Information on all schools in England including local authority maintained schools, academies, free schools, studio schools, university technical colleges and independent schools. The information includes address, school type and phone number. This information comes from EduBase, DfE’s register of schools, and will be updated every month. http://www.education.gov.uk/edubase/home.xhtml

Vacancy numbers and rates in maintained nursery, primary, secondary and special schools Source: Department for Education and Skills (DfES) Publisher: Department for Children Schools and Families (DCSF) Geographies: County/Unitary Authority, Government Office Region (GOR) Geographic coverage: England Time coverage: 2003 to 2006 Type of data: Administrative data

Academies are a new type of school. They bring a distinctive approach to school leadership drawing on the skills of sponsors and other supporters. They give Principals and staff new opportunities to develop educational strategies to raise standards and contribute to diversity in areas of disadvantage. These academies are listed in the open academies spreadsheet available to download from this page. Source: Department for Education (DfE) Publisher: Department for Education (DfE) Geographies: Local Authority District (LAD), County/Unitary Authority, Government Office Region (GOR), National Geographic coverage: England Time coverage: 1997, 2014 Type of data: Administrative data

Number of pupils on roll in Calderdale Primary Schools (Academies and Local Authority Maintained Schools); the data source is the termly school census. Academy data is only available from October 2015 onwards. The dataset for Academies and Local Authority Maintained Schools is being published as one dataset from October 2016. May 2020 is missing because this census was cancelled by the government due to the Covid-19 pandemic. Other schools data

The statistical first release “Income and Expenditure in Schools” will be a national summary of schools’ income and expenditure utilising the full range of data schools provide to the Department in their Consistent Financial Reporting returns. Source agency: Education Designation: Official Statistics not designated as National Statistics Language: English Alternative title: Income and expenditure in schools in England: 2010-11

Schools in England Contains: Name and identifying codes for schools in England. The codes are derived from the DfE Unique Reference Number, to which ODS add an ‘EE’ prefix. The file contains a number of different ‘types’ of establishment which is denoted by an indicator contained in field 25. The types included in the file are provided in a lookup file which is published separately and detailed above.

College Notice to Improve Correspondence

National level headline performance measures in academies by the number of years the academies have been open in 2023/24.

As part of the transparency agenda commitment relating to public expenditure, intended to help achieve better value for money, the Department for Education (DfE) and our Arm’s Length Bodies (ALBs) are publishing spending over £25,000.

Last update: April 2013 Was added to StatsWales: April 2013 Source: Higher Education Statistics Agency (HESA) Contact: post16ed.stats@wales.gsi.gov.uk The information in this table is taken from Performance Indicators in Higher Education in the UK available on the HESA web-site at www.hesa.ac.uk/pi. A Guide to Performance Indicators in Higher Education is also available at this web-site. The indicators are designed to provide reliable information on the nature and performance of the higher education sector in the UK. The performance indicators broadly cover access to higher education, non-continuation rates and outcomes. Indicators relate to higher education institutions in the individual countries of the UK. The Performance Indicators Steering Group (PISG) has led the development of these indicators. Members are drawn from the four higher education funding bodies for England, Scotland, Wales and Northern Ireland (HEFCE, SHEFC, HEFCW, DEL); the Department for Education and Skills and other government departments, the Higher Education Statistics Agency, and universities and colleges through their representative bodies (Universities UK and SCOP) Since 2002/03 HESA has published the Performance Indicators on behalf of the Higher Education Funding Council for England (HEFCE) who published them previously. A number of changes were introduced for the 2002/03 publication; further details can be found at www.hesa.ac.uk/pi . The access indicators relate to students starting in 2004/05; the indicators of non-continuation (students who do not continue after their first year) and of non-completion (students who drop out and do not resume later or transfer elsewhere) relate to the cohort starting in 2003/04. The disability indicator covers all students, not just entrants, on undergraduate programmes in 2004/05. WIDENING ACCESS: PERCENTAGE OF YOUNG FIRST DEGREE ENTRANTS FROM STATE SCHOOLS OR COLLEGES. School type is taken from previous institution attended. All schools or colleges that are not denoted ‘independent’ are assumed to be state schools. This means that students from sixth-form or further education colleges, for example, are included as being from state schools.

Figures for maintained primary, secondary and special schools are as confirmed by Local Authorities as part of the data checking exercise.

Figures for CTCs, academies and non-maintained special schools are as reported by schools and are unconfirmed.

National totals, regional totals and totals across school types have been rounded to the nearest 10.

Includes middle schools as deemed.

The number of permanent exclusions expressed as a percentage of the number (headcount) pupils in Primary, Secondary and Special schools, excluding dually registered pupils in special schools in January 2007.

x less than 5, or a rate based on less than 5.

Figures have been rounded to the nearest 10.

See more on statistics on excluded pupils on the DfE website or read more on permanent and fixed-period exclusions on the DfE website.