Education: Schools & Universities
Schooling in the UK
While there are a variety of educational options available in the UK, there is no ‘one size fits all’ solution for the children of expatriate professionals on assignment here. This section of the guide will describe these options and highlight some of the matters that should be considered by parents, relocation, or HR professionals working with these families
Visa And Residency Requirements
Schools are required to verify that children have the right to (free) state education, and so showing the appropriate passports and visas are a pre-requisite for admission to any state school. This now also applies to independent schools, where some have registered with the UK Border Agency to be ‘sponsors’,which means that they are able to support visa applications. Some schools may also need to see copies of the parents’ visa status. Currently any EU passport holders are eligible to live and attend school in the UK, but changes may occur as the Brexit negotiations evolve. If your employer is bringing you to the UK to work, they will most likely manage the visa application process for your dependent children. If you are coming to the UK as a business investor, you may need to have the support of the school to secure a visa for your child.
English State Schools
Compulsory education serves children ages 4-16, with an additional two years ending at age 18. Children must be in school during the year they turn 5, until they complete their education at 16. In England and Wales, state (publicly-funded) schools are organised by local education authorities (LEAs). In many authorities, particularly in greater London, many ‘good’ state schools are over-subscribed. Each spring, LEAs publicise on their websites the timeline and deadlines for applications and allocation of places. Because of the popularity of some schools, most families who meet the criteria to be eligible to apply, tend to apply for places in more than one school, indicating the desired schools in order of preference on their application. One of the criteria is that a family must show proof of residency within the LEA, which presents a challenge for expats who understandably prefer not to commit to a property until they know where their child is going to school. The LEA has an obligation to provide a school place for qualifying residents, but it may not necessarily be at the school that is closest to the child’s home. Once the places are allocated, there are means for appealing the decision - procedures are also published on the LEA websites. For families arriving out of the registration season, they obviously can apply for places, but allocation will depend on where the vacancies exist.
Free Schools are a relatively new concept in England introduced by the government in 2011 to allow for more parental freedom of choice. These are state-funded schools that have opted out of Local Authority Control, but rather are governed by non-profit charitable trusts, and they are academically non-selective up to the age of 15, after that they may set criteria for admission. These may be managed by parents, teachers, charities or businesses. Although they are subject to the same inspections as other state and independent schools, the jury is still out as to the quality of these schools, which, according to press reports, can very significantly. Despite that, many of the free schools are also oversubscribed.
Faith Schools are long established with Church of England, Roman Catholic, Jewish affiliation, and Muslim ties. These schools are state schools but with an emphasis on creed of the faith in question, and although admission may give priority to family’s proven affiliation to that faith (for example proof of baptism), there is increasing pressure for these schools to become more inclusive of all.
Academies are another relatively new model of state-funded schools, again, independent of the local education authority. Introduced by the Government in 2000, these may be established by companies, charitable trusts, or philanthropists, and may have an emphasis on special areas such as Science and Maths, Technology, Business and Enterprise, the Arts, International Baccalaureate, etc. They manage their own admissions using their own admissions criteria that must be transparent. Academies are coeducational, and some have the entire range from 4-18, which is relatively unusual in the UK but may be of interest to expatriate families seeking one school for all their children.
The UK, and greater London in particular, has a good number of ‘international schools’. There is no agreed definition of what exactly makes a school ‘international’; and some of the following comments may characterise these schools:
• Schools that seek to attract and recruit international families to create an internationally-diverse student community, regardless of the curriculum they offer
• Schools that offer more internationally-styled curricula such as the International Baccalaureate programmes, the International Primary Curriculum and International Middle Years Curriculum. Some schools offering the International General Certificate of Secondary Education (for students at age 16), which was originally intended for British schools abroad, but which some believe are more rigorous than the regular GCSEs, while others suggest they are better preparation for A-Levels (or the International Baccalaureate Diploma) which lead to university entry
• Schools that feature instruction in many mother tongue languages as part of the academic programme
• Schools that pro-actively aim to help prepare students for moving on to another country (and not just the UK) for continued schooling or for university entry.
In short, any school can describe itself as ‘international’ and it is up to the discerning parent to decipher what that means in each case!
Foreign National Schools & Bilingual Schools
In greater London there are schools that follow the national curriculum of other countries, most likely taught in that language, although some are aiming to be bilingual. Most of these schools, though not all, have some official affiliation with, and recognition from, the country of origin. These include French, German, Japanese, Spanish, Italian, Swedish, Norwegian, Danish, Russian, USA, and possibly others. These schools will either ensure that at the very least the students masters and maintains fluency in the language of the country, others will ensure official alignment to the home country educational programme to facilitate the transfer between the UK-based school and the home country school system.
Also emerging are schools that describe themselves as ‘bilingual’ schools. Although these schools may not deliver the curriculum of the country/ies associated with the language, they do aim to develop complete fluency in English and the language in question. There are now bilingual schools offering English and French, Danish, Mandarin, Arabic and Italian (mentioned earlier), found in the UK, predominantly in the London area. There are no standards as to what qualifies a school as ‘bilingual’ but most language experts would suggest that in an English-speaking country such as the UK, at least 50% of the school day should be in the other language for balanced bilingualism to be developed in a child.
The National Curriculum for England is divided into the following compulsory stages, each with subject content, skills and learning objectives taught, and assessment criteria set out by the national government. There are assessment tests at the end of each key stage to measure individual student progress, and with results from schools reported in ‘league tables’ that are published in the press.
Key Stage 1 – ages 5-7 (Years 1 and 2)
Key Stage 2 – ages 7-11 (Years 3, 4, 5 and 6)
The Eleven Plus exams are administered by some schools at the end of primary school, and are used for admission purposes to some independent schools, but also to Grammar Schools.
Grammar Schools are state schools that still exist in some local education authorities and are particularly popular in counties such as Kent and Buckinghamshire. Consequently, these schools are often over-subscribed.
Key Stage 3 – ages 11-14 (Years 7, 8 and 9)
Key Stage 4 – ages 14 – 16 (Years 10 and 11) also known as 5th form when the two-year GSCE examinations take place. The General Certificate of Secondary Education (GCSE) is taken in a range of subjects and each subject ends with its own national examination on a prescribed day. The average number of GCSEs taken is 10, according to press reports, although in some ‘hot house’ schools, students may sit as many as 15. The GCSE is regarded as an official school-leaving qualification that can lead to vocational training or basic employment.
EYFS (Early Years Foundation Stage) ages infancy – 5 years (starting with childcare, nurseries, pre-schools, etc., to Reception)
AS and A-Levels – (Years 12-13) also known as 6th form when one/two year AS and A-Level examinations take place. These qualifications lead to university admission and improved employment. Four (more in some schools) subjects are taken in the first year, then 3 continued into the second. As expat professionals tend to be well educated themselves and highly aspirational with expectations that their children will be prepared for university, it is almost unheard of for the children of expats to finish their schooling at 16 at the end of GCSEs.
NVQ (National Vocation Qualifications*), B-TEC (work or industry-related qualifications).
British Independent Schools
The British private school sector is popular and, like many state schools, often over-subscribed making entry highly competitive. These are fee-paying schools and admission is normally selective. These schools are not required to adhere to the National Curriculum and may offer programmes that are aimed at preparing children for the next stage of schooling which is typically accessed through entrance examinations set by the individual schools or groups of schools. The challenge for expatriate families is that their children may not have been prepared to sit these examinations which can make the process stressful.
Just to complicate matters, the term ‘public school’ is used to describe a group of some of the more prestigious, long established independent schools in Britain (examples include Eton, Winchester, Harrow, Westminster, Winchester, and others). Expats are urged not to confuse ‘public schools’ (private) with ‘state schools’ (state-funded).
Many of these schools tend to be single-sex schools, and few are 'through' schools serving 3-18 year olds. They will include the following:
Ages 2-4, normally co-educational
Ages 2 (or 3) to 7
Because these schools are often part of established preparatory Schools (see below), admission to these schools can be highly competitive
Ages 7 (sometimes 8) to 11 (girls) or 13 (boys)
As the name indicates, these schools prepare students for the next stage of education in independent senior ‘public’ schools, many of which will be boarding schools. Most preparatory schools culminate in exam preparation for the ‘Common Entrance’ Exams which secondary independent or ‘public’ schools require for admission. These schools are more often than not single-sex schools.
Age 11 (girls) or 13 (boys) to 19
These schools are often prestigious schools, many with historic legacies that make them highly sought after and competitive. Many of these schools are single-sex, though there are a few coeducational schools of very high standing. Though many students join the school at the entry age of 11 or 13 where they are prepared for the GCSE Exams at age 16; some schools have another intake at age 16 in anticipation of the final two years of the programme (sixth form) when students begin the A-Level or IB Diploma curricula.
Admission to these schools is by examination; for entry into the final two years (sixth form) the student’s GCSE results are likely to be what determines admission.
The International Baccalaureate Curricula
Dating back to the 1960s, the International Baccalaureate programmes was originally a two-year diploma programme offered in the final two years of secondary school to serve the needs of families moving internationally. The IB is managed by a non-profit foundation based in Switzerland that has long had consultative status with UNESCO. Designed by a team of educationalists representing universities and ministries of education from different countries, it offers academic rigour and depth, but also breadth in that students choose a minimum of courses from six areas including two languages (first language and a second language), maths, science, humanities, and a sixth option. Three are taken at a higher level (hence, the ‘depth’), and three at standard level. In addition, all students must take the Theory of Knowledge (a popular course exploring the basis of knowledge), complete 150 hours of creative, action and service, and write a 4000-word research essay. The IB leads to university entry worldwide. It is roughly equivalent to English A-Levels, though it is acknowledged to be more work. The IB Diploma has grown in stature in the UK and its IB graduates are increasingly sought after by UK universities. As much of the assessment of the IB Diploma is externally-marked by examiners worldwide, it has remained free of grade inflation that some suggest has affected A-Level examinations. It also offers flexibility to enable schools to draw on a local national perspective alongside an international perspective so that students may learn about the countries they live in while at the same time considering their home nationality or culture of heritage.
Following the popularity of the IB Diploma, in the 1990s the IB developed the IB Primary Years Programme for children ages 3-11 (or 12), and shortly thereafter, the IB Middle Years Programme for students aged 11-16, which also leads to the IBMYP Certificate. The IBYP reflect many of the same attributes and characteristics as the original Diploma. They are inquiry-based, aimed at students with a variety of previous learning experiences, are cross-curricular so that students can see the connections of knowledge and subjects (simple examples of this are, how history may influence art; how technology may influence developments in science). Students are assessed by a variety of methods (not just traditional examination) and although the IB programmes are moderated by the IB organisation, all of the assessment is internal, although external assessment and 'eAssessments' now feature at the end of the IBMYP. The programmes highlight the importance of language learning, including mother tongue, and the opportunity for students to consider how the skills and knowledge they are gaining applies to their home countries and cultures. In more recent years, the IB has introduced the new IB Careers Programme, a more experiential, hands-on practical programme offered as an alternative to the IB Diploma.
All of the IB Diploma programmes are re-underpinned by the IB Learner Profiles; characteristics and attributes that are regarded as essential to the ‘holistic’ education and to developing 21st century skills that lead to global citizenship.
The IB models are the same all over the world, offering a degree of educational continuity to families who move globally.
The International Primary Curriculum (IPC) and the International Middle Years Curriculum (IMYC)
These two programmes designed by British-based Fieldwork Education and are growing in popularity as an alternative to the International Baccalaureate. The IPC for children aged 3-10 uses a thematic approach with specific learning goals for every area of the curriculum, with an emphasis on developing international-mindedness. The curriculum has been designed with three guiding questions in mind: What kind of world will our children live and work in?; What kinds of children are likely to succeed in the world?; and, What kinds of learning will our children need and how should they learn it? The IPC is available worldwide and in an increasing number of UK state schools. IMYC for students aged 11-14 is aligned to Keystage 3 and builds in the IPC. If the success of the IPC is anything to go by, it is likely that the IMYC will be found in more and more British state and independent schools.
Questions to consider when choosing a school for an expat child
• When choosing between local English (state or independent) schools, consider how your child may adapt to a different system; how well he or she will fit. Think about how long you will be living in the UK, where your next assignment may be, and how compatible the English school system will be when your child has to face that next transition
• Particularly for teens, think about likely goals for university and how well the schools you are considering will prepare your child for higher education, and how much the school will help you navigate the university admissions process to the university/ies of your choice
• If English is not your home language, how will the school manage this? Is there a programme available to support your child's English language development, and if so at what cost? Or, will you need to arrange private tutoring?
• Also, if English is not your home language, consider how you will ensure that your child continues to develop literacy and academic proficiency in his or her mother tongue, particularly if he or she is likely to return to your home country for study or work. If the schools you are considering will not support it, think about how you will manage this independently through a Saturday school or private tutors
• Speak to colleagues to get a sense as to just how many school applications you should submit. These incur costs, but if the schools are known for waiting lists, you may need to apply to several. If you have more than one child, ask about the chances of all the children being accepted, or sibling admissions policies
• Avoid making any commitments about housing until you know your school options. If you have a look-see trip to plan your relocation, be sure to include the schools early on. No point looking at houses in areas that are impractical for the schools
• Carefully consider the implications of applying to separate schools for your children, for example, single sex schools for sons and daughters, or primary and secondary schools. Consider school hours (and pick up or bus schedules) and pay attention to school holiday schedules
• Read the admissions requirements carefully and submit all the documents required. Some schools require several components to the application and will not begin to process until all are submitted. Check to ensure your child’s current school has completed references, sent reports, etc., as the new school may not accept copies you provide and may not process the application until it is complete. Don’t ‘hide’ anything about your child’s academic or learning history. If the prospective school suspects something, this may delay the process
• If testing is involved and you are applying from abroad, ask whether your child can be tested in the familiar environment of the place you now live. This may require the assistance of the present school, an embassy, The British Council, or bonafide educational consultant. If an interview with your child is required, think about how and when you will be able to do that. Consider about how your child will present at an interview, particularly if travelling a long distance to do this. Many international schools accustomed to expatriate families who are relocating will not require interviews
• Have a back-up plan. You may not need to apply for more than one school at first, but if that does not work for whatever reason, be prepared. This is particularly important if those schools require documents from your present school; too often applications are delayed because key staff are on holiday and reports and references are not sent
• Be aware of the financial requirements to confirm acceptance of a place. Having secured an offer, you do not want to risk losing it because of the financial procedures or complications arising from international bank transfers. If payment of school fees are part of your compensation package, be sure you know who to contact for payment so that the payments are not delayed putting your child’s place in jeopardy. It is also important that you understand the notice period required to withdraw to ensure you do not have to pay the next term’s school fees. (Typically independent schools require one term’s written notice.)
• Depending on your family’s circumstances it may be helpful to consider what level of support the school may have in place to help your family with the transition. Some schools now arrange ‘buddy families’ with children of the same ages/ language/cultural group. Even if these people do not become your best friends, it’s good to have at least one point of contact from the school community when you arrive. Be sure to note any orientation events or back to school nights and get those in your diary. Some families thinking that an Orientation event falling before the official first day of school is not all that essential, a decision they later regret
• If the whole business seems too complicated, consider engaging a qualified educational consultant to help.
Inspections and Accreditation
A brief word about quality assurance. All UK schools are required to undergo inspections, either through OFSTED (the Office for Standards in Education) or alternatively, in the case of many independent schools, through the Independent School Inspectorate (ISI). There are one or two other smaller organisations who also do these inspections. Schools are required to have the most recent inspection report available on their school’s website, but if you cannot find it buried under the downloadable bus maps (some schools don’t make it easy to find!) then you can google OFSTED or ISI and locate school inspection reports on their websites. Most international schools also opt for one of the international accreditations through Council of International Schools (CIS); New England Association of Schools and Colleges (NEASC) – the US-based body that also accredits US public and independent schools, and universities such as Harvard and Yale in New England; and Middle States Association of Schools and Colleges (MSA) – also US-based. These reports are not required to be posted on the school’s website, but accreditation status means the school has had a thorough inspection of the academic programme (teaching and learning) as well as all operational aspects (governance, budget, employment procedures, facilities).
Foreign national schools may also have national recognition and approval from their home systems – i.e. the French homologue schools. Parents from those systems should ask about the status of the school.
Special Educational Needs
Parents of students who have suspected or diagnosed special educational needs, and/or disabilities, may have to probe a bit more to find an appropriate schooling solution. In the first instance, a plan for SEND (Special Educational Needs and Disabilities) support may be agreed by the parents, teachers and the SEN/SEND Coordinator of the school. This plan should be reviewed at agreed intervals to assess the impact this support is having. If more intervention is merited, the family can request that an Education, Health and Care by the Local Education Authority assessment be undertaken and an EHC plan agreed. This may lead to the school accessing the support of external specialists and therapists available through the local authority, and/or for educational provision to be made in an independent school.
There are a few independent schools that specialise in serving students with specific special educational needs, but places are sometimes difficult to secure and early planning is highly recommended. Some international schools offer learning support for students with special educational needs, but this may be limited and only suitable for children with mild learning challenges. Such schools will want to see a copy of the student’s Educational Learning Plan and/or Educational Psychologists’ reports, and may wish to do their own assessment as part of the admissions process. In these circumstances, parents are encouraged to be open and prepared to offer as much information as the schools require.
Home Schooling is allowed in the UK and this is another option for families who prefer this model. It is advisable to check the local authority websites for local insights and to ensure you are complying with local requirements.There are also a few global online homeschooling programmes available. Parents considering this should ensure that they are suitably accredited and approved.
A note about Safeguarding
British requirements surrounding the safeguarding of children have become much tighter in recent years. Schools have a legal obligation to work closely with the Social Services and the Safeguarding Leads of local authorities in this respect. This means the circumstances relating to child abuse or neglect must be reported to the local authorities….and so parents may want to better understand how ‘abuse’ is defined in Britain. Things such as unexpected absence from school, poor hygiene, being left alone for a night without an adult, excessive ‘intimidation’ or bullying by a family member may all lead the school authorities to have concerns which they are obliged to report. This is a culturally-charged issue but expatriate families need to understand that they are not exempt from these requirements.
This article was written by Mary Langford and was published in The 2017 Expatriate's Guide to Living in the UK. Mary is an independent education consultant with over 30 years’ experience working in the area of international education. She founded Langford International Education Consultancy Ltd so she could share her expertise on a cost-effective project basis with international schools and families in order to improve and enhance the experience of global mobility and transition for children. She manages the International Language and Literature Teachers’ Cooperative - a group of experienced teachers who support IB students worldwide doing School-Supported Self-Taught mother tongue studies in 30 different languages. Mary is also an international education specialist consultant with the Good Schools Guide. She is currently Director of Admissions at Dwight London School. Email Mary at firstname.lastname@example.org or visit www.langfordiec.com
AN OVERVIEW OF UNIVERSITIES IN THE UK
The UK is well known for the quality of its further and higher education programmes. Degrees last three or four years. Medicine, dentistry and architecture courses are longer. The universities range from 30,000 or more students, to small with fewer than 1,000 students. All Students have to apply through the Universities and Colleges Admissions Service known as UCAS. The scheme covers over 50,000 programmes of study in over 330 member institutions.
A short guide to higher education in the UK is available on the Higher Education Funding Council for England (HEFCE) website:
The UK has a long history of welcoming international students to study in its universities and colleges. In the UK there are 1.8 million full-time and part-time students in higher education, with over 300,000 international students, with numbers increasing annually. Useful general information, including contact details for universities and colleges, is available from the UCAS site www.ucas.co.uk/instit/index.html
There are people at each university and college who are there to help while you are in the UK. Many organise a programme of events before you start your course to welcome you. Social and cultural activities are run for international students throughout the year. Universities and colleges also provide a variety of clubs and societies. Information about the subject provision offered by all universities and colleges within the UCAS scheme is available on www.ucas.co.uk/ucc/index.html
Before applying you need to think through the following:
The entry requirements for each course help universities and colleges choose students who will be successful. You can find them in each university and college prospectus.
The entry requirements will be described in terms of UK exams either as grades or increasingly as a Tariff point score. There is no official list of how UK grades or tariff points compare with other countries' qualifications. Each university or college will decide whether or not your qualifications meet its entry requirements and you must check your qualifications with the universities you want to apply to.
Further advice and information about qualifications for entry to UK higher education institutions can be obtained from the UCAS qualifications hotline +44 (0)1242 544900 email: email@example.com or the National Academic Recognition Information Centre (NARIC) www.naric.org.uk.
The admissions tutor for each course you have applied for (a maximum of 5 courses in total) will look at your UCAS application form, and particularly your personal statement, to make sure that you can meet the entry requirements by the time you start your course. The requirements may include academic and professional qualifications, such as exam passes in stated subjects and particular grades. They may also include specified work experience or even financial or medical conditions.
You may be qualified by the time you fill in your application form or in the process of gaining the qualifications. In the latter case, Universities will most often give you a conditional offer.
You can apply for entry with credit (to start a course at year two, three or four), but you must have the university's agreement that it will consider you for this before you fill in a UCAS application form.
UK qualifications are accepted and highly regarded throughout the world. However, you should check that employers and professional organisations in your country (or the country where you want to work) will accept the course and qualification you have chosen and the course content covers the areas of the subject that you want to study and that you need in order to follow your chosen career.
Make sure that you have answers to all the questions that are important to you before you choose where to live and the college or university at which you want to study.
You will be asked for certificates showing that you have passed all the exams that you need for entry to your course and also certificates of your qualifications in English; you will need either the originals or certified photocopies.
You will need a valid passport and from certain countries you will need to get visas before they come to the UK. You should contact the British Embassy or the High Commission in the country where you live to find out whether you have to fill in an application form at the British Embassy or High Commission to show that you meet the student requirements for receiving a visa. Even if you do not need a visa check with the British Embassy or High Commission to confirm you will be able to come to the UK as a student.
When you arrive in the UK all students need the following:-
All UK universities, except the Open University, most colleges of higher education, and an increasing number of further education colleges offering HE programmes are members of UCAS and are recognised by the UK Government, or offer courses that are validated by Government-recognised universities. UCAS is the only impartial centre with up-to-date information about higher education courses, universities and colleges. You complete only one application form for up to five different courses. UCAS has regular contact with admissions staff and is familiar with their requirements. UCAS monitors the progress of your application from start to finish.
HOW TO APPLY
You must apply online. To do so, you will need to go to www.ucas.co.uk/students/apply
You can then register and have access to the appropriate online application form.
Your school, college or local British Council office can help you with your application form. You can also contact UCAS or the admissions tutors for the courses you have chosen at anytime for help. The UCAS website has all the information you should require to make an application.
The reference on your application form should be completed by someone who knows you well enough to write about you but is not a member of your family, a relative or a friend. It needs to be a full written reference talking largely about your academic merits. If you are at school or college, or you have left recently, you should ask your head teacher, principal, teacher or tutor. If you are a mature student ask a responsible person who knows you to be your referee, such as a senior colleague in employment or voluntary work.
Students from EU countries
UCAS should have received your application form by 15 January, for entry in the year 2009. The closing date for applications to Oxford and Cambridge, and for applications to medicine, dentistry and veterinary science/medicine was 15 October 2008, for entry in the year 2009. Forms received after these dates will be treated as late. Any application forms received after 30 June 2009 will go through the Clearing process.
Students from outside the EU
If you are a student of any nationality applying from a non-EU country, UCAS will process your application and send copies to the universities and colleges you have chosen at any time between now and 30 June 2013 for entry in the year 2013. For applications to courses in art and design, please see below.
Most applicants apply well before 30 June and in many cases it is highly advisable to meet the 15 January deadline regardless of nationality.
If you think that you may be assessed as a 'home' student (UK or EU) for fee purposes, you should have applied by 15 January 2013, exactly the same as if you were applying from an EU country.
If you are a student from a non-EU country wishing to apply to one choice only, and you already have the necessary qualifications, you may apply at any time in the applications cycle, although early applications to top universities are encouraged. However, before completing an application form you should contact UCAS or your chosen university or college for advice.
Any applications received after 30 June 2013 will go through the Clearing process. UCAS run a special service called Clearing in August and September. This allows students to find a suitable place on courses which are not yet full.
There are special rules for Art and Design courses and students for these must seek advice. Although the application process is also through UCAS there are crucial differences and deadlines.
Your completed application form is sent to each of the universities and colleges that you list, who will make a decision after carefully considering your application. UCAS will send you information on how they process your application and tells you what you need to do at each stage.
The universities and colleges decide whether or not to offer you a place and then send their decisions to UCAS who will then tell you and ask you to accept or decline the offers you have received and will inform the universities and colleges what you have decided.
When a university or college knows that you have accepted a place, it will contact you and send you all the information you need about coming to the UK and arrangements for your arrival and registration.
To avoid financial problems, you need to be sure that you can pay the full cost of:
Regarding part-time work as a student – check out the following website www.dfes.gov.uk/international-students/wituk.html
if you are British but live outside the UK or you are an EU national you may be able to get a student loan and other help with your fees. If you would like to know more about the financial support that you might be able to get, you should contact the Student Support Division of the Department for Education and Skills (DfES) at the address/telephone number below:
Student Support Division website: www.studentsupportdirect.co.uk. Tel: +44 (0) 0845 077577.
If you are a an EU student You should contact the EU Customer Services Team ad the DfES Higher Education Branch at Tel: +44 (0) 141 243 3570.
If you want precise information on the fees that you will be charged for your course, and how and when to pay them, you should contact the university or college.
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