Number of Students with Special Educational Needs (SEN) in Public Sector Ordinary Primary and Secondary Schools from the 2019/20 to 2024/25 school years - categorised by School Level and SEN Type

Total Special Educational Needs pupils in Maintained and Academy York Local Authority Schools (Excludes dual registered subsidiary pupils). All data is taken from the January School Census. Please note that, due to data protection requirements, we can't publish real values for number of SEN pupils in a certain school when those figures are < 5. Thus, those values have been converted to 9999. *This dataset has been discontinued

% of Primary school pupils with SEN Support (excl Danesgate and Special Schools) - (Snapshot Jan School Census)

Abstract

The Master List of Schools is a record of all schools in South Africa. The data forms part of the national Education Management Information Systems (EMIS) database used to inform education policymakers and managers in the Department of Basic Education (DBE) and the Provincial education departments, as well as to provide valuable information to external stakeholders. The list is maintained by provincial departments and regularly sent to DBE for updating. A key function of the master list is to uniquely identify each school in the country through a school identifier called the EMIS number. Additionally, the list contains data on school quintiles - categories (quintiles) based on the socioeconomic status of the community in which the school is situated. Analyses comparing schools' performance often use school quintiles as control measures for socioeconomic status, to take into account the effect of, for example, poor infrastructure, shortage of materials and deprived home backgrounds on school performance. There are also other basic data fields in the school master list that could provide the means to answer some of the most frequently asked questions about learner enrolment, teachers and learner-teacher ratio of schools. It is a useful dataset for education planners and researchers and is even widely used in the private sector by those who regularly deal with schools.

Geographic coverage

The data has national coverage

Analysis unit

Individuals and institutions

Universe

The survey covers all schools (ordinary and special needs) in South Africa, both public and independent.

Kind of data

Administrative records and survey data

Mode of data collection

Other

Research instrument

Data from the SNAP survey and ANA that are used to compile the Master List of Schools is collected with a survey questionnaire and educator forms. The principle completes the survey questionnaire and each educator (both state paid and other) in each school completes an educator form. Schools record their EMIS number provided by the DBE on the questionnaire and form for identification.

Data appraisal

The 2023 series only includes data for quarter 2 and quarter 3. The GIS coordinates for schools in the Eastern Cape are incorrectly entered in the original data from the DBE. The data entered in the GIS_long variable is incorrectly entered into the GIS_lat variable. This issue only occurs for schools in the Eastern Cape (EC), all other GIS coordinates for all the other provinces is correct. Therefore, for geospatial analysis, users can swap the GIS coordiate data only for the Eastern Cape.

Percent of students entered for A levels in STEM subjects during 16-18 study, by student characteristics.Student characteristics include gender, ethnicity, disadvantage status, free school meal provision, first language, SEN provision, and KS4 prior attainment.

There are warnings that human actions will lead to irreversible environmental damage if they continue at their current pace and scale. With regard to individual aspects, a pro-environmental attitude and positive affective-motivational beliefs towards sustainability represent fundamentals for a more sustainable future. However, there is little data regarding these constructs and relevant explanatory factors, especially with regard to young people. We examined environmental attitude (two-dimensional: utilization and preservation) and affective-motivational beliefs towards sustainability with regard to gender, age, socio-economic status, school type and time spent in nature in 484 adolescents (11–14 years) living in German cities by means of univariate and multiple regression analyses. Mean values were high in preservation and affective-motivational beliefs towards sustainability, and relatively low in utilization. Female adolescents had higher values compared to male students in affective-motivational beliefs towards sustainability. Age did not play a substantial role. Although being strongly correlated with each other, school type and socio-economic status each exhibited positive associations to environmental attitude and affective-motivational beliefs towards sustainability. Furthermore, multiple regression analyses identified time spent in nature as a significant predictor of incremental value, suggesting a tentative recommendation to spend at least half an hour per week in nature in order to promote positive attitudes towards the environment and sustainability. In sum, special needs for topic-related education seem to exist for male students, students with lower formal level of education, students with a lower socio-economic status and students who spend little time in nature.

Time period refers to the academic year in which the young person turned 19.The numbers and proportions of young people in the state sector who reached Level 2/3 or Level 2 with English and maths and level in maths by age and characteristics (sex, Free School Meal (FSM) eligibility, disadvantaged status, ethnicity, Special Educational Need (SEN) and Income Deprivation Affecting Children Index (IDACI)). Also includes numbers and proportions achieving GCSE/other Level 2 English, maths by age and the numbers and proportions achieving at 19 (of those below at 16).

Schools and Pupil data for Wales which covers state funded learning centres. Contains information from the Pupil Level Annual School Census (PLASC) and the Welsh Examinations Database (WED). This describes learning centres, outcomes for learners, special educational needs (SEN), attendance summary (prior to 2020), and free school meals (FSM). See table and variable descriptions for further detail.

Attendance data in EDUW was discontinued after 2019 and the Education Daily Attendance Dataset (EDAD) schema replaced it.

Data for 2019/2020 in EOTASPROVISION was found to be unreliable and has been removed by the data owner

Acknowledgements

This data was scraped from http://house.speakingsame.com/ and includes data from 322 Perth suburbs, resulting in an average of about 100 rows per suburb.

Content

I believe the columns chosen to represent this dataset are the most crucial in predicting house prices. Some preliminary analysis I conducted showed a significant correlation between each of these columns and the response variable (i.e. price).

Data obtained from other than scrape source

Longitude and Latitude data was obtained from data.gov.au. School ranking data was obtained from bettereducation.

The nearest schools to each address selected in this dataset are schools which are defined to be 'ATAR-applicable'. In the Australian secondary school education system, ATAR is a scoring system used to assess a student's culminative academic results and is used for entry into Australian universities. As such, schools which do not have an ATAR program such as primary schools, vocational schools, special needs schools etc. are not considered in determining the nearest school.

Do also note that under the "NEAREST_SCH_RANK" column, there are some missing rows as some schools are unranked according to this criteria by bettereducation.

This table contains information on the finances of government-funded institutions in primary, secondary and tertiary education. Primary education comprises of primary general education, primary special education (SBO) and primary special-needs education (SO). Secondary education constitutes secondary general education, secondary vocational education (MBO) and adult education. Tertiary education encompasses higher professional education (HBO) and university education (WO). All educational institutions are funded by the Ministry of Education, Culture and Science as of 2018. Educational institutions that provided agricultural education were funded by the Ministry of Economic Affairs until 2018. Educational institutions are legally obligated to annually submit their financial statements before the 1st of July to the Education Executive Agency (DUO) of the Ministry of Education, Culture and Science. The data from the financial statements is subsequently processed by DUO and transmitted to Statistics Netherlands. Financial information regarding primary educational institutions is available from 2006 onwards, as a result of the introduction of lump sum funding in the same year, which legally obligated these institutions to provide their financial information to the Ministry of Education, Culture and Science. The finances for the educational institutions in the secondary and tertiary education are available since 1998. Financial information related to special-needs educational institutions is available separately and concerns the educational institutions with school boards solely overseeing special-needs education in both primary and secondary education. Please note that the educational institutions of Caribbean Netherlands are included in the table from 2010 onwards, due to the islands of Caribbean Netherlands becoming part of the Netherlands as of October 2010.

A level grade combinations achieved, by student characteristics. Coverage is all students that entered at least 1 A level. Grade outcomes are converted into UCAS points by adding up a student's best 3 A level results (A*=56, A = 48, B = 40, C= 32, D=24, E=16).Student characteristics include gender, ethnicity, disadvantage status, free school meal provision, first language, special educational needs (SEN) provision, and KS4 prior attainment.

Time period refers to the academic year in which the young person turned 19.Local authority and regional level figures for the number of young people in the state sector who reached Level 2/3 or Level 2 with English and maths by age , sex, Free School Meal (FSM) eligibility and Special Educational Need (SEN). Also includes numbers and proportions achieving GCSE/other Level 2 English and maths by 16 and the numbers and proportions achieving at 19 (of those below at 16).

Local authority and regional level figures for the number of young people in the state sector who reached Level 2/3 or Level 2 with English and maths by age , sex, Free School Meal (FSM) eligibility and Special Educational Need (SEN).

A level grades achieved, by subject and student characteristics.Student characteristics include gender, ethnicity, disadvantage status, free school meal provision, first language and SEN provision.Includes students triggered for inclusion in performance tables who completed A levels during 16-18 study, after discounting of exams.