Children must start full-time education once they reach compulsory school age. This is on the 31st of December, 31st of March, or 31st of August following their 5th birthday, whichever comes first
Voluntary settings
Funded by donations
May be run by a charity
Parents may have to pay donations to cover costs
Run by volunteers, not by paid staff or government agencies
Can operate in various fields such as education, health, social services, environment, arts, sports
Can have different structures and governance models
Benefit from various sources of funding such as donations, grants, memberships, sponsorships
Private educational settings
Not funded by the government, charges fees to attend
Does not have to follow the national curriculum, can create its own educational program
Must be registered with the government and inspected regularly
May have more freedom to change the way it operates
May specialize in teaching children with special educational needs
Statutory/Maintained educational settings
Funded and controlled by the local authority or the government
Follow the national curriculum and are inspected by Ofsted
Include community schools, foundation schools, voluntary aided schools, voluntary controlled schools, and academies
Governing body responsible for strategic direction, policies, budget, staffing, and performance
Headteacher accountable for quality of education and welfare of pupils
Independent educational settings
Have own governance structure and policies not controlled by public authority or religious organization
Charge tuition fees and/or receive donations
Offer curriculum different from national or regional standards
Hire teachers and staff who meet own qualifications
Enroll students based on admission criteria
Homeschooling settings
Operated by parents or guardians educating children at home
May follow a curriculum or learning approach that suits needs and interests
Involve various resources and activities
Require registration and compliance with laws and regulations
Offer benefits such as flexibility and individualization, but also challenges such as isolation and increased workload for parents or guardians
Childminder
1. Professional carer who looks after children in their own home
2. Must register with Ofsted or a childminder agency and meet certain requirements
3. Can offer flexible hours and a range of activities for children of different ages
4. May expand business by employing assistants or working with another childminder
5. Must report any significant events or changes
Early Year’s Settings - Nannies
A nanny setting provides care for children in the home of a registered nanny
A nanny has completed a training course and met the requirements to provide childcare in their own home
A nanny setting offers flexible and personalized care for children of different ages and needs
A nanny setting operates by following standards and regulations set by the relevant authority
A nanny setting keeps records of children's attendance, development, and well-being, and communicates regularly with parents or guardians
Early Year’s Settings - Nursery
A nursery setting cares for and educates children under the age of five
A nursery operates according to standards and regulations set by the government and local authority
A nursery provides a safe, stimulating, and nurturing environment for children to learn and develop
A nursery offers activities that support children's physical, social, emotional, and cognitive development
A nursery works in partnership with parents and carers to meet individual needs and interests
A nursery monitors and assesses children's progress and achievements using observation and documentation methods
A nursery follows a curriculum covering all areas of learning and development as outlined in the Early Years Foundation Stage (EYFS) framework
Alternative Education – Forest Schools
A forest school fosters children's curiosity, creativity, confidence, and resilience through hands-on learning experiences in nature
A forest school operates with a small group of children and a qualified leader guiding them through various activities
A forest school follows a child-led approach allowing children to choose their activities while the leader provides support and guidance
A forest school respects the natural environment and teaches children to care for it using sustainable materials
Alternative Education – Montessori Schools
A Montessori school follows the principles and methods of the Montessori Method developed by Dr. Maria Montessori
The Montessori Method is based on self-directed activity, hands-on learning, and collaborative play
Montessori classrooms feature hands-on materials promoting sensory exploration, fine motor skills development, and intellectual growth
Montessori classrooms include students of different ages, fostering community and collaboration
Montessori students have freedom to choose activities balanced by clear boundaries and rules
Teachers observe each child's progress and tailor lessons to meet individual needs and interests
Alternative Education – Waldorf Schools
Inspired by the educational philosophy of Rudolf Steiner, covering infant education through Secondary School
Different stages of child development focus on practical, artistic, and intellectual skills
Individual teachers have autonomy in curriculum content, teaching methods, and governance
It integrates a
Education levels covered
Infant education
Secondary School
Post 16
Creativity in learning
Focuses on practical, artistic, and intellectual skills
Gives teachers autonomy in curriculum content, teaching methods, and governance
Integrates arts, crafts, music, movement, and storytelling into the daily life of the classroom
Minimizes the use of textbooks, tests, grades, and homework, relies on student portfolios and oral feedback
Respects the diversity of students' backgrounds, abilities, interests, and learning styles
Post 16 education options
School sixth forms
Sixth-form colleges
General further education and tertiary colleges
Private, independent and voluntary providers
Employers
Special colleges (e.g., agricultural)
Art, design and performing arts colleges
Higher education institutions
Education institutions conduct research and evaluation on education policies and outcomes
The Department of Education – Early Years Settings provides funding and guidance for early years providers, such as nurseries, preschools, and childminders, to help them deliver high-quality education and care
The Department of Education – Early Years Settings monitors and inspects the quality and safety of early years settings
Using the Ofsted framework and the Early Years Foundation Stage statutory guidance
The Department of Education – Early Years Settings supports the professional development and training of early years staff
Through qualifications, apprenticeships, and continuing professional development opportunities
The Department of Education – Early Years Settings promotes the well-being and learning outcomes of children in early years settings
By ensuring they have access to a rich and varied environment that supports their physical, emotional, social, and cognitive development
Regulations in early years settings
Rules and standards that govern the quality and safety of childcare provision for children aged 0 to 5 years old
Set by the government and enforced by Ofsted
Cover various aspects such as staff qualifications, child-to-staff ratios, safeguarding, health and hygiene, learning and development, and parental involvement
Aim to ensure all children have access to high-quality early education and care that supports their well-being and development
Ethos in education
Set of values and beliefs that shape the culture and character of a school
The Prevent Duty is a legal obligation for certain public sector organisations in the UK to have due regard to the need to prevent people from being drawn into terrorism
The Prevent Duty aims to safeguard vulnerable individuals from radicalisation and extremism
And to support them to access appropriate services and interventions
Sectors covered by the Prevent Duty
Education, health, social care, criminal justice, local authorities, and faith institutions
The Prevent Duty requires organisations to assess the risk of radicalisation
And to implement policies and procedures to mitigate this risk
The Prevent Duty involves providing training and awareness-raising for staff and stakeholders
And working in partnership with other agencies and communities to share information and best practices
British values
Democracy
The rule of law
Individual liberty
Mutual respect and tolerance
British values promote an understanding that celebrates the diversity of the UK
British values relevant to education
Democracy
The rule of law
Individual liberty
Mutual respect and tolerance of different faiths and beliefs
Education is a key way of promoting and instilling British values in young people and preparing them for life in modern Britain
General roles in education
Early Years Practitioner
Early Years Educator
Room Leader
Teaching Assistant
Teacher/Lecturer
Head Teacher
An early years practitioner is responsible for providing a safe, stimulating, and nurturing environment for young children
An early years practitioner is expected to plan and deliver activities appropriate for the age and stage of the children, based on their interests and needs
Early Years Educator (EYE)
Work with children between the ages of zero and five
Experts in early childhood development
Plan and deliver engaging lesson plans and activities
Monitor students' progress
Create a safe environment for children's development through play
Follow the Early Years Foundation Stage (EYFS) guidance
Room Leader
Qualified early years professional responsible for the day-to-day running of a nursery or preschool room
Support/supervise staff team
Create a high-quality learning environment
Help staff develop and learn new skills
Teaching Assistant (TA)
Provide support to students who need it most
Work closely with teachers to help children with reading, writing, and learning activities
Tasks can include one-to-one support, reading sessions, intervention work, creating displays, running clubs, and supervising playground
Complete paperwork to track student progress
Design activities for students based on their needs
Liaise with outside agencies and health care professionals