e n s P l a n

In 2003, the Government published the Every Child Matters Green Paper (HM Treasury, 2003a). This proposed a range of measures to reform and improve childrens care and to provide children with the support they need to achieve the five Every Child Matters outcomes to:

be healthy stay safe enjoy and achieving make a positive contribution achieve economic well-being.

This Green Paper was the basis for the Children Act 2004, the focus of which was to integrate services provided for children, and to centre these services more effectively on the needs of children, young people and families. Every Child Matters: Change for Children (DfES, 2004b) then set out the national framework for local change programmes to build such services and, in late 2007, 'The Children's Plan' (DCSF, 2007g) was published. This sets out the Government's long-term vision for improving schools and the integrated support services available to families by 2020. Key elements of the plan include ensuring that schools are the centre of communities, and that links between parents, schools, health services and other children's services remove barriers to the learning, health and happiness of every child. Specific targets include building or renewing up to 3,500 playgrounds nationally; improving the quality and range of places where young people can spend their free time; providing free childcare for two-year-olds from disadvantaged families; and reviewing the primary curriculum with a view to easing the transition from preschool to primary education, ensuring the focus on mathematics and English, and allowing teachers more flexibility in the school day (see below).

The Childrens Plan also sets out a series of goals for childrens achievement by 2020. These include:

At least 90 per cent of children should be developing well across all areas of the Early Years Foundation Stage by age five (see section 3.2.1.).

At least 90 per cent of children should be reaching expected levels of achievement in English and mathematics by age 11 and the transfer to secondary education.

At least 90 per cent of young people should be achieving the equivalent of five GCSEs at grades A* to C by age 19; and at least 70 per cent the equivalent of two A-levels.

Childrens Trusts are key to delivering the Governments ambitions in the Childrens Plan. These are local partnerships which bring together the key local agencies working with children to help them to deliver services that meet the needs of children, young people and their families. The Children Act 2004 placed duties on local authorities and their statutory partners to co-operate in making arrangements to improve childrens well-being across the five Every Child matters outcomes. The Apprenticeships, Skills, Children and Learning Act 2009 extends the list of statutory partners to include schools. The Act also introduces a statutory requirement to have a Childrens Trust Board on which all key statutory partners are represented. The Boards


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consist of the local authority, health services, police, schools and other services who are required by law to work together to agree and deliver a Children and Young Peoples Plan (see section 2.6.3.3.).

In 2009, the Government published The Childrens Plan Two Years On: A Progress Report (DCSF, 2009q), setting out progress since 2007 and charting the next steps. Further, detailed information on Every Child Matters and the Childrens Plan is available online at: www.everychildmatters.gov.uk/ and www.dcsf.gov.uk/childrensplan/.

E a r l y c h i l d h o o d e d u c a t i o n a n d c a r e

Linked to Every Child Matters and the Childrens Plan, the Childcare Act 2006 takes forward some of the key commitments from the Governments Ten Year Strategy for Childcare, published in 2004 (DfES et al., 2004b). The main provisions of the Childcare Act came into effect in September 2008 and include a requirement for local authorities to improve the five Every Child Matters outcomes (see above) for all pre-school children and reduce inequalities in these outcomes; secure sufficient childcare for working parents; and provide a better parental information service. The Act also reformed and simplified early years regulation and inspection arrangements, providing for a new integrated education and care quality framework for pre-school children and for a new Ofsted Childcare Register (see section 9.1.1.). It also introduced a new Early Years Foundation Stage, an integrated quality framework for both education and care, to support childrens development from birth to age five. In early 2009, the Government published a five-year review of progress towards the commitments of the childcare strategy. 'Next Steps for Early Learning and Childcare (HM Government, 2009) also contains proposals to improve support for parents, friends and relatives who care; to extend the right to request flexible working to parents of all children aged 16 and under; to further improve the availability of free early learning and childcare places; to ensure that, by 2015, everyone working in early learning and childcare has a relevant qualification; and to improve information and financial support for parents. See 3.2.1. for further information.P r i m a r y c u r r i c u l u m

A fundamental review of the primary curriculum, aimed at helping create a smoother transition between early years and school education, and to boost standards, was launched in January 2008. The final report of the review was published in April 2009. Recommendations included that the study of a foreign language should become a standard part of the National Curriculum for primary school (see below). This and other recommendations of the report will be implemented from September 2011, subject to the passing of the Children, Schools and Families Bill, currently before Parliament (see 4.10.1.4.). Personal, Social, Health and Economic (PSHE) education, which includes sex and relationships education (SRE), will also become a compulsory subject in the new curriculum. There will be an age limit of 15 for parents right to withdraw their children from SRE.

F o r e i g n l a n g u a g e l e a r n i n g i n s c h o o l s

The national languages strategy Languages for All: Languages for Life (DfES, 2002b) outlined the Governments plans for the future of language teaching and learning, and included the introduction of an entitlement to language learning for seven- to 11-year-olds at primary level by 2010. Subsequently, following the removal of the statutory requirement for 14- to 16-year-olds to study a foreign language from September 2004, a review was undertaken to examine measures to encourage 14- to 16-year-olds to study languages (DfES, 2007c). The review recommended that the study of a foreign language should begin earlier, and should become a standard part of the National Curriculum for primary schools. This recommendation is being taken forward in the new primary curriculum to be implemented from 2011. See above and section 4.10.1.4.

N a t i o n a l C u r r i c u l u m a s s e s s m e n t

In autumn 2008, changes were announced to the system of National Curriculum testing and assessment in schools. The externally set and marked tests (in English, mathematics and science) which had previously taken place at the end of key stage 3 (age 14) were discontinued and, since 2009, pupils in this key stage have been assessed through teacher assessment only.


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At the same time as this announcement was made, the Secretary of State established an Expert Group on Assessment to provide further advice on a range of aspects of assessment. The Expert Group explored the purposes of assessment and considered the extent to which the current system meets those purposes. The Groups report was published in May 2009 (Expert Group on Assessment, 2009). It recommended that a national sample testing system should be introduced for pupils at the end of key stage 3 (age 14) and that whole cohort testing of science at the end of key stage 2 (age 11) should be discontinued. As a result, key stage 2 national curriculum science tests were discontinued with immediate effect. Compulsory national tests in English and maths at age 11 remain. The report also recommended that the Government continue its pilot of single level tests. These are short tests in reading, writing and mathematics at a single national curriculum level which pupils in key stage 2 (age 7 to 11) can take when their teacher judges them ready.

See

Documents

UK system of educ.pdf