In 2025, the average fee for one year at a private school in the UK was 18,456 British pounds, compared with 18,063 in the previous year.

Revenue in the UK General Secondary Education industry is tied to government funding, and continued support over the past five years has ultimately driven revenue growth. The necessity of secondary education, with it being compulsory to ensure the UK has an educated and skilled population, protects the industry from funding cuts. Additionally, the level of funding is sensitive to pupil numbers, and rising secondary school pupil numbers have encouraged funding hikes. However, while revenue has been climbing, so has inflation. This has placed a strain on school profit levels as they balance necessary spending on energy and wages against income. Overall, in the five years to 2025-26, industry revenue has grown at a compound annual rate of 1.8%. Commitment from the UK government is preventing a revenue decline in 2025-26. The Institute for Fiscal Studies highlights how the core schools’ budget for the year is increasing in cash terms to reach £63.9 billion, allowing spending per pupil to increase by 1.6% in real terms. Furthermore, while the implementation of VAT on school fees in January 2025 has weakened demand for private schools, climbing tuition fees are ultimately helping to contribute to revenue growth, but falling pupil numbers are constraining its potential. However, the IFS expects costs for schools in England to rise by 6.5% in 2025-26, owing to teacher and support staff wage rises and inflation expectations. This is putting pressure on profit in the year. Overall, revenue in 2025-26 is rising by 0.5% to reach £71 billion. Over the five years through to 2030-31 revenue is expected to grow at a compound annual rate of 0.7% to reach £73.6 billion. Despite continued backing from the government, demographic changes mean that the Department for Education expects secondary pupil numbers to peak around 2027-28 and then decline, this will support revenue growth at the beginning of the period but then presents a threat as government support is likely to drop. Additionally, despite the UK government’s best efforts chronic staff shortages are plaguing the industry’s potential and support for alternative pathways threatens demand for sixth form places. But, developments in artificial intelligence present an exciting opportunity for schools to reduce staff workload.

Schools are heavily reliant on funding, so government spending decisions shape the performance of primary schools. Tuition fees and donations that turn the lights on in independent schools are key to primary education revenue. The necessity of primary education protects it from large funding cuts since the UK economy relies on an educated and skilled population. Performance is sensitive to the number of children of primary school age, so a decade of slumping birth rates is catching up to the industry. Overall, in the five years to 2025-26 industry revenue has grown at a compound annual rate of 0.8%. Commitments from the UK government is presenting revenue decline in 2025-26. The Institute for Fiscal Studies highlights how the core schools’ budget for the year is increasing in cash terms to reach £63.9 billion, allowing spending per pupil to increase by 1.6% in real terms. However, despite funding increases, profit for primary school’s has been tight over the past five years due to high operational costs driven by wider inflationary pressure and staff shortages swelling energy costs and wages. But, the success of independent schools is propping up the overall picture for the industry. These sites are also supporting revenue growth as even though the implementation of VAT on school fees in January 2025 has weakened demand, the continued rise to school fees is propping up income. As a result, revenue in 2025-26 is rising by 0.8% to reach £43.8 billion. Continued support for this essential service from the government over the next five years provides some stability to the outlook for future revenue. However, chronic staff shortages and the rising additional needs of children will place schools under intense pressure. Additionally, the declining number of primary school pupils due to falling birth rates presents a risk to funding totals. On the other hand, artificial intelligence technology provides an opportunity for the industry to streamline processes and enable teachers to keep their focus on teaching, which may help to solve some of the staff retention issues. Revenue is expected to grow at a compound annual rate of 1% over the five years through 2030-31 to reach £46.1 billion.

The relationship between sport, education and social class in Britain is extremely complex and variable across different sports and genders. This statistic presents the share of different educational structures attended by British professional athletes across a range of sporting disciplines. Men's cricket had the highest levels of privately educated professional athletes of the sports included within this statistic, with 43 percent of the English men's cricket team having received a private education. Female cricketers had the lowest rate of comprehensive attendance, with 35 percent having attended private schools. The educational backgrounds of British female rugby union internationals differ to those of the men. Where 37 percent of men's British rugby union internationals having attended private schools, with only 47 percent having attended a state comprehensive. The women's British rugby union internationals educational background was more in line with football but still double the national average, with 82 percent having attended comprehensive schools and 13 percent having received private education.
Football Men’s football has long been a game where professional players leave the education system at an early age, with the pathways to elite level participation largely through the club and league structures. Consequently male football professionals have the lowest rates of privately educated participants within this statistic. The differences between male and female football professionals provides an insight into the differing opportunities for financial reward. Although the school backgrounds were comparable between male and female football professionals, reflecting similar social groups playing the game at grassroots level. However, high university attendance amongst female football professionals is likely due to the lower levels of financial compensation in women’s sport. The England team at the 2019 Women’s Football World Cup is the first fully professional team the country has ever had, and the Scottish team still features many part-time players. Private Education Many of the sports within this statistic, particularly those with a history of amateur participation, include school or university competition as a step on the ladder to success. Sports which require expensive equipment or special facilities lead to a more socially exclusive participant base. Many private schools have sufficient funding to invest heavily in high quality indoor and outdoor facilities for cricket, rugby, hockey, rowing, cycling, sailing and equestrianism. Within these sports the pathway to elite level participation is heavily associated with school or university level participation Olympics The educational backgrounds of British Olympic medalists shown within this statistic is illustrates a complex relationship between the relationship between sport, education and social class in Britain. Within the international sporting tournaments, such as the Olympic Games, Team GB has historically excelled at ‘sitting down sports’, including rowing, cycling, sailing and equestrianism. These all involve specialized and frequently expensive equipment and facilities, and are sports historically associated with higher social classes. Funding has historically been targeted towards such sports, on the basis that they offer the best chance of medals. Whilst this has been a largely successful tactic with regards to international sporting accolades, it is at the expense of funding more widely played and accessible sports, potentially creating additional barriers to participation.

Actual value and historical data chart for United Kingdom School Enrollment Primary Private Percent Of Total Primary

As with other forms of public building construction, London was the most expensive region in the United Kingdom to build an educational building in. Universities proved to be the most expensive across all regions. The average price per square meter of internal area for a university in London was ***** British pounds in 2018. This was an increase of ** percent compared to the previous year. By comparison, educational facilities located in Northern Ireland were the least costly.

Kier Construction leading contractor

Kier Construction Limited-Building UK was the leading contractor for educational facilities in the UK. In 2018, the construction firm was awarded projects with a combined value of *** million British pounds. This was ** percent more than the second entry.

Number of universities stable

The number of universities in the country has stayed stable since 2012/13. In the past two years, there were *** institutions of higher education. While having been relatively constant in the past five years, there was a noticeable jump in the number of universities at the beginning of the century.

Actual value and historical data chart for United Kingdom School Enrollment Secondary Private Percent Of Total Secondary

This dataset tracks annual reduced-price lunch eligibility from 2013 to 2020 for Elsa England Elementary School vs. Texas and Round Rock Independent School District

In 2024, the construction output for public schools and colleges in Great Britain was valued at **** billion British pounds. The output of the construction of facilities for private schools and universities was slightly higher than that for public schools, colleges, and universities combined.

According to Cognitive Market Research, the global School Uniform market size was USD 16245.2 million in 2024. It will expand at a compound annual growth rate (CAGR) of 7.00% from 2024 to 2031.

North America held the major market share for more than 40% of the global revenue with a market size of USD 6498.08 million in 2024 and will grow at a compound annual growth rate (CAGR) of 5.2% from 2024 to 2031.
Europe accounted for a market share of over 30% of the global revenue with a market size of USD 4873.56 million.
Asia Pacific held a market share of around 23% of the global revenue with a market size of USD 3736.40 million in 2024 and will grow at a compound annual growth rate (CAGR) of 9.0% from 2024 to 2031.
Latin America had a market share of more than 5% of the global revenue with a market size of USD 812.26 million in 2024 and will grow at a compound annual growth rate (CAGR) of 6.4% from 2024 to 2031.
Middle East and Africa had a market share of around 2% of the global revenue and was estimated at a market size of USD 324.90 million in 2024 and will grow at a compound annual growth rate (CAGR) of 6.7% from 2024 to 2031.
The Traditional Wear category is the fastest growing segment of the School Uniform industry

Market Dynamics of School Uniform Market

Key Drivers of School Uniform Market

Growing Adoption in Public & Private Schools Mandatory uniform policies are expanding globally (e.g., Japan, UK, Africa), driven by benefits like reduced socioeconomic discrimination and improved discipline. Countries like Australia and South Korea are investing in new schools, further boosting demand.

Sustainability Initiatives Rising environmental concerns are pushing schools to adopt eco-friendly uniforms made from organic/recycled materials, creating new market opportunities for sustainable textile producers.

Key Restraints in School Uniform Market

High Cost Burden on Families Frequent replacement needs (due to child growth) and grade-specific designs increase expenses, compounding financial pressure amid rising education costs globally.

Key Trends in School Uniform Market

Durable & Adaptive Designs Brands are introducing stretchable fabrics and adjustable sizing to extend uniform lifespan.

Rental/Subscription Models Cost-conscious solutions like uniform leasing programs are gaining traction in Europe and North America.

Smart Uniforms RFID-tagged uniforms for attendance tracking and antimicrobial fabrics are emerging in premium segments.

Impact of Covid-19 on the School Uniform Market

The worldwide COVID-19 pandemic has been unprecedented and devastating, with demand across all areas falling below pre-pandemic levels. Due to market expansion and demand reverting to pre-pandemic levels, CAGR rose suddenly. COVID-19 hurts school uniform sales. Many schools have resorted to remote learning, which reduces the need for school uniforms, due to the pandemic's global impact on education. When kids study at home, parents buy fewer uniforms, lowering demand. Families' financial struggles and job losses have also lowered uniform demand. Store closures and in-person purchasing restrictions have hurt sales. When classes resume, school uniform demand may steadily rise, but the market's long-term repercussions remain uncertain. Introduction of the School Uniform Market

Primary and secondary pupils use school uniforms. A student's school outfit represents their school. Female students wear shirts and skirts, whereas male students wear trousers and shirts. The uniform also includes formal shoes and neckties for all students. Each school or educational institution chooses uniform colors and designs. Scarves and blazers may be added based on school desire. Some nations and cultures support school uniforms, although many governments reject them. School uniforms aim to promote equality among pupils on campus. However, school uniforms have been questioned for their effectiveness in promoting unity and equality. School-themed costumes are projected to expand, but they will face growth constraints and hurdles.

In June 2023, Nadeen School Bahrain partnered with Kapes to produce sustainable uniforms that promote reusability. To raise pupils' environmental awareness, the school is also sponsoring various additional green activities. (Source: https://www.nadeenschool.com/nadeen-schools-sustainable-uniform/)

Success.ai’s Education Industry Data provides access to comprehensive profiles of global professionals in the education sector. Sourced from over 700 million verified LinkedIn profiles, this dataset includes actionable insights and verified contact details for teachers, school administrators, university leaders, and other decision-makers. Whether your goal is to collaborate with educational institutions, market innovative solutions, or recruit top talent, Success.ai ensures your efforts are supported by accurate, enriched, and continuously updated data.

Why Choose Success.ai’s Education Industry Data? 1. Comprehensive Professional Profiles Access verified LinkedIn profiles of teachers, school principals, university administrators, curriculum developers, and education consultants. AI-validated profiles ensure 99% accuracy, reducing bounce rates and enabling effective communication. 2. Global Coverage Across Education Sectors Includes professionals from public schools, private institutions, higher education, and educational NGOs. Covers markets across North America, Europe, APAC, South America, and Africa for a truly global reach. 3. Continuously Updated Dataset Real-time updates reflect changes in roles, organizations, and industry trends, ensuring your outreach remains relevant and effective. 4. Tailored for Educational Insights Enriched profiles include work histories, academic expertise, subject specializations, and leadership roles for a deeper understanding of the education sector.

Data Highlights: 700M+ Verified LinkedIn Profiles: Access a global network of education professionals. 100M+ Work Emails: Direct communication with teachers, administrators, and decision-makers. Enriched Professional Histories: Gain insights into career trajectories, institutional affiliations, and areas of expertise. Industry-Specific Segmentation: Target professionals in K-12 education, higher education, vocational training, and educational technology.

Key Features of the Dataset: 1. Education Sector Profiles Identify and connect with teachers, professors, academic deans, school counselors, and education technologists. Engage with individuals shaping curricula, institutional policies, and student success initiatives. 2. Detailed Institutional Insights Leverage data on school sizes, student demographics, geographic locations, and areas of focus. Tailor outreach to align with institutional goals and challenges. 3. Advanced Filters for Precision Targeting Refine searches by region, subject specialty, institution type, or leadership role. Customize campaigns to address specific needs, such as professional development or technology adoption. 4. AI-Driven Enrichment Enhanced datasets include actionable details for personalized messaging and targeted engagement. Highlight educational milestones, professional certifications, and key achievements.

Strategic Use Cases: 1. Product Marketing and Outreach Promote educational technology, learning platforms, or training resources to teachers and administrators. Engage with decision-makers driving procurement and curriculum development. 2. Collaboration and Partnerships Identify institutions for collaborations on research, workshops, or pilot programs. Build relationships with educators and administrators passionate about innovative teaching methods. 3. Talent Acquisition and Recruitment Target HR professionals and academic leaders seeking faculty, administrative staff, or educational consultants. Support hiring efforts for institutions looking to attract top talent in the education sector. 4. Market Research and Strategy Analyze trends in education systems, curriculum development, and technology integration to inform business decisions. Use insights to adapt products and services to evolving educational needs.

Why Choose Success.ai? 1. Best Price Guarantee Access industry-leading Education Industry Data at unmatched pricing for cost-effective campaigns and strategies. 2. Seamless Integration Easily integrate verified data into CRMs, recruitment platforms, or marketing systems using downloadable formats or APIs. 3. AI-Validated Accuracy Depend on 99% accurate data to reduce wasted outreach and maximize engagement rates. 4. Customizable Solutions Tailor datasets to specific educational fields, geographic regions, or institutional types to meet your objectives.

Strategic APIs for Enhanced Campaigns: 1. Data Enrichment API Enrich existing records with verified education professional profiles to enhance engagement and targeting. 2. Lead Generation API Automate lead generation for a consistent pipeline of qualified professionals in the education sector. Success.ai’s Education Industry Data enables you to connect with educators, administrators, and decision-makers transforming global...

The Study of Early Education and Development (SEED) is a major study about early years education and its impacts on child development. It is funded by the Department for Education and is undertaken by NatCen Social Research, the University of Oxford, Action for Children and Frontier Economics. The study follows just under 6,000 children across England from the age of two, through to their early years at school.

The aims of SEED are to:

• provide evidence of the impact of current early years provision on
  children’s outcomes
• provide a basis for longitudinal assessment of the impact of early years
  provision on later attainment
• inform policy development to improve children’s readiness for school
• assess the role and influence of the quality of early education provision on
  children’s outcomes
• assess the overall value for money of early education in England and the
  relative value for money associated with different types (e.g. private,
  voluntary, maintained) and quality of provision
• explore how parenting and the home learning environment interacts with early years education in affecting children’s outcomes

The longitudinal survey of families collects information at four time points:

• when the families’ child is about two years old (Wave 1 – baseline) (SN 8277)
• when the child is about three years old (Wave 2) (SN 8278)
• when the child is about four years old (Wave 3)
• when the child is about five years old (Wave 4)

Data for Wave 4 are not available yet.

Further information and research from the study are available on the https://www.gov.uk/government/collections/study-of-early-education-and-development-seed" title="Study of early education and development (SEED)" target="_blank">GOV.UK and http://natcen.ac.uk/our-research/research/seed/" title="SEED">NatCen webpages.

The Study of Early Education and Development: Wave 3, 2015-2016 is the third survey in the series. In total, 3,930 parents took part in the Wave 3 survey and the overall response rate was 86 percent. Parents were asked about formal childcare attended by children in the study at the time of the survey. The type of setting attended (e.g. private, voluntary or maintained) was classified using administrative records and this information has been added to the archived dataset.

Once the data had been collated and cleaned, a weighting scheme was designed for the study to account for different selection probabilities and non-response bias. Once weighted, the wave 3 sample of families taking part in SEED is representative of all families with four-year-olds in England.

Note: During the final production stage of the National Child Measurement Programme: England, 2008/09 school year released on Thursday 10 December 2009 a technical issue occurred with Table 2: Prevalence of underweight, healthy weight, overweight and obese children, with associated 95 per cent confidence intervals, by PCT and SHA, England, 2008/09. Figures about the percentage of the child population measured per trust, for both reception and year six children were incorrect, along with upper 95 per cent confidence intervals relating to Year 6 obese children. Figures relating to the proportion of children in each trust who are underweight, a healthy weight, overweight or obese were not affected. National data and all other tables were also unaffected by this issue. These have now been corrected in both the Annex to the main report and the accompanying excel tables. At the same time some further clarifications have been made to footnotes for Table 5 to clarify that this is based on the postcode of the school the child attended, and to rectify a problem with the Data Quality report which had resulted in the omission of certain Primary Care Trusts. The NHS Information Centre apologises for any inconvenience caused. Additionally, as a result of detailed validations carried out during production of the National Child Measurement Programme (NCMP) national dataset for Public Health Observatories (PHOs) in January 2011, a local issue affecting the published prevalence rates in Redbridge Primary Care Trust (PCT) (5NA) and Redbridge Local Authority (LA) (00BC) in 2008/09 and 2009/10 has been detected. Due to the localised and relatively minor nature of the issue, neither the affected NCMP reports nor the accompanying Excel tables available on the website will be amended as a result of this issue. The underlying NCMP datasets made available for further analysis via PHOs, the National Obesity Observatory and UK Data Archive have been amended and so will differ slightly from published data. Please see the NCMP Issue Notification document available for download above for further information. Summary: This report summarises the key findings from the Government's National Child Measurement Programme (NCMP) for England, 2008/09 school year. The report provides high-level analysis of the prevalence of 'underweight', 'healthy weight', 'overweight' and 'obese' children, in Reception (aged 4-5 years) and Year 6 (aged 10-11 years), measured in state schools in England in the school year 2008/09. The report contains comparisons with 2007/08 and where appropriate comparisons have also been made with 2006/07 results. This report presents the headline findings for the 2008/09 NCMP. The National Obesity Observatory (NOO) will produce additional analysis in 2010 (expected publication date 30 April 2010), and the anonymised national dataset will be made available to Public Health Observatories (PHOs) to allow regional and local analysis of the data. In addition, NOO will also be presenting NCMP data in an e-Atlas - an interactive mapping tool that enables the user to compare a range of indicators and examine correlations and allows regional and national comparisons. 'Look up past and present NCMP results in the data visualisation tool.

Gaborone (Botswana) was one of the cities in Africa with the highest construction costs for schools in 2024, while Maputo and Windhoek were among the most expensive for hospital construction. An average primary and secondary school in Maputo (Mozambique) cost over ***** U.S. dollars per square meter to build. Lagos was also one of the African cities with the highest construction costs for residential buildings that same year.