In the 2023/24 academic there were 32,149 schools in the United Kingdom, 601 schools fewer than there were in the 2010/11 academic year. Throughout most of this period, there has been a steady decline in the number of schools, with a slight uptick noticeable after 2019/20, when there were just 32,028 schools. Concrete crisis at UK schools in 2023 Due to its affordability, many schools built in the UK from the 1950s to the 1990s used reinforced autoclaved aerated concrete (RAAC). Although not inherently unsafe, RAAC is a less durable version of standard concrete, and has a typically shorter lifespan. The issue of RAAC in schools suddenly became more urgent in 2018, when a school roof collapsed, confirming fears that RAAC structures weakened over time. Just before schools returned for the 2023/24 academic year, 147 schools in England were confirmed as having issues with RAAC, with 19 of these forced to delay the start of the school year, and a further four opting for fully remote learning. Number of UK pupils falls in 2023/24 After reaching a peak of 10.7 million in the 2022/23 academic year, the number of school pupils in the UK fell to 10.63 million in the following academic year. In the same year, the number of full-time teachers in the UK reached a high of 643,491, up from just 621,718 in the 2017/18 academic year. Although the pupil to teacher ratio at UK schools has overall been quite stable in recent years, there was a surge in the pupil to teacher ratio at nursery schools between 2012/13 and 2018/19, rising from 17.5 teachers per pupil, to 22.9

This dataset shows the location of Higher Education (HE) and Further Education (FE) institutes in the Great Britain. This should cover Universities and Colleges. Many institutes have more than one campus and where possible this is refelcted in the data so a University may have more than one entry. Postcodes have also been included for instities where possible. This data was collected from various sources connected with HEFE in the UK including JISC and EDINA. This represents the fullest list that the author could compile from various sources. If you spot a missing institution, please contact the author and they will add it to the dataset. GIS vector data. This dataset was first accessioned in the EDINA ShareGeo Open repository on 2011-02-01 and migrated to Edinburgh DataShare on 2017-02-21.

The University of Cambridge was listed as the best university in the United Kingdom in 2025 with an overall score of 1000, compared with the University of Oxford, which came in second-place with a score of 965.

Key Stage 2 (KS2) data for year 6 primary school pupils who met or exceeded the Expected Standard (EXS+) by School Ward for the period 2016 onwards. The data is by school location, rather than by pupil residence. In determining, which ward the data relates to, a Schools list by wards is available. The data source is the National Consortium of Examination Results (NCER) but the figures come from the Department of Education (DfE).

A summary of Calderdale school performance can be found on the Council website: School performance tables. School performance for individual schools can be found at Compare school performance.

Please note some DFE numbers might have changed please see previous DFE code on Schools list.

In 2024, Glasgow had higher construction costs for primary and secondary education buildings than the other cities in the United Kingdom included in this list. The construction costs for this type of building were also quite high in London, at 3,375 British pounds. On the other side of the spectrum, Birmingham was the city in the ranking with the lowest construction costs for this type of building.

The Department for Educations list of all open schools in England. This dataset is updated monthly.This point dataset is reflective of the December 2014 update showing the open schools for this month. The points were created using OS Open Data.

Abstract copyright UK Data Service and data collection copyright owner.This group of six surveys assesses children's attainments in a sample of English and Welsh primary and secondary schools. The children in each age group were given a battery of tests and the results related to detailed information on the schools attended and to background, biographical and personal information on each child. In the case of Welsh children, linguistic information was also included. Main Topics: This survey covers children aged 14 years or over in English secondary schools. Information consists of test scores on a variety of tests (specific test content is confidential and not deposited with the Data Archive, but summary descriptions follow): Mathematics: an 85 item test (divided into 2 sections, the first consisting of 22 mathematical problems to be answered within 30 minute time limit, and the second consisting of 63 items covering mensuration - 20 minutes allowed). Mathematical Insight: 77 items designed to measure understanding of basic mathematical concepts (4 sections each separately timed - overall time limit 45 minutes). Mechanical Arithmetic: this is the same test as used for the 10+ group (see SN:60007 for description). English: 80 item test, covering vocabulary, comprehension, grammar usage and written expression (2 sections, first of 20 minutes duration and second of 30 minutes). English reading: description as for 10+ group (see SN:60007). Background information on child includes: sex; date of birth; school class; parental encouragement assessed on a three-point scale; rating of parental occupation (i.e. professional - managerial - unskilled etc.); subjects taken at school; number of these to be taken at GCE. Also included are mathematics and English attitude scales. Information on school includes: type, size, denomination of school, character of school locality, age of school buildings, amenities provided, sex of mathematics teacher and of English teacher and percentage of pupils leaving school at fifteen. One-stage stratified or systematic random sample schools as the sampling unit. The schools were those on the Ministry of Education list of maintained and assisted schools in England effective in January 1959. For each school chosen, all children fourteen years of age or older were assessed. The strata were defined by type and sex of school; within each stratum the schools were selected by the use of the relevant sampling interval for that stratum Educational measurements

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There were 296 higher education institutions in the United Kingdom in the 2022/23 academic year, compared with the previous year when there were 288.

The Education Endowment Foundation (EEF) has been leading the management of the Tuition Partners (TP) pillar of the National Tutoring Programme (NTP) in 2020/2021, funded as part of the government coronavirus catch-up package. The TP programme allows schools to access subsidised tuition from a list of 33 tuition partners, quality approved by the EEF, to support pupils who have missed out the most as a result of school closures due to the COVID-19 pandemic. The focus is on supporting disadvantaged pupils, in particular those eligible for Pupil Premium, but with flexibility for schools to select those pupils who they feel were most in need of the support. The EEF commissioned the National Foundation for Educational Research (NFER) to run a reach and engagement nimble randomised controlled trial (RCT) with EM Tuition, an approved NTP Tuition Partner. The RCT explored the impact of two distinctive types of recruitment emails on school sign-up to the TP programme provided by EM Tuition: one email included a testimonial from a headteacher on the benefits of tutoring, the other included a summary of the research evidence of the benefits of tutoring. EM Tuition sent recruitment emails during February and March 2021 to 1,949 primary, secondary, and special schools in areas of England where they offer tutoring provision, including Hertfordshire, Essex, North London, the East of England, and Suffolk. Schools were randomly allocated to receive one of the two types of email messages. A team from NFER analysed the impact of the different recruitment emails on the proportion of schools signing a Memorandum of Understanding (MoU) or providing an Expression of Interest (EoI) for their pupils to receive tutoring from EM Tuition as part of the TP programme.

The Education Endowment Foundation (EEF) has been leading the management of the Tuition Partners (TP) pillar of the National Tutoring Programme (NTP) in 2020/2021, funded as part of the government coronavirus catch-up package. The TP programme allows schools to access subsidised tuition from a list of 33 tuition partners, quality approved by the EEF, to support pupils who have missed out the most as a result of school closures due to the COVID 19 pandemic. The focus is on supporting disadvantaged pupils, in particular those eligible for Pupil Premium, but with flexibility for schools to select those pupils who they feel were most in need of the support. The EEF commissioned the National Foundation for Educational Research (NFER) to run a reach and engagement nimble randomised controlled trial (RCT) with EM Tuition, an approved NTP Tuition Partner. The RCT explored the impact of two distinctive types of recruitment emails on school sign-up to the TP programme provided by EM Tuition: one email included a testimonial from a headteacher on the benefits of tutoring, the other included a summary of the research evidence of the benefits of tutoring. EM Tuition sent recruitment emails during February and March 2021 to 1,949 primary, secondary, and special schools in areas of England where they offer tutoring provision, including Hertfordshire, Essex, North London, the East of England, and Suffolk. Schools were randomly allocated to receive one of the two types of email messages. A team from NFER analysed the impact of the different recruitment emails on the proportion of schools signing a Memorandum of Understanding (MoU) or providing an Expression of Interest (EoI) for their pupils to receive tutoring from EM Tuition as part of the TP programme.

In 2022/23, the Open University, which focuses on remote learning, had approximately 140,215 students enrolled on courses, the highest in the UK during that academic year. After the Open University, University College London had the highest number of students in the UK, at 51,810, while the University of Manchester had the second-highest, at 46,860. The UK's oldest university, The University of Oxford, had approximately 27,340 students studying there.

List of schools in Salford, (including academies). Includes type of school, address, contact details, head teacher, number of pupils and hyperlink to OFSTED reports.

A list of Nursery, Primary, Secondary, Additional Services and Additional Support for Learning Establishments in Glasgow run by Glasgow City Council listed by the 3 sectors; North West, North East and South and also by multi-member ward. Data supplied by Education Services of Glasgow City Council Licence: None

This bulletin is the annual first release of HESA student data. For the first time it draws upon data from the revised student data collection (delivered by the Data Futures programme). A comprehensive quality assessment has been undertaken on the dataset and this is detailed in our accompanying 2022/23 student data quality report. A detailed list of findings is available in the data quality and insights resource, which is also accompanied by provider specific data notes. The coverage of data is detailed in the notes section of this release. In summary, we cover data about higher education students and qualifiers from the following types of providers within the UK: Higher education (HE) providers in England registered with the Office for Students (OfS) in the Approved (fee cap) or Approved categories; Publicly funded HE providers in Wales, Scotland and Northern Ireland; and Further education (FE) colleges in Wales. This bulletin also includes information from the HESA Aggregate Offshore record which can be seen in Figure 12. This separate record counts students studying wholly outside the UK who are either registered with the reporting HE provider or who are studying for an award of the reporting HE provider.

These data were generated as part of a two-and-a-half-year ESRC-funded research project examining the digitalisation of higher education (HE) and the educational technology (Edtech) industry in HE. Building on a theoretical lens of assetisation, it focused on forms of value in the sector, and governance challenges of digital data. It followed three groups of actors: UK universities, Edtech companies, and investors in Edtech. The researchers first sought to develop an overview of the Edtech industry in HE by building three databases on Edtech companies, investors in Edtech, and investment deals, using data downloaded from Crunchbase, a proprietary platform. Due to Crunchbase’s Terms of Service, only parts of one database are allowed to be submitted to this repository, i.e. a list of companies with the project’s classification. A report offering descriptive analysis of all three databases was produced and is submitted as well. A qualitative discursive analysis was conducted by analysing seven documents in depth. In the second phase, researchers conducted interviews with participants representing three groups of actors (n=43) and collected documents on their organisations. Moreover, a list of documents collected from Big Tech (Microsoft, Amazon, and Salesforce) were collected to contextualise the role of global digital infrastructure in HE. Due to commercial sensitivity, only lists of documents collected about investors and Big Tech are submitted to the repository. Researchers then conducted focus groups (n=6) with representatives of universities (n=19). The dataset includes transcripts of focus groups and outputs of writing by participants during the focus group. Finally, a public consultation was held via a survey, and 15 participants offered qualitative answers.

The higher education (HE) sector has been marketised for decades; but the speed, scope, and extent of marketisation has led key education scholars to conceptualise it as a global industry (Verger, Lubienski, & Steiner-Khamsi, 2016). Further, the use of technology to transform teaching and learning, as well as the profound digitalisation of universities more broadly, has led universities to collect and process an unprecedented amount of digital data. Education technology (EdTech) companies have become one of the key players in the HE industry and the UK has made EdTech one of its key pillars in its recent international education strategy (HM Government, 2019). EdTech companies are reporting unprecedented growth. In 2019, Coursera became a 'unicorn' (i.e. a company worth over $1 billion), while British-based FutureLearn secured £50 million investment by selling 50% shares of the company. Investment in EdTech is growing at an impressive rate and reached $16.3bn in 2018 (ET, 2019). While EdTech start-up companies strive to become 'unicorns' and profit from HE, so too might universities increasingly look for new ways of profiting from the wealth of digital data they produce.

The study of HE markets has so far focused on service-commodities. However, data and data products do not act like commodities. Commodities are consumed once used, but data is reproducible at almost zero marginal cost. New products and services can be created from data and monetised through subscription fees, an app, or a platform that does not transfer ownership, control, or reproduction rights to the user. Furthermore, data use creates yet more data, and the network effects increase the value of these platforms. Therefore, there is a new quality at play in the monetisation and marketisation of these digital HE products and services: 'assetization'. We are witnessing a widespread change from creating value via market exchange towards extracting value via the ownership and control of assets.

This research project aims to investigate these new processes of value creation and extraction in an HE sector that is digitalising its operations and introducing new digital solutions premised on the expansion of service fees. By introducing a focus on assets, and economic rents, this project offers a theoretically and empirically transformative approach to understand emerging HE markets and their implications for the HE sector. The assetization of HE is consequential because of the legal and technical implications for its regulation. It is also crucial to examine in any discussion about the legitimate and socially just arrangement and distribution of assets, their ownership, and their uses. The project employs an innovative, comparative, and participatory mixed-methods research design. It combines digital methods, interviews, observation, document analysis, deliberative focus groups, knowledge exchange and co-production with stakeholders, and public consultation. Data analysis will include quantitative and qualitative analysis of investment trends, comparative case studies of investors, EdTech companies and universities, and social network analysis.

The application of this...

The data gives the name, address, postcode, co-ordinates and enrolment data for schools in Northern Ireland. Further information regarding schools can be found on DE's website http://apps.education-ni.gov.uk/appinstitutes/default.aspx and ETI inspection reports on their website https://www.etini.gov.uk/