Explore Education Statistics data set Table 1 - Daily attendance in state funded schools during the COVID-19 outbreak From 1 September from Attendance in education and early years settings during the coronavirus (COVID-19) pandemic

This file contains weekly attendance data at local authority level for state-funded education settings for each Thursday in the autumn term (from 10 September until 17 December 2020) for the spring term (13 January until 1 April 2021) and the summer term (15 April until 15 July). It also includes workforce absence statistics in the autumn term (from 10 September until 17 December 2020), the spring term (13 January until 1 April 2021) and the summer term (15 April until 15 July).The data is shown for each local authority and is further split by the following school phases:state-funded secondary schoolsstate-funded primary schoolsstate-funded special schoolsall state-funded schools.Data is in this file has been not been scaled to account for non-response so it is not nationally representative.

The COVID-19 pandemic brought many disruptions to children’s education, including the education of children with intellectual (learning) disability and/or autism. We investigated the educational experiences of autistic children and children with an intellectual disability about a year after the COVID-19 pandemic started in the UK.

An online survey collected data during the summer/autumn of 2021 from 1,234 parents of 5 to 15 year-old children across all 4 UK countries. The study investigated school attendance and home learning experiences of children with intellectual disability and/or autistic children who were registered to attend school in 2021. The study also investigated the experience of Elective Home Education in families of children with a neurodevelopmental condition whose child was de-registered from school before and after the pandemic started in the UK in March 2020.

The study provided evidence on the impact of COVID-19 on school attendance and home education for children with a neurodevelopmental condition.Education changed dramatically due to the COVID-19 pandemic. Schools closed in 2019/20. There was compulsory return to school in September 2020 with measures in place to control infection and new regulations about COVID-19-related absences. School attendance in the first term of 2020-21 was lower compared to other years. Many children were de-registered from school. In early 2020-21, there was a second prolonged period of national school closures. The pandemic has caused many disruptions to children's education.

Children with neurodevelopmental conditions (NDCs), in particular intellectual disability and autism, are the most vulnerable of vulnerable groups. Among children with special educational needs and disabilities (SEND), children with intellectual disability and/or autism consistently struggle to meet the required standards in education. Our study will focus on these two groups of children.

Before the pandemic, many children with NDCs missed school. Then the pandemic disrupted everyone's education. Approximately one year after the pandemic started, we will investigate the educational experiences of children with NDCs.

Our project will investigate: - School absence and reasons for absence among children with intellectual disability and/or autism - Child, family, and school factors associated with school absence - Barriers and facilitators of school attendance - Parents' experiences of home schooling

An online survey will collect data from approximately 1,500 parents of 5 to 17 year-old children with NDCs across all 4 UK countries. We will recruit parents of: (i) children registered with a school in spring/summer 2021; (ii) children not registered with a school in spring/summer 2021 but who were registered with a school at the start of the pandemic in March 2020; and (iii) children not registered with a school on either date. We will collect data on school attendance for those registered with a school, and data on home learning experiences for those not registered with a school. For all children, we will collect data on their mental health.

The first analysis will investigate school absence with a focus on children registered with a school. We will summarise school absence data as well as reasons for absence as reported by the parents. The second analysis will investigate school attendance: attending school or home schooling. We will describe the children currently registered to attend school (group 1), those not currently registered who were registered in March 2020 at the start of the pandemic (group 2), and those not registered on either point (group 3). We will summarise the reasons parents give for de-registering their child from school. Our final analysis will focus on home learning support during home schooling. We will describe the types of support schools offer to school-registered students during remote learning (when students are self-isolating/shielding, or schools are closed because of lockdown). We will describe the home learning experiences of school de-registered children and parents' satisfaction with these arrangements.

We will work closely with parents of children with NDCs, seeking their advice on the study. Our team includes the Council for Disabled Children, the largest umbrella organization in the UK bringing together many charities supporting disabled children and their families. We will share the study findings widely, including key messages for policies related to the education of children with special educational needs and disabilities.

Data from the Opinions and Lifestyle Survey (OPN) on whether and where someone has had to prove they have received a coronavirus (COVID-19) vaccine or had a negative test result, on worries about children returning to school including the reasons why and peoples perceptions of their risk of catching COVID-19, covering the period 8 to 19 September 2021.

This file contains workforce absence statistics for education settings from 12 October 2020 to 17 December 2020 and again following wider reopening of schools, from 8 March 2021 to 16 September 2021. It excludes half term terms (19th October - 23rd October, and 2nd November 2020), the national lockdown during the spring term (4 January to 5 March 2021), Easter data (29 March - 19 April 2021) and summer holiday (17 July 2021 - 6 September 2021). Data for workforce during the restricted opening of schools can be found in table 1e.Data is in this file has been scaled to account for non-response so it is nationally representative.

Local authority level vaccine coverage estimates for the school-based meningococcal ACWY adolescent vaccination programme for 14 to 15 year olds.

Rationale The MenACWY vaccination was introduced into the national immunisation programme in autumn 2015 to respond to a rapid and accelerating increase in cases of invasive meningococcal group W (MenW) disease, which was declared a national incident. The MenACWY conjugate vaccine provides direct protection to the vaccinated cohort and, by reducing MenW carriage, will also provide indirect protection to unvaccinated children and adults. This follows advice from the Joint Committee on Vaccination and Immunisation (JCVI). It is routinely offered through schools in academic school Years 9 and 10 (rising 14 and rising 15 year olds). The indicator measures local authority level MenACWY vaccine coverage for students at the end of school Yr 10. Vaccination coverage is the best indicator of the level of protection a population will have against vaccine preventable communicable diseases. Coverage is closely correlated with levels of disease. Monitoring coverage identifies possible drops in immunity before levels of disease rise. Previous evidence shows that highlighting vaccination programmes encourages improvements in uptake levels. May also have relevance for NICE guidance PH21: Reducing differences in the uptake of immunisations (The guidance aims to increase immunisation uptake among those aged under 19 years from groups where uptake is low).

Definition of numerator Total number of adolescents in LA responsible population whose 15th birthday falls within the time period who have ever received MenACWY vaccine.

Definition of denominator Total number of adolescents attending school in LA plus adolescents resident in the LA not linked to any school whose 15th birthday falls within the time period.

Caveats On 23 March 2020, all educational settings in England were advised to close by the UK Government as part of COVID-19 pandemic measures. Although the importance of maintaining good vaccine uptake was impressed, operational delivery of all school-aged immunisation programmes was paused for a short period of time as a consequence of school closures limiting access to venues for providers and children who were eligible for vaccination and to ensure that lockdown regulations were not breached.

The NHSEI central public health commissioning and operations team rapidly established an Immunisation Task and Finish Group, with regional NHSEI and UKHSA representation. The group was established to:

assess the impact of COVID-19 on all immunisation programmes, including school-aged programmes develop technical guidance and a plan for restoration and recovery of school-aged programmes, once education settings were reopened

From 1 June 2020, some schools partially reopened for some year groups for a mini summer term. NHSEI published clinical guidance for healthcare professionals on maintaining immunisation programmes during COVID-19, and the Department of Education published further guidance which led to schools allowing vaccination sessions to resume on site.

NHSEI commissioned, school-aged immunisation providers were able to implement their restoration and recovery plans to commence catch-up during the summer of 2020. This included delivery of programmes in school and community settings following a robust risk assessment and in line with UK Government Public Health COVID-19 guidance.

In September 2020, schools across the UK reopened for general in-person attendance. During the 2020 to 2021 academic year, students were required to stay at home and learn remotely if they tested positive for COVID-19 or if they were a contact of a confirmed COVID-19 case, and so school attendance rates in England were lower than normal, especially in areas with very high COVID-19 incidence rates. In England, as part of a wider national lockdown in January 2021, schools were closed to all except children of keyworkers and vulnerable children. From early March 2021, primary schools reopened, with a phased reopening of secondary schools.

Although this led to some disruption of school-based elements of programme delivery in the 2020 to 2021 academic year, NHSEI Regional Public Health Commissioning teams worked with NHSEI commissioned school-aged immunisation providers to maintain the delivery of the routine programme and catch-up. As the routine programme is commissioned for a school-aged cohort rather than a school-based cohort, providers were able to build on existing arrangements such as community-based clinics in place for children not in mainstream education. A wide variety of local arrangements were established to ensure programme delivery continued effectively and safely in the school and community premises, during the term time and school breaks.

The majority of young people faced an unprecedented six-month absence from school, college, and university from March to September 2020 The UCL CEPEO - LSE COVID-19 Survey of Young People, 2020 presents high-quality and timely evidence on the differential impact of the pandemic on the learning experiences, wellbeing, motivations, and future aspirations of young people. The data is from a recontact survey of those who participated in the Wellcome Trust Wellcome Science Education Tracker, 2019 (SET 2019, held under SN 8747), in collaboration with Kantar Public.

Further information can be found on the UCL COVID-19 impact on young peoples' learning, motivation, wellbeing, and aspirations webpage

The 2019 SET survey was a random sample of 6,409 young people in school years 7 to 13 (aged 11-18) attending state-funded education in England drawn from a combination of the National Pupil Database (NPD) and the Individualised Learner Record (ILR). All young people who participated in SET 2019 and who consented to recontact (93%) were sent a letter inviting them to take part in the recontact survey, with a £10 monetary incentive in the form of a voucher offered, conditional on completion of the questionnaire.

In total, 4,255 respondents completed the UCL CEPEO survey between 30 November 2020 and 17 January 2021, representing a response rate of 71% based on all those invited to take part and 66% of all SET 2019 respondents.

This report contains results from the latest survey of secondary school pupils in England in years 7 to 11 (mostly aged 11 to 15), focusing on smoking, drinking and drug use. It covers a range of topics including prevalence, habits, attitudes, and wellbeing. This survey is usually run every two years, however, due to the impact that the Covid pandemic had on school opening and attendance, it was not possible to run the survey as initially planned in 2020; instead it was delivered in the 2021 school year. In 2021 additional questions were also included relating to the impact of Covid. They covered how pupil's took part in school learning in the last school year (September 2020 to July 2021), and how often pupil's met other people outside of school and home. Results of analysis covering these questions have been presented within parts of the report and associated data tables. It includes this summary report showing key findings, excel tables with more detailed outcomes, technical appendices and a data quality statement. An anonymised record level file of the underlying data on which users can carry out their own analysis will be made available via the UK Data Service later in 2022 (see link below).

This file contains levels of workforce absence rates in education settings from September 2021. Data is in this file has been scaled to account for non-response so it is nationally representative.