This article covers general upper secondary education for 16- to 18/19-year-olds, which is usually referred to as ‘post-16’ or ‘sixth form’ education.

From age 16 to 18/19, young people must be in one of:

• full-time education or training
• part-time education or training
• work-based learning.

They must follow a study programme which includes one or more substantial qualifications. The qualifications can be general (academic) or vocational (applied). Alternatively, a study programme can include a combination of general and vocational qualifications. The qualifications must link clearly to training, employment or higher education.

For young people aged 16 to 18/19 in full-time education, a study programme leading to A Levels is the most common general (academic) pathway. Other general qualifications are available and acceptable for entry to higher education but are not described here. They include the International Baccalaureate Diploma Programme and the CIE Cambridge Pre-U.

Vocational qualifications are described in the articles on ‘ Vocational Upper Secondary Education’.

Note: Although most post-16 programmes are intended to last for a maximum of 2 years (16- to 18-year-olds), the funding framework applies to 16- to 19-year-olds. For this reason, the age range 16–18/19 is adopted throughout this description.

Types of institutions 

Depending on the local offer and their own preferences, young people may:

• continue their education in the same maintained school or academy in the sixth form
• transfer to another school sixth form or 16-19 academy
• move to a sixth-form college
• move to a further education (FE) college.

The different providers may offer many of the same programmes, although FE colleges offer a wider choice of vocational programmes.

Provisional statistics for the end of 2018 show participation at ages 16–17 by institution type and mode of study:

Source: Participation in Education, Training and Employment: 2018  (Main Text, Table B, p.5).

For further information on FE colleges, see the article on ‘Main Providers’ in the adult education chapter.

See the article on 'Organisational Variations and Alternative Structures in Upper Secondary Education’ in addition. 

Geographical accessibility

Securing sufficient education and training provision 

Local authorities (LAs) have a duty to:

• secure sufficient suitable education and training provision for all young people in their area aged 16 to 19, or those up to age 25 with an education, health and care (EHC) plan
• make available to all young people aged 13 to 19 (and to those up to age 25 with an EHC plan) support that will encourage, enable or assist them to participate in education or training.

These duties are specified under the Education Act 1996 (as amended) and Part 3 of the Children and Families Act 2014 .

In addition, legislation introduced under the Education and Skills Act 2008 to raise the participation age (RPA) requires LAs to promote the effective participation in education and training of 16- and 17-year-olds in their area. This is with a view to ensuring that young people can meet their legal obligation to participate in full- or part-time education or training.

Statutory guidance on the participation of young people in education, employment and training states that LAs need to have a strategic overview of the provision available in their area, and to be able to identify and resolve gaps in provision. It recommends that LAs:

• ensure that a focus on participation is embedded and communicated throughout the LA’s services for children and young people
• ensure that services in the local area come together to meet the needs of young people
• agree ways of working with partners such as employers, voluntary and community sector organisations, health services, police, and probation services
• work with neighbouring LAs, especially where young people routinely travel out of the area to access education and training.

Travel 

Local authorities (LAs) do not have to provide free or subsidised transport to enable students between the ages of 16 and 18/19 to access education or training. Every LA is, however, required to publish a policy statement setting out the provision of, or support for, transport for students between the ages of 16 and 18/19. This aims to ensure that learners are able to access the education and training of their choice, and that, if support is required, this will be assessed and provided where necessary. Policies are intended to ensure that no student is prevented from attending further education because of a lack of services or support, costs, or the need to travel beyond LA boundaries. These requirements are set out under the Education Act 1996, and outlined in statutory guidance from the Department for Education (DfE).

A national programme of area reviews of sixth-form colleges and further education (FE) colleges was undertaken between 2015 and 2017. The remit for these reviews included ensuring that there is ‘access to appropriate good quality provision within reasonable travel distances, particularly’ for young people ‘with special educational needs (SEN) and disabilities’ (Department for Education, Reviewing post-16 education and training institutions, p. 4). For further information on the area reviews, see the section on 'Geographical accessibility' in the article on the ‘Organisation of Vocational Upper Secondary Education’.

Admission requirements and choice of school 

Admission requirements for post-16 education are set by the school or college, taking into account the demands of the student’s intended study programme. A wide range of study programmes is available, aiming to cater for students of all abilities.

Admission requirements are normally expressed in terms of grades obtained in a range of subjects for which students have completed GCSE qualifications.

Admission arrangements for a school sixth form must comply with the School Admissions Code. This states that:

• academic entry criteria must be the same both for internal places (for students who entered the school at an earlier stage) and external places (for students transferring from another school)
• where sixth forms are oversubscribed, highest priority in oversubscription criteria must be given to looked after (and previously looked after) students who meet the academic entry criteria.

There is no government guidance on admissions for other providers (sixth-form colleges, further education colleges), but their admissions policy must comply with the Human Rights Act 1998  and the Equality Act 2010. Non-statutory guidance on the Equality Act for providers of further (and higher) education includes advice on admissions. 

Age levels and grouping of pupils/ students 

Teaching groups are normally determined by students’ subject choices.

Students are taught by specialist subject teachers, typically in smaller groups than younger pupils. There are no regulations covering class sizes.

Organisation of the school year 

For students in sixth forms, the school year is usually divided into three terms - autumn term, spring term and summer term, each of which is divided into two half-terms separated by a half-term holiday. There is normally a long summer break of about six weeks in July and August, and shorter breaks of two to three weeks at Christmas and at Easter.

Maintained schools are required to be open for a minimum of 380 half-day sessions (190 days) each year. Teachers in maintained schools are also required to be available for five additional days when pupils are not present. These days are used for staff training and development.

For academies, there are no regulations about the organisation of the school year.

The organisation of the school year in sixth-form colleges and further education colleges is broadly similar to that in schools.

Organisation of the school day and week 

There is no minimum weekly lesson time in maintained secondary schools, nor in academies. In organising their school week, academies must though meet the requirements of their funding agreement with the Secretary of State.

Maintained schools are required to be open to pupils for a minimum of 190 days each year, and for each school day to consist of two (half-day) sessions divided by a break. This is in accordance with the Education (School Day and School Year) (England) Regulations 1999, as amended. Within this framework, the school governing body determines the length of the school day, including session times and breaks, taking into account the recommendation of the headteacher.

For academies, there are no regulations about the minimum number of school days each year, and the academy trust determines the length of the school day, including session times and breaks. In doing so, it takes into account the recommendation of the executive leadership of the school.

For students in sixth forms, the typical pattern is for schools to be open from Monday to Friday, between 9.00 a.m. and around 3.30 p.m., with approximately one hour for lunch. There may be a break of around 15 minutes in the morning and / or afternoon sessions.

Further education (FE) colleges and sixth-form colleges enjoy autonomy with respect to the organisation of the school day and week. However, to receive funding for full-time students aged 16-18/19, FE and sixth-form colleges must ensure that these students study for at least 540 hours per year. This is in accordance with Education and Skills Funding Agency (ESFA) guidance.

Article last reviewed April 2021.