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Assessment Without Levels | St Stephen’s CE Primary School

Assessment Without Levels

From this September, the Government has made a huge change in the way that children in schools are to be assessed. This is to tie in with the New National Curriculum that started to be used by all schools at the beginning of the 2014 Academic Year. This is a new way of thinking for schools, and assessment will look very different to how it has done for the past 20 years. The aim of this guide is to hopefully give you some clear information about all the changes that are happening in Education across the country, and what that means for the children here at St Stephen’s School. Before we even think about assessment we need to be clear on what changes the new curriculum has brought to subjects that are traditionally assessed.


Curriculum 2014

So, what are the changes to the curriculum? It would take far too long to cover the whole curriculum, particularly in any great depth. But the main changes to the key core subjects are highlighted below.


English — The new programme of study for English is knowledge-based; this means its focus is on knowing facts rather than developing skills and understanding. It is also characterised by an increased emphasis on the technical aspects of language and less emphasis on the creative aspects. English is set out year by year in Key Stage 1 and two-yearly in Key Stage 2. Appendices give specific content to be covered in the areas of spelling and vocabulary, grammar and punctuation. These are set out yearly across both key stages.


Mathematics — The main areas in the new programme of study for mathematics are called domains. These are number, measurement, geometry, statistics, ratio and proportion and algebra. Two of these, number and geometry, are further divided into subdomains. The way that the curriculum is organised varies across the primary age range – every year group has a unique combination of domains and subdomains. There is no longer a separate strand of objectives related to using and applying mathematics. Instead, there are problem-solving objectives within the other areas of study. Most of the changes to the mathematics curriculum involve content being brought down to earlier years.


The End of Curriculum Levels

So why are levels disappearing?

The DfE want to avoid what has been termed ‘The level Race’ where children have moved through the old National Curriculum levels quickly to achieve higher attainment. The old National Curriculum was sub-divided into levels, but these were not linked to their national curriculum year group. For example, a child in Year 4 could be a Level 3 or even a level 5. Children were achieving Level 5 and 6 at the end of Key Stage 2, but the DfE thought that a significant number were able to achieve a Level 5 or 6 in a test—but were not secure at that level. The feeling from the DfE was that the old national curriculum and the levels system failed to adequately ensure that children had a breadth and depth of knowledge at each national curriculum level.


 Assessing Without Levels

The DfE announced in 2013 that there would no longer be National Curriculum levels and that schools would have to set up their own way of assessing pupils. We have spent a long time researching various different methods of assessing pupils, and we have had demonstrations of various commercial software tracking systems. Almost all of the systems used the same format, which was similar to the system used in the Early Years and Foundation Stage. This was to take the end of year expectations for each year group and to split this into 3 categories as follows:

  • Emerging— Yet to be secure in the end of year expectations.
  • Expected—Secure in the majority of the end of year expectations.
  • Exceeding—Secure in almost all or all the end of year expectations and is able to use and apply their knowledge and skills confidently.


Under the old levels system children who were exceeding might have moved into the next level. The DfE now want children who are in the exceeding bracket to add more depth and breadth to their knowledge, and to have more opportunities to develop their using and applying skills. They are calling this phase of learning Mastery and Depth. Only exceptional children will move into working towards the end of year expectations from the year above. Similarly, children who are unlikely to be emerging at the end of the year may work towards the expectations from the year below.


So how will this look at the end of each Key Stage?

Key Stage 1

It is anticipated that the majority of children will reach the assessment point of Year 2 expected, a smaller number of children will reach Year 2 exceeding, and a small number will be Year 2 emerging, or possibly Year 1 exceeding/expected/emerging.


Key Stage 2

Lots of you may have heard of the expression ‘Secondary Ready’ as the standard children must achieve by the end of Year 6. The DfE have slightly distanced themselves from this phrase and are talking about children reaching the assessment point of Year 6 expected. Similar to Year 2 there will be some children who may be Year 6 exceeding and some children who are Year 6 emerging. There may also be a small number of children who are still working at a lower level e.g. Year 4/5 exceeding/expected/emerging.


Our Philosophy

We have designed our own system to record how the children are doing regarding age appropriate level for attainment and progress.  This highlights where the children are at the end of each term.  We use day to day assessments by the staff and will also combine this with summative assessment at different stages in the academic year.


Our philosophy is built around personalised learning– we recognise that each child is different and that they will all need different areas to focus on to get better.  The children are set next-step targets in reading, writing and maths and these are reviewed regularly by the teachers, TAs and pupils themselves.


Class teachers and TAs will use marking and feedback to help children to make progress and develop new skills securely.


So how will the process in school work? In each Autumn term, by October/November the teachers will have had an opportunity to assess how the children are working. At the start of each year group, every child will be emerging/low as they are being judged against the End of Year statements. By using their professional knowledge and judgement teachers will know what the children can already do and what they think the children can achieve. They will then give a forecast as to where they think a child will be by the end of the Year. Only very exceptional children will have a forecast from a higher or lower year group. As far as we are aware Year 6 Exceeding (High) is likely to be the highest grading for the end of Key Stage 2.


During the year, when we have conversations with you about you child’s progress you won’t be given an actual definitive position of where they are on this scale. Instead you will be told whether your child is on track to meet their end of year target. It may well be that they are above or below where they need to be, in which case their end of year target may be adjusted.


We hope that you find this guide useful to help you understand why assessment has changed and how assessment has changed.

Here you can learn more about the changes to the national year 2 and year 6 tests:

National Curriculum Levels for French

Level 1

Pupils show that they understand a few familiar spoken words and phrases. They understand speech spoken clearly, face to face or from a good-quality recording. They may need a lot of help, such as repetition or gesture.

Pupils say single words and short, simple phrases in response to what they see and hear. They may need considerable support from a spoken model and from visual clues. They imitate correct pronunciation with some success.

Pupils recognise and read out a few familiar words and phrases presented in clear script in a familiar context. They may need visual clues.

Pupils write or copy simple words or symbols correctly. They label items and select appropriate words to complete short phrases or sentences.

Level 2

Pupils show that they understand a range of familiar spoken phrases. They respond to a clear model of standard language, but may need items to be repeated.

Pupils answer simple questions and give basic information. They give short, simple responses to what they see and hear, and use set phrases. Their pronunciation shows an awareness of sound patterns and their meaning is clear.

Pupils show that they understand familiar written phrases. They match sound to print by reading aloud familiar words and phrases. They use books or glossaries to find out the meanings of new words.

Pupils write one or two short sentences, following a model, and fill in the words on a simple form. They label items and write familiar short phrases correctly. When they write familiar words from memory, their spelling may be approximate.

Level 3

Pupils show that they understand the main points from short spoken passages made up of familiar language. They identify and note personal responses. They may need short sections to be repeated.

Pupils ask and answer simple questions and talk about their interests. They take part in brief prepared tasks, using visual or other clues to help them initiate and respond. They use short phrases to express personal responses. Although they use mainly memorised language, they occasionally substitute items of vocabulary to vary questions or statements.

Pupils show that they understand the main points and personal responses in short written texts in clear printed script made up of familiar language in simple sentences. They are beginning to read independently, selecting simple texts and using a bilingual dictionary or glossary to look up new words.

Pupils write a few short sentences, with support, using expressions that they have already learnt. They express personal responses. They write short phrases from memory and their spelling is readily understandable.

Level 4

Pupils show that they understand the main points and some of the detail from spoken passages made up of familiar language in simple sentences. They may need some items to be repeated.

Pupils take part in simple conversations, supported by visual or other cues, and express their opinions. They begin to use their knowledge of grammar to adapt and substitute single words and phrases. Their pronunciation is generally accurate and they show some consistency in their intonation.

Pupils show that they understand the main points and some of the detail in short written texts from familiar contexts. When reading on their own, as well as using a bilingual dictionary or glossary, they begin to use context to work out the meaning of unfamiliar words.

Pupils write short texts on familiar topics, adapting language that they have already learnt. They draw largely on memorised language. They begin to use their knowledge of grammar to adapt and substitute individual words and set phrases. They begin to use dictionaries or glossaries to check words they have learnt.

Level 5

Pupils show that they understand the main points and opinions in spoken passages made up of familiar material from various contexts, including present and past or future events. They may need some repetition.

Pupils give a short prepared talk that includes expressing their opinions. They take part in short conversations, seeking and conveying information, opinions and reasons in simple terms. They refer to recent experiences or future plans, as well as everyday activities and interests. They vary their language and sometimes produce more extended responses. Although there may be some mistakes, pupils make themselves understood with little or no difficulty.

Pupils show that they understand the main points and opinions in written texts from various contexts, including present, past or future events. Their independent reading includes authentic materials. They are generally confident in reading aloud, and in using reference materials.

Pupils write short texts on a range of familiar topics, using simple sentences. They refer to recent experiences or future plans, as well as to everyday activities. Although there may be some mistakes, the meaning can be understood with little or no difficulty. They use dictionaries or glossaries to check words they have learnt and to look up unknown words.

Level 6

Pupils show that they understand the difference between present, past and future events in a range of spoken material that includes familiar language in less familiar contexts. They identify and note the main points and specific details. They need little repetition.

Pupils give a short prepared talk, expressing opinions and answering simple questions about it. They take part in conversations, using a variety of structures and producing more detailed or extended responses. They apply their knowledge of grammar in new contexts. Although they may be hesitant at times, pupils make themselves understood with little or no difficulty and with increasing confidence.

Pupils show that they understand the difference between present, past and future events in a range of texts that include familiar language in less familiar contexts. They identify and note the main points and specific details. They scan written material for stories or articles of interest and choose books or texts to read independently, at their own level. They are more confident in using context and their knowledge of grammar to work out the meaning of unfamiliar language.

Pupils write texts giving and seeking information and opinions. They use descriptive language and a variety of structures. They apply grammar in new contexts. Although there may be a few mistakes, the meaning is usually clear.

Level 7

Pupils show that they understand longer passages and recognise people’s points of view. The passages cover a range of material that contains some complex sentences and unfamiliar language. They understand language spoken at near normal speed, and need little repetition.

Pupils answer unprepared questions. They initiate and develop conversations and discuss matters of personal or topical interest. They improvise and paraphrase. Their pronunciation and intonation are good, and their language is usually accurate.

Pupils show that they understand longer texts and recognise people’s points of view. These texts cover a range of imaginative and factual material that contains some complex sentences and unfamiliar language. Pupils use new vocabulary and structures found in their reading to respond in speech or writing. They use reference materials when these are helpful.

Pupils write articles or stories of varying lengths, conveying opinions and points of view. They write about real and imaginary subjects and use an appropriate register. They link sentences and paragraphs, structure ideas and adapt previously learnt language for their own purposes. They edit and redraft their work, using reference sources to improve their accuracy, precision and variety of expression.

Level 8

Pupils show that they understand passages including some unfamiliar material and recognise attitudes and emotions. These passages include different types of spoken material from a range of sources. When listening to familiar and less familiar material, they draw inferences, and need little repetition.

Pupils narrate events, tell a story or relate the plot of a book or film and give their opinions. They justify their opinions and discuss facts, ideas and experiences. They use a range of vocabulary, structures and time references. They adapt language to deal with unprepared situations. They speak confidently, with good pronunciation and intonation. Their language is largely accurate, with few mistakes of any significance.

Pupils show that they understand texts including some unfamiliar material and recognise attitudes and emotions. These texts cover a wide variety of types of written material, including unfamiliar topics and more complex language. When reading for personal interest and for information, pupils consult a range of reference sources where appropriate.

Pupils produce formal and informal texts in an appropriate style on familiar topics. They express and justify ideas, opinions or personal points of view and seek the views of others. They develop the content of what they have read, seen or heard. Their spelling and grammar are generally accurate. They use reference materials to extend their range of language and improve their accuracy.

Exceptional Performance

Pupils show that they understand the gist of a range of authentic passages in familiar contexts. These passages cover a range of factual and imaginative speech, some of which expresses different points of view, issues and concerns. They summarise, report, and explain extracts, orally or in writing.

Pupils take part in discussions covering a range of factual and imaginative topics. They give, justify and seek personal opinions and ideas in informal and formal situations. They deal confidently with unpredictable elements in conversations, or with people who are unfamiliar. They speak fluently, with consistently accurate pronunciation, and can vary intonation. They give clear messages and make few errors.

Pupils show that they understand a wide range of authentic texts in familiar contexts. These texts include factual and imaginative material, some of which express different points of view, issues and concerns, and which include official and formal texts. Pupils summarise, report, and explain extracts, orally or in writing. They develop their independent reading by choosing and responding to stories, articles, books and plays, according to their interests.

Pupils communicate ideas accurately and in an appropriate style over a range of familiar topics, both factual and imaginative. They write coherently and accurately.

UK academies, free schools and colleges can or must post online

There is separate guidance on what local government supported schools should post online.

If your school or college is one of the following types, you should check your funding agreement to see exactly what information you must publish on your website:

  • academies, including free schools, schools- studios and university technical colleges
  • sixth graders
  • Colleges of General Further Education ( FE)

There are also publication requirements set out in the Equality Act 2010 and the Children and Families Act 2014 and related regulations. You must abide by them.

This guide provides an overview of these requirements and additional information that the Department of Education (DfE) encourages these schools and colleges to post on their websites. Many academic foundations are required to publish much of this additional information due to provisions in their funding agreements.

Your website must include:

  • the name of your school or college
  • mailing address of your school or college
  • phone number of your school or college
  • name of the person who handles questions from parents and other members of the public
  • name of director or director
  • name and contact details of the chairman of the governing body (if you have one)
  • name and contact details of your Special Educational Needs Coordinator ( SENCO ) unless you are a special academy, sixth grade or college FE

If you represent an academy, you must publish your academy’s website, address, and telephone number.

Admissions Procedures


Admissions procedures to all general academic schools other than academic special schools, alternative schools, or 16- to 19-year-old individual schools must comply with the School Admissions Code and the Admissions Appeals Code. school.

The Academy Trusts must post their School Admissions Rules on their website by March 15 of each year and keep them there throughout the offer year. This is the academic year in which offers for places are made.

The admissions policy must state:

  • how you will process applications for each relevant age group in your schools is the age group in which children are normally admitted to the school
  • what parents should do if they want to apply for their child to attend one of your schools
  • your selection measures for students applying (if the school is a selection school)
  • your oversubscription criteria describing how you offer seats if there are more applicants than available seats

You must also indicate how applications will be processed throughout the year for your schools no later than August 31 of each year.

If the academy trust will be applying to your schools during the year, you must provide a suitable application form so that parents can apply for a place at your school during the year. You must also provide an additional information form, if applicable.

If the school is to be part of the local authority’s annual coordination scheme, you must provide information on where parents can find details of the scheme.

You must also publish by February 28 each year a schedule for organizing and reviewing your school’s admissions appeals.

This must:

  • include an appeal deadline that allows those filing an appeal a minimum of 20 school days from the date they were notified that their application was denied to prepare and file a written appeal.
  • include reasonable time limits for:
    • applicants for additional evidence
    • admission authorities submit their evidence
    • clerk to send appeal documents to panels and parties
  • ensure that appellants are given at least 10 school days notice of an appeal hearing
  • ensure that decision letters are sent within 5 school days after the hearing, whenever possible

16 to 19 academies and colleges

If you are attending a 16 to 19 academy, FE college, or sixth grade college, we encourage you to publish your admission arrangements.

You must release this information one year before the start of the school year to which the rules apply to help parents and students make informed choices. We recommend that the arrangements do not change during the year. You must include details about:

  • open days your college or academy is planning
  • Application process for a place at your college or academy
  • Does your college or academy give priority to applications from students attending certain schools

School uniforms

The department issues guidelines on the cost of school uniforms. Schools should consider this guidance when developing and implementing their school uniform policy. This guideline requires schools to post their uniform policies on their website.

The published uniform policy should be easy to understand and, if the school has a school uniform, should:

  • clearly indicate whether the item is optional or mandatory
  • clarify whether the item will be worn only at certain times of the year (for example, if it is a summer or winter uniform)
  • clearly indicate whether a generic product will be accepted or a branded product is required
  • make it clear whether the product can only be purchased from a specific retailer or if it can be purchased from a wider range, including second-hand sellers

Ofsted reports

You must post either a copy of your school’s most recent Ofsted report or a link to the report on the Ofsted website.

Test, Exam and Grade Scores

Milestone 4 and Performance Metrics 16 to 18 will be published by the Secretary of State for the 2021-2022 academic year.

For Stage 4 Key Findings and Results 16-18, you should update your website to include the latest scores, which will be based on tests, exams, and grades for the 2021-2022 school year when published.

Along with your Stage 4 and 16-18 Key Findings, you can add the following sentence:

“Given the pandemic’s uneven impact on school and college performance data, the government has stated that you should not directly compare performance data from one school or college with others or data from previous years.

Stage 2 Highlights (Primary School Graduation)

You do not need to post the 2021-2022 Stage 2 Highlights on your website as the Secretary of State will not release this data. This is because mandatory grades are back for the first time since 2019.year unchanged after the disruptions caused by the pandemic.

You must continue to display on your website your school’s most recent Stage 2 KPIs as published by the Secretary of State. For most schools, these will be performance indicators published for the 2018-2019 school year.

You must clearly state that these performance indicators are for the 2018-2019 school year and are not current. For example, you can add the following sentence to your results:

“The government will not release KS2 school level data for the 2021-22 school year. They archived data from the 2018 to 2019 school year as they acknowledge that this year’s data may no longer reflect current performance.»

Stage 4 Highlights (Secondary)

You must release the following information from your school’s latest Stage 4 Key Performance Indicators published by the Secretary of State. When published, for most schools these will be the performance indicators for the 2021-2022 school year:

  • Progress 8 points
  • Achievement in English and Mathematics — Percentage of students who achieved a grade of 5 or better on GCSE in English and Mathematics
  • Achievement of 8 points
  • English Baccalaureate ( EBacc ) APS

We encourage schools to also publish:

  • percentage of students entering the Bachelor of English ( EBacc ) and
  • Percentage of students continuing education or starting work after milestone 4 (student referrals)

Stage 5 Key Information (16 to 18 years old)

Schools and colleges with 16 to 18 students must publish the most recent 16 to 18 grades published by the Secretary of State. For most schools or colleges, when published, these will be performance indicators for the 2021-2022 school year:

  • achievement
  • retention
  • directions
Progress Metrics

For schools and colleges with 16 to 18 students, you do not need to display Progress Metrics (Level 3 Value Added) or English and Maths Metrics on your website. These measures will not be published for the 2021-2022 school year.

Performance website

You must include a link to the school and college performance website and your school or college performance page.

School Hours

Schools must publish on their website opening and closing times, as well as the total time this amounts to in a typical week (eg 32.5 hours).

Schools must indicate their mandatory opening hours. This time spans from the official start of the school day (morning registration) to the official end of the mandatory school day. It includes breaks, but not necessarily before or after school hours.


Academies must publish:

  • the content of the curriculum that your school follows each school year in each subject, including compulsory subjects such as religious education, even if it is taught as part of another subject or subjects or called something else
  • how parents or other members of the public can learn more about your school’s curriculum
  • How do you qualify for the 16-19 Years of Education program (if you have sixth grade or offer 16-19 years of education)years)

Depending on which learning milestone your school offers, we recommend that you also publish any of the following that apply to your school:

  • the names of any sound or reading patterns you use in milestone 1
  • List of courses available to students at Key Stage 4, including GCSEs
  • 16 to 19 year old qualification you offer

You must also indicate how, over time, you will increase the participation of students with disabilities in the school curriculum as part of your school’s accessibility plan. For more information, see Special Educational Needs and Disabilities.

Distance learning

You should consider posting information about distance learning at your school on your website. An additional template is available to support schools with this.

Conduct policy

Academies must publish details of the school’s policy of conduct, including their anti-bullying strategy. Read the guide to developing and publishing your school’s code of conduct.

College FE is also encouraged to publish this information.

Student and Recovery Allowance

All schools that receive student contributions must publish a student contribution strategy statement by December 31 each year.

In your strategy statement, you must explain how your premiums and rehabilitation premiums are spent, and what results are being achieved for students. It is important that parents and guardians understand this, and you should write this with them in mind.

You must use the DfE template to complete your application. It can be found along with ready-made examples and tips for school leaders on the Additional Tips for Students page.

The template has been designed to ensure that your application reflects the requirements set out in the student award terms and conditions. This includes the requirement to pay a student allowance and a recovery allowance in accordance with the department’s «approach menu» from the start of the 2022-2023 school year. The menu can be found in Using the Student Supplement: A Guide for School Leaders on the Student Supplement Recommendations page.

We recommend that you plan to use Student Premium for 3 years. If you do this, you will still need to update the report each year to reflect your expenses for that school year and the impact of the previous school year’s student allowance.

PE and Sports Prize for Primary Grades

If your school receives PE and Sports Award funding, you must publish:

  • the amount of the award received
  • full breakdown of how they were (or will be) spent
  • what impact did the school have on student participation and achievement in physical education and sports
  • how improvements will be sustainable in the future

You must also report the percentage of students in your 6th grade cohort who completed the National Curriculum:

  • competently, confidently and skillfully swim a distance of at least 25 meters
  • Use stroke range effectively (e. g. front crawl, backstroke and breaststroke)
  • perform safe self-rescue in various situations on the water

You must post all the information in this section before the end of the summer term, but no later than July 31st. This is specified in the terms of the grant document.

To help you plan, track and report the impact of your spending, partners in the physical education and school sports sector have developed a template. The template can be accessed through the websites of the Association Physical Education and the Youth Sports Fund.

Commitment to Equality in the Public Sector

Equality Act 2010: Guidelines for Schools provides information on how your school can demonstrate compliance with its commitment to equality in the public sector. For example, including information about your school:

  • Eliminate unlawful discrimination, harassment and victimization, and other practices prohibited under the Equality Act 2010.
  • promotion of equality of opportunity between people who share protected characteristics and people who do not
  • building good relationships between people with protected characteristics and those without
  • advising and involving those affected by inequality in decisions made by your school or college to promote equality and eliminate discrimination — affected people may include parents, students, staff and members of the local community

As government agencies, academies and institutions FE must comply with the duty to promote equality in the public sector under the Equality Act 2010 and the Equality Act 2010 (Specific Responsibilities and Public Authorities) Regulations 2017. This means what you must publish:

  • Details of how your school is fulfilling its commitment to public sector equality — you must update it every year .
  • Your school’s equity goals — you must update this at least every 4 years

Special Educational Needs and Disabilities (


Academy schools (but not FE colleges and 16 to 19 academies) must post on their website an information report on the implementation of your school’s 90 year old policy. 321 SEN . Schools must update the report at least once a year.

All changes during the year should be reported as soon as possible. Report must comply with section 69of the Children and Families Act 2014, which means that it must contain:

  • SEN information” listed in Schedule 1 of the Special Educational Needs and Disabilities Regulations 2014. Legislative guidance on this matter is contained in paragraphs 6.79–6.82 of the Code of Practice on Special Educational Needs and Disabilities: from 0 to 25 years;
  • information about:
    • admission procedure for students with disabilities
    • steps you have taken to prevent students with disabilities from being treated less favorably than other students
    • funds you provide to help students with disabilities access school
    • a plan prepared in accordance with paragraph 3 of schedule 10 of the Equality Act 2010 (accessibility plan) for:
      • increase in the extent to which students with disabilities can participate in the school curriculum
      • improving the physical environment of the school to improve the extent to which students with disabilities can benefit from education and the benefits, facilities or services provided or offered by the school
      • improving the delivery of information to students with disabilities that is easily accessible to non-disabled students

Academies and colleges must publish information about their career programs. This information must apply to the provision of career guidance to students aged 7 to 13 (11 to 18) and any requirements set out in your Career Counseling Funding Agreement. In the current academic year, you must specify:

  • school or college career leader name, email address and phone number
  • a summary of the career program, including how students, parents, teachers, and employers can access information about it
  • How does a school or college measure and evaluate the impact of a career program on students
  • date of next revision of published information by school or college

Read the official guidance for schools and colleges on career counseling and access for education and training providers for more information.

The Legislative Guide for Schools also contains additional information about the policy statement that academies must issue under section 42B of the Education Act of 1997, known as «provider access legislation». The policy statement must specify the circumstances under which technical education and apprenticeship providers will have access to students in grades 8-13.

Complaint Policy

We encourage all academies and colleges to post their complaint policy online.

If you are an academy, FE , or sixth grade college, we encourage you to post your online whistleblowing policy.

Academy schools (but not colleges or academies 16-19) must, as part of their SEN information report, publish any action taken to address complaints from parents of children with special educational needs about support provided by the school.

Annual reports and accounts


You must release the following financial information about your school:

  • audited annual report and accounts
  • memorandum of association
  • charter
  • names of trustees and members of the charity
  • financing agreement

Additional guidance on this subject can be found in the Academy Trust Handbook.

FE and Sixth Form Colleges

Colleges must post their government papers and articles on their website.

They must also publish an annual report of their members and an audited financial statement each year.

Performance pay

You must publish the number of employees who have a gross annual salary and benefits of £100,000 or more. You must publish these figures in increments of £10,000. For more information, see paragraph 2.32 of the Academy Trust Handbook.


Academic trusts must publish accessible and up-to-date details of governance arrangements. Learn more about what you need to publish about your academy and its board of trustees in the Academy Trust Guide (paragraphs 2.49–2.50).

FE and Sixth Form Colleges

You must publish the following information about your college governing body:

  • structure and responsibilities of the
  • governing body

  • details of any committees
  • names of all governors, including the chairman

You can simply publish your manager’s handbook, which should include all this information.

Collection and remission policy

Academies must publish their fee and fee waiver policies (meaning when you waive fees). Policies must include information about:

  • Events or when your school will charge parents of students
  • circumstances in which your school will make an exception to a payment you would normally expect to receive under your fee policy

Values ​​and Spirit

Academies and colleges must publish a statement of their ethics and values.

Requests for copies

You must provide a paper copy of the information on your website if a parent requests one.

Frequently Asked Questions (FAQs) — British School Haileybury Astana

What is Haileybury Astana?

Haileybury Astana is an independent school that offers the best education in the best traditions of the British education system through its campuses in the UK and Kazakhstan. At Haileybury Astana, children can experience a British private boarding school with many extracurricular activities while staying with their families.

Instead of the 11 years of education offered by the Kazakh system, Haileybury Astana offers a full British education for children aged 2 to 16, followed by the International Baccalaureate program (16-18). Within the framework of this system, the student will be able to easily adapt to any changes in the environment, if for any reason it becomes necessary to change schools.

The hallmark of Haileybury Astana is its “holistic” education. We focus not only on the achievement of the academic potential of each student, but also on the expansion of his education through extracurricular activities and individual educational work.

What age groups are taught at Haileybury Astana?

Haileybury Astana has a kindergarten, elementary and high school.

Kindergarten is for children aged 2 to 5 and is more than just a childcare facility: we help children reach their full academic, physical, cultural and social potential.

Primary school is for children aged 5 to 11. The British Early Years Curriculum divides primary school into two key levels: KS1 is for students aged 5-7 and KS2 is for students aged 7-11. The Primary School builds on the extensive experience gained in Kindergarten in order to develop students into responsible students with a broad and balanced curriculum in a supportive learning environment.

The high school is for students aged 11-18 and is also divided into key levels: KS3, KS4 and KS5. KS3 level for grades 7-9, where students take lessons under the guidance of specialist teachers, and the curriculum is rich and dynamic. KS4 is when students in grades 10 and 11 take IGCSE exams in a range of subjects offered by the Center for International Examinations at the University of Cambridge. Finally, at the key stage of KS5, Years 12 and 13 students have the opportunity to complete the International Baccalaureate (IB) program, which focuses on independence, leadership and a truly international approach.

Section Schools

Key steps ( KS ) – Grades

Student age ( years)


Kindergarten — Nursery, Introductory Group and Preparatory Group


Elementary School

KS1 — 1 and 2 class

KS2 — 3, 4, 5 and 6 class



High School

KS3 — 7, 8 and 9 class

KS4 — 10 and 11 class

KS5 — 12 and 13 class




What is the daily routine at school?

The school day depends on the key level and is shown in the table below:

Key stage





15:15 or extension until 17:00

Key stage 1


15:15 or 17:00 in case of extracurricular activities for CS1.

Key Stage 2


15:15 or 17:00 in case of extracurricular activities

Key Stage 3


15:15 or 17:00 in case of extracurricular activities

Key stage 4 and 5


15:30 or 17:00 in case of extracurricular activities

What curriculum does Haileybury Astana follow?

Kindergarten: here at Haileybury Astana we use the internationally recognized British Early Years Curriculum. This curriculum is specifically designed to support “total child development” in an international environment and provides children with a solid foundation to build lifelong learning. The thematic approach allows each unit of study to be centered around an exciting central theme, such as the space theme «Rocket Launch».

Haileybury Primary School provides a British Curriculum to our pupils aged 5-11. The program builds on the extensive foundation gained at Haileybury Nursery and continues to develop socialization, numeracy and communication skills through a combination of playful and multi-sensory learning activities in primary school.

During Key Year 1 at Haileybury Astana, our students build on their extensive kindergarten experience and continue to develop their social, math and communication skills in combination with games and multi-sensory learning. Counting and number games are used with an emphasis on research and practical work. When students are ready, they are introduced to more formal mathematical concepts leading to working with all four numerical processes.

Key Stage 1 students at Haileybury Astana begin to learn more about the world around them through a range of globally relevant, child-friendly topics, exploring more aspects of science and learning about history and geography. With the help of specialist teachers in PE, swimming, music, Kazakh language, drama and dance, Haileybury Astana students are exposed to a rich, broad and balanced curriculum in a supportive learning environment that allows each student to develop.

As pupils move to Keystone 2 at Haileybury Astana, there is more emphasis on independence and responsibility for their own learning and behaviour. We expect students to focus more on their work and then take pride in their work.

At Key Level 2 at Haileybury Astana, our students continue to expand their previous skills, knowledge and broaden their horizons with child-friendly, globally relevant integrated topics covering aspects of history and geography, as well as reading and writing skills. With the help of specialist teachers in physical education, swimming, music, Kazakh, Russian, theater and dance, Haileybury Astana students receive a rich, broad and balanced curriculum in a supportive learning environment that allows each student to develop.

High school: teachers teach in English, except for elective language subjects. The curriculum is rich and dynamic, it involves a variety of academic, creative and industrial areas. Moreover, the Extracurricular Activities (CCA) program in grades 7-9 has been expanded to reflect the growing responsibility and maturity of this stage of education. It allows students to quickly assess their interest and skills in new areas and subjects.

Students take the IGCSE (International Certificate of Secondary Education)/GCSE (Secondary School Leaving Certificate) in a range of subjects offered by the Cambridge University Center for International Examinations (CIE). They are also the world’s largest provider of international qualifications for school age students. At the end of the two-year course, after successfully passing the exams, students receive internationally recognized certificates in each subject, ready for the next stage of study.

In Years 10 and 11, everyone learns English (as a first or second language; English Literature is also an elective), math, science, and a modern foreign language.

The Keystone Six at Haileybury Astana provides students with an excellent opportunity to make significant choices in choosing a path. The International Baccalaureate (IB) program is an exciting qualification accepted by universities around the world. Many American universities can provide credit for a year to students who earn this qualification, offered to students aged 16 to 18. Many universities in the UK and around the world value International Baccalaureate students for the research and teaching skills they develop, and the International Baccalaureate program is now offered at many of the UK’s leading schools.

The International Baccalaureate program is the fastest growing undergraduate program in the world.

Are the lessons taught in English?

Yes, throughout the school, except for other languages, the language of instruction is English for all ages by native English speakers with British teaching qualifications.

Students who require EAL (English as an Additional Language) support sometimes require translation from their native language.

Where can I find information about tuition fees?

Tuition fees are posted on the school website at the following link:

Tuition fees are reviewed annually by the Board of Trustees and published in the May preceding the next academic year.

Is there transportation for students?

Sorry, student transportation is not available. There are companies in Astana that provide school buses that parents can arrange on their own, but the school does not work with them.

Are parents involved in the life of the school?

Haileybury Astana is a community and parents are a particularly important part of it. Parents participate in a variety of activities throughout the school year, from helping organize events, being a class representative for your child, or watching your children perform. We want to offer you the opportunity to be as involved as is practical.

How can parents participate in school life?

Regular communication with parents is essential to the well-being of every student, and parents are always invited to the various school performances, concerts and other events. The Haileybury Parents Association provides opportunities for parents to get involved in school life.

What is the Haileybury Parents Association (HPA)?

The Haileybury Parents Association works closely with the school to organize events ranging from formal balls to casual competition and quiz nights. Its main goal is to create an opportunity and environment for every parent to get as much as they want from the school.

Is food provided?

Haileybury Astana provides a healthy breakfast, hot lunch, as well as light snacks and afternoon snacks. All meals and snacks are prepared in our school kitchens. The menu is designed by nutritionists with children in mind, so that they receive healthy and balanced meals. Meals are included in the tuition fee.

What’s on the menu this school year?

Our menu changes throughout the year to reflect the seasons. We will be very happy to provide you with the latest menu when you arrive for the school tour. If you would like a copy of the menu, please contact Admissions.

Does the school offer extra classes?

Yes, Haileybury Astana offers a wide range of sports, music and academic activities such as chess, basketball, volleyball, swimming, debating club, 3D art, language courses, music, etc.

How is a typical school day?

High School

The day starts at 08:00 with a 30-minute meeting between students and their class teachers. Two 55-minute lessons are followed by a 20-minute break from 10:20 to 10:40. Students return to study for two 55-minute lessons before 12:30. From 12:30 to 14:00, students have lunch, take a break and participate in House Meetings and activities, as well as in extracurricular activities. The last two lessons of the day take place from 14:35 to 15:30. Extracurricular activities are held until 17:00 from Monday to Thursday. Please note that extra-curricular activities are not available during distance learning. CC5 students also have study periods scheduled throughout the week where they can explore aspects of independent study in the International Baccalaureate program.

Do Haileybury Astana students wear school uniforms?

Yes, students wear a school uniform, which can be purchased at the school store or through the online store at It’s best to visit the school store when you bring your child to school so they can try on the uniform and see if it fits.

Do you arrange morning coffee meetings with your parents?

Ms. Kerry Sinclair, Principal of the Elementary School, regularly hosts morning coffee meetings with parents throughout the year to discuss education issues. We regularly send out invitations, and parents are always happy to attend.

Who should I contact if I am concerned about my child’s education?

In kindergarten and elementary school, the most important person to communicate with is your child’s mentor. You can discuss with him everything related to your child’s academic performance and educational work. Teachers are busy all day but always try to answer emails within 24 hours. Haileybury Astana teachers are committed to developing positive relationships with parents in order to support and develop their children’s learning. There are many opportunities to meet with a mentor throughout the year, including introductions at the beginning of the year, open morning sessions on specific subjects, speeches at the end of themed classes, parent-teacher conferences. If you and your teacher feel the need to have an additional conversation, it’s easy to arrange a meeting.

In high school, each student is part of a mentor group that also reflects the House they are in. The first point of contact is usually the mentor, and they may also turn to the Housemaster or any subject teacher for advice and support. If you have concerns about your child’s education, you should discuss this with their tutor, but you can also talk with the Housemaster or any of their subject teachers. The mentor and the Housemaster put the interests and well-being of their students at the top of their list of priorities, as well as academic success. There are two parent-teacher conferences throughout the year, as well as other special events that give parents the opportunity to talk to teachers, but if more information or conversation is needed, teachers will be very happy to arrange additional meetings.

What is included in the Kazakh language curriculum?

Kazakh language teaching materials are divided into three main parts:

  1. social background (family, traditions, relationships, friendship, food, health, daily routine, pets)
  2. educational and labor sphere (at school, education, time management, assistance, hobbies, sports)
  3. socio-cultural background (shopping, library, media, entertainment, famous people, national heritage, independent country, travel).

Separate time is devoted to the section «Journey to Wonderland». For elementary school. «Journey to Wonderland» includes activities such as listening to fairy tales, memorizing poems, solving puzzles, singing, dancing, theater performances, etc. to increase students’ interest in the language and develop their cognitive thinking.

The goal of teaching Kazakh at Haileybury Astana is to introduce students to a new way of verbal communication, to integrate them into the culture of the Kazakh people in the target language, and to develop and teach students through the Kazakh language.

Learning objectives:

  • teaching language tools and developing skills to interact with them in the process of listening, speaking, reading and writing;
  • developing simple communication skills in listening, speaking, reading and writing;
  • mastery of oral and written linguistic information that is understandable to students and necessary for mastering oral and written vocabulary in the target language;
  • development of social and cultural education in accordance with the mentality of the Kazakh people;
  • development of cognitive functions: intelligence, thinking, imagination to develop the ability to speak, to show interest in the Kazakh language, to develop a friendly attitude towards other countries and cultures
  • determination of the influence of social and cultural conditions on the development of personality in the school environment;
  • determination of the level of personality development at a certain stage;
  • organization of the educational process, which creates favorable conditions for the development of the individual.

The educational goals of this subject are closely related to other disciplines, as they teach children not only to memorize sequences of words, to replenish their active vocabulary, but also to correctly use each learned word in speech and sentence construction.

Does the Kazakh language in the curriculum correspond to the Kazakh national curriculum?

We offer adaptations of the Kazakh National Curriculum to meet the needs and goals of our students.

Does my child (foreign student) need to study the Kazakh language and the history of Kazakhstan?

The Kazakh language is one of the subjects of the rich, comprehensive and balanced curriculum offered by Haileybury Astana. In accordance with the legislation of the Republic of Kazakhstan, all schools in Kazakhstan must not only teach the Kazakh language, but also give students knowledge of history, geography and language in order to broaden their horizons and appreciate the culture of this country.

Can my child learn a European language instead of Kazakh or Russian in elementary school?

Primary school students cannot learn another language instead of Kazakh, but we can discuss the possibility of learning an additional language as part of extracurricular activities.

What is thematic training?

Topic learning is a common method of teaching interesting topics in Haileybury Nursery and Primary School. It is a teaching method in which students study a range of subjects following a general and specific theme. It is based on the integration of various subjects to showcase the theme.

For example, in 5th grade, students will learn about the Silk Road and this theme will run through all their subjects, culminating in an exit point where they demonstrate what they have learned. It could be an exhibition of their work or a performance for the public.

Why do you propose the House system?

Each student is assigned to one of the four Houses in the school.

Our students and teachers are very passionate about their House and there is a healthy competition between the Houses through school sports, performing arts and academic competition. You know, when children take part in any competitions, they are especially excited these days.

In the high school, Housemasters are responsible for the education and care of the students, supported by a team of tutors who meet with their students every day. The four Houses are small communities and encourage student identification with staff and other students in their House throughout the school.

What do Housemasters do?

In the high school, Housemasters are responsible for the educational work and care of students, supported by a team of mentors who meet with their students every day. The four Houses are small communities and encourage student identification with staff and other students in their House throughout the school.

Who can support my child in high school if they need extra support or advice (eg workload/stress/specific lesson)?

Haileybury Astana puts the welfare and learning of students at the top of their list of priorities and all teachers here go above and beyond to support your child. The educational work and care of a mentor is very strong, and for high school students it usually begins with their mentor and Housemaster, with whom they communicate daily. Most often, these are the right people for your child to discuss problems or advice. If they are concerned about the workload in a particular subject or the stress they are experiencing, students can also talk to these teachers.

The school also has a mentor who can meet with students to hear questions about any aspect of a student’s life.

How much homework should my child complete per week?

At Haileybury Astana, much of the academic learning takes place in the classroom, but homework helps reinforce this learning. It is important to strike a balance between each child’s learning and childhood, and our teachers use common sense when assigning homework.

We are proud of the relationship that develops between teachers and parents. Learning starts at home and we provide support and a culture that allows all teachers and parents to communicate openly and honestly.

Homeschooling helps your child develop organizational and time management skills, self-discipline, skills in using extracurricular resources, and personal responsibility for learning.

Homeschooling is an opportunity for parents and children to work together to reinforce classroom learning, build lifelong learning habits, and empower students to take responsibility for their own learning.

Parents, in cooperation with the school, should motivate children to establish good homeschooling patterns from primary school.

It is important to provide children with a quiet place so that they can do their homework without being distracted by TV or mobile phones, etc. Research shows that if parents show interest in homeschooling their children, they develop a more positive attitude towards it, and this is usually done to a higher standard.

My child is academically strong, can he go straight to first grade instead of preschool?

We encourage children to study with their peers.

By alexxlab

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