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.

In 2025, there were approximately 1,423 private or independent schools in the United Kingdom, compared with 1.411 in 2020.

United Kingdom UK: School Enrollment: Secondary: Private: % of Total Secondary data was reported at 70.828 % in 2015. This records an increase from the previous number of 69.494 % for 2014. United Kingdom UK: School Enrollment: Secondary: Private: % of Total Secondary data is updated yearly, averaging 27.445 % from Dec 1999 (Median) to 2015, with 17 observations. The data reached an all-time high of 70.828 % in 2015 and a record low of 24.869 % in 2007. United Kingdom UK: School Enrollment: Secondary: Private: % of Total Secondary data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s United Kingdom – Table UK.World Bank.WDI: Education Statistics. Private enrollment refers to pupils or students enrolled in institutions that are not operated by a public authority but controlled and managed, whether for profit or not, by a private body such as a nongovernmental organization, religious body, special interest group, foundation or business enterprise.; ; 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).

As of 2025, there were approximately 545,640 pupils attending private or independent schools in the United Kingdom, compared with 565,550 in the previous year.

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.

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.

In 2019, the Conservative party had the highest share of MPs who attended fee-paying schools in the United Kingdom, at ** percent, followed by the Liberal Democrats with ** percent. Scottish National Party MPs were the least likely to have attended fee-paying schools, at * percent.

The Private Schools in the UK report contains historic and forward looking analysis written by our in-house team of industry analysts. This includes industry revenue and profit figures, available in table and chart format, with accompanying insights explaining the underlying industry trends.

The number of schools in an LEA by school type (whether state maintained, nursery, primary, secondary, private, special school etc.) Source: Department for Children Schools and Families (DCSF) Publisher: Department for Children Schools and Families (DCSF) Geographies: County/Unitary Authority, Government Office Region (GOR), National Geographic coverage: England Time coverage: 2006, 2007 Type of data: Administrative data

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.

United Kingdom UK: Gender Parity Index (GPI): Tertiary School Enrollment: Gross data was reported at 1.337 Ratio in 2015. This records an increase from the previous number of 1.323 Ratio for 2014. United Kingdom UK: Gender Parity Index (GPI): Tertiary School Enrollment: Gross data is updated yearly, averaging 1.012 Ratio from Dec 1971 (Median) to 2015, with 45 observations. The data reached an all-time high of 1.406 Ratio in 2006 and a record low of 0.509 Ratio in 1971. United Kingdom UK: Gender Parity Index (GPI): Tertiary School Enrollment: Gross data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s United Kingdom – Table UK.World Bank.WDI: Education Statistics. Gender parity index for gross enrollment ratio in tertiary education is the ratio of women to men enrolled at tertiary level 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).

Teacher headcount and and full-time equivalent for each school

Understanding Society (the UK Household Longitudinal Study), which began in 2009, is conducted by the Institute for Social and Economic Research (ISER) at the University of Essex, and the survey research organisations Verian Group (formerly Kantar Public) and NatCen. It builds on and incorporates, the British Household Panel Survey (BHPS), which began in 1991.

The Understanding Society COVID-19 Study is a regular survey of households in the UK. The aim of the study is to enable research on the socio-economic and health consequences of the COVID-19 pandemic, in the short and long term. The surveys started in April 2020 and took place monthly until July 2020. From September 2020 they take place every other month. They complement the annual interviews in the Understanding Society study.

This dataset contains school code variables for the Understanding Society COVID-19 study (https://beta.ukdataservice.ac.uk/datacatalogue/studies/study?id=8644">SN 8644).

A file is provided for the fifth web wave of the Understanding Society COVID-19 study, the only one that school information has currently been gathered for. For each child it contains: state school code, country of state school, private school name and private school town variables for both mother and father responses. A child personal identification serial number (pidp_c) is also provided for matching to the main data in SN 8644.

In addition, this dataset contains a file of school code variables that can be matched to a dataset released with the main Understanding Society COVID-19 study containing data taken from waves 10 and 11 of the main Understanding Society survey specifically for the respondents in the Understanding Society COVID-19 study. Child school codes are only available for Wave 11 as they are only collected in odd-numbered waves. For each child it contains the state school code and country of state school variables as well as a personal identification serial number (pidp) and a household identification serial number for wave 11 (jk_hidp). Further details on the files in this dataset can be found in the Understanding Society COVID-19 User Guide.

Additional information can be found on the https://www.understandingsociety.ac.uk/topic/covid-19">Understanding Society COVID-19 website, including https://www.understandingsociety.ac.uk/documentation/covid-19">Data documentation. A list of https://www.understandingsociety.ac.uk/research/publications/subject/Covid%2019">Understanding Society COVID-19 Research Outputs (regularly updated) is also available.

New edition information
For the second edition (January 2021), both previously deposited files have been revised to include a significant number of additional school codes resulting from manual coding. For further details please refer to the UKHLS COVID-19: Data Changes document, included in the main COVID-19 study (SN 8644).

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This dataset contains 2012 Private and Public School Information for the State of Florida. It is a combination of schools and educational facility addresses from 68 different sources. The data contains selected fields denoting the physical address, school number, district, and contact information for schools located in Florida. This data is meant to be used for planning purposes only and is not intended to represent a 100% inventory of schools. School locations that have been verified are marked with the letter V in the FLAG field. This dataset is an update to the gc_schools_jul08.shp layer.

Table shows numbers of all Schools and Pupils by Type of School.

School types included in this publication are State-Funded Primary, Secondary and Special schools, Independent schools, Pupil Referral Units, and Alternative Provision.

See DfE website

Full daily dataset of all schools and pupil numbers are available from the DFE EduBase site

Cartogram created from this data:

The dataset displays the information relating to the number of children at school divided by time (normal, extended hours) who attend the kindergarten in the Municipality of Milan. The survey was done in the 2018-2019 school year. The data specifically found in the dataset are: * AnnoScolastico School year of reference to the school registry * CodiceScuola: Code of the school (plexus) * TempoScuola: Description of the address for the 1st and 2nd grade secondary school or school time for primary * DenominazioneScuola: Name of the school * AddressSchool: Delivery address of the school *DescriptionTypologyGradeEducationSchool: Type of school * Boys: Number of boys * Girls: Number of girls * ZIP code: Postal code * MUNICIPALITY: Town Hall * ID_NIL : Local identity core identifier * NIL:Local identity core * LONG_X_4326: Longitude * LAT_Y_4326: Latitude * Location: Latitude and Longitude

United Kingdom UK: Gender Parity Index (GPI): Primary and Secondary School Enrollment: Gross data was reported at 1.018 Ratio in 2015. This records a decrease from the previous number of 1.022 Ratio for 2014. United Kingdom UK: Gender Parity Index (GPI): Primary and Secondary School Enrollment: Gross data is updated yearly, averaging 1.014 Ratio from Dec 1971 (Median) to 2015, with 40 observations. The data reached an all-time high of 1.025 Ratio in 2013 and a record low of 0.999 Ratio in 1972. United Kingdom UK: Gender Parity Index (GPI): Primary and Secondary School Enrollment: Gross 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. Gender parity index for gross enrollment ratio in primary and secondary education is the ratio of girls to boys enrolled at primary and secondary levels 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).

This publication combines information from the school census (state-funded schools), school level annual school census (independent schools) and general hospital school census on pupils with special educational needs (SEN).Data at school level including number of pupils by SEN provision and type of need.

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/)