Planning education and training provision

Appendix 1: Six phases of education: national overview of types of education and training provision

The six phases of education and training provision Early years and Foundation Stage: 0-5 years

The Early Years Partnership Board guides the programme of work with children from conception to the age of five. The Board’s initial focus is on raising educational attainment at the Early Years Foundation Stage, and a phased programme is in development which will, over the next two to three years, incorporate other key issues such as the model for our children’s centres, effective engagement with the most vulnerable children and families, and local authority childcare provision.

The Board reports to the Haringey 54,000 Programme Board, and is one of the workstreams set out in Haringey’s overarching Children and Young People’s Plan.

Children’s centres

Sure Start Children's Centres provide a range of services for children and their families from pregnancy through to when a child goes into reception class at primary school. The services are aimed at improving a child’s health and wellbeing, including readiness for school and the family’s economic wellbeing through education and employment.

Sure Start Children’s Centres are inspected and registered by Ofsted.

Childminders

A childminder provides care in their own home for one or more children under the age of eight, to whom they are not related, for more than two hours each day for reward. Nationally, they make up the largest group of childcare providers.

The number of children a childminder is registered for will be stated on the registration certificate issued by Ofsted. However, they should never have more than six children in their care at any one time.

Group childminders are where two or more people are registered together and can look after larger numbers of children. Some childminders also work with an assistant. More men are becoming childminders, either working with partners or alone.

All childminders and anyone in their household over the age of 16 go through a thorough vetting procedure by Ofsted which includes checks with:

 Criminal Record Bureau (CRB)  Social Services  Ofsted - who will interview the prospective childminder to assess their suitability to look after children New childminders attend an initial training course and must get a First Aid for Children and Babies qualification before being registered. They must also attend training on Safeguarding and Child protection, Food Hygiene, Understanding How to set up a Home based Childcare Service and the Early Years Foundation Stage (for the education and welfare of children between birth and the age of five).

Childminders are inspected and registered by Ofsted.

Preschool playgroups

Children are usually able to start a preschool playgroup between the ages of two and three and can either keep attending until they start school or leave to start Nursery School for at least a term or two before starting "big" school.

Most preschool playgroups offer short sessions (often mornings) to help 'ease' children out of the home and into a more sociable childcare setting and learning environment where they can play, learn and have fun with other children of a similar age, introducing them to the ways of education without their parent present.

Preschool playgroups also help children build confidence, social and cognitive skills, and provide a good transitional base between home and 'big' school. Each group will have a varied mix of toys, games, singing, story-time, reading, painting, art and craft activities, with a free play or outdoor area for children to run around in.

They are a good option for non-working parents who feel their child is ready to socialise with others.

Most playgroups are voluntary and grant-aided by the council’s early years service and a few are privately run. Prices vary from group to group. Free places are available for eligible two-year old children and for three and four-year olds.

Some playgroups rely on parents to support the running of the group. This gives parents an opportunity to take an active role in their child's education, either by helping out at sessions or joining the management committee.

Playgroups are registered with Ofsted.

Nurseries

Some nurseries provide care and education for children from birth to the age of five, while others accept children over the age of two. Full day care is offered normally from 8am until 6pm. Parents can choose to use days and hours within these core times to suit their needs. Nurseries provide a wide range of activities offering children the opportunities to experiment and learn through play activities such as sand, water, paint, music, construction and imaginative play.

Throughout the day the children tend to follow a routine of play, meals, rest, etc as similar to a home environment as possible.

There are three main types of nurseries

 council nurseries  private nurseries  community nurseries

Nurseries are inspected and registered by Ofsted and must follow the Early Years Foundation Stage framework for the education and welfare of children.

Nursery classes and school nurseries

A nursery class is a pre-school class attached to a school. They differ from day nurseries as they provide early education and childcare to children usually aged between three and five years. They are normally open from 9am until 3.30pm, offering either a morning or afternoon session (and close during school holidays).

Nursery schools and classes can be part of the state education system and are free except for meals and trips. Some are run by private or voluntary sector organisations and charge fees. They all offer experience and development activities.

School nursery classes are inspected and registered by Ofsted and must follow the Early Years Foundation Stage framework for the education and welfare of children.

Schools: primary and secondary1

All children in England between the ages of 5 and 16 are entitled to a free place at a state school. With the exception of some independent schools, schools are inspected and registered by Ofsted. The purpose of inspections is to:

 provide information to parents and carers  promote improvement and, where applicable,  hold schools to account for the public money they receive.

1 The majority of research concludes that the size of the school as a factor on its own does not impact upon attainment. Evidence does support the argument that children from low economic families tend to benefit more in smaller schools. However, there was no defined value as to what constituted a ‘small school’. Additionally there is no conclusive evidence as to what the optimum size of a primary school should be. School inspections are required by law, and Ofsted provides an independent assessment of the quality and standards of education in schools, and checks whether pupils are achieving as much as they can.

The legislation around free schools and academies has a significant impact on the role of the local authority as the strategic commissioner of school places. The Education and Inspections Act 2006 as amended by the Education Act 2011 places a statutory duty to give precedence to academy/free school proposals, where a local authority identifies the need to establish a new school in their area.

As the presumption is that local authorities will no longer provide new community schools, and other traditional methods (bulge classes and permanent expansions) of providing additional places becomes more challenging as existing capacity is exhausted, other ways of providing additional places needs to be explored.

Management and leadership arrangements may vary between schools. Federated schools describe a formal agreement by which at least two schools share a single governing body (under sections 24 and 25 of the Education Act 2002):

 each school retains its separate legal identity in respect of its budget, admissions and performance tables;  each school is also subject to a separate inspection by Ofsted.

Collaboration enables schools to share expertise, good practice and ideas for innovation, to provide support and opportunities for developing leadership across a number of schools, as well as tackling issues of inclusion and narrowing of the achievement gap.

Academies

Academies are publicly-funded independent schools providing primary or secondary education. Their funding comes directly from central government. Academies are independent of the local council, self-governing and most are constituted as registered charities or operated by other educational charities. They may receive additional support from personal or corporate sponsors, either financially or in kind.

Academies must meet the same National curriculum core subject requirements as other state schools and be subject to inspection by Ofsted. However, they also have the freedom to adapt the Curriculum, to vary teachers' pay and conditions, and to vary the length of the school day/week/year. However, they are still bound by the Admissions Code 2012 and the borough’s Admissions service must co-ordinate offers at the normal time of transfer (at reception and secondary stages).

There are different types of academies:

 Convertor academies – this allows for good and outstanding schools to convert to academy status without the requirement to have a sponsor  Sponsored academies – this allows for struggling schools to have a sponsor to help the raise standards and outcomes.

The Academies Act 2010 enabled more schools to convert to Academies, without the need for a sponsor and also gave the Secretary of State specific powers to make academy orders where a school is eligible for intervention.

Academies are responsible for setting their own admission number, and thus capacity, with the agreement of the Secretary of State. The local authority seeks to work in partnership with existing and new providers to secure a wide range of education options for parents and families, whilst ensuring that there are sufficient good school places.

Free schools

A free school is a state funded school, academically non-selective and free to attend, but not controlled by a local authority. Free schools:

 can be set up parents, teachers, charities, universities, businesses, educational groups, teachers and faith groups  are an extension of the existing Academies Programme  are governed by non-profit charitable trusts that sign funding agreements with the Secretary of State  are subject to the School Admissions Code, have the same legal requirements as academies and are accountable like other state schools and academies via inspections and tests.

To set up a free school, groups submit applications to the Department for Education. Ongoing funding is on an equivalent basis with other locally controlled state maintained schools, although additional start-up grants to establish the schools are also paid. Free schools are expected to offer a broad and balanced curriculum. They are still subject to Ofsted inspections and are expected to comply with standard performance measures. Free schools can also set their own pay and conditions for staff; and change the length of school terms and the school day.

Establishment of free schools is contained under the provisions set out in the Academies Act 2010, and the first Free Schools opened in September 2011. The Secretary of State makes a judgment on the potential of the project – based on criteria relating to educational aims and objectives, evidence of demand, potential premises and suitability of provider. The Secretary of State makes an assessment of whether the project has met all the criteria to allow a new school to be set up and receive state funding based on the final business case and plan.

Free Schools are encouraged to discuss their plans with the relevant local authority which has an important strategic role as champions of all parents in their area, and as champions of educational excellence. However, the local authority has no power to approve any free school plans – although it will be consulted by the Secretary of State on any proposals nearing completion of full business case and plan stage.

The Department for Education runs three application rounds for opening free schools each year. The next three application deadlines are:

1. September 2013 (with decisions to be announced in late 2013/early 2014) 2. January 2014 (with decisions to be announced in spring 2014) 3. Spring 2014 (with decisions to be announced in summer 2014).

Community schools

Community schools are controlled by the local which employs the school's staff, is responsible for the school's admissions and owns the school's estate.

Foundation and trust schools

Foundation schools are a kind of "maintained school", meaning that they are funded by central government via the local council and have more freedom to change the way they do things than community schools. Pupils follow the national curriculum.

All capital and running costs are met by the government. The governing body employs the staff and has responsibility for setting the admissions criteria.

Land and buildings are owned either by the governing body or by a charitable foundation.

Trust schools are similar, but are run together with an outside body – usually a business or charity – which has formed an educational trust.

Voluntary aided (VA) schools

Voluntary aided (VA) schools are a kind of "maintained school", meaning that they receive all their running costs from central government via the local authority. They are often religious or faith schools. Like foundation schools, the governing body employs the staff and sets the entrance criteria. School buildings and land are usually owned by a charity, often a church or other religious body.

In contrast to other types of maintained school, only 90% of the capital costs of a VA school are met by government. The foundation contributes the remaining 10% of the capital costs, and many Church of England VA schools belong to Diocesan Maintenance Schemes to help them to manage those costs.

Pupils follow the national curriculum, except that faith schools may teach religious education according to their own faith.

Voluntary controlled (VC) schools

Voluntary controlled schools are a cross between community and voluntary-aided schools. The local council employs the staff and sets the entrance criteria, like a community school. But the school land and buildings are owned by a charity, often a church, which also appoints some members of the governing body.

Special schools

Pupils at a special school have usually been assessed and given a statement of special educational needs (SEN). These may include learning disabilities or physical disabilities.

Community, voluntary aided or controlled or foundation special schools are maintained by the local authority. Most special schools meet the needs of children and young people who have a range of learning and/or social, behavioural and emotional difficulties. A small number meet the needs of pupils who have specific disabilities, for example, those who are deaf or blind or have sight problems.

Some special schools are independent. These are registered by the Department for Education to provide full-time education for one or more pupils of compulsory school age. Some of these schools have boarding pupils.

Faith schools

Faith schools can be different kinds of schools, for example, voluntary aided schools, free schools, academies, and so on, but are associated with a particular religion.

Faith schools are mostly run like other state schools. They have to follow the national curriculum except for religious studies, where they are free to only teach about their own religion. The admissions criteria and staffing policies may be different too, although anyone can apply for a place.

Selective schools

Grammar schools are run by the council, a foundation body or a trust. They select all or most of their pupils based on academic ability, often with an entrance exam.

Virtual schools for looked after children and children in care

Local authorities have a statutory responsibility to make sure that they promote the educational achievement of the children they look after, regardless of where they are placed. Councils are working in a variety of ways to improve attainment. Many have appointed a virtual school head who champions the education of looked after children, including those placed out of authority, as if they were in a single school. Virtual school heads are a key way in which a local authority can demonstrate that it is meeting its legal duty to promote the educational achievement of the children it looks after.

Home and hospital schools

A hospital school is a school within a hospital, generally a children's hospital, which provides instruction to all primary and secondary grade levels. These schools help children regain academic progress during periods of hospitalisation or rehabilitation, following the national curriculum. Enrolments are low compared to traditional schools and teachers must provide instruction for many grade levels. The schools may be community or foundation establishments. The schools are inspected by Ofsted.

Independent / private schools

Independent (also known as private) schools can cover different age ranges from 3 to 18, and can also include boarding schools and residential special schools. They charge fees to attend instead of being funded by the government. Pupils do not have to follow the National curriculum.

They provide full-time education to five or more pupils of compulsory school age, or one or more pupils with a statement of special educational needs, or in public care (see previous section: Special school).

It has become a more common practice to commission school places for children with difficult and high complex special needs from the independent school sector, ensuring the provision matches the requirements of the individual child. However to undertake this practice for mainstream pupils is exceptional as:

 there are accountability issues around the educational provision, as independent schools are monitored and regulated in a different way to those schools in the maintained sector  there would be challenges in administering the admissions process to independent school places, in ensuring the places were allocated in a fair and transparent manner  there may be cost prohibitive factors such as the cost of uniforms and additional teaching material that are standard practice in independent schools.

There are around 2,400 independent schools in England, but Ofsted inspects the educational provision of only half of them. The Department for Education is the registration authority for independent schools and Ofsted will inspect schools which are not members of associations2 at their request.

There are three other independent inspectorates which inspect the provision of the other independent schools in England also at the request of the Department for Education. These are known as ‘association’ schools:

 the Independent Schools Inspectorate inspects schools whose head teachers belong to one of the associations that make up the Independent Schools Council  the School Inspection Service inspects schools that belong to the Focus Learning Trust  the Bridge Schools Inspectorate inspects schools linked to the Christian Schools’ Trust or the Association of Muslim Schools.

Ofsted monitors the work of these independent inspectorates on behalf of the Department for Education to ensure the quality and consistency of their inspections and reports.

Home schooling

Parents may choose to teach their child at home, on either a full or part-time basis. They must ensure their child receives a full-time education from the age of 5 but home schooling does not have to follow the national curriculum.

Parents who take their child out of school must write to the head teacher. They can request the request to teach their child part-time, but the school does not have to

2 These are schools where the head teacher is not a member of one of the associations that makes up the Independent Schools Council. accept the request. Parents do not need to tell the council if they are taking their child out of school for home schooling; the exception to this is where a child is attending a special school.

The council can make an ‘informal enquiry’ to home schoolers to make sure they are receiving a suitable education. If the council thinks a child is not receiving a suitable education, they might serve a school attendance order.

Some parents may choose to seek support for their home school by using the services of supplementary schools for specific subjects. Supplementary schools offer educational support (language, core curriculum, faith and culture) and other out-of- school activities to children attending mainstream schools. They are established and managed by community members, generally on a voluntary basis. According to the National Resource Centre for Supplementary Education (NRCSE), there are 3,000- 5,000 such schools in England.

Parents can approach their local council for help with home education.

Pupil referral unit (PRU)

A pupil referral unit is a centre which is managed by a local authority for children and young people who are not able to attend a mainstream or special school. Placements are often short term and are generally for children and young people who are ill or excluded. They are also for pregnant teenagers and school-age mothers.

All PRUs have a Teacher in Charge, similar to a mainstream school's head teacher, and a management committee, which acts like a school's governing body. Since 1 February 2008, all PRUs must have a management committee established according to regulations and guidance.

Key stages 1 and 2: 5-11 years

Infant schools

An infant school is for children between the ages of four and seven years. It is usually a small school serving a particular locality. Children start at infant school between the ages of four and five in a Reception class. Reception is the final part of the Foundation Stage, and is compulsory. Pupils then transfer to Year One in the September following their fifth birthday and to Year Two the following year. These two years form Key Stage 1 in the English education system. At the end of this time, pupils will move to a linked junior school. Junior schools

A junior school is for children between the ages seven and eleven. Most junior schools cater for pupils moving from a linked infant school from the September following their seventh birthday. Pupils join in Year 3, and stay at the school for four years, leaving at the end of Year 6 when most pupils are aged 11. These four years form Key Stage 2. At the end of this time, most pupils will move to a secondary school.

Primary schools

A primary school includes infant and junior classes and so teaches 4-11 year olds, from Reception through to Year 6 within one setting.

Key stages 3 and 4: 11-16 or 11-19 years

Secondary school is the next step up from primary school catering for pupils between the ages of eleven and sixteen (up to nineteen where there is sixth form provision. Pupils enter secondary schools in Year 7 following their primary education.

There are two educational stages in secondary schools:

 Key Stage 3 encompasses three year groups (Year 7 through to Year 9)  Key Stage 4 pupils (Year 10 and Year 11) will undertake formal exams and qualifications such as GCSEs.

Some secondary schools also have sixth form provision which allows pupils to continue their education onto 19 years old. Some secondary schools offer childcare and/or nursery education and may have boarding pupils.

City technology colleges

City technology colleges are independent schools in urban areas that are free for 11-19 year olds. They are owned and funded by companies as well as central government (not the local council).

They have a particular emphasis on technological and practical skills.

Further education: 14-19 years

Sixth form colleges

A sixth form college is an educational setting where students aged 16 to 19 typically study for advanced school-level qualifications, such as A-levels and the International Baccalaureate Diploma, or school-level qualifications such as GCSEs. Students at Sixth Form College typically study for two years (known as Years 12 and 13).

Studio schools

Studio schools offer academic and vocational qualifications for 14 to 19 year olds. They often have a specialism, but focus on equipping young people with a wide range of employability skills and a core of academic qualifications, delivered in a practical and project-based way. Study is combined with work placements with local and national employers who are involved in the school. They are small schools for 300 students; and with year-round opening and a 9am to 5pm working day, the schools feel more akin to a workplace than a school. The Education Act 2011 has expanded the academies programme to allow for studio schools which are new concepts from the Department for Education. They aim to address the gap between the skills and knowledge required in today’s modern workplace.

University technical colleges (UTC)

University technical colleges (UTCs) are a new kind of state school for 14-19 year olds, funded by the government and introduced by the Education Act 2011. They are a recent education concept which allows employers and universities to partner and offer 14-19 year olds technically-oriented study. There are 33 already open or being planned across the UK. They aim to address the gap between the skills and knowledge in readiness for work.

They are distinct in three ways:

1. They are 14-19 not 11-19 schools 2. Each must be strongly supported by a university and local employers 3. Employers will be involved from the start in designing and delivering the curriculum.

UTCs are free standing technical schools for up to 800 14-19 year old students, with a typical working day of 8.30am to 5pm. Students spend the equivalent of two days a week on practical study and three days a week on academic study. Each UTC provides at least one technical specialism alongside the key GCSEs in English, maths and science, as well as a modern foreign language, humanities, finance, business, entrepreneurial and employability skills.

The Baker Dearing Educational Trust was founded by Lord Baker and Lord Dearing to promote University Technical Colleges. The organisation provides advice and guidance to proposer groups and will lead the University Technical Colleges movement over the long term.

Colleges of further education

Further education colleges provide a mix of academic and vocational education. It may be at any level for students aged 16+, from basic training to Higher National Diploma or Foundation Degree. As autonomous institutions incorporated by Act of Parliament, they have the freedom to innovate and respond flexibly to the needs of individuals, business and communities. Colleges in England that are regarded as part of the FE sector include:

 General FE (GFE) and tertiary colleges  Sixth form colleges  Specialist colleges (mainly colleges of agriculture and horticulture and colleges of drama and dance)  Adult education institutes

A distinction is usually made between FE and higher education (HE) which is education at a higher level than secondary school, usually provided in universities. FE in the United Kingdom therefore includes education for people over 16, usually excluding universities.

In addition, FE courses may be offered in the school sector, both in sixth form (16-19) schools, or, more commonly, sixth forms within secondary schools.

In England, further education is often seen as forming one part of a wider learning and skills sector, alongside workplace education, prison education, and other types of non-school, non-university education and training.

Since June 2009, FE has been overseen by the Department for Business, Innovation and Skills, although some parts (such as education and training for 14-19 year olds) fall within the Department for Children, Schools and Families.

Apprenticeships

Apprenticeships bring considerable value to organisations, employers, individuals and the economy. Businesses across the country are increasingly realising the enormous benefits that apprenticeships create, not only in terms of developing a highly skilled workforce but also by boosting productivity and staff retention.

Research shows that apprenticeships are an optimal way of training, developing and skilling people for the future, helping businesses to secure a supply of people with the skills and qualities they need and which are often not available on the external job market.

An apprenticeship is a real job with training so participants are earning while they train to gain recognised qualifications. They are for those aged 16 and over and not in full-time education.

It takes between one year and four years to complete an apprenticeship, and include 1,500 job roles in a wide range of industries, from engineering to financial advice, veterinary nursing to accountancy.

Key benefits include:

 earning a salary  getting paid holidays  receiving training  gaining qualifications  learning job-specific skills

The National Apprenticeship Service (NAS) supports, funds and co-ordinates the delivery of apprenticeships throughout England. They are responsible for increasing the number of apprenticeship opportunities and providing a dedicated, responsive service for both employers and learners. This includes simplifying the process of recruiting an apprentice through apprenticeship vacancies, an online system where employers can advertise their apprenticeship job vacancies and potential apprentices can apply.

NAS also manages WorldSkills UK; a portfolio of skills competitions and activities run in partnership with organisations from industry and education.