Since 2020, the EASIE data collection has taken place annually. Before 2020, it took place every two years. The default view below is the most recent school year available.

The data is presented in tables, focusing on different aspects of inclusive education. Unless stated otherwise in the notes, the data displayed is from the selected school year.

Click on the icon in the data tables to open a pop-up window containing the data sources and notes.

The Country Report presents the indicator tables, which are generated from the data in the data tables. The HTML versions of the Country Reports on the webpage are accessible; the PDF downloads are automatically generated and may not be fully accessible. To view the Country Report, click the 'View Country Report' button below.

Where data is not displayed, the following reasons have been given: 

  • Data tables – ‘M’ for missing data, ‘NA’ where data is not applicable
  • Indicator tables – ‘NC’ where indicators cannot be calculated.

The ‘Background Information’ questionnaires are completed to give context to the data in the data tables. You can download the background information for the 2012/2013, 2014/2015 and 2016/2017 datasets as PDFs. For all other datasets, use the drop-down menu below.

View Country Report

2022/2023 Data:

Question ISCED 02 ISCED 1 ISCED 2 ISCED 3
Boys: Girls: Total: Boys: Girls: Total: Boys: Girls: Total: Boys: Girls: Total:
1.1 Actual population of children/learners in the typical ISCED age ranges
11,807
11,223
23,030
1.1
88,551
84,492
173,043
1.2
65,440
62,449
127,889
1.3
24,205
23,065
47,270
1.4
1.2 All children/learners enrolled in any form of recognised education
11,823
11,230
23,053
2.1
89,513
85,221
174,734
2.2
65,677
62,562
128,239
2.3
13,641
16,279
29,920
2.4
1.3 All children/learners enrolled in mainstream (pre-)schools
11,623
11,143
22,766
3.1
87,179
84,310
171,489
3.2
63,920
61,814
125,734
3.3
13,038
15,989
29,027
3.4
1.3a All children/learners educated with their peers in mainstream groups/classes for 80% or more of the time
11,594
11,125
22,719
4.1
85,606
83,859
169,465
4.2
62,687
61,282
123,969
4.3
13,020
15,978
28,998
4.4
1.3b All children/learners educated in separate groups/classes, spending less than 80% of the time with their peers in mainstream groups/classes
29
18
47
5.1
1,573
451
2,024
5.2
1,233
532
1,765
5.3
18
11
29
5.4
1.4 All children/learners educated outside of mainstream (pre-)schools
200
87
287
6.1
2,334
911
3,245
6.2
1,757
748
2,505
6.3
603
290
893
6.4
1.4a All children/learners educated in separate special (pre-)schools or units organised by the ministry of education
200
87
287
7.1
2,334
911
3,245
7.2
1,757
748
2,505
7.3
603
290
893
7.4
1.4b All children/learners educated in separate special (pre-)schools or units organised by other sectors/ministries
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
1.4c All children/learners educated in other recognised forms of alternative education
0
0
0
9.1
0
0
0
9.2
M
M
M
9.3
M
M
M
9.4
1.4d All children/learners educated in recognised forms of home schooling
M
M
M
10.1
M
M
M
10.2
M
M
M
10.3
M
M
M
10.4
1.5 All children/learners who should, by law, be in some form of recognised education, but who are out of any form of recognised education.
M
M
M
11.1
M
M
M
11.2
M
M
M
11.3
M
M
M
11.4
Question ISCED 02 ISCED 1 ISCED 2 ISCED 3
Boys: Girls: Total: Boys: Girls: Total: Boys: Girls: Total: Boys: Girls: Total:
2.1 Actual population of children/learners with an official decision of SEN in the typical ISCED age ranges
M
M
M
M
M
M
M
M
M
M
M
M
2.2 All children/learners with an official decision of SEN in any recognised form of education
500
245
745
2.1
8,500
3,111
11,611
2.2
7,449
2,874
10,323
2.3
1,092
512
1,604
2.4
2.3 All children/learners with an official decision of SEN educated in mainstream (pre-)schools
304
160
464
3.1
6,275
2,247
8,522
3.2
5,706
2,137
7,843
3.3
495
224
719
3.4
2.3a All children/learners with an official decision of SEN educated with their peers in mainstream groups/classes for 80% or more of the time
279
145
424
4.1
4,844
1,840
6,684
4.2
4,630
1,764
6,394
4.3
489
222
711
4.4
2.3b All children/learners with an official decision of SEN educated in separate groups/classes, spending less than 80% of the time with their peers in mainstream groups/classes
25
15
40
5.1
1,431
407
1,838
5.2
1,076
373
1,449
5.3
6
2
8
5.4
2.4 All children/learners with an official decision of SEN educated outside of mainstream (pre-)schools
196
85
281
6.1
2,225
864
3,089
6.2
1,743
737
2,480
6.3
597
288
885
6.4
2.4a All children/learners with an official decision of SEN educated in separate special (pre-)schools or units organised by the ministry of education
196
85
281
7.1
2,225
864
3,089
7.2
1,743
737
2,480
7.3
597
288
885
7.4
2.4b All children/learners with an official decision of SEN educated in separate special (pre-)schools or units organised by other sectors/ministries
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
2.4c All children/learners with an official decision of SEN educated in other recognised forms of alternative education
0
0
0
9.1
M
M
M
9.2
M
M
M
9.3
M
M
M
9.4
2.4d All children/learners with an official decision of SEN educated in recognised forms of home schooling
M
M
M
10.1
M
M
M
10.2
M
M
M
10.3
M
M
M
10.4
2.5 All children/learners with an official decision of SEN who should, by law, be in some form of recognised education, but who are out of any form of recognised education
M
M
M
11.1
M
M
M
11.2
M
M
M
11.3
M
M
M
11.4

UK (Northern Ireland) - Country Background Information

Describing the forms of education in the country

The EASIE data collection covers all recognised forms of education at ISCED levels 02, 1, 2 and 3.
This means any type of education organised by or approved by any recognised educational provider in the public or private sector: municipality, local or regional educational provider from the public or private sector, working with/for ministries responsible for education and areas such as health, social, welfare, labour, justice, etc.
 

What is the compulsory education age range in the country?

4–16
 

What are the typical age ranges for the ISCED levels?

ISCED LEVEL 02 ISCED LEVEL 1 ISCED LEVEL 2 ISCED LEVEL 3
3 4–10 11–15 16–17
Is private sector education covered by the data provided for the country?
Yes

Independent schools – where full-time education is provided for pupils aged from 4 to 16 (pupils can attend up to age 18) and is not grant-aided. These schools set their own curriculum and admissions policies and are funded by fees paid by parents and income from investments.

However, SEN information is not available for independent schools, only enrolments.

Each independent school must be registered with the Department of Education and is inspected regularly by Education and Training Inspectorate.

Is recognised public or private education organised by sectors other than education (i.e. health, social, welfare, labour, justice, etc.) in the data provided for the country?
No
Are there recognised forms of alternative education covered by the data provided for the country?
Yes

Education Other than at School (EOTAS) makes educational provision for children with social, emotional, behavioural, medical or other issues who, without its provision, cannot access suitable education.

It allows children who have been expelled from, suspended from, or have otherwise disengaged from their registered school to participate in education until they achieve a new school place or are prepared for re-entry to an existing school place, or to maintain their education until compulsory school leaving age.

Are there recognised forms of home schooling covered by the data provided for the country?
Yes

Exceptional Teaching Arrangements (ETA) is part of EOTAS, some of these children will receive education at home. These children are dual registered and so will be recorded at their 'home school'. Parents can choose to electively home educate pupils, some of these pupils may never have been registered at school and therefore will not be included.

Identifying an ‘inclusive setting’ in the country

In the EASIE data collection, an inclusive setting is operationally defined as:

A recognised form of education where the child/learner follows education in mainstream classes alongside their peers for the largest part – 80% or more – of the school week.

The 80% time placement benchmark clearly indicates that a child/learner is educated in a mainstream class for the majority of their school week. At the same time, it acknowledges possibilities for small group or one-to-one withdrawal for limited periods of time (i.e. 20% or one day a week).

Very few participating countries can provide exact data on children/learners spending 80% of their time in a mainstream group/class. However, all countries can apply one of three agreed proxies that provide an approximation to this benchmark:

Placement in a mainstream class implies over 80% or more
Data is available on the number of hours of support allocated to a child/learner
Placement in a mainstream class implies over 50% or more.
 

Are you able to provide actual data to verify the 80% placement benchmark?
No
If no, which proxy are you using
Placement in a mainstream class implies 80% or more
Please describe what an ‘official decision’ is in the country.

An official decision leads to a child/learner being recognised as eligible for additional educational support to meet their learning needs (SEN Stage 3 in the Code of Practice).

What educational assessment procedures are carried out and who is involved?

An official decision of SEN is referred to as being ‘statemented’. This refers to children/learners who have a statement of SEN maintained by the Education Authority (EA) under the provisions of the Education (Northern Ireland) Order 1996 (i.e. those children/learners at Stage 3 of the Code of Practice on the Identification and Assessment of Special Educational Needs, 1 September 1998).

Statutory responsibility for securing provision for children/learners with SEN rests both with schools and the EA, which are responsible under special education legislation for identifying, assessing and, in appropriate cases, making provision for children/learners with SEN in their areas.

As of 2021, the Code of Practice sets out a three-stage approach to the process (this was previously a five-stage approach). Some children/learners may move between stages as their needs are met. Some children/learners will have their needs met locally by their own school. Some children’s/learners’ needs are so great that they require specialist intervention through the completion of a Statement of SEN by the EA.

SEN provision is matched to the child’s/learner’s individual needs. Provision may be made in special schools, designed, for example, for children/learners with particular needs (e.g. severe learning difficulties or moderate learning difficulties), in specialist provision attached to mainstream schools, or in mainstream classes themselves. It may consist of home or hospital tuition, pre-school support or placement outside Northern Ireland.

What formal, regular review processes of a child/learner’s needs, progress and support are linked to an official decision?

The EA is required to seek parental, educational, medical, psychological and social services advice, together with any other advice considered desirable. Reviews are carried out annually.

Is there a formal definition of ‘out-of-education’ in the country?
No
Please describe any specific country issues you think are relevant for understanding the data you have provided

Data is based on pupils enrolled on Census day, i.e. the Friday of the first full week in October (in 2022/23 this was 7th October 2022).

Figures include funded children in voluntary and private pre-schools, nursery schools, primary (including nursery, reception and year 1–7 classes), post-primary and special schools, as well as EOTAS Centres. Figures relating to SEN are not available for independent schools, but these figures have been included in All.

In the case of SEN referrals, enrolments count as per the pupil’s main registered school. In most cases this is a mainstream school as opposed to a school with a learning support centre or a special school. Therefore, some pupils may be counted under mainstream but spend 80% or more time in a separate group/class which may actually be in a special school.

Share this page: