UK (Wales) 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
35,426
33,676
69,102
1.1
112,481
107,058
219,539
1.2
89,129
84,856
173,985
1.3
34,351
31,976
66,327
1.4
1.2 All children/learners enrolled in any form of recognised education
33,102
31,672
64,774
2.1
111,242
105,881
217,123
2.2
87,215
82,565
169,780
2.3
11,920
13,577
25,497
2.4
1.3 All children/learners enrolled in mainstream (pre-)schools
32,535
31,147
63,682
3.1
108,058
103,797
211,855
3.2
81,563
78,659
160,222
3.3
9,953
11,999
21,952
3.4
1.3a All children/learners educated with their peers in mainstream groups/classes for 80% or more of the time
M
M
M
4.1
M
M
M
4.2
M
M
M
4.3
M
M
M
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
M
M
M
5.1
M
M
M
5.2
M
M
M
5.3
M
M
M
5.4
1.4 All children/learners educated outside of mainstream (pre-)schools
567
525
1,092
6.1
3,184
2,084
5,268
6.2
5,652
3,906
9,558
6.3
1,967
1,578
3,545
6.4
1.4a All children/learners educated in separate special (pre-)schools or units organised by the ministry of education
153
60
213
7.1
1,286
396
1,682
7.2
1,523
612
2,135
7.3
633
312
945
7.4
1.4b All children/learners educated in separate special (pre-)schools or units organised by other sectors/ministries
M
M
M
8.1
M
M
M
8.2
M
M
M
8.3
M
M
M
8.4
1.4c All children/learners educated in other recognised forms of alternative education
385
448
833
9.1
1,461
1,282
2,743
9.2
3,274
2,475
5,749
9.3
1,302
1,236
2,538
9.4
1.4d All children/learners educated in recognised forms of home schooling
29
17
46
10.1
437
406
843
10.2
855
819
1,674
10.3
32
30
62
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
757
322
1,079
1.1
5,280
1,927
7,207
1.2
6,089
2,051
8,140
1.3
648
247
895
1.4
2.2 All children/learners with an official decision of SEN in any recognised form of education
757
322
1,079
2.1
5,280
1,927
7,207
2.2
6,089
2,051
8,140
2.3
648
247
895
2.4
2.3 All children/learners with an official decision of SEN educated in mainstream (pre-)schools
377
160
537
3.1
2,572
947
3,519
3.2
2,755
957
3,712
3.3
246
98
344
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
M
M
M
4.1
M
M
M
4.2
M
M
M
4.3
M
M
M
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
M
M
M
5.1
M
M
M
5.2
M
M
M
5.3
M
M
M
5.4
2.4 All children/learners with an official decision of SEN educated outside of mainstream (pre-)schools
380
162
542
6.1
2,708
980
3,688
6.2
3,334
1,094
4,428
6.3
402
149
551
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
377
160
537
7.1
2,572
947
3,519
7.2
2,755
957
3,712
7.3
246
98
344
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
M
M
M
8.1
M
M
M
8.2
M
M
M
8.3
M
M
M
8.4
2.4c All children/learners with an official decision of SEN educated in other recognised forms of alternative education
3
2
5
9.1
136
33
169
9.2
579
137
716
9.3
156
51
207
9.4
2.4d All children/learners with an official decision of SEN educated in recognised forms of home schooling
NA
NA
NA
10.1
NA
NA
NA
10.2
NA
NA
NA
10.3
NA
NA
NA
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 (Wales) - 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?

5–16 years

What are the typical age ranges for the ISCED levels?

ISCED LEVEL 02 ISCED LEVEL 1 ISCED LEVEL 2 ISCED LEVEL 3
3-4 4-11 11-16 16-18
Is private sector education covered by the data provided for the country?
No
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?
No
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 operational definition of an official decision of SEN – an official decision leads to a child/learner being recognised as eligible for additional educational support to meet their learning needs. An official decision meets the following criteria:

  • There has been an educational assessment procedure involving a multi‑disciplinary team.
  • The multi-disciplinary team includes members from within and external to the child’s/learner’s school.
  • There is a legal document which describes the support the child/learner is eligible to receive and which is used as the basis for planning.
  • The official decision is subject to a formal, regular review process.

All data collected relating to children/learners with special educational needs (SEN) is in line with this operational definition of an official decision of SEN.

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

The individual school (usually the SEN Co-ordinator) will assess the child’s strengths and weaknesses and plan what support is required. Support will consist of the following:

  • School Action (SA) – interventions that are additional to or different from those provided as part of the school’s usual differentiated curriculum offer and strategies.
  • School Action Plus (SA+) – If SA is not proving sufficient, external support services such as an educational psychologist will usually see the child to further inform planning and assessment of the child. The external specialist may act in an advisory capacity or provide additional specialist assessment or be involved in teaching the child directly.
  • Statement – a school, local authority or parent may request a statutory assessment be undertaken if a child is still not progressing satisfactorily. The assessment would involve parent’s and the child’s views; copies of the child’s individual progress reports; advice from professionals, e.g. health and social services, if required.
What formal, regular review processes of a child/learner’s needs, progress and support are linked to an official decision?

Schools should record a child’s progress within an Individual Education Plan (IEP). IEPs should ideally be reviewed termly or at least twice a year. The Welsh Government SEN Code of Practice for Wales guidance document was revised in 2004.

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?
Yes

These learners are defined as being in ‘Elective Home Education’ with the majority being educated at home. A minority of these children may be flexi-schooled where the child attends school on a part-time basis and is home-schooled for the remainder of the time, but this is usually a short-term measure to address a particular issue of concern.

Our definition of children and young people who are not in any sort of education is ‘Young people not in education, employment or training.’

Please describe which learners are considered ‘out-of-education’ in the country

An Out of School learner would be defined as a child or young person who is in education (a learner) but is not attending a school. This includes children and young people who are:

  • educated other than at school (EOTAS);
  • enrolled in a school but educated off-site in provision arranged by the school (often referred to as alternative education);
  • electively home educated;
  • educated by the youth justice service.

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