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

In the United Kingdom, there were 4,181 secondary schools in the 2023/24 academic year compared with 4,121 in 2010/11. In the provided time period, the number of secondary schools in the UK has fluctuated between a low of 4,072 schools in 2011/12 and a high of 4,204 schools in 2021/22.

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/

This dataset contains details of all currently open Nursery, Primary, Secondary and Special Schools in York

For more information on schools and contact details in York, including recent changes see schools' contact details at CYC's webpage

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.

There were approximately 10.63 million pupils attending schools in the United Kingdom in 2023/24, compared with 10.7 million in the previous year and 9.65 million in 2010/11.

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.

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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

Information on all schools in the London Borough of Barnet, including the:

• unique reference number
• local authority
• school name
• address
• type of school
• age range
• phase (nursery, primary or secondary)
• contact information

This data comes from EduBase, the Department for Education’s register of schools.

For more information, the London Schools Atlas has details of schools in Barnet as well as the entire Greater London area.

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.

Attainment data for children at various stages in early years and primary education:

• Early years foundation stage profile (EYFSP);
• Year 1 Phonics;
• Key Stage 1 (KS1);
• Key Stage 2 (KS2).

The data is by school location, rather than by pupil residence, in determining which ward the data relates to. A list of schools by wards is also provided.

The data source is the National Consortium of Examination Results (NCER).

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 .

Transcripts of interviews with UK policy advisors on Hong Kong education policy. Recently England has engaged heavily in external policy referencing to drive its educational reforms. Hong Kong has been a major source of such referencing by virtue of its strong performance on international tests of pupil achievement. Using Hong Kong as a case study; the project will analyse external policy referencing, with England as the ‘borrower’ and Hong Kong the ‘lender’. The aim is to cast a light on the role of external policy referencing in the policy making process, and how policy referencing is operationalised in the England context. The study provides an insight into the contemporary patterns of external policy referencing, and its manifestation in the West and East Asia, and examines the evidence used to inform the process. The study will undertake a literature review and interviews with stakeholders in both contexts to address the following research questions: (1) What have been the critical features of the patterns of external policy referencing in England since the 1990s? (2) How have policy makers in England interpreted the sources of success of Hong Kong’s education system, and how does this compare with the views of key stakeholders in Hong Kong?In 2007 the Principal Investigator returned to London after working for 31 years in Faculties / Institutes of Education in Hong Kong and specialising in East Asian education systems. As political parties in England competed to promote their vision of schooling, he was constantly bemused as to the extent to which their plans for reform were based on the claim that what they were proposing was a feature of one or all of the high performing East Asian societies that do well on international tests of pupil achievement e.g. the Programme for International Student Assessment (PISA), and Trends in International Mathematics and Science Study (TIMSS). The 2010 Schools White Paper in England and the ongoing review of the National Curriculum extensively cite practices in Hong Kong to support their policies. Also, agencies now bidding to get contracts to examine the New Baccalaureate have to demonstrate that they will follow the best practices of high performing nations. Some of these claims seem far removed from the reality that the Principal Investigator had experienced both as an academic, and as someone heavily engaged in policy making in Hong Kong. What is more worrying is that these claims are largely unchallenged in England. The claims are accepted partly because people generally have limited knowledge of foreign education systems, and comparative educators have tended to avoid engagement in the public debates relating to ongoing policy making about how schools should be reformed. The purpose of this study is to help address that situation. We plan to focus on how policy makers in England portray features of Hong Kong's education system to promote domestic reforms. We examine the nature of these features in Hong Kong by finding out what the relevant laws or rules are, and by interviewing people who are directly involved with these education features. This will allow us to find out the extent to which the claims made in England are valid and accurate. It will also allow us to contribute to the ongoing debates in comparative education as to the influence of global and local factors on education reform. The UK and Hong Kong team carried out a single-case study of England and Hong Kong because the two societies provide a powerful exemplar of the emerging patterns of policy transfer. For the first part of the project, we examined external policy referencing in England historically and currently, and located this within the broader literature on external policy referencing. In the second part of the project, we reviewed the academic literature on external policy referencing with specific reference to England. We carried out analysis of policy and related documents in England (e.g. key government announcements, speeches, and publications), between 1990 and the present, including authoritative sources and references made within policy documents or by policy makers (e.g. the McKinsey Report 2007, 2010). In the third part of the project, we provided an in-depth understanding of the policy making process. This was the part where the main empirical data collection took place. We undertook semi-structured, in-depth interviews with key policy makers involved in developing and implementing education reforms in England (N=10) and Hong Kong (N=15).

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.