Information on all schools in England, including the:

• unique reference number
• local authority
• school name
• address
• type of school
• age range
• phase (nursery, primary or secondary)
• contact information

This data comes from http://www.education.gov.uk/edubase/home.xhtml">EduBase, the Department for Education’s register of schools. We update this information every month.

The Department for Education (DfE) is currently undertaking work to significantly expand the number of teaching schools and national leaders of education, with a targeted approach focused on areas where they are most needed in order to create a comprehensive national network of school-led support for leaders to draw on as they choose. There is a commitment to ensure that all schools in all areas can access support, collaboration and best practice by ensuring full coverage of system leaders across the country.

This is a report that states the number of system leaders designated by DfE.

This includes:

• National leaders of education (NLEs). NLEs are excellent headteachers who, together with the staff from their national support schools, provide direct support to other schools, particularly those in challenging circumstances to help them improve by providing additional leadership capacity and expertise.

• Teaching schools. These are strong schools that work with others to provide high-quality training and development to new and experienced school staff. They are part of the plan to give schools a central role in raising standards by developing educational excellence everywhere.

• Teaching school alliances. Teaching school alliances are a group of schools, led by a teaching school, that work together to bring about improvements across the schools, focussing on initial teacher training, school-to-school support and professional development.

• National leaders of governance (NLGs). NLGs are highly effective chairs of governors who use their skills and experience to provide coaching and mentoring support to another chair of governors to improve school and academy performance. In some cases, they work in partnership with an NLE.

This information is for school leaders, school staff and governing bodies in all maintained schools, academies and free schools.

You should be aware that the figures in this publication may differ from the numbers available in the http://apps.nationalcollege.org.uk/s2ssd_new/">school-to-school support directory, which is used as a live tool to find a teaching school or system leader.

Find out more about teaching schools and system leaders and get support for you and your school.

A ‘stuck’ school is a school that has:

• had consistently poor inspection outcomes throughout the last 13 years
• been judged to be inadequate, satisfactory or to require improvement in every inspection it’s had between 1 September 2007 and 31 August 2020
• had at least 4 full inspections in the period

When the school has become an academy, or changed its unique reference number for any other reason (such as being re-brokered in to a multi-academy trust), then the outcomes of inspections of the predecessor school are also included.

A ‘stuck’ school which improved to good between 31 August 2019 and 31 August 2020 is a school that has:

• been judged to be inadequate, satisfactory or to require improvement in every inspection it’s had between 1 September 2006 and 31 August 2019
• had at least 4 full inspections in the period
• been judged to be good in an inspection between 1 September 2019 and 31 August 2020

This data set was published with Ofsted’s Annual Report 2020.

This release contains the latest statistics on school and pupil numbers and their characteristics, including:

• age
• gender
• free school meals (FSM) eligibility
• English as an additional language
• ethnicity
• information on school characteristics
• information on class sizes

Reference Id: OSR33/2010

Publication Type: Statistical Release

Publication data: Underlying Statistical data

Local authority data: LA data

Region: England

Release date: 30 November 2010

Coverage status: final

Publication status: published

This statistical release (SR) updates with final information, the provisional data that was previously published on 19 October 2010. It is based on information collected from local authorities as part of the School Capacity 2010 collection. It includes national and local authority level information for local authority maintained primary and secondary schools i.e. on the number of school places, the number of schools exceeding school capacity (and the number of pupils within these schools) and the number of surplus places. Information on the number of places in academies is also included in this release (collected directly from academies) and will be presented at school level.

We will also publish, for the first time, information on pupil forecasts. Data on pupil forecasts are collected from local authorities as part of the school capacity collection. In the past these data have not been routinely published but were used for planning purposes.

The key points from the latest release are:

Maintained primary schools

Of the 16,964 local authority maintained primary schools, there were:

• 3,444 schools, 20.3%, that were full or had pupils in excess of school capacity, compared to 19.8% in 2009.
• 13,520 schools, 79.7%, with surplus places, compared to 80.2% in 2009.

There were 4,227,530 school places, and there were:

• 41,680 pupils, 1.0%, in excess of school capacity, compared to 0.9% in 2009.
• 458,430 surplus places, 10.8%, compared to 11.4% in 2009.

Maintained Secondary Schools

Of the 3,122 local authority maintained secondary schools, there were:

• 916 schools, 29.3%, that were full or had pupils in excess of school capacity, compared to 28.7 in 2009.
• 2,206 schools, 70.7%, with surplus places, compared to 71.3% in 2009.

There were 3,330,670 school places, and there were:

• 54,260 pupils, 1.6%, in excess of school capacity, compared to 1.7% in 2009.
• 303,750 surplus places, 9.1%, compared to 9.1% in 2009.

The PDF and tables were revised on 10/12/2010 to include additional information in the technical notes about pupil forecasts and also to include some amendments to the footnotes in tables 5 and 6.

schools.statistics@education.gov.uk

Schools management information: release schedule

The release schedule for monthly management information: state-funded schools inspections and outcomes.

The release is the date by which the inspection must have been completed and the report must have been published in order to be included in the management information.

https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/878603/Management_information_-_state-funded_schools_-_as_at_31_Mar_2020.xlsx">

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This list is effective from 15 December 2021.

The previous list, which was given effect by the https://www.legislation.gov.uk/uksi/2020/1512/introduction/made" class="govuk-link">2020 Order, remains the relevant list in force until 14 December 2021.

The list is helpful to local authorities and governing boards when proposing a school closure.

The Department for Education uses the https://www.ons.gov.uk/methodology/geography/geographicalproducts/ruralurbanclassifications/2011ruralurbanclassification" class="govuk-link">Office for National Statistics’ 2011 rural-urban classification system for this dataset.

In 2018, we revised the regional and local authority (LA) level data on this page. To allow users to make multi-year and geographical comparisons more easily, we have now published a multi-year and multi-level file.

It includes estimates to account for schools who did not provide information in a given year for the staff headcount and full-time equivalent (FTE) numbers, so that year on year figures are comparable. Further work has also been done since the initial publication to improve the quality of the data upon which some of the other indicators were based.

Visit ‘School workforce in England: November 2018’ and select ‘Revised subnational school workforce census data 2010 to 2018’. You can also view the updated 2018 methodology note.

Reference id: SFR06/2012

Publication type: Statistical first release

Publication data: Local authority data

Local authority data: LA data

Region: England

Release date: 13 December 2012

Coverage status: final

Publication status: recently updated

On 13 December 2012 total school workforce headcount figures for local authorities, regions and England in the underlying data were revised to be consistent with schools figures. Also, the JACS mapping spreadsheet was updated to include some new and updated codes used in the 2011 school workforce census.

Statistics on the school workforce in publicly-funded schools in England for November 2011 are available from this page, together with comparable figures for earlier years.

In April 2012 statistics were published including:

• teacher, teaching assistants and other support staff numbers in service
• age, gender and ethnicity of teachers, teaching assistants and other support staff
• teachers’ pay, teacher qualifications and curriculum, teacher vacancies and teacher sickness absence

This release has been followed by information about the curriculum taught in secondary schools broken down by the qualifications of secondary school teachers, and about pupil-to-teacher and pupil-to-adult ratios, added in July 2012.

Also available from July 2012 are files containing a range of information underlying the national level statistics broken down by region, local authority and for individual schools. These are placed in zip files available to download from this page.

The main points from the figures released in July are:

Teacher qualifications and curriculum

• The majority (94.8%) of teachers held degree-level qualifications or higher. Headteachers and teachers working in nursery and primary schools were more likely to hold Bachelor of Education qualifications than teachers working in other publicly-funded schools.
• Over half (54.4%) of the time spent teaching the curriculum in secondary schools was in English Baccalaureate subjects, ie English, mathematics, history, geography, the sciences and languages.
• 73% of teachers of mathematics to years 7 to 13 held a relevant post A level qualification. Similarly, 78% of English teachers and 91% of teachers of combined/general science held a relevant post A level qualification.
• 84% of the total hours taught of mathematics to years 7 to 13 were by a teacher who held a relevant post A level qualification. 88% of total hours taught of English, and 94% of the total hours taught of combined/general science.

Pupil-to-teacher and pupil-to-adult ratios

• The within school pupil-to-teacher ratios in local authority maintained primary and secondary schools were 21.0 and 15.5 respectively (compared to 20.9 and 15.6 in November 2010). The change may be due to the increasing number of primary school pupils and a reduction in secondary school pupils. Direct comparisons are difficult due to the number of schools that have converted to academy status during the year. The pupil-to-teacher ratio in academies was 16.0 compared to 15.9 in November 2011. This change is due in part to the increase in the proportion of primary academies that tend to have a higher pupil-to-teacher ratio.
• The overall pupil-to-teacher ratio was 17.6 compared to 17.3 in November 2010. The local authority maintained overall pupil-to-teacher ratio has increased in part because the proportion of secondary school pupils and teachers included in this figure has decreased as more schools have converted to academy status.
• The pupil-to-adult ratios in local authority maintained primary and secondary schools was 11.9 and 10.9 respectively.