This datasets contains the boundaries of the areas of first priortiy for secondary schools. Each school is given an area of priority and children that live within that area are given priority placement in that school.

This project investigated UK secondary school students’ views of inequality and their sense of agency concerning their occupational prospects, using questionnaire and interview data. The data came from 78 students from three secondary schools in England between Year 7 and Year 13 who were aged between 12 and 19. The three schools were in areas with different socioeconomic characteristics – an affluent town in the London commuter belt (School A), a city in the east of England (School B) and a town to the east of London (School C). School A had a lower than national average free school meals (FSM) rate, whereas both School B and School C had a higher than national average FSM rate. 18 participants were from School A, 38 from School B and 22 from School C. While all 18 students in School A and all 22 students in School C participated in both the questionnaire and follow-up interview stages, in School B 37 participants filled in the questionnaire and, of these, 22 took part in the interviews. One student from School B who did not fill in a questionnaire took part in the interview, making the total interviews from School B 23. One student from School C did not want to have their interview audio-recorded; therefore, their interview transcript does not exist. As a result, the dataset in total contains 77 questionnaires and 62 interview transcripts. The PDF files are questionnaire files and the word document files are interview transcripts. A file name (for both the pdf files and word document files) begins with ‘Y’ that is followed by a number which indicates a school year and this is followed by two letters that indicate a code for an individual participant, while the letter A, B or C immediately after a hyphen indicates School A, B or C respectively.

This dataset is published as Open Data and replaces any previously published dataset.Information about Scottish schools are updated by the Scottish Government annually for the purposes of monitoring overall performance, equality and individual policies. This dataset provides the current geocoded location, contact address, roll numbers, teacher numbers, denomination, and proportion of pupils from minority and ethnic groups for each primary, secondary and special school in Scotland. Until 2019, these updates were reflective of the previous September. The SG School Roll 2023 is reflective of the July 2023 schools locations data (published 25th September 2023) and July 2023 school roll, FTE teachershttps://www.data.gov.uk/dataset/9a6f9d86-9698-4a5d-a2c8-89f3b212c52c/scottish-school-roll-and-locations

United Kingdom UK: Secondary Education: Pupils: % Female data was reported at 49.596 % in 2015. This records a decrease from the previous number of 49.805 % for 2014. United Kingdom UK: Secondary Education: Pupils: % Female data is updated yearly, averaging 49.195 % from Dec 1971 (Median) to 2015, with 45 observations. The data reached an all-time high of 49.921 % in 2013 and a record low of 48.422 % in 1971. United Kingdom UK: Secondary Education: Pupils: % Female data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s UK – Table UK.World Bank: Education Statistics. Female pupils as a percentage of total pupils at secondary level includes enrollments in public and private schools.; ; UNESCO Institute for Statistics; Weighted average; Each economy is classified based on the classification of World Bank Group's fiscal year 2018 (July 1, 2017-June 30, 2018).

Total number of school places, which includes sixth form places and excludes nursery places, reported by local authorities. File also includes number of pupils on roll from the May School Census; the number of schools at or in excess of capacity and the number of pupils in places that exceed their school's capacity; the number schools with one or more unfilled places and the number of unfilled places.

Information about Scottish schools are updated by the Scottish Government annually for the purposes of monitoring overall performance, equality and individual policies. This dataset provides;the current geocoded location,contact address, roll numbers, teacher numbers, denominationUntil 2019, these updates were reflective of the previous September. The SG School Roll 2023 is reflective of the July 2023 schools locations data (published 25th September 2023) and July 2023 school roll, FTE teachers, proportion minority background, and proportion 20% most deprived data (published 19th March 2024).

The dataset comes from The UK Office for National Statistics. It was explored in the July 2023 article "Why do children and young people in smaller towns do better academically than those in larger towns?".

Calderdale schools including status, type, principals / head teachers, address, website, number on roll as at May census, longitude and latitude, and eastings and northings. Routinely updated when notified of changes.

You can also search online for school details, maps, performance tables and ofsted reports - Search for Schools

Also see - School Clusters and Federations and Other schools data

Number of pupils on roll by year group in Calderdale Secondary 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

Dataset

This dataset was created by Clare Gibson

Released under Other (specified in description)

Contents

Proportion of school aged children in full time education travelling to school by the mode of travel that they usually use. Mode of transport is defined as six modes: cars, including vans and taxis, car share, public transport, walking, cycling, and other.

This dataset shows secondary school catchment areas within Stirling Council's Planning Policy area. Data has been provided by Education Services, July 2024, and includes capacity, current and project pupil numbers

Catchment areas (delineated) for secondary schools in Angus.

Schools are an important setting for reaching large numbers of adolescents, and are acknowledged to have a significant influence on their health. However, little is known about how emotional health is approached in English secondary schools, or the effectiveness of current activities, and this research aims to answer those questions

Comprehensive dataset containing 170 verified Combined primary and secondary school businesses in United Kingdom with complete contact information, ratings, reviews, and location data.

School Census information - pre primary schools

The survey was undertaken on behalf of the Department for Education by NatCen. The survey took place in the Spring Term 2013, with telephone interviews completed with head teachers, acting head teachers and senior management team teachers in 202 primary schools and 202 secondary schools, 101 of which were Academies and 101 were maintained schools.

To collect information from secondary schools as to how teachers perceived their careers, what their motivations were, their sources of satisfaction and ultimate goals. The timetable of planned activities was designed to gain information about total work load of Head and senior staff and secretaries and to discover the pattern of administrative activities associated with specific parts of the school day/week/term.

In order to request access to this data please complete the data request form.* * University of Bristol staff should use this form instead. The PHIRST research team has worked in partnership with Hammersmith and Fulham colleagues from public health, children and adult services, to create an evaluation study that takes into account the priorities and concerns of all interested parties within the borough. It focuses on the following research questions: 1) Is UFSM feasible in secondary schools? 2) What is the impact of UFSM on student hunger, school attendance and behaviour, and food that is eaten in school? 3) What is the impact of UFSM on family finance and food security? 4) What do students, carers and school staff see as the reasons UFSM leads to these outcomes? 5) What are the things that help or prevent UFSM being delivered effectively in secondary schools? 6) Could UFSM in secondary schools be a cost-effective approach to addressing student hunger? We interviewed students, parents/carers, school staff and catering staff from the two schools receiving UFSM, and senior leaders in eight other secondary schools, ii) ran student surveys in the two UFSM schools and in two comparison schools, and iii) looked at information about student attendance, academic work and behaviour collected by the local authority and by schools before and after UFSM was introduced. We also worked with a group of student co-researchers in both UFSM schools. They advised on the content and format of our interviews and survey and helped us to plan observations of their school lunch times. These students did the observations themselves and shared their findings with the study team.