This data shows Actual and Projected Pupil Numbers and Capacity of Schools by local authority district. 'Actual' figures provided are based on October school census data for the relevant year of intake.

For more information please see the annual School Organisation Plan published by Lincolnshire County Council.

This data is updated annually. Data source: Lincolnshire County Council School Organisation Planning Team. For any enquiries about this publication contact schoolorganisation@lincolnshire.gov.uk

In 2019 there were approximately **** thousand high schools in England, just over five hundred of these full or operating above their capacity, compared with 2.86 thousand schools that were under-capacity. Compared with 2010, there has been a net increase in under-capacity schools and an decrease in those that are over-capacity.

Information on the number of places and the number of pupils in maintained Primary and Secondary schools and Academies

Source agency: Education

Designation: Official Statistics not designated as National Statistics

Language: English

In 2019 there were approximately 16.41 thousand primary-schools in England, with 3.16 thousand of these full or operating above their capacity, compared with 13.25 thousand schools that were under-capacity. Compared with 2010, there has been a net increase in under-capacity schools and an decrease in those that are over-capacity.

Capacity project detail by school.

🇬🇧 영국 English Information on the number of places and the number of pupils in maintained Primary and Secondary schools and Academies Source agency: Education Designation: Official Statistics not designated as National Statistics Language: English

This dataset shows secondary and primary school locations, where the catchment area intersects with Stirling's Planning Policy Area, along with current and future estimated capacities.Note : A complete dataset, showing all of Stirling Council's schools, will also be made available within the Open Data platform.

Enrollment, target capacity and utilization data for every building and schools in those buildings, by school

Background: To sustainably implement a healthy school community in which stakeholders, including pupils, feel ownership over health-promotion activities, building community capacity is important. Pupils have experiential knowledge that is complementary to professional knowledge, but their perspectives on capacity-building processes are underexposed. This study aims to explore secondary-school pupils' perceptions about key influencers on physical activity and dietary choices and starting points for building community capacity.Methods: Seven focus groups with forty one pupils were held in four secondary schools engaged in a capacity-building intervention. Transcripts were analysed thematically regarding key influencers about choices in the home and school setting and capacity-building strategies (leadership, participation, tailored health-promotion activities and local networks).Results: Parents remained important influencers for making healthy choices, but snacking choices were increasingly made independently from parents based on attractiveness, availability and cost. Choices to engage in physical activity depended on social aspects and opportunities in the physical environment. Pupils considered their influence over the healthy school community limited, desired more involvement, but require this to be facilitated. They identified leaders mainly within formal structures, for example, student councils. They believed health-promotion activities related to the physical environment and project-based activities within the curriculum have the maximum potential to stimulate healthy behaviours in school communities.Conclusion: This study shows that pupils can reflect critically on their physical activity and dietary choices, and on how this can contribute to processes in creating a healthy school community. In order to take an active role, they need to be considered as full partners and leadership roles should be facilitated in existing structures.

A Capacity Management Plan (CMP) is one of the strategies that the Department for Education employs to support government schools that are experiencing increased enrolment demand. Increased enrolment demand occurs due to several factors including changes to the demographic profile of the local community and increases in local housing development. The purpose of a CMP is to assist a school to return to, or maintain, a sustainable enrolment level and to assist children to be able to attend their local school. The CMP outlines the enrolment criteria relevant to each school. The Department for Education has been implementing CMPs since 2009. Generally, the CMPs, over a period of time, have supported schools to manage enrolment demand within their school enrolment capacity. Further strategies include the provision of additional accommodation, implementation of a school zone or planning for new educational facilities. CMPs are approved by the Minister and published in the South Australian Government Gazette. Refer to the Capacity Management Plan webpage for more information and links to the CMPs published in the South Australian Government Gazette.

Enrollment, historical capacity and utilization data for every building and schools in those buildings, by school.
SCA Data Disclaimer: "The Historical report is no longer produced or maintained."

Discipline in schools is typically disproportionate, reactive and punitive. Evidence-based strategies that have been recently developed focus on shifting schools to a more proactive and positive approach by detecting warning signs and intervening early. This project evaluates the implementation of an evidence-based intervention to improve students' mindsets and feelings of school belonging. This grant-funded project was designed to enhance school capacity to implement a Tier 2 intervention, Student Engagement and Empowerment (SEE), to improve student attendance, behavior, and achievement, while simultaneously evaluating the effects of this intervention. The intervention and research project were individualized to fit existing school operations in the school district. A grant-funded coach supported delivery of SEE at each school for the duration of the 3-year grant. SEE was delivered by trained teachers in the classroom over the course of a seven-session curriculum. The overarching project goal was to scale up and simultaneously evaluate a Tier 2 intervention that could be sustained after completion of the grant. The originally proposed research procedures consisted of an evaluation of the effects of the SEE program on the outcomes of students at elevated risk for disciplinary action and school dropout. Outcome data was collected for at-risk students in classrooms delivering the SEE program, and a comparison sample of at-risk students in classrooms not delivering the SEE program. Researchers initially hypothesized that students receiving the program would evidence a greater sense of belonging to school, endorse greater growth mindset, have better attendance and fewer suspensions/expulsions and course failure, and have better behavioral outcomes than students in the comparison group.

Analysis of ‘Capacity Projects by School’ provided by Analyst-2 (analyst-2.ai), based on source dataset retrieved from https://catalog.data.gov/dataset/4e3c4b02-c57b-4939-97b5-79ec4b5db538 on 27 January 2022.

--- Dataset description provided by original source is as follows ---

Capacity project detail by school.

--- Original source retains full ownership of the source dataset ---

This dataset shows secondary school catchment areas within Stirling Council's Planning Policy area. Data has been provided by Education Services, July 2024, and includes capacity, current and project pupil numbers

This dataset includes current and past Net Capacity Figures for schools in York.

Net Capacities are calculated from room use and room size of school buildings.

For further information and advice on school admissions you may wish to consult the Guide for Parents or School Admissions at CYC's webpage

Funded capacity seats and additional needs by district for elementary, middle school, by borough for high school.

BackgroundBuilding community capacity in secondary schools is a promising strategy for the sustainable implementation of school-based health promotion. The Fit Lifestyle at School and at Home (FLASH) intervention explored how building community capacity works for the prevention of overweight following four strategies: leadership, participatory school culture, tailored health-promotion activities, and local networks. This study evaluates the intervention's impact on community capacity and capacity-building processes over a period of 3 years, as well as its effects on adolescents' BMI and waist circumference.MethodsA mixed-methods design guided by the RE-AIM framework was used. Impact on community capacity was evaluated with semi-structured interviews at the start and end of the intervention and analyzed using an anchored coding scale. Capacity-building processes were evaluated using interviews, journals, questionnaires, and the minutes of meetings. The effects on BMI z-scores and waist circumference were evaluated using a quasi-experimental design comparing an intervention (IG) and reference group (RG), based on multi-level analyses.ResultsCommunity capacity improved across all intervention schools but varied between capacity-building strategies. Leadership recorded the greatest improvements, aided by the appointment of Healthy School Coordinators, who increasingly focused on coordinating processes and fostering collaborations. Participatory school culture also improved through the adoption and implementation of participatory methods and a general increase in awareness concerning the importance of the Healthy School approach. Although additional health-promotion activities were implemented, stakeholders struggled with tailoring these to the specific dynamics of their schools. Limited improvements were observed in setting-up local networks that could help schools encourage healthy behavior among pupils. Differences in BMI z-scores between IG and RG over the total sample were negligible whereas waist circumference increased slightly more in IG (0.99 cm, 95% CI [.04; 1.93]). However, differences were inconsistent over time and between cohorts.ConclusionsThis study highlights the potential of building community capacity. It emphasizes that this is a process in which stakeholders must become acquainted with new leadership roles and responsibilities. To navigate this process, schools need support in improving communication, establishing local networks, and sustaining capacity-building efforts in school policy.Trial registrationISRCTN67201841; date registered: 09/05/2019, retrospectively registered.

Local Law 60 enacted in 2011 requires the Chancellor of the New York City School District to submit to the Council an annual report concerning school capacity and utilization data for the prior school year. This report consists of four tabs: 1. Summary Information - Count of each type of room assigned to each school by building, and whether any of those rooms are shared. 2. Room Detail Information - Includes the room number and square footage of each room type assigned to each school by building, and whether that room is shared. Rooms shared by some or all schools in the building are only listed once but should be tagged as “shared.” 3. Bathroom and Non-instructional Space by Building Information - Includes the number of student bathrooms in each building, whether they are open all the time, whether any bathrooms are shared, the number of non-instructional spaces used for instruction or other student services, and whether any of those non-instructional spaces are shared. 4. Meal Periods - Data reported is for the 2020-2021 school year. 45 minutes is used as the standard period length. For records with no meal periods, 1 period used as default for breakfast, 2 for lunch. All full Breakfast in the Classroom (BIC) schools do not contain a breakfast period. Some schools have a hybrid breakfast that includes both a breakfast period and BIC. These schools are noted by listing the breakfast period and ""/BIC"" in column H- ""Meals"".