INCA Education around the world
Wales : Internal school organisation
- 4.2 Second phase: Compulsory primary education (ages 4/5 - 11) [see 3.2.2]
- 4.2.1 Organisation of teaching groups
- 4.2.2 Student progression through the phase
- 4.2.3 Class size
- 4.2.4 Teacher specialisation
4.2 Second phase: Compulsory primary education (ages 4/5 - 11) [see 3.2.2]
Proposed new 'Foundation Phase'
Following a consultation in 2003, the National Assembly for Wales (NAfW) is planning to introduce a 'foundation phase' of education for 3- to 7-year-olds. As a result, the formal learning which children aged 5 to 7 (in Key Stage 1 of primary education) currently experience looks likely to be replaced by a more informal system of learning based on well-structured play, practical activity and investigation. A pilot project for the foundation phase began in September 2004 and the statutory rollout of the foundation phase will start from September 2008. To assist pilot schools and centres, a draft "Framework for Children's Learning" for the foundation phase has been produced. This provides good practice for schools and settings to follow. Guidance on children's learning and assessment is also being produced to support the system of continuous assessment based on observation recommended during this phase.
4.2.1 Organisation of teaching groups
Most children aged 4/5 to 11, in primary level education, are taught in mixed-ability groups or classes established to cover single year groups, where possible. Some primary schools may group children by ability in a particular subject (a practice known as 'setting' ). This is used for some subjects only. Smaller or rural schools often have mixed-age classes, in which case children might stay in the same class for more than one year. 45, 148
Within mixed-ability classes, some forms of ability grouping may also be used. For example, many teachers use within-class ability grouping, which involves dividing a class into small groups and instructing each group separately.45, 148
4.2.2 Student progression through the phase
The compulsory education system comprises four key stages, two of which cover primary education as shown below:
|
Key Stage |
School years |
Student ages |
|
1 |
1 and 2 |
5 - 7 |
|
2 |
3, 4, 5, and 6 |
7 - 11 |
These key stages are the same whatever the local school organisation and irrespective of local school transfer ages.41
The primary school normally has seven classes, including the reception class for children aged 5 and under. This class will usually include children who have not yet reached compulsory school age, as well as children who have.41
Children are usually placed in a class according to their age and at the end of each school year they normally progress automatically to the next class. Some primary schools, particularly small schools, have mixed-age classes and consequently some children may stay in the same class for more than one year. Primary school children usually transfer to secondary education at age 11.45
In November 2004 the National Assembly for Wales (NAfW) launched guidance and a consultation paper on planning the transition from primary to secondary school. The consultation sought views on how to deliver the requirement for secondary schools and their 'feeder' primary schools to work together to produce a Transition Plan. Since 1 September 2006, the National Assembly for Wales has required secondary schools and their feeder primaries to produce such a joint Transition Plan for the movement of students from Key Stage 2 to Key Stage 3. 196 207
4.2.3 Class size
In 1998/99 the average size of class in maintained primary schools (that is, publicly-funded schools) was 25.6.47
The National Assembly for Wales (NAfW) has the power to set limits for the maximum class size of infant classes (children aged 4/5 to 7 years) in Key Stage 1 in maintained schools, and to determine the dates from which such limits apply. The National Assembly may also set different maximum limits for different year groups. Local authorities (LAs) and schools have to comply with such limits.57, 45
The School Standards and Framework Act 19983 set the infant class size limit for reception classes and Key Stage 1 (children aged 4/5 to 7 years) at 30 children. This limit was phased in over three years in Wales during the period September 1999 to September 2001, with reception classes (children aged 4-5) being expected to comply by September 1999, Year 1 classes (children aged 5-6) by September 2000, and Year 2 classes (children aged 6-7) by September 2001.72
The NAfW also set the following class sizes targets in addition:
- by 2003, no Key Stage 2 class to exceed 30 children
- by 2007, no primary school class to exceed 25 children. 165
Average size of classes in maintained (publicly-funded) primary schools in Wales
| School year | Average class size |
| 1990-1991 | 24.8 |
| 1999-2000 | 25.2 |
| 2000-2001 | 24.8 |
| 2001-2002 | 24.4 |
Source: DEPARTMENT FOR EDUCATION AND SKILLS (DfES) (2003). Statistics of Education: Class Sizes and Pupil Teacher Ratios in England. Norwich: The Stationery Office.
By November 2004, the NAfW's target of reducing all primary class sizes to a maximum of 30 children had been achieved in almost all cases. Just four of the 4233 infant classes (Key Stage 1, children aged 5 to 7) in Wales had more than 30 children. The target of reducing the number of children in junior classes (Key Stage 2, children aged 7 to 11) to 30 had also been achieved in almost all cases, with classes of over 30 children constituting 1.8 per cent of the total. 195
4.2.4 Teacher specialisation
Children are generally taught by one teacher in charge of teaching all subjects to the class. In some schools, there may be specialist teachers for a few subjects, for example music.45
Many primary school teachers are supported in their teaching by non-teaching staff, such as paid classroom helpers or parent volunteers.45
Teaching methods and learning materials are decided by the class teacher, in consultation with the headteacher and subject coordinators (classroom teachers, who, in addition, have responsibility for a particular subject area and who give help and guidance to their colleagues within the school). Each teacher is responsible for planning their class lessons and for drawing up schemes of work to ensure that the curriculum provided meets the statutory requirements.45
The teacher is also responsible for ensuring that there are sufficient opportunities for differentiated work for children of all abilities. Differentiation is defined as the process of providing learning experiences which are matched to the needs, capabilities and previous learning of individual children.45
Teaching does not necessarily have to be organised and delivered within subject boundaries. At primary level, teachers often organise their work in an integrated way, using thematic work as a way to teach several subjects at once.45
