UK School Types explained

We work with a wide range of early years, primary and secondary schools across England. The types of schools include: government run, academy, faith and independent institutions for mainstream and/ or  special needs students.

We have broken down the main facts about the different types of schools available for you to work in. We are here to make your UK teaching adventure happen, whatever environment you want to teach in.

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Read on to get a breakdown of the types of schools in the UK:

Academy Schools

In the UK, an academy school is a publicly funded school that operates independently of the local authority (council) and is directly funded by the central government. Academies have more freedom over their finances, curriculum, and overall management compared to traditional “maintained” schools, which are overseen by the local authority.

Key Features of an Academy School:

1. Autonomy from Local Authority: Academies aren’t managed by the local council, which gives them flexibility in setting their curriculum, hiring staff, and managing budgets.
2. Funding: They receive funding directly from the central government, specifically from the Department for Education (DfE), rather than through the local authority.
3. Governance: Academies are run by an academy trust, which is a non-profit charitable organization responsible for the school’s operations and accountability.

Types of Academies:

• Converter Academies: These are schools that were performing well and chose to convert to academy status to gain more autonomy.
• Sponsored Academies: These are often schools that were underperforming and were converted into academies to improve standards. They are typically sponsored by an organization, charity, or educational trust that provides expertise and support.

The Role of an Academy Trust:

An academy trust is a charitable organization responsible for managing one or more academy schools. There are two main types of trusts:

1. Single-Academy Trust (SAT): Runs just one academy school. This structure is becoming less common, as schools are encouraged to join larger trusts.
2. Multi-Academy Trust (MAT): Oversees multiple academies under one governing body. MATs are more common and allow several academies to share resources, staff, and best practices.

The trust’s governing board is accountable for the financial performance and educational outcomes of its academies. The trust appoints the headteachers and has authority over school policies, budget, and strategic direction.

Benefits of Being Part of a Trust:

• Resource Sharing: Academies within a trust can share teachers, facilities, and support staff, which often leads to cost savings and improved resources.
• Collaboration and Best Practice: Schools can work together on curriculum development, staff training, and special education programs.
• School Improvement Support: If an academy is struggling, the trust can provide support, guidance, and intervention to improve standards.

Academy schools are an integral part of the UK education landscape, with over 75% of secondary schools and a growing number of primary schools operating as academies. The academy model was developed to improve educational standards by giving schools greater autonomy while still being accountable to the government and their respective trusts.

Faith Schools

In the UK, faith schools are schools affiliated with a particular religious group and integrate religious beliefs into their curriculum and ethos. Faith schools follow the national curriculum but have the freedom to teach Religious Education (RE) from their specific faith perspective and may integrate religious values across other subjects.

Key Features of Faith Schools:

1. Religious Affiliation: Faith schools are usually affiliated with a major religion, such as Christianity, Islam, Judaism, Hinduism, or Sikhism. In the UK, a significant proportion of faith schools are Christian, either Catholic or Church of England.
2. Curriculum: Faith schools must teach the national curriculum for most subjects but can adapt Religious Education (RE) to focus on their specific beliefs and values. They also have the option to include more worship or religious activities in the school day.
3. Admissions: Faith schools can prioritize admission for students who follow their particular faith, although they must follow the same admissions code as other state schools. Some faith schools also admit students from other religious or non-religious backgrounds, especially in diverse or urban areas.

Types of Faith Schools:

• Voluntary-Aided Schools: These are often partially funded by religious organizations, but the local authority covers most of the costs. They have greater control over admissions and the curriculum.
• Academies and Free Schools: These schools may also have a faith-based designation. They are funded directly by the Department for Education but are run by an academy trust with a religious affiliation.

Who Can Teach in Faith Schools?

1. Teachers of All Backgrounds: Faith schools often hire teachers of various religious backgrounds or those with no religious affiliation, especially for non-RE subjects. While some schools may prefer staff who share the school’s faith values, teachers of any background can apply.
2. Religious Requirement for Some Roles: In some faith schools, particularly voluntary-aided schools, RE teachers and senior leadership roles may require a specific faith alignment. For instance:
   • RE Teachers: Schools may look for teachers who can teach RE from the perspective of the school’s faith, which may require personal knowledge or adherence to that faith.
   • Headteachers and Senior Roles: Faith schools may prefer or require headteachers and senior leaders to be practicing members of the faith, especially in voluntary-aided schools, where the religious organization has more influence.
3. Respect for the School’s Faith Ethos: Teachers of any background working in faith schools are expected to respect and uphold the school’s values and religious ethos, even if they do not personally practice that faith.

Additional Requirements and Considerations:

• Professional Standards: Faith schools maintain the same professional standards as other state schools. Teachers are employed based on qualifications and experience, with additional faith-related criteria only affecting specific roles.
• RE Training: Teachers in faith schools, particularly RE teachers, often receive additional training to deliver faith-specific curriculum content.
• Ethical and Inclusive Practice: Faith schools must follow laws on inclusivity and equality, creating a respectful environment for all students and staff, regardless of faith background.

Faith schools offer both faith-based education and respect for diversity, balancing religious traditions with educational standards set by the UK government.

Independent Schools

Independent schools in the UK, often called private schools, are schools that operate independently of government funding. Instead, they are primarily funded through tuition fees paid by parents, as well as donations, endowments, or other private sources. Independent schools have greater autonomy over their curriculum, admissions, and governance than state-funded schools.

Key Features of Independent Schools:

1. Funding: Independent schools do not receive funding from the government or local authorities; instead, they rely on fees and other private income sources. This financial independence allows them to set their own policies, hire staff directly, and decide on their curriculum.
2. Curriculum Flexibility: While independent schools often follow a curriculum similar to the national curriculum, they are not required to do so. Many design a unique curriculum that aligns with their educational philosophy or specialization, such as a focus on arts, sciences, or languages. However, most independent secondary schools prepare students for standard qualifications like GCSEs, A-levels, or the International Baccalaureate (IB).
3. Admissions Policies: Independent schools have control over their admissions criteria, and many are selective, requiring prospective students to pass entrance exams or interviews. They often have smaller class sizes and can offer individualized attention, as well as additional support for gifted students or those with special educational needs.
4. Variety of Independent Schools:
   • Day Schools: Students attend during the day but do not reside at the school.
   • Boarding Schools: These schools offer on-campus accommodation, allowing students to live at school during term time. Many of the UK’s most famous independent schools, like Eton and Harrow, are boarding schools.
   • Single-Sex or Coeducational Schools: Independent schools may be single-sex (for boys or girls) or coeducational, providing flexibility for parents and students in terms of the school environment.
   • Specialist Schools: Some independent schools specialize in specific areas, such as performing arts, sports, or special education.
5. Inspections and Standards: While independent schools are not managed by local authorities, they are inspected and held to certain standards. The Independent Schools Inspectorate (ISI) is responsible for inspecting schools that are members of the Independent Schools Council (ISC), while the Office for Standards in Education (Ofsted) inspects non-ISC member schools. These inspections ensure that independent schools provide a high standard of education and safeguard student welfare.
6. Fees and Scholarships: Tuition fees for independent schools vary widely, with boarding schools generally being more expensive than day schools. Many independent schools offer scholarships or bursaries to support students who show exceptional academic, artistic, or athletic ability or those from lower-income families.

The Role of Independent Schools in the UK Education System:

Independent schools have a long history in the UK and include some of the country’s oldest and most prestigious educational institutions. While they make up a small portion of the UK’s total school system, they often have strong networks, substantial resources, and high academic expectations. Independent schools often provide access to specialized programs, extracurricular opportunities, and networks that are seen as beneficial for university admission and career opportunities.

Governance of Independent Schools:

Independent schools are governed by a board of trustees or governors who are responsible for the school’s strategic direction, financial health, and overall performance. The headteacher and senior management team handle day-to-day operations, curriculum development, and staff management, with the flexibility to innovate in teaching and student support.

Independent schools provide an alternative to state-funded education in the UK, allowing families to choose a school that fits their educational goals and values. The diversity of options, from highly selective academic institutions to specialist schools, offers various pathways for students’ personal and academic development.

Special Needs Schools

 Special needs schools in the UK are designed to provide specialized support and education for children with a range of disabilities and additional needs that cannot be fully met in mainstream schools. These schools focus on creating tailored learning environments and resources to support each child’s educational, social, and emotional development.

Key Features of Special Needs Schools:

1. Catering to Diverse Needs:
   • Special needs schools serve children with a variety of disabilities and needs, including autism spectrum disorder (ASD), severe learning disabilities (SLD), moderate learning difficulties (MLD), speech and language disorders, sensory impairments (such as visual or hearing impairments), and physical disabilities.
   • Schools may also cater to students with emotional, social, or behavioural difficulties who need structured and therapeutic support.
2. Individualized Education Plans (IEPs):
   • Each student has an Individualized Education Plan (IEP), which outlines their specific learning goals, accommodations, and support strategies. This personalized plan guides teachers and support staff in addressing each child’s unique needs.
   • The IEP is reviewed regularly with input from parents, teachers, therapists, and sometimes the child, to ensure it remains relevant and effective as the child progresses.
3. Education, Health, and Care Plans (EHCPs):
   • Many students in special needs schools have an Education, Health, and Care Plan (EHCP). This legal document, provided by the local authority, details the child’s educational, health, and care needs, and the support they require to meet those needs.
   • EHCPs are reviewed annually and may include therapies (e.g., speech, occupational, or physical therapy) as part of the school’s provisions.
4. Curriculum and Teaching Approach:
   • Special needs schools often follow a modified curriculum that is adapted to each student’s abilities and needs. While many schools use elements of the national curriculum, they focus on practical skills, social skills, life skills, and sensory activities alongside academics.
   • Teaching is highly individualized, often with small class sizes and higher teacher-to-student ratios. This allows teachers to provide more focused attention and adapt to each student’s learning pace.
   • Schools often use multi-sensory teaching methods, visual aids, and communication systems (such as Makaton or PECS) to support students with communication difficulties.
5. Specialized Support and Facilities:
   • Many special needs schools employ a range of specialists, including speech and language therapists, occupational therapists, physiotherapists, and psychologists. These professionals work alongside teachers to address each child’s physical, social, and emotional development.
   • Schools may have specialized facilities, such as sensory rooms, therapy rooms, adaptive physical education equipment, and assistive technology, to create supportive and accessible learning environments.
6. Types of Special Needs Schools:
   • Schools for Severe or Complex Needs: These cater to children with profound disabilities or complex medical needs, focusing heavily on sensory learning and life skills.
   • Schools for Moderate Learning Disabilities (MLD): These schools support children with moderate learning challenges who benefit from a more structured, individualized curriculum.
   • Schools for Autism: Some schools specialize specifically in supporting children on the autism spectrum, using methods like TEACCH (Treatment and Education of Autistic and related Communication handicapped Children), visual schedules, and structured routines.
   • Therapeutic Schools: These schools are geared toward children with emotional, social, or mental health challenges. They may incorporate therapeutic support such as counselling or social skills training as part of the curriculum.
7. Transition and Life Skills:
   • Special needs schools place a strong emphasis on life skills to prepare students for adulthood. For older students, this often includes practical skills such as personal hygiene, cooking, budgeting, and community engagement.
   • Some schools have partnerships with local colleges, work experience programs, and job training initiatives to help students transition smoothly into further education or the workforce.

Admission and Placement:

• Admission to special needs schools is typically coordinated through the local authority, which assesses whether the child’s needs require specialized schooling. This decision is often based on the child’s EHCP.
• Some students may attend a special needs school part-time while participating in mainstream education for certain subjects, creating a blended approach that meets their needs.

Role of Parents and Guardians:

Parents and guardians play an active role in their child’s education, working closely with the school to review IEPs and EHCPs and ensuring that the child’s needs are met. Parental input is crucial in establishing realistic goals, identifying necessary support, and advocating for resources.

Inspections and Standards:

Special needs schools are inspected by Ofsted (Office for Standards in Education, Children’s Services, and Skills) or, in some cases, the Independent Schools Inspectorate (ISI) if the school is independent. These inspections evaluate the quality of education, care, and support provided, ensuring that schools meet the specific needs of their students.

Importance of Special Needs Schools:

Special needs schools in the UK provide an environment where children with complex needs can receive individualized attention, support, and resources that may not be possible in mainstream schools. These schools play an essential role in promoting the personal development, independence, and well-being of students, helping them reach their full potential in ways that are tailored to their unique strengths and challenges.

Pupil Referral Units (PRUs)

A Pupil Referral Unit (PRU) in the UK is an alternative education setting designed for children who cannot attend mainstream schools for various reasons. PRUs offer a supportive and tailored learning environment, catering to students who may face behavioural, emotional, or mental health challenges, or who are at risk of exclusion. They focus on helping students reintegrate into mainstream schools or move on to further education, training, or employment.

Key Features of PRU Education:

1. Purpose of PRUs:
   • PRUs primarily serve students who have been permanently excluded from mainstream schools or who are at risk of exclusion due to behavioural or emotional difficulties.
   • They may also support students with medical or mental health needs that make it challenging to attend a regular school setting, such as severe anxiety, depression, or other mental health conditions.
   • PRUs can be a temporary placement, where students receive targeted support to help them reintegrate into a mainstream school or move on to other educational settings.
2. Tailored Education and Support:
   • PRUs typically offer individualized learning plans that cater to each student’s specific needs, often focusing on re-engaging students with their education in ways that address their barriers to learning.
   • Class sizes are usually small, allowing for a high level of teacher attention and support, often with a focus on building positive relationships and trust.
   • PRUs offer a mix of academic subjects and vocational or life skills training, aiming to provide students with practical skills and boost self-confidence. For older students, PRUs may include work experience or training for future employment.
3. Specialized Staff and Support Services:
   • PRUs often employ staff who are trained in supporting students with behavioural, emotional, and social difficulties (BESD) or special educational needs.
   • Many PRUs provide access to counselling services, behavioural support staff, mental health professionals, and therapists who work with students on coping strategies, emotional regulation, and mental health.
   • Staff collaborate with social workers, educational psychologists, and sometimes family support workers to ensure a holistic approach to student well-being and learning.
4. Curriculum and Learning Approach:
   • While PRUs follow a curriculum that includes core subjects like English, math, and science, they have greater flexibility in adapting it to meet individual needs. They may include practical or vocational training, such as cooking, construction, or art, alongside academics.
   • Life skills and social skills training are often integral parts of the PRU curriculum, aimed at helping students develop personal and interpersonal skills that can support them both in school and beyond.
   • PRUs prioritize a nurturing approach, often using behaviour management techniques to create a positive and supportive environment. This can include reward systems, individualized support, and social-emotional learning programs.
5. Transition and Reintegration Support:
   • PRUs are intended to be transitional settings. Their primary goal is to support students in building the skills, behaviours, and confidence they need to return to a mainstream school when possible.
   • Staff in PRUs work closely with students, their families, and potential receiving schools to facilitate a smooth transition, whether that’s back to a mainstream setting or into vocational training, apprenticeships, or further education for older students.
   • For students who may not be able to reintegrate, PRUs help them find a pathway that aligns with their skills and interests, including specialized schools or alternative education provisions.
6. Types of Students in PRUs:
   • Students with Behavioural Issues: These may include students who have faced multiple suspensions or expulsions in mainstream settings and need additional behavioural support.
   • Students with Mental Health Needs: Those with significant anxiety, depression, or other mental health challenges who struggle in a regular school environment.
   • Students with Medical Needs: Some PRUs cater to children with chronic illnesses or other health issues that make full-time attendance in mainstream schools challenging.
   • Students with SEND (Special Educational Needs and Disabilities): Some PRUs may cater to students with mild to moderate learning or developmental difficulties, especially if those issues are compounded by behavioural or social challenges.
7. Role of Local Authorities:
   • PRUs are typically overseen and funded by local authorities in England and are often referred to as “alternative provision.” Local authorities work with schools to identify students in need of PRU placements and coordinate these transitions.
   • Although PRUs offer flexibility, they are still held to standards and are inspected by Ofsted (Office for Standards in Education, Children’s Services, and Skills) to ensure they provide a safe and effective learning environment.

Outcomes and Importance of PRUs:

PRUs play a critical role in supporting students who may otherwise struggle in traditional settings, offering a structured, supportive environment tailored to their needs. By focusing on individual support, emotional resilience, and practical life skills, PRUs aim to re-engage students with learning, reduce the likelihood of long-term exclusion, and help them progress in their education and future careers.

PRUs are vital for students who face challenges in mainstream schools, creating a pathway for them to achieve success in ways that suit their unique needs and circumstances.

Hopefully if have a good sense now of where you can choose to work if you decide to travel and teach in the UK and work through Teach in.

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