A list of all independent schools and special post-16 institutions for children with special educational needs or disabilities (SEND) approved under section 41 of the Children and Families Act 2014 in England and Wales.

You can filter the list by local authority or by type of setting.

Our guide for independent special schools and special post-16 institutions explains how to apply for approval under section 41.

Voluntary removal

Contact hns.sos@education.gov.uk to request removal from the approved list, stating your reason. We will remove your institution in the next update and notify local authorities. The published list includes all removed institutions.

Once removed, you cannot re-apply for one full academic year.

Other special schools

Details of all special schools in England are available on the https://www.get-information-schools.service.gov.uk/Search" class="govuk-link">Department for Education’s Get Information about Schools system. This includes:

• maintained schools
• academies
• independent schools
• non-maintained schools

The SEND guide for parents and carers explains how parents can ask for one of these schools or special post-16 institutions to be named in their child’s education, health and care plan.

Forecast: Total Tertiary Education Graduates in Social Sciences, Business and Law in the UK 2024 - 2028 Discover more data with ReportLinker!

14 semi-structured interviews conducted with legal services professionals in England over the period 2019-20. Interviewees were drawn from law firms, legal technology companies, law libraries, and legal data providers. The interviews explored in what ways does a lack of appropriate educational provision currently present a barrier to (a) law firms in adopting new technologies, and (b) computer scientists in proceeding efficiently within the rule of law; and how might this need best be addressed to allow those working in these sectors to interact innovatively and efficiently?

This research investigated the way in which the children's rights agenda is being implemented in practice in the field of SEN/ASN, taking into account the wider policy context of declining budgets, reduced local authority power, increasingly complex governance arrangements and policy divergence across England and Scotland. The project's specific objectives are to analyse: The extent to which children and young people with SEN/ASN in different social, geographical and educational contexts and with different types of difficulty are able to realise their rights effectively; The degree to which the rights of children and young people with SEN/ASN intersect with those of parents/carers and are driven by, or influence, the decision-making of schools and local authorities; The way in which capacity for autonomous decision-making is understood and acted upon in different social and educational contexts; The factors which promote or inhibit the realisation of rights by children and young people with SEN/ASN, including those who are looked after by the local authority; The impact of a children's rights approach on the broader education and social policy landscape. Since the late 1970s, in the field of special educational needs (SEN) in England and additional support needs (ASN) in Scotland, there has been a growing focus on parental involvement in educational decision-making. Despite the emphasis on the empowerment of children in the UN Convention on the Rights of the Child (UNCRC) and the UN Convention on the Rights of Persons with Disabilities (UNCRPD), parental rights in education have tended to trump those of children and young people. There has also been some disparity with regard to the emphasis on the educational rights of children and young people with SEN/ASN in different parts of the UK, and competing understandings of the concept of autonomy. In both England and Scotland, new legislation aims to place the rights of children and young people with SEN and ASN on a par with those of their parents. In the light of this change, this research will consider whether we are witnessing a paradigm shift in the field of special and additional support needs analagous to that which occurred in state education in the 1980s and 1990s, when marketisation and consumerism attained a much higher profile. The research addresses important questions with regard to: the practical realisation of the rights of children and young people with different types of difficulty and in different social and geographical contexts; the way in which children and young people's rights sit alongside those of their parents; the measures which may be taken by schools and local authorities to promote the rights of children and young people. In considering the way in which the rights of children and young people with SEN/ASN are implemented in England and Scotland, the research took account of changes in the wider social policy landscape, including the ongoing impact of devolution, growing diversity of governance arrangements in English schools and public sector austerity. A range of research methods were used in this project, including analysis of policy, legislation and administrative data; a survey of local authority policy and practice in relation to the rights of children and young people; key informant interviews to elicit views on the factors which were likely to promote or inhibit the realisation of the rights of children and young people with SEN/ASN; qualitative work with children and young people and their parents/carers in home and school settings.

Since the late 1970s, in the field of special educational needs (SEN) in England and additional support needs (ASN) in Scotland, there has been a growing focus on parental involvement in educational decision-making. Despite the emphasis on the empowerment of children in the UN Convention on the Rights of the Child (UNCRC) and the UN Convention on the Rights of Persons with Disabilities (UNCRPD), parental rights in education have tended to trump those of children and young people. There has also been some disparity with regard to the emphasis on the educational rights of children and young people with SEN/ASN in different parts of the UK, and competing understandings of the concept of autonomy. In both England and Scotland, new legislation aims to place the rights of children and young people with SEN and ASN on a par with those of their parents. In the light of this change, this research will consider whether we are witnessing a paradigm shift in the field of special and additional support needs analogous to that which occurred in state education in the 1980s and 1990s, when marketisation and consumerism attained a much higher profile. The research addresses important questions with regard to: (1) the practical realisation of the rights of children and young people with different types of difficulty and in different social and geographical contexts; (2) the way in which children and young...

The Department for Education is committed to continuous improvement in its handling of complaints about schools. The completed report covers complaints that relate to state funded schools including academies and free schools, received by the department in the period 1st August 2012 to July 2013. Prior to July 2012 some complaints about schools were handled by the Secretary of State for Education, some were handled as a pilot by the Local Government Ombudsman(LGO). The Education Act 2011 rationalised the LGO arrangements . In July 2012 the powers of the LGO to consider school complaints were repealed, so that all complainants in England could complain to the Secretary of State about a school. During the passage of the Education Act 2011, the department commissioned independent research about its handling of complaints about schools. This report covers those findings and can be located here:- https://www.gov.uk/government/publications/complaints-about-schools-customer-satisfaction-survey-2013

The Secretary of State designates these courses as eligible for tuition fee loans under the Higher Education Short Course Loans Regulations 2022. This is under the powers of The Teaching and Higher Education Act 1998, section 22.

Information for HESC learners is available.

Forecast: Female Tertiary Education Graduates in Social Sciences, Business and Law in the UK 2024 - 2028 Discover more data with ReportLinker!

This dataset was created through an anonymous survey of solicitors in England and Wales, conducted between 12 November 2019 and 13 January 2020. Respondents answered a series of questions regarding their use of AI technology, as well as their training for and attitudes to the use of technology in their work. After discarding partial responses, the dataset comprises a total of 353 valid responses.

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Abstract copyright UK Data Service and data collection copyright owner.

The National Pupil Database (NPD) is one of the richest education datasets in the world. It is a longitudinal database which links pupil characteristics to information about attainment for those who attend schools and colleges in England.

There are a range of data sources in the NPD providing detailed information about children's education at different stages (pre-school, primary and secondary education and further education).

Pupil level information was first collected in January 2002 as part of the Pupil Level Annual Schools Census (PLASC). The School Census replaced the PLASC in 2006 for secondary schools and in 2007 for nursery, primary and special schools. The School Census is carried out three times a year in the spring, summer and autumn terms (January, May and October respectively) and provides the Department for Education with both pupil and school-level data.

The NPD is available through the UK Data Archive in three tiers. Tiers two and three are the most sensitive and must be accessed via the Archive's safe room, whereas tier four can be accessed remotely through the Archive's Secure Lab.

Tier two contains individual pupil level data which is identifiable and sensitive. Individual pupil level extracts include sensitive information about pupils and their characteristics, including items described as 'sensitive personal data' within the UK Data Protection Act 1998 which have been recoded to become less sensitive. Examples of sensitive data items include ethnic group major, ethnic group minor, language group major, language group minor, Special Educational Needs and eligibility for Free School Meals.

Tier three represents aggregated school level data which is identifiable and sensitive. Included are aggregated extracts of school level data from the Department of Education's School Level Database which include items described as 'sensitive personal data' within the Data Protection Act 1998 and could include small numbers and single counts. For example, there is 1 white boy eligible for Free School Meals in school x who did not achieve level 4 in English and maths at Key Stage 2.

Tier four represents less sensitive data than tiers two and three. Included are individual pupil level extracts that do not contain information about pupils and their characteristics which are considered to be identifying or described as sensitive personal data within the Data Protection Act 1998. For example, the extracts may include information about pupil attainment, prior attainment, progression and pupil absences but do not include any identifying data items like names and addresses and any information about pupil characteristics other than gender.

Extracts from the NPD are also available directly from the Department of Education through GOV.UK's National pupil database: apply for a data extract web page.


The fourth edition (September 2017) includes a data file and documentation for the year 2016.


Main Topics:

The NPD data held by the UK Data Archive include detailed information about pupils’ test and exam results, prior attainment and progression at key stages for all schools in the state sector in England. The NPD also includes attainment data for pupils and students in non-maintained special schools, sixth-form and Further Education colleges and (where available) independent schools.

The NPD data held under SN 7626 include pupil-level data for Key Stage 2 (ages 7-11) matched to prior attainment for Key Stage 1 (ages 5-7) and School Census/Pupil Level Annual Schools Census information.

This file set is the basis of a project in which Stephanie Pywell from The Open University Law School created and evaluated some online teaching materials – Fundamentals of Law (FoLs) – to fill a gap in the knowledge of graduate entrants to the Bachelor of Laws (LLB) programme. These students are granted exemption from the Level 1 law modules, from which they would normally acquire the basic knowledge of legal principles and methods that is essential to success in higher-level study. The materials consisted of 12 sessions of learning, each covering one key topic from a Level 1 law module.The dataset includes a Word document that consists of the text of a five-question, multiple-choice Moodle poll, together with the coding for each response option.The rest of the dataset consists of spreadsheets and outputs from SPSS and Excel showing the analyses that were conducted on the cleaned and anonymised data to ascertain students' use of, and views on, the teaching materials, and to explore any statistical association between students' studying of the materials and their academic success on Level 2 law modules, W202 and W203.Students were asked to complete the Moodle poll at the end of every session of study, of which there were 1,013. Only one answer from each of the 240 respondents was retained for Questions 3, 4 and 5, to avoid skewing the data. Some data are presented as percentages of the number of sessions studied; some are presented as percentages of the number of respondents, and some are presented as percentage of the number of respondents who meet specific criteria.Student identifiers, which have been removed to ensure anonymity, are as follows: Open University Computer User code (OUCU) and Personal Identifier (PI). These were used to collate the output from the Moodle poll with students' Level 2 module results.

As industry-university collaborations are promoted to commercialize university research and foster economic growth, it is important to understand how companies benefit from these collaborations, and to ensure that resulting academic discoveries are developed for the benefit of all stakeholders: companies, universities and public. Lock up of inventions, and censoring of academic publications, should be avoided if feasible. This case-study analysis of interviews with 90 companies in Canada, Japan, the UK and USA assesses the scope of this challenge and suggests possible resolutions. The participating companies were asked to describe an important interaction with universities, and most described collaborative research. The most frequently cited tensions concerned intellectual property management and publication freedom. IP disagreements were most frequent in the context of narrowly-focused collaborations with American universities. However, in the case of exploratory research, companies accepted the IP management practices of US universities. It might make sense to let companies have an automatic exclusive license to IP from narrowly defined collaborations, but to encourage universities to manage inventions from exploratory collaborations to ensure development incentives. Although Canada, the UK and US have strong publication freedom guarantees, tensions over this issue arose frequently in focused collaborations, though were rare in exploratory collaborations. The UK Lambert Agreements give sponsors the option to control publications in return for paying the full economic cost of a project. This may offer a model for the other three countries. Uniquely among the four countries, Japan enables companies to control exclusively most collaborative inventions and to censor academic publications. Despite this high degree of control, the interviews suggest many companies do not develop university discoveries to their full potential. The steps suggested above may rebalance the situation in Japan. Overall, the interviews reveal the complexity of these issues and the need for flexibility on the part of universities and companies.

Abstract copyright UK Data Service and data collection copyright owner.

Background to the PACE study
The PACE (Primary Assessment, Curriculum and Experience) project aimed to study the impact on English primary schools of the introduction, following the 1988 Education Reform Act, of the National Curriculum and its associated assessment procedures. Questionnaires and interviews with heads and infant teachers in forty-eight schools in eight varied areas, provided background data for a closer focus on nine schools. Children as well as teachers in primary school classes were interviewed. These randomly selected pupils formed a cohort who have taken part in the subsequent years of the study. New assessment procedures were also observed and analysed as they were introduced.
The project consisted of three phases: phase 1 (SN:3486) was carried out in 1990-1992, phase 2 (SN:3470) in 1993-1994 and phase 3(SN:3969) in 1995-1996.
Pupils of the original cohort, continued to be observed and interviewed, as did their teachers into year 6 (phase 3). In addition, teachers and heads in the wider sample of schools have again been interviewed; in this phase both Key Stage 1 and Key Stage 2 teachers provide material on the degree and kind of change experienced in primary schools during a period of unprecedented innovation.

Phase Two of the PACE Study (PACE 2)
This dataset consists of four files:
PACE Year 3 and 4 Teachers Interviews 1993 (9T INT 93)
PACE Headteacher Interviews 1994 (9HT INT 94)
PACE Advance Questionnaire to Teachers and Headmasters 1994 (AQ 3 94)
PACE Year 1 and Year 2 Teacher Interviews 1994 (10T INT 94)
The aims of the survey are:
1. To monitor the progressive implementation in primary schools of the National Curriculum and associated assessment procedures, following the Education Reform Act (1988) by building on Stage 1 of the PACE (Primary Assessment, Curriculum and Experience) project (PACE 1). In Stage 2 of the PACE project (PACE 2), this will focus on:
Continuity and progression in the Key Stage 1 to Key Stage 2 transfer: the research will analyse curriculum provision, assessment practice, classroom pedagogy and pupil experience.
Teachers' changing perceptions of innovation: the project will consider the degree to which such innovations become routinised and the differences in response of infant and junior teachers and headteachers.
2. To advance theoretical understanding of the sustained effects of multiple innovations on processes of teaching and learning in primary classrooms. This work will focus on:
Curriculum, pedagogy, and pupil experiences, assessment practices, and teacher professionalism.
3. To provide a basis for the final projected stage of the PACE project (PACE 3) which will continue to focus on the above issues as pupils move through the later years of Key Stage 2 and are subject to the National Curriculum and assessment procedures at age 11.
Main Topics:

Year 3 and 4 teachers Interviews 1993 (9T INT 93): Teacher background characteristics; pedagogy and pupil experience; curriculum change and continuity; assessment practices; impact of the National Curriculum on teaching and learning; changes in teachers' roles; changes in planning and management within the school; teacher/pupil relationships; staff relationships.
Headteacher Interviews 1994 (9HT INT 94): Headteacher perspectives; school relationships; impact of recent policy changes; curriculum and pedagogy; assessment policy; pupil experience.
Year 1 and Year 2 Teacher Interviews 1994 (10T INT 94): Teacher background characteristics; pedagogy and pupil experience; curriculum change and continuity; assessment practices; impact of the National Curriculum on teaching and learning; changes in teachers' roles; changes in planning and management within the school; teacher/pupil relationships; staff relationships.
Advance Questionnaire to Teachers and Headmasters 1994 (AQ 3 94): Characteristics of teachers and headteachers, e.g. age, sex, years of experience, socio-economic catchment area of school; educational objectives for the children; accountability; meaning of professional responsibility.

Data on the top universities for Law in 2025.

Table 3 - Exploring the association between health, local area characteristics and climate action plans in the UK: Cross-sectional analysis using administrative data from 2018 and a citizen science ranking of climate action plans from 2021

Appeals data for primary and secondary schools by academic year.

Please note

· There are a number of schools that hear appeals that are not recorded on Leeds City Council's admissions system. These schools do not have an agreement with the authority to handle their appeals, the attached data only shows schools that have agreed for the authority to handle their appeals.

· From 2017/18 onwards we have indicated if the appeal was not granted based on infant class size legislation (not ICSL). For the vast majority of Key Stage 1 appeals the reason for refusal is that to admit the child would breach Infant Class Size Legislation, however, for some schools Infant Class Size Legislation does not apply (primarily because if a child was admitted to these schools the class would not have more than 30 children per teacher). For these schools, the argument against admission is that it would cause prejudice to the school and the children already in attendance if a further child were to be admitted. For appeals granted which state (not ICSL) the parent was able to evidence that admitting their child to the school would not cause prejudice to the school. Parents and carers can access further information on infant class size appeals on our website at www.leeds.gov.uk.