Analysis of homeschooling in Great Britain during the coronavirus (COVID-19) pandemic from the Opinions and Lifestyle Survey (OPN). Data relate to homeschooling from the COVID-19 module of the OPN, collected between 13 January and February 2021

This dataset relates to the PhD study, "The voices of home educated adolescents: a participatory research study exploring their home education experiences". The study is a participatory research project with young people aged 13–17 who are home educated. They used vlogs, blogs, or visual boards to collect data on their experiences of being home educated, with a particular focus on their perceptions of their educational outcomes and social development.

The dataset includes resources created by participants, including a vlog, three blogs and three visual boards.

The vlog is an insight into how playing video games is an opportunity of learning for the participant: it demonstrates his interest in historical events and weaponry. Furthermore, the research project and creating the vlog itself was a new experience for him and was seen as a learning opportunity and became integrated into his home education experience. To align with the research methodology and remain socially and culturally appropriate, the participant used this method of data collection as an insight into his lived experience as home educated. Home educated young people have the autonomy and flexibility to learn through various mediums and learning tools that interest and relate to them. Therefore this vlog demonstrates that doing research with children can include various data collection methods that relate to the child's lived experience.

The visual boards are representations of participants' experiences being home educated and their perceptions of their educational outcomes. The blogs are a collection of thoughts or diary entries of their experience being home educated.

Elective Home Education is the term used, by the Department for Education, to describe a parents decision to provide education for their child at home instead of sending them to school. Children home educated have been attributed to a ward based on their home postcode. Where there a 5 or less children the numbers are suppressed.

“While staying at home during Covid-19, I had to find different activities for my children day after day. They were not attending school and were so bored always being at home. Therefore the activities needed to be both educational and entertaining. One of my children is 7 years old and the other is 4 years old. I started teaching my son at home because school was sending homework and he couldn’t do it. We started with the alphabet and the sounds of letters. I bought these magnet letters for my son to make his understanding easier. He was placing letters on the fridge and then we were practising identifying them. Because of pandemic, One day we decided to thank the NHS and I told my son to write “STAY SAFE AND WE LOVE NHS” and he chose the correct letters and arranged them on the fridge. We wrote the sentence together, by practising letters and sounds.

I think we should combine both education with joy at home, at school and in our real lives. We can learn the importance of something by enjoying it.”

This material is part of the Covid Chronicles from the Margins project, funded by The Open University and the International Institute of Social Studies in the Hague. The project aims to highlight the impact of the pandemic on refugees, asylum seekers and undocumented migrants.

This item can be found on our website, here: https://cov19chronicles.com/gallery/art-work/a-mother-reflects-on-her-experience-of-homeschooling/

Children who are living in care or foster placements by the distance between their home address and their placement address

Source: Department for Education and Skills (DfES)

Publisher: Department for Children Schools and Families (DCSF)

Geographies: County/Unitary Authority, Government Office Region (GOR), National

Geographic coverage: England

Time coverage: 2006 to 2008

Type of data: Administrative data

Data on class sizes in primary schools are collected each year as part of the pupil census. The data gives the number of pupils in each class in September 2023"Class type" gives the stage of pupils in the class or, where more than one stage is present "Co" denotes a composite class.In a class where there are two or more teachers then 'Two or More Teachers' will have a value of 'Yes'The class size maxima for P1 classes is 25 and for single stage P2 or P3 classes is 30. This is set out in The Education (Lower Class Sizes) (Scotland) Amendment Regulations 2010.These regulations allow certain exceptions such as pupils who join a class after the end of a placing round and Additional Support Needs pupils who only join a class for part of the time.For P4-P7 class size maxima are set out in teachers terms and conditions of service. For these years there is a normal maximum of 33. Composite classes throughout primary have a class size maximum of 25.Excepted pupils in class-size legislation are;(a) children whose record of additional support needs specify that they should be educated at the school concerned, and who are placed in the school outside a normal placing round;(b) children initially refused a place at a school, but subsequently on appeal offered a place outside a normal placing round or because the education authority recognise that an error was made in implementing their placing arrangements for the school;(c) children who cannot gain a place at any other suitable school within a reasonable distance of their home because they move into an area outside a normal placing round;(d) children who are pupils at special schools, but who receive part of their education at a mainstream school; and(e) children with additional support needs who are normally educated in a special unit in a mainstream school, but who receive part of their lessons in a non-special class.These are National Statistics background data. National Statistics are produced to high professional standards set out in the National Statistics Code of Practice. They undergo regular quality assurance reviews to ensure that they meet customer needs. They are produced free from any political interference.Analysis of class size at a national level is available through the following link: https://www.gov.scot/publications/pupil-census-supplementary-statistics/

Abstract copyright UK Data Service and data collection copyright owner.

Background:
The Millennium Cohort Study (MCS) is a large-scale, multi-purpose longitudinal dataset providing information about babies born at the beginning of the 21st century, their progress through life, and the families who are bringing them up, for the four countries of the United Kingdom. The original objectives of the first MCS survey, as laid down in the proposal to the Economic and Social Research Council (ESRC) in March 2000, were:

• to chart the initial conditions of social, economic and health advantages and disadvantages facing children born at the start of the 21st century, capturing information that the research community of the future will require
• to provide a basis for comparing patterns of development with the preceding cohorts (the National Child Development Study, held at the UK Data Archive under GN 33004, and the 1970 Birth Cohort Study, held under GN 33229)
• to collect information on previously neglected topics, such as fathers' involvement in children's care and development
• to focus on parents as the most immediate elements of the children's 'background', charting their experience as mothers and fathers of newborn babies in the year 2000, recording how they (and any other children in the family) adapted to the newcomer, and what their aspirations for her/his future may be
• to emphasise intergenerational links including those back to the parents' own childhood
• to investigate the wider social ecology of the family, including social networks, civic engagement and community facilities and services, splicing in geo-coded data when available

• to provide control cases for the national evaluation of Sure Start (a government programme intended to alleviate child poverty and social exclusion)
• to provide samples of adequate size to analyse and compare the smaller countries of the United Kingdom, and include disadvantaged areas of England

Further information about the MCS can be found on the Centre for Longitudinal Studies web pages.

The content of MCS studies, including questions, topics and variables can be explored via the CLOSER Discovery website.

The first sweep (MCS1) interviewed both mothers and (where resident) fathers (or father-figures) of infants included in the sample when the babies were nine months old, and the second sweep (MCS2) was carried out with the same respondents when the children were three years of age. The third sweep (MCS3) was conducted in 2006, when the children were aged five years old, the fourth sweep (MCS4) in 2008, when they were seven years old, the fifth sweep (MCS5) in 2012-2013, when they were eleven years old, the sixth sweep (MCS6) in 2015, when they were fourteen years old, and the seventh sweep (MCS7) in 2018, when they were seventeen years old.

End User Licence versions of MCS studies:
The End User Licence (EUL) versions of MCS1, MCS2, MCS3, MCS4, MCS5, MCS6 and MCS7 are held under UK Data Archive SNs 4683, 5350, 5795, 6411, 7464, 8156 and 8682 respectively. The longitudinal family file is held under SN 8172.

Sub-sample studies:
Some studies based on sub-samples of MCS have also been conducted, including a study of MCS respondent mothers who had received assisted fertility treatment, conducted in 2003 (see EUL SN 5559). Also, birth registration and maternity hospital episodes for the MCS respondents are held as a separate dataset (see EUL SN 5614).

Release of Sweeps 1 to 4 to Long Format (Summer 2020)
To support longitudinal research and make it easier to compare data from different time points, all data from across all sweeps is now in a consistent format. The update affects the data from sweeps 1 to 4 (from 9 months to 7 years), which are updated from the old/wide to a new/long format to match the format of data of sweeps 5 and 6 (age 11 and 14 sweeps). The old/wide formatted datasets contained one row per family with multiple variables for different respondents. The new/long formatted datasets contain one row per respondent (per parent or per cohort member) for each MCS family. Additional updates have been made to all sweeps to harmonise variable labels and enhance anonymisation.

How to access genetic and/or bio-medical sample data from a range of longitudinal surveys:
For information on how to access biomedical data from MCS that are not held at the UKDS, see the CLS Genetic data and biological samples webpage.

Secure Access datasets:
Secure Access versions of the MCS have more restrictive access conditions than versions available under the standard End User Licence or Special Licence (see 'Access data' tab above).

Secure Access versions of the MCS...

Includes the Section 251 budget lines: SEN support services, Direct Payments (SEN and disability); SEN Transport, Home to school transport (pre-16): SEN transport expenditure, SEN Admin, assessment and coordination and monitoring Calculation: (x/y)/365 * 7 where

x = Total funding on SEN Services recorded on S251 financial budget statement y = Total number of children with a statement as at January (school census)

Result is rounded to nearest £5.

Data is Powered by LG Inform Plus and automatically checked for new data on the 3rd of each month.

Abstract copyright UK Data Service and data collection copyright owner.The Study of Early Education and Development (SEED) is a major study about early years education and its impacts on child development. It is funded by the Department for Education and is undertaken by NatCen Social Research, the University of Oxford, Action for Children and Frontier Economics. The study follows just under 6,000 children across England from the age of two, through to their early years at school. The aims of SEED are to:provide evidence of the impact of current early years provision on children’s outcomesprovide a basis for longitudinal assessment of the impact of early years provision on later attainmentinform policy development to improve children’s readiness for schoolassess the role and influence of the quality of early education provision on children’s outcomesassess the overall value for money of early education in England and the relative value for money associated with different types (e.g. private, voluntary, maintained) and quality of provisionexplore how parenting and the home learning environment interacts with early years education in affecting children’s outcomesThe longitudinal survey of families collects information at four time points: when the families’ child is about two years old (Wave 1 – baseline) (SN 8277) when the child is about three years old (Wave 2) (SN 8278) when the child is about four years old (Wave 3) when the child is about five years old (Wave 4) Data for Wave 4 are not available yet. Further information and research from the study are available on the GOV.UK and NatCen webpages. The Study of Early Education and Development: Wave 3, 2015-2016 is the third survey in the series. In total, 3,930 parents took part in the Wave 3 survey and the overall response rate was 86 percent. Parents were asked about formal childcare attended by children in the study at the time of the survey. The type of setting attended (e.g. private, voluntary or maintained) was classified using administrative records and this information has been added to the archived dataset.Once the data had been collated and cleaned, a weighting scheme was designed for the study to account for different selection probabilities and non-response bias. Once weighted, the wave 3 sample of families taking part in SEED is representative of all families with four-year-olds in England. Main Topics: The Wave 3 questionnaire includes the following sections: Childcare; Measures; Home Environment; Child Health; Parental/Carer Health and Cognitive Difficulties; Parenting/Caring; Socio-demographics; Child Development; Head-Toes-Knees-Shoulders Task. Multi-stage stratified random sample Self-completion Face-to-face interview

The Council's Home Education Policy which sets out the legislative position, and provides advice on the roles and responsibilities of local authorities and parents in relation to children who are educated at home Additional metadata: - Licence: http://reference.data.gov.uk/id/open-government-licence

Data on class sizes in primary schools are collected each year as part of the pupil census. The data gives the number of pupils in each class in September 2022"Class type" gives the stage of pupils in the class or, where more than one stage is present "Co" denotes a composite class.In a class where there are two or more teachers then 'Two or More Teachers' will have a value of 'Yes'The class size maxima for P1 classes is 25 and for single stage P2 or P3 classes is 30. This is set out in The Education (Lower Class Sizes) (Scotland) Amendment Regulations 2010.These regulations allow certain exceptions such as pupils who join a class after the end of a placing round and Additional Support Needs pupils who only join a class for part of the time.For P4-P7 class size maxima are set out in teachers terms and conditions of service. For these years there is a normal maximum of 33. Composite classes throughout primary have a class size maximum of 25.Excepted pupils in class-size legislation are;(a) children whose record of additional support needs specify that they should be educated at the school concerned, and who are placed in the school outside a normal placing round;(b) children initially refused a place at a school, but subsequently on appeal offered a place outside a normal placing round or because the education authority recognise that an error was made in implementing their placing arrangements for the school;(c) children who cannot gain a place at any other suitable school within a reasonable distance of their home because they move into an area outside a normal placing round;(d) children who are pupils at special schools, but who receive part of their education at a mainstream school; and(e) children with additional support needs who are normally educated in a special unit in a mainstream school, but who receive part of their lessons in a non-special class.These are National Statistics background data. National Statistics are produced to high professional standards set out in the National Statistics Code of Practice. They undergo regular quality assurance reviews to ensure that they meet customer needs. They are produced free from any political interference.Analysis of class size at a national level is available through the following link: https://www.gov.scot/publications/pupil-census-supplementary-statistics/

The Active Lives Children and Young People Survey, which was established in September 2017, provides a world-leading approach to gathering data on how children engage with sport and physical activity. This school-based survey is the first and largest established physical activity survey with children and young people in England. It gives anyone working with children aged 5-16 key insight to help understand children's attitudes and behaviours around sport and physical activity. The results will shape and influence local decision-making as well as inform government policy on the PE and Sport Premium, Childhood Obesity Plan and other cross-departmental programmes. More general information about the study can be found on the Sport England Active Lives Survey webpage and the Active Lives Online website, including reports and data tables.

The Active Lives Children and Young People Survey is a school-based survey (i.e., historically always completed at school as part of lessons. Due to the closure of school sites during the coronavirus pandemic, the survey was adapted to allow at-home completion. This approach was retained into academic year 2021-22 to help maximise response numbers and as the year was still impacted by the pandemic as a result of the requirements for self-isolation. The at-home completion approach was actively offered for secondary school pupils and allowed but not encouraged for primary pupils.

The adaptions involved minor questionnaire changes (e.g., to ensure the wording was appropriate for those not attending school and to enable completion at home), and communication changes. For further details on the survey changes, please see the accompanying User Guide document. Academic years 2020-21 and 2021-22 saw a more even split of responses by term across the year, compared to 2019-20, which had a reduced proportion of summer term responses due to the disruption caused by Covid-19.

The survey identifies how participation varies across different activities and sports, by regions of England, between school types and terms, and between different demographic groups in the population. The survey measures levels of activity (active, fairly active and less active), attitudes towards sport and physical activity, swimming capability, the proportion of children and young people that volunteer in sport, sports spectating, and well-being measures such as happiness and life satisfaction. The questionnaire was designed to enable analysis of the findings by a broad range of variables, such as gender, family affluence and school year.

The following datasets have been provided:

1) Main dataset – this file includes responses from children and young people from school years 3 to 11, as well as responses from parents of children in years 1-2. The parents of children in years 1-2 provide behavioural answers about their child’s activity levels; they do not provide attitudinal information. Using this main dataset, full analyses can be carried out into sports and physical activity participation, levels of activity, volunteering (years 5 to 11), etc. Weighting is required when using this dataset (wt_gross / wt_gross.csplan files are available for SPSS users who can utilise them).

2) Year 1-2 dataset – this file include responses from children in school years 1-2 directly, providing their attitudinal responses (e.g. whether they like playing sport and find it easy). Analysis can be carried out into feelings towards swimming, enjoyment for being active, happiness etc. Weighting is required when using this dataset (wt_gross / wt_gross.csplan files are available for SPSS users who can utilise them).

3) Teacher dataset – this file includes responses from the teachers at schools selected for the survey. Analysis can be carried out into school facilities available, length of PE lessons, whether swimming lessons are offered, etc. Weighting was formerly not available, however, as Sport England have started to publish the Teacher data, from December 2023 we decide to apply weighting to the data. The Teacher dataset now includes weighting by applying the ‘wt_teacher’ weighting variable.

For further information about the variables available for analysis and the relevant school years asked survey questions, please see the supporting documentation. Please read the documentation before using the datasets. More general information about the study can be found on the Sport England Active Lives Survey webpages.

Latest edition information

For the second edition (January 2024), the Teacher dataset now includes a weighting variable (‘wt_teacher’). Previously, weighting was not available for these data.

This is a monthly report on publicly funded community services for children, young people and adults using data from the Community Services Data Set (CSDS) reported in England for November 2017. The CSDS is a patient-level dataset providing information relating to publicly funded community services for children, young people and adults. These services can include district nursing services, school nursing services, health visiting services and occupational therapy services, among others. The data collected includes personal and demographic information, diagnoses including long-term conditions and disabilities and care events plus screening activities. It has been developed to help achieve better outcomes for children, young people and adults. It provides data that will be used to commission services in a way that improves health, reduces inequalities, and supports service improvement and clinical quality. Prior to October 2017, the predecessor Children and Young People's Health Services (CYPHS) Data Set collected data for children and young people aged 0-18. The CSDS superseded the CYPHS data set to allow adult community data to be submitted, expanding the scope of the existing data set by removing the 0-18 age restriction. The structure and content of the CSDS remains the same as the previous CYPHS data set. Further information about the CYPHS and related statistical reports is available from https://digital.nhs.uk/data-and-information/data-collections-and-data-sets/data-sets/children-and-young-people-s-health-services-data-set References to children and young people covers records submitted for 0-18 year olds and references to adults covers records submitted for those aged over 18. Where analysis for both groups have been combined, this is referred to as all patients. These statistics are classified as experimental and should be used with caution. Experimental statistics are new official statistics undergoing evaluation. They are published in order to involve users and stakeholders in their development and as a means to build in quality at an early stage. More information about experimental statistics can be found on the UK Statistics Authority website. We hope this information is helpful and would be grateful if you could spare a couple of minutes to complete a short customer satisfaction survey. Please use this form to provide us with any feedback or suggestions for improving the report. Update 6 April 2018: Please note since the removal of the age restriction to include adult data in CSDS, some of our Data Quality measures may not take into account items intended for children only. We are currently reviewing these measures and will look to reflect this in future reports.

The Family Case Studies Images dataset forms part of Children, Technology and Play (2019-2020), an 8-month co-produced study by academics from the University of Sheffield and University of Cape Town, South Africa, the LEGO Foundation and Dubit.

The study explored the contemporary play environments of children to identify the ways in which their play is shaped by technology, examine the relationship between digital play, learning and creativity, and explore the role of adults in mediating digital play.

The UK research included case studies of 10 families in Sheffield with focus children aged 3-11. Each was visited 6 times at home and a range of qualitative data collection methods was employed.

This dataset comprises researcher photos, parent photos (shared with the research team), child photos (many on the GoPro cameras used in the project), and photographed copies of child drawings and play journals, plus a spreadsheet containing relevant metadata. Personal and school names have been pseudonymised.

The project received ethical approval from the University of Sheffield (no. 028701).

The research tools and other datasets from the study are deposited elsewhere in ORDA and have been brought together in the Children, Technology and Play collection.

Background:
The Millennium Cohort Study (MCS) is a large-scale, multi-purpose longitudinal dataset providing information about babies born at the beginning of the 21st century, their progress through life, and the families who are bringing them up, for the four countries of the United Kingdom. The original objectives of the first MCS survey, as laid down in the proposal to the Economic and Social Research Council (ESRC) in March 2000, were:

• to chart the initial conditions of social, economic and health advantages and disadvantages facing children born at the start of the 21st century, capturing information that the research community of the future will require
• to provide a basis for comparing patterns of development with the preceding cohorts (the National Child Development Study, held at the UK Data Archive under GN 33004, and the 1970 Birth Cohort Study, held under GN 33229)
• to collect information on previously neglected topics, such as fathers' involvement in children's care and development
• to focus on parents as the most immediate elements of the children's 'background', charting their experience as mothers and fathers of newborn babies in the year 2000, recording how they (and any other children in the family) adapted to the newcomer, and what their aspirations for her/his future may be
• to emphasise intergenerational links including those back to the parents' own childhood
• to investigate the wider social ecology of the family, including social networks, civic engagement and community facilities and services, splicing in geo-coded data when available

• to provide control cases for the national evaluation of Sure Start (a government programme intended to alleviate child poverty and social exclusion)
• to provide samples of adequate size to analyse and compare the smaller countries of the United Kingdom, and include disadvantaged areas of England

Further information about the MCS can be found on the Centre for Longitudinal Studies web pages.

The content of MCS studies, including questions, topics and variables can be explored via the CLOSER Discovery website.

The first sweep (MCS1) interviewed both mothers and (where resident) fathers (or father-figures) of infants included in the sample when the babies were nine months old, and the second sweep (MCS2) was carried out with the same respondents when the children were three years of age. The third sweep (MCS3) was conducted in 2006, when the children were aged five years old, the fourth sweep (MCS4) in 2008, when they were seven years old, the fifth sweep (MCS5) in 2012-2013, when they were eleven years old, the sixth sweep (MCS6) in 2015, when they were fourteen years old, and the seventh sweep (MCS7) in 2018, when they were seventeen years old.

End User Licence versions of MCS studies:
The End User Licence (EUL) versions of MCS1, MCS2, MCS3, MCS4, MCS5, MCS6 and MCS7 are held under UK Data Archive SNs 4683, 5350, 5795, 6411, 7464, 8156 and 8682 respectively. The longitudinal family file is held under SN 8172.

Sub-sample studies:
Some studies based on sub-samples of MCS have also been conducted, including a study of MCS respondent mothers who had received assisted fertility treatment, conducted in 2003 (see EUL SN 5559). Also, birth registration and maternity hospital episodes for the MCS respondents are held as a separate dataset (see EUL SN 5614).

Release of Sweeps 1 to 4 to Long Format (Summer 2020)
To support longitudinal research and make it easier to compare data from different time points, all data from across all sweeps is now in a consistent format. The update affects the data from sweeps 1 to 4 (from 9 months to 7 years), which are updated from the old/wide to a new/long format to match the format of data of sweeps 5 and 6 (age 11 and 14 sweeps). The old/wide formatted datasets contained one row per family with multiple variables for different respondents. The new/long formatted datasets contain one row per respondent (per parent or per cohort member) for each MCS family. Additional updates have been made to all sweeps to harmonise variable labels and enhance anonymisation.

How to access genetic and/or bio-medical sample data from a range of longitudinal surveys:
For information on how to access biomedical data from MCS that are not held at the UKDS, see the CLS Genetic data and biological samples webpage.

Secure Access datasets:
Secure Access versions of the MCS have more restrictive access conditions than versions available under the standard End User Licence or Special Licence (see 'Access data' tab above).

Secure Access versions of the MCS include:

• detailed sensitive variables not available under EUL. These have been grouped thematically and are held under SN 8753 (socio-economic, accommodation and occupational data), SN 8754 (self-reported health, behaviour and fertility), SN 8755 (demographics, language and religion) and SN 8756 (exact participation dates). These files replace previously available studies held under SNs 8456 and 8622-8627
  
• detailed geographical identifier files which are grouped by sweep held under SN 7758 (MCS1), SN 7759 (MCS2), SN 7760 (MCS3), SN 7761 (MCS4), SN 7762 (MCS5 2001 Census Boundaries), SN 7763 (MCS5 2011 Census Boundaries), SN 8231 (MCS6 2001 Census Boundaries), SN 8232 (MCS6 2011 Census Boundaries), SN 8757 (MCS7), SN 8758 (MCS7 2001 Census Boundaries) and SN 8759 (MCS7 2011 Census Boundaries). These files replace previously available files grouped by geography SN 7049 (Ward level), SN 7050 (Lower Super Output Area level), and SN 7051 (Output Area level)
• linked education administrative datasets for Key Stages 1, 2, 4 and 5 held under SN 8481 (England). This replaces previously available datasets for Key Stage 1 (SN 6862) and Key Stage 2 (SN 7712)
  
• linked education administrative datasets for Key Stage 1 held under SN 7414 (Scotland)
• linked education administrative dataset for Key Stages 1, 2, 3 and 4 under SN 9085 (Wales)
  
• linked NHS Patient Episode Database for Wales (PEDW) for MCS1 – MCS5 held under SN 8302
• linked Scottish Medical Records data held under SNs 8709, 8710, 8711, 8712, 8713 and 8714;
• Banded Distances to English Grammar Schools for MCS5 held under SN 8394
• linked Health Administrative Datasets (Hospital Episode Statistics) for England for years 2000-2019 held under SN 9030
• linked Hospital of Birth data held under SN 5724.

The linked education administrative datasets held under SNs 8481,7414 and 9085 may be ordered alongside the MCS detailed geographical identifier files only if sufficient justification is provided in the application.

Researchers applying for access to the Secure Access MCS datasets should indicate on their ESRC Accredited Researcher application form the EUL dataset(s) that they also wish to access (selected from the MCS Series Access web page).

The Millennium Cohort Study, Sweeps 1-6, 2001-2015: Banded Distances of Home Moves between Sweeps study provides banded straight-line distances between each sweep of the MCS. Distances were calculated in a SIR database environment using the co-ordinates (eastings/northings of the British National Grid) of the unit postcode centroid of the address at interview, using the Pythagorean Theorem.

Abstract

The Young Lives survey is an innovative long-term project investigating the changing nature of childhood poverty in four developing countries. The purpose of the project is to improve understanding of the causes and consequences of childhood poverty and examine how policies affect children's well-being, in order to inform the development of future policy and to target child welfare interventions more effectively. The study is being conducted in Ethiopia, India (in Andhra Pradesh), Peru and Vietnam. These countries were selected because they reflect a range of cultural, geographical and social contexts and experience differing issues facing the developing world; high debt burden, emergence from conflict, and vulnerability to environmental conditions such as drought and flood.

The Young Lives study aims to track the lives of 12,000 children over a 15-year period, surveyed once every 3-4 years. Round 1 of Young Lives surveyed two groups of children in each country, at 1 year old and 5 years old. Round 2 returned to the same children who were then aged 5 and 12 years old. Round 3 surveyed the same children again at aged 7-8 years and 14-15 years, and Round 4 surveyed them at 12 and 19 years old. Thus the younger children are being tracked from infancy to their mid-teens and the older children through into adulthood, when some will become parents themselves.

The survey consists of three main elements: a child questionnaire, a household questionnaire and a community questionnaire. The household data gathered is similar to other cross-sectional datasets (such as the World Bank's Living Standards Measurement Study). It covers a range of topics such as household composition, livelihood and assets, household expenditure, child health and access to basic services, and education. This is supplemented with additional questions that cover caregiver perceptions, attitudes, and aspirations for their child and the family. Young Lives also collects detailed time-use data for all family members, information about the child's weight and height (and that of caregivers), and tests the children for school outcomes (language comprehension and mathematics). An important element of the survey asks the children about their daily activities, their experiences and attitudes to work and school, their likes and dislikes, how they feel they are treated by other people, and their hopes and aspirations for the future. The community questionnaire provides background information about the social, economic and environmental context of each community. It covers topics such as ethnicity, religion, economic activity and employment, infrastructure and services, political representation and community networks, crime and environmental changes. The Young Lives survey is carried out by teams of local researchers, supported by the Principal Investigator and Data Manager in each country.

Further information about the survey, including publications, can be downloaded from the Young Lives website.

School surveys were introduced into Young Lives in 2010 in order to capture detailed information about children's experiences of schooling, and to improve our understanding of: - the relationships between learning outcomes, and children's home backgrounds, gender, work, schools, teachers and class and school peer-groups. - school effectiveness, by analysing factors explaining the development of cognitive and non-cognitive skills in school, including value-added analysis of schooling and comparative analysis of school-systems. - equity issues (including gender) in relation to learning outcomes and the evolution of inequalities within education

The survey allows us to link longitudinal information on household and child characteristics from the household survey with data on the schools attended by the Young Lives children and children's achievements inside and outside the school. It provides policy-relevant information on the relationship between child development (and its determinants) and children's experience of school, including access, quality and progression. This combination of household, child and school-level data over time constitutes the comparative advantage of Young Lives. Findings are all available on our Education theme pages and our publications page. Further information is available from the Young Lives http://www.younglives.org.uk/content/school-survey-0" title="School Survey">School Survey webpages.

Geographic coverage

Lao Cai Hung Yen Danang Phu Yen Ben Tre

Analysis unit

Individuals Institutions/organisations

Kind of data

Sample survey data [ssd]

Sampling procedure

Multi-stage stratified random sample The final sample is formed of 3,284 Grade 5 pupils in 176 classes in 92 school sites (both main and satellite sites); 1,138 of these pupils are Young Lives index children.

Mode of data collection

Face-to-face interview; Self-completion; Educational measurements; Observation

Research instrument

The instruments included in the survey are:

Questionnaires - Wave 1

• School roster
• Class and teacher roster
• Child questionnaire (background information)
• Child Maths test
• Child language test (Vietnamese)
• Teacher questionnaire
• Teacher content knowledge test (Maths)
• Teacher content knowledge test (Vietnamese)
• Head teacher questionnaire

Questionnaires - Wave 2

Child class and peers questionnaire Child Maths test Child language test (Vietnamese)

Survey documentation and questionnaires will be provided shortly at http://www.younglives.org.uk/content/vietnam-school-survey

A lookup file between unitary authorities and Department for Children Education Lifelong Learning and Skills areas in Wales as at 31 December 2018. (File Size - 16 KB)Field Names - UA18CD, UA18NM, DCELL18CD, DCELL18NMField Types - Text, Text, Text, TextField Lengths - 9, 17, 9, 20REST URL of Feature Access Service – https://services1.arcgis.com/ESMARspQHYMw9BZ9/arcgis/rest/services/UA18_DCELL18_WA_LU_4e9166ff09a14f68909d0203cd54b8b5/FeatureServer

Supplementary files for article The role of parent-led and child-led home numeracy activities in early mathematical skills Existing studies have shown mixed evidence for the role of the home numeracy environment (HNE) in supporting children’s early numeracy skills. To address some of the limitations of the existing literature, the present study used a multi-method approach to assess the parent-led HNE. Parents of children aged 3-5 years completed a questionnaire to assess the frequency of engagement in home numeracy activities and parent and child number talk was coded from play-based observations to assess the quality of engagement. This study also assessed the role of child-led home numeracy activities, including child number talk and Spontaneous Focusing on Numerosity (SFON) on early numeracy skills. Children (n =164) were assessed on six early number skills (counting, cardinal knowledge, ordering skills, digit naming, arithmetic and symbolic to non-symbolic number mapping). Parent-led activities (questionnaire-assessed HNE activities and parent number talk) were not significantly associated with the composite of these six numeracy skills. There was also no significant association between parent-reported frequency of engagement in HNE activities and parent number talk. Child-led skills (SFON and child number talk) were not significantly associated with the composite numeracy score. Children’s and parents’ use of cardinal number talk was associated with children’s performance on the cardinality task, although associations were small (rs =.22 to .31). This study adds further moderate evidence that parent-led home numeracy activities may not be associated with overall early numeracy skills, and we consider next steps for researchers seeking to understand the role of the HNE.

The Family Case Studies Audio Transcriptions dataset forms part of Children, Technology and Play (2019-2020), an 8-month co-produced study by academics from the University of Sheffield and University of Cape Town, South Africa, the LEGO Foundation and Dubit.

The study explored the contemporary play environments of children to identify the ways in which their play is shaped by technology, examine the relationship between digital play, learning and creativity, and explore the role of adults in mediating digital play.

The UK research included case studies of 10 families in Sheffield with focus children aged 3-11. Each was visited 6 times at home and a range of qualitative data collection methods was employed.

This dataset comprises the transcriptions of audio interviews with the famiiles, the teachers of the focus child/children and the leaders of out-of-school clubs they attended, plus a spreadsheet containing relevant metadata. Personal and school names have been pseudonymised.

The project received ethical approval from the University of Sheffield (no. 028701).

The research tools and other datasets from the study are deposited elsewhere in ORDA and have been brought together in the Children, Technology and Play collection.

Abstract copyright UK Data Service and data collection copyright owner.The Young Lives survey is an innovative long-term project investigating the changing nature of childhood poverty in four developing countries. The study is being conducted in Ethiopia, India, Peru and Vietnam and has tracked the lives of 12,000 children over a 20-year period, through 5 (in-person) survey rounds (Round 1-5) and, with the latest survey round (Round 6) conducted over the phone in 2020 and 2021 as part of the Listening to Young Lives at Work: COVID-19 Phone Survey.Round 1 of Young Lives surveyed two groups of children in each country, at 1 year old and 5 years old. Round 2 returned to the same children who were then aged 5 and 12 years old. Round 3 surveyed the same children again at aged 7-8 years and 14-15 years, Round 4 surveyed them at 12 and 19 years old, and Round 5 surveyed them at 15 and 22 years old. Thus the younger children are being tracked from infancy to their mid-teens and the older children through into adulthood, when some will become parents themselves.The 2020 phone survey consists of three phone calls (Call 1 administered in June-July 2020; Call 2 in August-October 2020 and Call 3 in November-December 2020) and the 2021 phone survey consists of two additional phone calls (Call 4 in August 2021 and Call 5 in October-December 2021) The calls took place with each Young Lives respondent, across both the younger and older cohort, and in all four study countries (reaching an estimated total of around 11,000 young people).The Young Lives survey is carried out by teams of local researchers, supported by the Principal Investigator and Data Manager in each country.Further information about the survey, including publications, can be downloaded from the Young Lives website. School Survey: A school survey was introduced into Young Lives in 2010, following the third round of the household survey, in order to capture detailed information about children's experiences of schooling, and to improve our understanding of:the relationships between learning outcomes, and children's home backgrounds, gender, work, schools, teachers and class and school peer-groupsschool effectiveness, by analysing factors explaining the development of cognitive and non-cognitive skills in school, including value-added analysis of schooling and comparative analysis of school-systemsequity issues (including gender) in relation to learning outcomes and the evolution of inequalities within educationThe survey allows researchers to link longitudinal information on household and child characteristics from the household survey with data on the schools attended by the Young Lives children and children's achievements inside and outside the school. It provides policy-relevant information on the relationship between child development (and its determinants) and children's experience of school, including access, quality and progression. This combination of household, child and school-level data over time constitutes the comparative advantage of Young Lives. A further round of school surveys took place during the 2016-2017 school year. The key focus areas for these were:benchmarking levels of student attainment and progress in key learning domainseffects of school and teacher quality, and school effectivenesseducational transitions at age 15The 2016-2017 school surveys focused on the level of schooling accessed by 15-year-olds in each country, so including Grade 7 and 8 students in Ethiopia (upper primary level), Grade 9 students in India (lower secondary level), and Grade 10 students in Vietnam (upper secondary level). The School Survey data are held separately for each country. The Ethiopia data are available from the UK Data Archive under SN 7823 and SN 8359, the Vietnam data are available from SN 7663 and SN 8360, and the Peru data have been archived under SN 7479 (no 2016-2017 survey). Further information is available from the Young Lives School Survey webpages. Main Topics: The India survey included data collection at the school, class and pupil level, and involved the Director / Head teacher, the Maths and English teachers, and the Young Lives child. The instruments included in the survey were:Principal questionnaire - collected background data on the principal and the school (including school management practices)Teacher questionnaire - collected background data on Class 9 Maths and English teachers (including teacher motivation and class-level information)Student questionnaire - collected background data on Grade 10 students (including academic support within and beyond school, and psychosocial measures)School facilities observation - collected data on school infrastructureTeacher professional knowledge questionnaire - collected Mathematics teacher performance on an assessment of specialised content knowledge for teachingMaths test - repeated measures, administered at the beginning and end of Class 9. Assessing students’ curriculum knowledge, and ability to apply curriculum knowledge in less familiar contextsFunctional English test - repeated measures, administered at the beginning and end of Class 9. Assessing students' English reading skills relevant to the contexts in which they use (or will use) the languageTransferable Skills test - cross-sectional measure, administered at the end of Class 9. Assessing problem-solving and critical thinking skills