This statistic shows the number of students attending school in England in January of 2018, by type of school. There were 4.7 million pupils attending state-funding primary schools in this month, the most of any type of school.

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

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).

In the 2023/24 academic year there were 3,062 nursery schools in the United Kingdom, compared with 3,088 in the previous academic year. As of 2018/19, nursery schools had the worst pupil to teacher ratio in the UK, with almost 23 children for every one teacher.

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

Data have been generated as part of an ESRC-funded research project that investigates the potential of community-school partnerships in raising government school children’s learning in rural India. This longitudinal study covers three rounds of in-person surveys and one round of phone survey, which took place during the Covid-19 pandemic. The sample was selected from children attending government schools in primary grades 2, 3, and 4 who had not achieved foundational literacy at the time of the survey. In addition to measuring children’s foundational literacy and numeracy (in all in-person survey rounds), information was collected on each selected child’s household as well as on the schools attended by these children. The baseline survey was conducted between October 2018 and January 2019, and the survey was done for the following units at the baseline: Child, Household, School, Head Teacher, Teacher, and Classroom observations. Similarly, the midline data (i.e., the second survey round) was collected between November 2019 and March 2020. Due to the pandemic, we tracked the sampled children’s households and teachers through a phone survey during the period of school closures (from October – November 2021) to capture the status of education-related activities. The final survey (from December 2021 – January 2022) only collected information on the sample children’s enrolment status and their learning levels after the pandemic.

This graph shows number of student maintenance loans to English universities in the United Kingdom (UK) from 2006/07 to 2018/19. The number of maintenance loans increased yearly until the 2014/15 academic year, whereby there was decrease of ******* loans, although this had increased to over **** million by 2018/19, the highest figure in this statistic.

In the 2021/22 school year there were approximately 5,657 permanent exclusions of children at Secondary Schools in England, and 757 at Primary Schools. Between 2012/13 and 2018/19, the number of exclusions of children increased in England and peaked at 7,822 children in 2017/18.

Basic, fully adjusted and doubly robust negative binomial mixed-effects regression models exploring the effect of the DHC on the annual number of PHN(SN) referrals (n observations = 104, n schools = 36).

Mean annual number of PHN(SN) referrals in schools taking part in the DHC vs schools not taking part, across three academic years.

Mean number of red flags in Year 11 and mean difference in number of red flags between Year 9 and Year 11 for three distinct groups of pupils.

Lay description Self-regulation is the ability to manage one's attention, emotions and the level of stress in the body in order to engage in purposeful goal directed activities. At school these activities include engaging in academic learning, managing transitions, and maintaining friendships.

Research indicates that children’s self-regulation skills can impact academic performance and predict longer term health and financial outcomes. There are many programmes and strategies teachers can use to support the development of self-regulation in children. However, no research has explored whether mainstream UK teachers currently use these programmes to teach self-regulation skills to their students, or the types of strategies they use with children to support self-regulation in the classroom. This research project is especially interested in whether teachers use sensory strategies, such as wobble cushions, sensory circuits or fidget toys, to support self-regulation.

This research will 1. Describe the interventions/tools/programmes mainstream UK primary school teachers use to teach and support students’ self regulation in their classroom. 2. Explore how mainstream UK primary school teachers use sensory strategies within these interventions/tools/programmes to support students’ self regulation in their classroom.

Defining self regulation Blain (2016) defines self-regulation as “the primarily, but not necessarily, volitional management of attention and arousal (including stress physiology and emotional arousal) for the purposes of goal-directed action” (p.420). The project will use Blair’s (2016) bidirectional psychobiological model to define self-regulation, because it aligns with both education and occupational therapy models of self-regulation.

The term sensory strategy refers to sensory-based interventions, which are broadly defined as “interventions addressing specific sensory needs that affect overall participation” (AOTA 2015). Through this project, sensory strategies will include the following three areas: - environmental modifications which reduce sensory overload, - sensory equipment such as fidget toys, wobble cushions, or weighted blankets,
-sensory activities such as movement breaks or sensory circuits.

Justification Research indicates that children’s self-regulation skills can impact academic performance (Robson et al., 2020) and predict health and financial outcomes at the age of 32 (Moffitt et al., 2011). There are many programmes teachers can use to support the development of self-regulation in children, with systematic reviews and meta-analyses demonstrating positive impacts on students’ skills (Cipriano et al., 2023; Muir et al., 2023; Pandey et al., 2018). However, the scoping review completed in phase one of this project, has not identified any research exploring which of these programmes and strategies are currently being used by UK teachers in mainstream primary schools.

Occupational therapists frequently suggest teachers use sensory strategies, like movement breaks and fidget toys, to support students’ self-regulation (Martini et al., 2016). Sensory strategies are being used in schools, but often to support behaviour management (Beck et al.2021). From the literature reviewed, it is unclear whether teachers also consider them to be a tool to support self-regulation.

Abstract copyright UK Data Service and data collection copyright owner.

The Scottish Schools Adolescent Lifestyle and Substance Use Survey (SALSUS) is the primary source of data on substance using behaviour among young people in Scotland. SALSUS comprises a long running series of national surveys of young people's substance use. From 1982 to 2000 these surveys were carried out jointly in Scotland and England to provide national information on smoking behaviour (from 1982), drinking behaviour (from 1990) and drug use (from 1998). In 2002, Scotland introduced its own (SALSUS) survey which provides national policy makers with vital information to help develop and evaluate policies to reduce the prevalence of substance use in Scotland and to monitor progress towards achieving Scottish Government targets. Every four years the survey also provides information on substance use for local areas. These data are used to help inform local service planning, for example, to develop Alcohol and Drug Partnership (ADP) strategic and delivery plans and to monitor progress towards achieving a number of the ADP core indicators. All SALSUS datasets are available via the UK Data Archive.

Further information about the series is available from the NHS National Services Scotland Information Services Division SALSUS webpage and from the Scottish Government SALSUS webpages.

August 2013: Variables excls1-4, covering school exclusions in years 1-4 were removed from the 2002, 2004 and 2006 data at the request of the NHS National Services Scotland's Caldicott Guardian.

Main Topics:

Substance use and lifestyle choices amongst secondary school pupils.

This is a nationally representative cross-sectional survey of Chinese international students in the UK, with a comparison group of UK home students. It is part of a wider study with other surveys in Germany and China. The study population are taught (undergraduate and postgraduate) Chinese students studying in UK universities. Areas covered in the questionnaires: Socio-demographic characteristics and course details; family background (parental education, occupation, household income, siblings); prior education (academic achievement and educational migration); motivations for study abroad and decision-making process; personality traits and values (e.g., risk-taking attitude); study experience in current course; health and wellbeing; future life course aspirations; cosmopolitan vs national orientations.

Young people moving away from home to seek 'bright futures' through higher education are a major force in the urbanization of China and the internationalization of global higher education. Chinese students constitute the largest single group of international students in the richer OECD countries of the world, making up 20 percent of the total student migration to these countries. Yet systematic research on a representative sample of these student migrants is lacking, and theoretical frameworks for migration more generally may not always apply to students moving for higher education. Bright Futures is a pioneering study that investigates key dimensions of this educational mobility through large-scale, representative survey research in China, the UK and Germany. We explore this phenomenon in two related aspects: the migration of students from the People's Republic of China to the UK (this data collection) and Germany for higher education, and internal migration for studies within China. This research design enables an unusual set of comparisons, between those who stay and those who migrate, both within China and beyond its borders. We also compare Chinese students in the UK and Germany with domestic students in the two countries. Through such comparisons we are able to address a number of theoretical questions such as selectivity in educational migrations, aspirations beyond returns, the impact of transnationalization of higher education on individual orientations and life-course expectations, and the link between migration and the wellbeing of the highly educated. Bright Futures is a collaborative project, involving researchers from University of Essex, University of Edinburgh, UNED, University of Bielefeld and Tsinghua University. The research was funded by the Economic and Social Research Council (UK), German Research Foundation (Germany) and the National Natural Science Foundation (China).

These data show the percentage of pupils at state funded schools who live more than 2 miles from school (for those aged under 8) or 3 miles from school (for those aged over 8), 2018. Warning: These data are taken from analysis used to create the GLA London Schools Atlas which is based on data from the DfE National Pupil Database. These rates are taken from the variable 'SC_Pupil.DistCurrSch - Distance in miles from pupil postcode to current school'. This is not exactly the same as the nearest walking distance used for eligibility for local authority funding for free travel to school. Further information about the NPD data can be found here: https://data.london.gov.uk/dataset/london-schools-atlas https://find-npd-data.education.gov.uk/en/datasets/8f8bb519-0d73-4150-997b-f10227d5df31

The introduction of the National Childcare Strategy in 1998 marked a radical shift in government policy and for the first time put childcare provision firmly on the political map. Since then a wide range of childcare initiatives and funding streams have been introduced, and hence there is a need for regular data to aid the evaluation of recent policy interventions in these areas. The Childcare and Early Years Provision survey series is divided into two survey strands: the Parents’ Survey and the Providers’ Survey.

The Parents’ Survey provides data on parents’ take-up, views and experiences of childcare. Families in England are randomly selected from the Child Benefit Records and all parents had children aged 0-14 years. They are asked about their use and experiences of childcare for all children in the family and to give more detailed information about childcare for a particular child (selected at random where there is more than one child in the family). The current Parents' Survey series replaces two previous surveys: the Survey of Parents of Three and Four-Year-Old Children and Their Use of Early Years Services (conducted between 1997 and 2002) and Parents' Demand for Childcare, conducted in 1999 and 2001 (see SNs 4380 and 4970 respectively).

The Providers' Survey monitors the characteristics and development of childcare and early years providers and the workforce in England. Information was collected on the number and characteristics of providers, the characteristics of the children enrolled, workforce composition, qualifications and training, recruitment and retention, and business operation. The 2016 survey underwent an extensive redesign, which means findings are not comparable with previous surveys.

The 2020 survey was cancelled due to the COVID-19 pandemic

Further information is available on the GOV.UK Childcare and Early Years Statistics webpage.

The Childcare and Early Years Provision: Providers’ Survey, 2006 covers both childcare (full day care, sessional, out-of-school, childminders and children’s centres), and early years settings in maintained schools (nursery schools, primary schools with nursery and reception classes and primary schools with reception but no nursery classes).

In order to reduce the time it took providers to complete the interview, a core set of questions were asked of all providers, and then the sample was randomly divided into two groups, one of which was asked questions in module A (costs and income) while the other group was asked questions in module B (training and recruitment). Slightly different questionnaires was put to the group childcare providers, childminders and early years settings in maintained schools.