use this new system. Police forces and civil and emergency services, the NHS and local authorities in England and Wales may refer to this as the "6+1" system, named after the 6 classifications of ethnicity plus one category for "not stated". The IC classification is still used for descriptions of suspects by police officers amongst themselves, but does risk incorrectly identifying a victim, a witness or a suspect compared to that person's own description of their ethnicity. When a person is stopped by a police officer exercising statutory powers and asked to provide information under the Police and Criminal Evidence Act, they are asked to select one of the five main categories representing broad ethnic groups and then a more specific cultural background from within this group. Officers must record the respondent's answer, not their own opinion. The "6+1" IC code system remains widely used, when the police are unable to stop a suspect and ask them to give their self-defined ethnicity. Schools The Department for Education's annual school census collects data on pupils in nurseries, primary, middle, secondary and special schools. This includes ethnicity data for pupils who are aged 5 or over at the beginning of the school year in August. The guidance notes on data collection note that ethnicity is a personal, subjective awareness, and that pupils and their parents can refuse to answer the ethnicity question. The codes used are based on the categories used in the 2001 UK census, with added "Travellers of Irish heritage", "Gypsy/Roma heritage" and "Sri Lankan Other" categories. If these codes are judged to not meet local needs, local authorities may use a Department for Education approved list of extended categories. The National Pupil Database attempts to match pupils' educational attainment to their characteristics gathered in the school census, including ethnicity. However, according to HM Inspectorate for Education and Training in Wales, the database contains data inaccuracies. A few of the local authorities and schools had also never accessed the repository, and some of these institutions were unaware of its existence. The NPD was also used least by the majority of local authorities and schools, with 65 percent deeming this method of educational data analysis to be of limited use, about 23 percent considering it to be fairly useful, and only around 11 percent regarding it as being very useful. Most schools and local authorities instead used the Welsh Assembly Government's