UK (Northern Ireland) Data

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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.

In all tables, where data is not displayed, the following reasons have been given: ‘M’ for missing data, ‘NA’ where data is not applicable, and ‘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

2018/2019 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
13,020
12,054
25,074
1.1
91,809
87,824
179,633
1.2
62,160
58,723
120,883
1.3
22,863
21,917
44,780
1.4
1.2 All children/learners enrolled in any form of recognised education
12,250
11,627
23,877
2.1
90,782
86,916
177,698
2.2
59,829
56,681
116,510
2.3
12,766
16,122
28,888
2.4
1.3 All children/learners enrolled in mainstream (pre-)schools
12,055
11,556
23,611
3.1
88,668
86,112
174,780
3.2
58,361
56,065
114,426
3.3
12,268
15,858
28,126
3.4
1.3a All children/learners educated with their peers in mainstream groups/classes for 80% or more of the time
12,055
11,556
23,611
4.1
87,598
85,814
173,412
4.2
57,454
55,635
113,089
4.3
12,258
15,847
28,105
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
NA
NA
NA
5.1
1,070
298
1,368
5.2
907
430
1,337
5.3
10
11
21
5.4
1.4 All children/learners educated outside of mainstream (pre-)schools
195
71
266
6.1
2,114
804
2,918
6.2
1,468
616
2,084
6.3
498
264
762
6.4
1.4a All children/learners educated in separate special (pre-)schools or units organised by the ministry of education
195
71
266
7.1
2,113
803
2,916
7.2
1,432
614
2,046
7.3
471
260
731
7.4
1.4b All children/learners educated in separate special (pre-)schools or units organised by other sectors/ministries
NA
NA
NA
8.1
NA
NA
NA
8.2
NA
NA
NA
8.3
NA
NA
NA
8.4
1.4c All children/learners educated in other recognised forms of alternative education
NA
NA
NA
9.1
NA
NA
NA
9.2
NA
NA
NA
9.3
NA
NA
NA
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
1.1
M
M
M
1.2
M
M
M
1.3
M
M
M
1.4
2.2 All children/learners with an official decision of SEN in any recognised form of education
190
81
271
2.1
6,404
2,369
8,773
2.2
5,824
2,165
7,989
2.3
904
455
1,359
2.4
2.3 All children/learners with an official decision of SEN educated in mainstream (pre-)schools
106
48
154
3.1
4,463
1,620
6,083
3.2
4,423
1,571
5,994
3.3
439
199
638
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
106
48
154
4.1
3,549
1,357
4,906
4.2
3,726
1,317
5,043
4.3
439
199
638
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
NA
NA
NA
5.1
914
263
1,177
5.2
697
254
951
5.3
NA
NA
NA
5.4
2.4 All children/learners with an official decision of SEN educated outside of mainstream (pre-)schools
84
33
117
6.1
1,941
749
2,690
6.2
1,401
594
1,995
6.3
465
256
721
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
84
33
117
7.1
1,941
749
2,690
7.2
1,401
594
1,995
7.3
465
256
721
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
8.1
NA
NA
NA
8.2
NA
NA
NA
8.3
NA
NA
NA
8.4
2.4c All children/learners with an official decision of SEN educated in other recognised forms of alternative education
NA
NA
NA
9.1
NA
NA
NA
9.2
NA
NA
NA
9.3
NA
NA
NA
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 four to 16 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.

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?
No
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
What an ‘official decision of SEN’ means in the country

In the EASIE data collection, the agreed operational definition is:

An official decision leads to a child/learner being recognised as eligible for additional educational support to meet their learning needs.

Countries may have different types of official decision, but for all official decisions:

  • There has been some form of educational assessment procedure involving different people. This procedure may involve the child/learner, parents, school-based team members, as well as professionals from multi-disciplinary teams from outside the child’s/learner’s (pre-)school.
  • There is some form of legal document (plan/programme, etc.) that describes the support the child/learner is eligible to receive, which is used as the basis for decision-making.
  • There is some form of regular review process of the child/learner’s needs, progress and support.
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 5 in the Code of Practise).

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 5 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 five EAs, which are responsible under special education legislation for identifying, assessing and, in appropriate cases, making provision for children/learners with SEN in their areas.

The Code of Practice sets out a five-stage approach to the process. 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 special units 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.

What ‘out-of-education’ means in the country

Within the EASIE data collection, specific questions examine children/learners who are out of education. This means children/learners who should, by law, be in some form of recognised education, but who are out of any form of recognised education. A recognised form of education is any type of education organised by or approved by any recognised educational provider in the public or private sector.

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 2018/19 this was 5 October 2018).

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.

 

 

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