Choosing a school can feel confusing long before you begin comparing inspection findings, admissions criteria or travel times.
School websites use terms such as academy, community school, free school, grammar school, voluntary aided school, UTC, special school and independent school, often without explaining what those labels mean for families.
A school’s type can affect:
- who runs it;
- who employs its staff;
- who sets its admissions arrangements;
- whether it must follow the National Curriculum;
- how it is funded;
- which pupils it is designed to support.
However, the label alone does not tell you whether your child will be happy, safe, challenged or appropriately supported.
Excellent schools exist within almost every category. Two schools with the same legal status can feel completely different because of their leadership, curriculum, size, behaviour culture, SEND provision and local community.
This guide focuses mainly on schools and education settings in England. Scotland, Wales and Northern Ireland have different systems, terminology and curriculum arrangements.
What a school type actually tells you
Several different ideas are often mixed together when people discuss school “types”.
A label may describe:
- Governance: whether the school is maintained by a local authority, operated by an academy trust or independently run;
- Funding: whether it is publicly funded, supported through fees or funded through another arrangement;
- Admissions: whether priority is based on distance, faith, academic selection, SEND or another published criterion;
- Curriculum: whether it must follow the National Curriculum or has greater freedom;
- Phase: whether it serves nursery, primary, secondary, all-through or post-16 pupils;
- Provision: whether it is mainstream, special or alternative provision.
A school can belong to several descriptive groups at once.
For example, one school could be:
- an academy;
- a secondary school;
- a faith school;
- a grammar school;
- part of a multi-academy trust.
This is why no single label provides the complete picture.
You can browse live school lists through the AllSchools school types directory or compare institutions by school phase.
Maintained schools
Maintained schools are state-funded schools maintained through the local authority.
They include:
- community schools;
- foundation schools;
- voluntary controlled schools;
- voluntary aided schools;
- community and foundation special schools;
- maintained nursery schools.
Maintained mainstream schools follow the National Curriculum. The main differences between the categories concern governance, staff employment, land ownership and admissions.
Community schools
Community schools are maintained by the local authority.
The local authority normally:
- employs the staff;
- owns the land and buildings;
- acts as the admission authority;
- supports aspects of school organisation and governance.
Admissions commonly give priority to groups such as:
- looked-after and previously looked-after children;
- children with a relevant sibling;
- children living within a priority area;
- children living closest to the school.
Being the nearest community school does not automatically guarantee a place. If the school is oversubscribed, its published admission criteria must be applied.
Browse community schools.
Foundation schools
A foundation school remains a maintained state school, but its governing body normally employs the staff and acts as the admission authority.
The governing body or a separate foundation may own the land and buildings.
From a pupil’s point of view, a foundation school may look very similar to a community school. The legal distinction does not guarantee a different teaching style, curriculum or level of quality.
Browse foundation schools.
Voluntary controlled schools
Voluntary controlled schools are maintained schools often associated with a church or another foundation.
The local authority normally:
- employs the staff;
- acts as the admission authority;
- has significant responsibility for the school’s organisation.
A faith organisation or foundation may own some of the land and have representation within the governing body.
Browse voluntary controlled schools.
Voluntary aided schools
Voluntary aided schools are also maintained schools and are often connected with a religious organisation.
The governing body normally:
- employs the staff;
- acts as the admission authority;
- has greater responsibility for the buildings;
- works closely with the relevant foundation or faith body.
An oversubscribed voluntary aided faith school may use faith-based criteria. Anyone can apply, but applicants claiming religious priority may need to complete a supplementary information form and provide the evidence specified in the admissions policy.
Browse voluntary aided schools.
Maintained nursery schools
Maintained nursery schools provide early education for children below compulsory school age and are led by a headteacher.
They are different from:
- nursery classes attached to primary schools;
- private nurseries;
- voluntary early-years providers;
- independent nursery schools.
Maintained nursery schools often have significant early-years expertise and may provide specialist SEND or family support.
Attending a nursery does not normally guarantee admission to Reception at a nearby primary school. Nursery and Reception admissions are usually separate processes.
Browse maintained nursery schools.
Academies and free schools
Academies are state-funded schools run by academy trusts rather than maintained by local authorities.
They do not charge ordinary tuition fees. The trust receives funding directly from central government and is responsible for operating its schools.
Academies have greater freedom than maintained schools over matters such as:
- some curriculum decisions;
- staff pay and conditions;
- the organisation of the school day;
- term dates;
- leadership and shared trust services.
They must still comply with important requirements covering:
- admissions;
- safeguarding;
- SEND;
- suspensions and exclusions;
- equality;
- financial and public accountability.
Pupils generally take the same national qualifications as pupils in maintained schools.
Single-academy and multi-academy trusts
An academy may be run by:
- a single-academy trust responsible for one school; or
- a multi-academy trust responsible for several schools.
Schools in the same multi-academy trust may share:
- curriculum resources;
- behaviour policies;
- staff development;
- specialist staff;
- finance and purchasing;
- executive leadership.
When comparing an academy, examine both the individual school and its trust.
Ask:
- Which decisions are made by the school?
- Which policies are set centrally?
- How stable is the trust’s leadership?
- What support does the trust provide?
- How are parents represented and heard?
Academy converters
An academy converter is a school that entered the academy system through the converter route.
The label describes how the school became an academy. It does not tell you how well the school is performing today.
Browse academy converters.
Sponsor-led academies
A sponsor-led academy is an academy established or restructured with an approved sponsor, often as part of a school improvement process.
This category also reflects the school’s history rather than guaranteeing its current quality. Look at present leadership, staffing, curriculum and trust capacity.
Browse sponsor-led academies.
Free schools
Free schools are a type of academy. They are publicly funded, operated by academy trusts and not maintained by the local authority.
They may have been created to:
- provide additional school places;
- meet a particular local need;
- create specialist SEND or alternative provision;
- offer a proposed educational model.
Mainstream free schools are all-ability schools and cannot select pupils academically in the same way as designated grammar schools.
Free schools do not have to follow every National Curriculum programme of study, but they must provide a broad and balanced curriculum and meet relevant statutory and funding-agreement requirements.
Browse:
- mainstream free schools;
- 16–19 free schools;
- special free schools;
- alternative provision free schools.
Grammar, faith and specialist pathway schools
Some labels describe admissions, religious character or curriculum specialism rather than one governance structure.
Grammar schools
A grammar school selects pupils according to academic ability, usually through an entrance test.
A grammar school may be:
- a maintained foundation school;
- a voluntary school;
- an academy.
The defining feature is academic selection, not academy status.
Selection arrangements differ between areas and schools. Check:
- the test format and provider;
- registration deadlines;
- how scores are standardised;
- whether there is a qualifying score or rank order;
- catchment or priority areas;
- priority for disadvantaged or looked-after children;
- how places are allocated after a child qualifies.
Passing the selection test does not always guarantee a place. An oversubscribed grammar school may apply distance, priority-area or other admission criteria after academic eligibility has been established.
Parents should also consider whether the school’s pace, pastoral system, journey and wider curriculum suit the individual child.
Faith schools
A faith school has a formal religious character or connection.
It may be:
- voluntary aided;
- voluntary controlled;
- a foundation school;
- an academy;
- a free school;
- independent.
Maintained faith schools follow the National Curriculum, although they may have particular arrangements for religious education and collective worship. Faith academies have academy curriculum freedoms.
Faith schools may also have specific policies concerning:
- religious education;
- collective worship;
- school ethos;
- some staff appointments;
- oversubscription criteria.
Anyone can apply, but some oversubscribed schools prioritise applicants who meet a published faith criterion.
Before applying, ask:
- How prominent is faith in daily school life?
- Are pupils expected to attend collective worship?
- Are non-faith applicants regularly admitted?
- Is a supplementary information form required?
- What evidence is needed to claim religious priority?
- How are pupils of other beliefs or no religion included?
University technical colleges
University technical colleges, or UTCs, are academy schools with a technical and vocational emphasis.
They normally serve pupils aged 14 to 19 and work with universities and employers.
Specialisms may include:
- engineering;
- digital technology;
- construction;
- health sciences;
- creative industries.
A UTC may suit a pupil who is ready to specialise and enjoys technical, practical or employer-linked learning.
Before applying, check:
- which specialisms are currently offered;
- which GCSE and post-16 qualifications are available;
- how much curriculum time is devoted to technical study;
- what employer involvement looks like in practice;
- the daily journey;
- the destinations of former pupils.
Browse university technical colleges.
Studio schools
Studio schools are academy schools generally designed for pupils aged 14 to 19.
They combine academic qualifications with:
- vocational learning;
- employer involvement;
- practical projects;
- work-related skills;
- preparation for employment or further study.
Availability is limited, and some studio schools have changed structure or closed. Check the school’s current curriculum, age range and qualification offer rather than relying on an older description.
Browse studio schools.
Special schools and specialist SEND provision
Special schools educate pupils whose special educational needs or disabilities require specialist provision.
They may support needs involving:
- communication and interaction;
- cognition and learning;
- social, emotional and mental health;
- sensory or physical needs;
- complex or multiple disabilities.
Some special schools serve a broad range of pupils. Others specialise in a particular type or level of need.
A special school may be:
- a community special school;
- a foundation special school;
- a special academy;
- a special free school;
- a non-maintained special school;
- an independent special school.
For most families, the most important question is not only the legal category but whether the school can deliver the provision the child requires.
Ask about:
- the needs and age range supported;
- class and teaching-group sizes;
- teacher and support-staff expertise;
- speech and language therapy;
- occupational or physiotherapy provision;
- communication systems;
- sensory and physical accessibility;
- personal care and medical support;
- curriculum and qualifications;
- preparation for adulthood;
- school transport.
Resource bases in mainstream schools
Some mainstream schools include a specialist resource base or unit.
A pupil may spend:
- most of the day in mainstream lessons;
- most of the day in the specialist base;
- different amounts of time in each according to the activity and need.
Do not assume that every resource base operates in the same way.
Ask:
- which pupils the base is designed for;
- how places are allocated;
- how much mainstream inclusion is expected;
- which specialist staff are available;
- how the curriculum is adapted;
- how progress and wellbeing are reviewed.
Browse:
- community special schools;
- foundation special schools;
- special academy converters;
- sponsor-led special academies;
- special free schools;
- non-maintained special schools;
- independent special schools.
For more information, read SEN Support vs EHCP: What Is the Difference? and The Ultimate Guide to SEN Support and EHCPs for Parents.
Alternative provision and pupil referral units
Alternative provision is education arranged outside ordinary mainstream schooling for a pupil who would otherwise not receive suitable education.
It may be used for pupils who:
- have been permanently excluded;
- are at risk of exclusion;
- cannot currently attend mainstream school because of illness;
- need short-term specialist intervention;
- have significant behavioural, emotional or safeguarding needs;
- are awaiting another appropriate placement.
Alternative provision can include:
- pupil referral units;
- alternative provision academies;
- alternative provision free schools;
- medical-needs tuition;
- registered independent providers;
- other commissioned education.
Pupil referral units
A pupil referral unit, or PRU, is a local-authority-maintained form of alternative provision.
A PRU should not be viewed simply as a small school for pupils who have behaved badly. Pupils may have complex educational, SEND, health, family and safeguarding needs.
Parents should ask:
- Is the placement short-term or long-term?
- Who remains responsible for the pupil?
- What curriculum and qualifications are available?
- How will attendance and progress be monitored?
- What therapeutic or specialist support exists?
- How will the setting communicate with the home school?
- Is reintegration planned?
- What are the post-16 destinations?
Browse:
- pupil referral units;
- alternative provision academy converters;
- sponsor-led AP academies;
- alternative provision free schools.
If alternative provision follows a suspension or exclusion, read What Happens if Your Child Is Suspended From School?.
Independent schools and state boarding schools
Independent schools
Independent schools, often called private schools, charge fees instead of being funded as ordinary state schools.
They do not have to follow the National Curriculum, although many offer GCSEs, A levels and other recognised qualifications.
The category includes:
- small local day schools;
- large academically selective schools;
- boarding schools;
- faith schools;
- international schools;
- alternative-education settings;
- independent special schools.
Possible features include smaller classes, specialist facilities, extensive extracurricular activities or boarding. None of these is guaranteed by independent status.
Parents should examine:
- tuition fees and compulsory extras;
- admission tests and interviews;
- curriculum and qualifications;
- inspection arrangements;
- SEND support;
- pastoral and safeguarding systems;
- notice and refund terms;
- financial stability;
- complaints and exclusion arrangements.
An independent school is not automatically able to meet every special educational need simply because fees are charged. Ask for precise information about provision and reasonable adjustments.
Browse independent schools.
State boarding schools
State boarding schools provide state-funded education but charge for boarding.
Families do not pay ordinary tuition fees for the state-funded education, but boarding and related costs apply.
A state boarding school may be an academy or another eligible type of state-funded school.
Consider:
- boarding fees and additional charges;
- weekly, flexi or full boarding arrangements;
- weekend provision;
- pastoral and safeguarding systems;
- travel home;
- contact with family;
- how boarders and day pupils are integrated.
Boarding may suit some children very well, but the decision should reflect the child’s wishes, maturity and emotional needs.
For a broader comparison, read Choosing Between State and Independent Schools: Pros and Cons.
Post-16, college and online provision
School sixth forms and sixth-form colleges
After Year 11, young people may continue in:
- a school sixth form;
- a sixth-form college;
- a further education college;
- a 16–19 academy or free school;
- a UTC or studio school;
- a specialist post-16 institution;
- an apprenticeship or training programme.
School sixth forms may offer continuity and a familiar school environment.
Sixth-form colleges often specialise in academic post-16 education and may offer a wider range of A-level combinations.
Further education colleges commonly provide a broad mixture of:
- A levels;
- T Levels;
- technical courses;
- vocational qualifications;
- foundation programmes;
- apprenticeship training.
Compare:
- entry requirements;
- subject combinations;
- qualification types;
- teaching hours;
- independent-study expectations;
- SEND and pastoral support;
- careers guidance;
- university, apprenticeship and employment destinations;
- travel arrangements.
Browse:
- sixth-form centres;
- further education providers;
- 16–19 academy converters;
- sponsor-led 16–19 academies;
- special post-16 institutions.
Online schools and providers
Online education may include registered online schools, independent schools, tuition services and remote-learning programmes.
The legal status, quality and qualification routes can vary considerably.
Before enrolling, check:
- whether the provider is appropriately registered or accredited;
- whether lessons are live, recorded or self-directed;
- who teaches the courses;
- how safeguarding operates online;
- how attendance and engagement are monitored;
- where pupils will sit examinations;
- how SEND needs are supported;
- how pupils interact and socialise;
- what happens if the provider closes.
Online provision may suit some pupils, but it should not be assumed to resolve school anxiety, attendance problems or unmet SEND without a wider plan.
Browse online education providers.
How school type affects admissions
Applications to state-funded schools are usually made through the local authority, but the body responsible for setting and applying the admission criteria varies.
The admission authority may be:
- the local authority;
- the school’s governing body;
- an academy trust.
Common oversubscription criteria include:
- looked-after and previously looked-after children;
- children with an EHCP naming the school;
- siblings;
- catchment or priority area;
- distance;
- faith criteria;
- academic selection at grammar schools;
- children of staff in defined circumstances.
The order of criteria matters. Never assume that living closest, attending the nursery or having a relative at the school will automatically secure admission.
Supplementary information forms
Some schools ask applicants to complete an additional form, commonly called a supplementary information form.
This may be used to collect information needed for:
- faith-based criteria;
- some selective arrangements;
- boarding applications;
- particular aptitude criteria.
The supplementary form does not usually replace the ordinary local-authority application. Families may need to submit both.
Children with an EHCP
Admissions for a child with an Education, Health and Care Plan operate through the statutory EHCP process rather than only through ordinary oversubscription criteria.
The school named in the final plan must generally admit the child, subject to the relevant legal process.
For more help, read:
- Navigating the School Admissions Process in the UK;
- Understanding Catchment Areas and School Admissions Appeals;
- What to Do if You Don’t Get Your First-Choice School;
- How School Waiting Lists Really Work.
How to choose the right school for your child
School type is a useful starting filter, but it should not become a shortcut for deciding which school is “best”.
Begin with your child.
Consider:
- their academic strengths and difficulties;
- their confidence and temperament;
- SEND, medical or accessibility needs;
- their interests;
- whether they prefer a larger or smaller environment;
- how they respond to structure and independence;
- their tolerance for travel;
- what has helped them thrive previously.
Compare the curriculum
Ask:
- Which subjects and qualifications are offered?
- How are reading, writing and mathematics supported?
- Is the curriculum broad enough?
- When are GCSE options chosen?
- Which languages, arts and technical subjects are available?
- Are any subjects taught mainly online or off-site?
- What happens when a course cannot run?
Examine teaching and academic support
Ask:
- How does the school identify pupils who are falling behind?
- What SEN support is ordinarily available?
- How are teaching assistants deployed?
- How is progress communicated to families?
- How are high-attaining pupils challenged?
- What intervention is available in reading, writing or mathematics?
Review behaviour and pastoral care
Ask:
- Are expectations clear?
- How are behaviour incidents handled?
- How does the school respond to bullying?
- Who can pupils speak to when worried?
- How are mobile phones managed?
- How does the school support transitions?
- What happens when attendance starts to decline?
Read Dealing With Bullying: Advice for Parents and Pupils if this is a particular concern.
Check the practical arrangements
Consider:
- the admissions criteria;
- the likelihood of obtaining a place;
- the daily journey;
- transport costs;
- school start and finish times;
- uniform and equipment costs;
- breakfast and after-school provision;
- accessibility.
A school that appears ideal on paper may not be sustainable if the daily journey is exhausting or unreliable.
Visit and observe the culture
During an open day or visit, notice:
- how adults speak to pupils;
- whether pupils appear comfortable asking for help;
- how corridors and transitions feel;
- whether staff can answer detailed questions;
- whether displays reflect ordinary pupil work;
- how pupils with additional needs are included;
- whether stated values are visible in daily routines.
Do not focus only on polished facilities or examination headlines.
Useful related guides include:
- How to Choose the Right School for Your Child;
- Top Questions to Ask on School Open Days;
- Understanding Ofsted Ratings: What Parents Should Know.
Frequently asked questions
Is an academy better than a community school?
No school type guarantees quality. Compare the individual school’s leadership, teaching, curriculum, support, behaviour and culture.
Do academies charge tuition fees?
No. Academies are publicly funded state schools and do not charge ordinary tuition fees.
Do academies follow the National Curriculum?
Academies have greater curriculum freedom and do not have to follow every National Curriculum programme of study. They must still provide a broad and balanced curriculum and comply with relevant statutory requirements.
Is a free school a private school?
No. A free school is a publicly funded type of academy. An independent or private school normally charges fees.
Are all faith schools religiously selective?
No. Anyone can apply. Some oversubscribed faith schools prioritise applicants meeting published religious criteria, while others admit many or all pupils without reference to faith.
Is a grammar school always an academy?
No. Grammar describes academic selection. A grammar school may be an academy or a maintained school.
Does passing the grammar-school test guarantee a place?
Not necessarily. If more eligible pupils apply than there are places, the school applies its remaining oversubscription criteria.
Does attending a school nursery guarantee a Reception place?
Usually not. Nursery and Reception applications are normally separate.
Does a child need an EHCP to attend a special school?
Most placements in state-funded special schools are made through the EHCP process. Arrangements for independent placements and exceptional circumstances may differ.
What is the difference between a PRU and a special school?
A special school is designed to meet identified SEND. A PRU is a form of alternative provision for pupils who cannot currently attend ordinary mainstream school for reasons that may include exclusion, illness or other difficulties.
Is independent school inspection the same as state-school inspection?
Not always. Some independent schools are inspected by Ofsted, while others are inspected through another approved inspectorate. Check the school’s latest official inspection report.
Where can I browse schools by official type?
Use the AllSchools school types directory. Each category leads to a live list of matching schools and settings.
