In September 2025, 18 percent of people in the UK thought that the Labour Party would be the best at handling education, compared with 13 percent who believed that the Conservatives would be the best and 10 percent who thought Reform UK would handle the issue best.

This dataset shows the priority cut off distances for all primary schools that either follows the LA Admissions Policy because they are a Community Controlled School or are their own admitting authority school but follow the LA Admissions Policy completely. It also shows the priority cut off distances for schools that have an element of distance in their own admissions policy. The dataset also shows the admitted numbers under each priority of the LA Admissions Policy for those schools that follow the policy completely. For schools that have their own admissions policy the dataset shows the numbers allocated on offer day and whether the school was under or oversubscribed. For these schools, further details on the breakdown of allocations can be obtained from the schools directly.

The file consists of three spreadsheets. This first one is the dataset. It contains information extracted from primary studies that were part of the quantitative synthesis of a systematic review of school randomised admissions. The second tab is the codebook, including a brief description of each variable extracted or assessed from the primary studies, and its corresponding values. The third sheet shows the APA bibliographic reference and access link for each of the primary studies included in the meta-analysis.These data were used for one of the research chapters of the author's PhD thesis, available here https://discovery.ucl.ac.uk/id/eprint/10096351

This statistic shows school policies on holidays during term time in the United Kingdom (UK) in 2014. Of respondents surveyed in September 2014, ** percent said that in their child's school each case was dealt with on its own merit, and ** percent stated that the rules were enforced very strictly.

The folder contains datasets of parent surveys, including parents of primary school grade 4 students and parents of lower secondary school grade 9 students. The data was collected in Vietnam in 2020.

The folder contains datasets of teacher surveys, including teachers of primary school grade 3 and grade 4, and teachers of lower secondary school grade 9. The data was collected in Vietnam in 2020.

The main objective of this research was to develop a multi-disciplinary understanding of the political economies and consequences of school exclusion across the UK through a home-international comparison.

The motivation for the study was the need to understand the great differences in the rates of permanent school exclusions and suspensions in different parts of the UK. with numbers rising rapidly in England but remaining relatively low or falling in Northern Ireland, Scotland and Wales.

The research was undertaken by the multi-disciplinary (criminology, economics, education, law, psychology, psychiatry, sociology) and multi-site (the universities of Oxford, Cardiff, Edinburgh, Queen’s Belfast, and the LSE) Excluded Lives Research Team. The research was organised into two work strands: A. Landscapes of Exclusion; and B. Experiences of Exclusion. In Strand A work packages examined: the ways in which policies and legal frameworks shape interventions designed to prevent exclusions; the financial costs associated with exclusion; and patterns and characteristics of exclusion. Strand B work packages focussed on families’, pupils’ and professionals’ experiences of the risks and consequences of exclusion.

The data were collected from representative local educational authorities (4 in England, 2 in both Scotland and Wales) and across NI. Our sampling strategy for schools used modelled data, whereby we calculated the rates of exclusions for schools after controlling for pupil characteristics to estimate whether schools had above or below expected levels of exclusion based on their pupil characteristics. For the purposes of sampling, we used the number of temporary exclusions officially recorded over a five-to-seven-year period (depending on the availability of national data in each of the UK jurisdictions). School and local authority staff were selected on the basis of their roles. This data set comprises of interviews from across the UK with Headteachers, Alternative Provision providers in England and Scotland, and national policymakers in Scotland.

The main aim of PolESE is to develop a multi-disciplinary understanding of the political economies and consequences of school exclusion across the UK. There are great differences in the rates of permanent school exclusion in different parts of the UK with numbers rising rapidly in England but remaining relatively low or falling in Northern Ireland, Scotland and Wales. For example, in the last available figures (2016/7) there were 7,720 permanent exclusions in England compared to just five in Scotland. However, these figures do not account for many informal and illegal forms of exclusion. In this research, home international comparisons of historical and current policy, practice and legal frameworks relating to school exclusion will be conducted for the first time. Previous research and official statistics show that school exclusions are far more likely to affect pupils with special needs, from low income families, and particular ethnic backgrounds. Exclusions have long and short term consequences in terms of academic achievement, well-being, mental health, and future economic and employment prospects. PolESE is designed to highlight ways in which fairer and more productive outcomes can be achieved for pupils, their families, and professionals by comparing the ways in which policy and practice around exclusions differ in the four jurisdictions.

PolESE will be undertaken by the multi-disciplinary (criminology, disability studies, economics, education, human geography, law, psychiatry, sociology) and multi-site (Oxford, Cardiff, Edinburgh, Belfast, Reading, LSE) Excluded Lives group established in 2014. In education, policy discourse has tended to find individual reasons for exclusion rather than develop an understanding of exclusion in the wider context of education, social policy and the law. Education policy has also largely ignored the work conducted by school and welfare professionals that attempts to address disruptive behaviour to prevent more serious incidents. In contrast, PolESE assumes that school exclusion cannot be treated as separate from the general welfare and education systems. Preliminary work has illustrated that pressures on schools to perform well in examination league tables can lead to the exclusion of pupils whose predicted attainment would weaken overall school performance, leaving these pupils on the social margins of schooling. Exclusion is a process, rather than a single incident, that can only be fully understood when examined from multiple professional and disciplinary perspectives.

The research is organised into three work strands. Strand A, Landscapes of Exclusion, is designed examine the ways in which legal frameworks, policies, and practices of regulation shape systemic practice; and the patterns, characteristics and consequences of exclusion. Strand B, Experiences of Exclusion, will focus on families', pupils' and professionals' experiences of the risks and consequences of exclusion. Strand C, Costs and Integration, will examine the financial costs associated with exclusion; it will also integrate findings within and across jurisdictions to ensure that the learning is continuous as the research develops a coherent multi-disciplinary understanding of the political economies of exclusion. 1. The cost of exclusions at individual, institutional and system level (psychological, educational, sociological, economic, criminological, political lenses); 2. Rights and entitlements (legal, moral, social policy, political lenses); 3. Landscapes of exclusion (geographical, sociological, political lenses); 4. Protection and wellbeing (psychological, social work, legal and social policy lenses).

Researchers will engage directly with the Third Sector, professionals at school, local authority and jurisdiction government levels, as well as with disadvantaged and excluded pupils and their families.

This dataset is published as Open Data and replaces any previously published dataset.Information about Scottish schools are updated by the Scottish Government annually for the purposes of monitoring overall performance, equality and individual policies. This dataset provides the current geocoded location, contact address, roll numbers, teacher numbers, denomination, and proportion of pupils from minority and ethnic groups for each primary, secondary and special school in Scotland. Until 2019, these updates were reflective of the previous September. The SG School Roll 2023 is reflective of the July 2023 schools locations data (published 25th September 2023) and July 2023 school roll, FTE teachershttps://www.data.gov.uk/dataset/9a6f9d86-9698-4a5d-a2c8-89f3b212c52c/scottish-school-roll-and-locations

Information about Scottish schools are updated by the Scottish Government annually for the purposes of monitoring overall performance, equality and individual policies. This dataset provides;the current geocoded location,contact address, roll numbers, teacher numbers, denominationUntil 2019, these updates were reflective of the previous September. The SG School Roll 2023 is reflective of the July 2023 schools locations data (published 25th September 2023) and July 2023 school roll, FTE teachers, proportion minority background, and proportion 20% most deprived data (published 19th March 2024).

Abbreviation: IQR – interquartile range. PAL – physically active learning. Bold p-value numbers represent statistical significance of p 

This project aimed to focus in on the analysis of how professional identities are constructed through practice. This was done by undertaking research in five case study schools over a year in three stages: (1) an overview of the leadership structure and processes through interviews with key people; (2) an examination of the decision making and professional practice processes regarding a school specific project; and (3) an analysis of staff approaches to decision making and practice through the use of Q methodology and debrief interviews.

Modernisation of public service provision has generated a set of leadership imperatives for the delivery of reform in schools. The aim of this project is to develop the existing knowledge base relating to how school leaders, teachers and other educational practitioners are handling this major intervention in their working lives through a focus upon distributed leadership. The research will focus on five secondary schools and data collection methods will include interviews, questionnaires and observations. Research participants in each school will be interviewed about distributed leadership and asked to complete a related questionnaire. Research participants will also be observed acting in management and leadership roles at school. Based upon findings from the above the Project intends to develop rich descriptions of school organisational practice in specific school contexts. By knowing more about the distributed school leadership the intention of the Project is to contribute to debates and the development of strategies about how organisational arrangements might be created to support and enable learners. It is also intended to contribute to debates and strategies relating to the leadership of teachers and to better understand the limits and possibilities for distributed leadership.

The COVID-19 pandemic brought many disruptions to children’s education, including the education of children with intellectual (learning) disability and/or autism. We investigated the educational experiences of autistic children and children with an intellectual disability about a year after the COVID-19 pandemic started in the UK.

An online survey collected data during the summer/autumn of 2021 from 1,234 parents of 5 to 15 year-old children across all 4 UK countries. The study investigated school attendance and home learning experiences of children with intellectual disability and/or autistic children who were registered to attend school in 2021. The study also investigated the experience of Elective Home Education in families of children with a neurodevelopmental condition whose child was de-registered from school before and after the pandemic started in the UK in March 2020.

The study provided evidence on the impact of COVID-19 on school attendance and home education for children with a neurodevelopmental condition.Education changed dramatically due to the COVID-19 pandemic. Schools closed in 2019/20. There was compulsory return to school in September 2020 with measures in place to control infection and new regulations about COVID-19-related absences. School attendance in the first term of 2020-21 was lower compared to other years. Many children were de-registered from school. In early 2020-21, there was a second prolonged period of national school closures. The pandemic has caused many disruptions to children's education.

Children with neurodevelopmental conditions (NDCs), in particular intellectual disability and autism, are the most vulnerable of vulnerable groups. Among children with special educational needs and disabilities (SEND), children with intellectual disability and/or autism consistently struggle to meet the required standards in education. Our study will focus on these two groups of children.

Before the pandemic, many children with NDCs missed school. Then the pandemic disrupted everyone's education. Approximately one year after the pandemic started, we will investigate the educational experiences of children with NDCs.

Our project will investigate: - School absence and reasons for absence among children with intellectual disability and/or autism - Child, family, and school factors associated with school absence - Barriers and facilitators of school attendance - Parents' experiences of home schooling

An online survey will collect data from approximately 1,500 parents of 5 to 17 year-old children with NDCs across all 4 UK countries. We will recruit parents of: (i) children registered with a school in spring/summer 2021; (ii) children not registered with a school in spring/summer 2021 but who were registered with a school at the start of the pandemic in March 2020; and (iii) children not registered with a school on either date. We will collect data on school attendance for those registered with a school, and data on home learning experiences for those not registered with a school. For all children, we will collect data on their mental health.

The first analysis will investigate school absence with a focus on children registered with a school. We will summarise school absence data as well as reasons for absence as reported by the parents. The second analysis will investigate school attendance: attending school or home schooling. We will describe the children currently registered to attend school (group 1), those not currently registered who were registered in March 2020 at the start of the pandemic (group 2), and those not registered on either point (group 3). We will summarise the reasons parents give for de-registering their child from school. Our final analysis will focus on home learning support during home schooling. We will describe the types of support schools offer to school-registered students during remote learning (when students are self-isolating/shielding, or schools are closed because of lockdown). We will describe the home learning experiences of school de-registered children and parents' satisfaction with these arrangements.

We will work closely with parents of children with NDCs, seeking their advice on the study. Our team includes the Council for Disabled Children, the largest umbrella organization in the UK bringing together many charities supporting disabled children and their families. We will share the study findings widely, including key messages for policies related to the education of children with special educational needs and disabilities.

Abstract

The Young Lives survey is an innovative long-term project investigating the changing nature of childhood poverty in four developing countries. The purpose of the project is to improve understanding of the causes and consequences of childhood poverty and examine how policies affect children's well-being, in order to inform the development of future policy and to target child welfare interventions more effectively. The study is being conducted in Ethiopia, India (in Andhra Pradesh), Peru and Vietnam. These countries were selected because they reflect a range of cultural, geographical and social contexts and experience differing issues facing the developing world; high debt burden, emergence from conflict, and vulnerability to environmental conditions such as drought and flood.

The Young Lives study aims to track the lives of 12,000 children over a 15-year period, surveyed once every 3-4 years. Round 1 of Young Lives surveyed two groups of children in each country, at 1 year old and 5 years old. Round 2 returned to the same children who were then aged 5 and 12 years old. Round 3 surveyed the same children again at aged 7-8 years and 14-15 years, and Round 4 surveyed them at 12 and 19 years old. Thus the younger children are being tracked from infancy to their mid-teens and the older children through into adulthood, when some will become parents themselves.

The survey consists of three main elements: a child questionnaire, a household questionnaire and a community questionnaire. The household data gathered is similar to other cross-sectional datasets (such as the World Bank's Living Standards Measurement Study). It covers a range of topics such as household composition, livelihood and assets, household expenditure, child health and access to basic services, and education. This is supplemented with additional questions that cover caregiver perceptions, attitudes, and aspirations for their child and the family. Young Lives also collects detailed time-use data for all family members, information about the child's weight and height (and that of caregivers), and tests the children for school outcomes (language comprehension and mathematics). An important element of the survey asks the children about their daily activities, their experiences and attitudes to work and school, their likes and dislikes, how they feel they are treated by other people, and their hopes and aspirations for the future. The community questionnaire provides background information about the social, economic and environmental context of each community. It covers topics such as ethnicity, religion, economic activity and employment, infrastructure and services, political representation and community networks, crime and environmental changes. The Young Lives survey is carried out by teams of local researchers, supported by the Principal Investigator and Data Manager in each country.

Further information about the survey, including publications, can be downloaded from the Young Lives website.

School surveys were introduced into Young Lives in 2010 in order to capture detailed information about children's experiences of schooling, and to improve our understanding of: - the relationships between learning outcomes, and children's home backgrounds, gender, work, schools, teachers and class and school peer-groups. - school effectiveness, by analysing factors explaining the development of cognitive and non-cognitive skills in school, including value-added analysis of schooling and comparative analysis of school-systems. - equity issues (including gender) in relation to learning outcomes and the evolution of inequalities within education

The survey allows us to link longitudinal information on household and child characteristics from the household survey with data on the schools attended by the Young Lives children and children's achievements inside and outside the school. It provides policy-relevant information on the relationship between child development (and its determinants) and children's experience of school, including access, quality and progression. This combination of household, child and school-level data over time constitutes the comparative advantage of Young Lives. Findings are all available on our Education theme pages and our publications page. Further information is available from the Young Lives http://www.younglives.org.uk/content/school-survey-0" title="School Survey">School Survey webpages.

Geographic coverage

Lao Cai Hung Yen Danang Phu Yen Ben Tre

Analysis unit

Individuals Institutions/organisations

Kind of data

Sample survey data [ssd]

Sampling procedure

Multi-stage stratified random sample The final sample is formed of 3,284 Grade 5 pupils in 176 classes in 92 school sites (both main and satellite sites); 1,138 of these pupils are Young Lives index children.

Mode of data collection

Face-to-face interview; Self-completion; Educational measurements; Observation

Research instrument

The instruments included in the survey are:

Questionnaires - Wave 1

• School roster
• Class and teacher roster
• Child questionnaire (background information)
• Child Maths test
• Child language test (Vietnamese)
• Teacher questionnaire
• Teacher content knowledge test (Maths)
• Teacher content knowledge test (Vietnamese)
• Head teacher questionnaire

Questionnaires - Wave 2

Child class and peers questionnaire Child Maths test Child language test (Vietnamese)

Survey documentation and questionnaires will be provided shortly at http://www.younglives.org.uk/content/vietnam-school-survey

Abbreviation: IQR – interquartile range. Bold p-value numbers represent statistical significance of p 

This dataset accompanies the PhD thesis Pupil Competence During the COVID-19-induced School Closures: An Analysis of the Effect of Distance Learning and Remediation Policies Using International Assessment Data in 30 Countries. The dataset compiles country-level data derived from large-scale international student assessments, specifically PISA and PIRLS, covering the period 2000–2022. It was created by harmonising publicly available microdata from the OECD (for PISA) and IEA (for PIRLS), aggregated to the national level. The data were collected and processed using StataNow 18.5. The dataset can be opened in StataNow 18.5 software. Stata .do files are also provided to allow full reproducibility of the data preparation and analysis. The dataset is specifically structured to support advanced statistical modelling, including Latent Growth Curve Modelling (LGCM), Synthetic Control (SC), and Synthetic Difference-in-Differences (SDID), to examine the effects of COVID-19 policies on pupil competence across diverse national contexts. Date Request Form: https://library.soton.ac.uk/datarequest

The folder contains the datasets from student surveys, including primary school grade 2 and lower secondary school grade 7 students. The data was collected in Vietnam in 2018.

The Pay Policy Statement sets out the Council's policies relating to the pay of its workforce excluding school-based employees.

The aims of the survey are:
to identify key variables associated with school exclusions;
to identify local authorities displaying a range of exclusion rates associated with key variables;
to examine in depth the policies and practices of four local education authorities and three schools displaying a range of exclusion rates in each LEA;
to explore the experience of a small number of excluded children, their parent(s)/guardian(s) and key actors in the process of exclusion;
to inform the development of alternatives to exclusions, such as counselling programmes and support structures for schools.