The data gives the name, address, postcode, co-ordinates and enrolment data for schools in Northern Ireland. Further information regarding schools can be found on DE's website http://apps.education-ni.gov.uk/appinstitutes/default.aspx and ETI inspection reports on their website https://www.etini.gov.uk/

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:

A list of all independent schools and special post-16 institutions for children with special educational needs or disabilities (SEND) approved under section 41 of the Children and Families Act 2014 in England and Wales.

You can filter the list by local authority or by type of setting.

Our guide for independent special schools and special post-16 institutions explains how to apply for approval under section 41.

Voluntary removal

Contact hns.sos@education.gov.uk to request removal from the approved list, stating your reason. We will remove your institution in the next update and notify local authorities. The published list includes all removed institutions.

Once removed, you cannot re-apply for one full academic year.

Other special schools

Details of all special schools in England are available on the https://www.get-information-schools.service.gov.uk/Search" class="govuk-link">Department for Education’s Get Information about Schools system. This includes:

• maintained schools
• academies
• independent schools
• non-maintained schools

The SEND guide for parents and carers explains how parents can ask for one of these schools or special post-16 institutions to be named in their child’s education, health and care plan.

Calderdale schools including status, type, principals / head teachers, address, website, number on roll as at May census, longitude and latitude, and eastings and northings. Routinely updated when notified of changes.

You can also search online for school details, maps, performance tables and ofsted reports - Search for Schools

Also see - School Clusters and Federations and Other schools data

In London, 44 percent of students at English schools had a first language that was believed to not be English in 2023/24, the most of any region in this year. By contrast, in North East England, just nine percent of school students had English as an additional language, the lowest percentage in England.

Attainment data for children at various stages in early years and primary education:

• Early years foundation stage profile (EYFSP);
• Year 1 Phonics;
• Key Stage 1 (KS1);
• Key Stage 2 (KS2).

The data is by school location, rather than by pupil residence, in determining which ward the data relates to. A list of schools by wards is also provided.

The data source is the National Consortium of Examination Results (NCER).

A summary of Calderdale school performance can be found on the Council website: School performance tables .

School performance for individual schools can be found at Compare school performance .

Data shows number of pupils in publicly funded primary and secondary schools by Glasgow Data Zones between the year 2003 and 2012. This information is taken from the September Scottish Pupil Census for the relevant year, of publicly funded schools and hence does not include: Pupils attending grant aided Special Schools; Pupils attending private Independent Schools; Pupils educated outwith the school education system (for example at home) or Adults attending publicly funded secondary schools. The figures are based on the postcodes from where the pupils came from and were submitted for about 99% of pupils in publicly funded primary and secondary schools. More information on the methodology used is included in the metadata among the resouces. (c) Crown copyright, 2014. Data supplied by Scottish Neighbourhood Statistics Website Licence: None

For the latest individual inspection reports, please visit our reports website.

Schools management information: release schedule

The release schedule for monthly management information: state-funded schools inspections and outcomes.

The release is the date by which the inspection must have been completed and the report must have been published in order to be included in the management information.

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This dataset shows all schools in Leeds including: The name, address and eastings and northings of each school The contact details of each school including telephone number, email and website. The number of pupils, number of places available, age ranges. Nearest (furthest distance from which a pupil was admitted if it was their nearest school) and non-nearest (the furtherest distance from which a pupil was admitted if it was not their nearest school) in miles. The number of places available based on priority. The facilities available at each school. Additional information Further information on priority levels can be found by visiting: http://www.leeds.gov.uk/residents/Pages/Admissions-Primary-School.aspx and http://www.leeds.gov.uk/residents/Pages/Admissions.aspx This data includes point location for each school (eastings and northings) which is Ordnance Survery derived data. The dataset has been published using an open government licence and in accordance with Ordnance Suvery's 'Presumption to publish' guidelines.

Primary and secondary pupils by ethnic group.

Pupils of compulsory school age and above were classified according to ethnic group. Excludes dually registered pupils.

National, regional, Local Authority totals and totals across ethnic groups have been rounded to the nearest 10.

Number of pupils by ethnic group expressed as a percentage of the total number of pupils of compulsory school age and above.

# 1 or 2 pupils, or a rate based on 1 or 2 pupils.

See more on the DfE Website.

From September 2008, all primary schools in England were required by law to meet the new food-based and nutrient-based standards for school food provision. The School Food Trust subsequently carried out a survey in England to assess the impact of the standards on catering provision and food selection and consumption by pupils eating a school lunch. In addition, the food consumption of pupils eating packed lunches was evaluated. Fieldworkers recorded the number of portions and portion weights of food served at lunchtime, the food choices of pupils and the weight of any food not eaten. Foods from packed lunches were weighed prior to consumption and leftover weights were recorded. Data was coded by nutritionists using the School Food Trust's version of the Food Standards Agency Nutrient Databank. Food data were recorded by food name and food code and with an associated nutrient profile.

A nationally representative sample of 139 primary schools in England took part in the survey. Information on food provision at lunchtime was collected, along with food selection and consumption details of pupils aged 4-12 years having school lunches and eating packed lunches respectively. Questionnaires were also distributed to head teachers and caterers. The data were collected between February and April 2009, i.e. 6-8 months after the expectation that all primary schools catering provision would be fully compliant with the new standards for school food. The survey found that school lunches are substantially much healthier than when they were last surveyed in 2005, and that they were generally more healthy than packed lunches. Further information may be found on the School Food Trust website.

Figures for maintained primary, secondary and special schools are as confirmed by Local Authorities as part of the data checking exercise.

Figures for CTCs, academies and non-maintained special schools are as reported by schools and are unconfirmed.

National totals, regional totals and totals across school types have been rounded to the nearest 10.

Includes middle schools as deemed.

The number of permanent exclusions expressed as a percentage of the number (headcount) pupils in Primary, Secondary and Special schools, excluding dually registered pupils in special schools in January 2007.

x less than 5, or a rate based on less than 5.

Figures have been rounded to the nearest 10.

See more on statistics on excluded pupils on the DfE website or read more on permanent and fixed-period exclusions on the DfE website.

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 objectives of the study are to provide good quality long-term data about the lives of children living in poverty, trace linkages between key policy changes and child welfare, and inform and respond to the needs of policymakers, planners and other stakeholders. Research activities of the project include the collection of data on a set of child welfare outcomes and their determinants and the monitoring of changes in policy, in order to explore the links between the policy environment and outcomes for children.

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. This is the time-frame set by the UN to assess progress towards the Millennium Development Goals. Round 1 of the study followed 2,000 children (aged between 6 and 18 months in 2002) and their households, from both urban and rural communities, in each of the four countries (8,000 children in total). Data were also collected on an older cohort of 1,000 children aged 7 to 8 years in each country, in order to provide a basis for comparison with the younger children when they reach that age. Round 2 of the study returned to the same children who were aged 1-year-old in Round 1 when they were aged approximately 5-years-old, and to the children aged 8-years-old in Round 1 when they were approximately 12-years-old. Round 3 of the study returned to the same children again when they were aged 7 to 8 years (the same as the older cohort in Round 1) and 14 to 15 years. It is envisaged that subsequent survey waves will take place in 2013 and 2016. 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.

Further information about the survey, including publications, can be downloaded from the Young Lives website. School Survey: A school survey was introduced into Young Lives in 2010, following the third round of the household survey, in order to capture detailed information about children’s experiences of schooling. It addressed two main research questions: • how do the relationships between poverty and child development manifest themselves and impact upon children's educational experiences and outcomes? • to what extent does children’s experience of school reinforce or compensate for disadvantage in terms of child development and poverty?

The survey allows researchers 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. A wide range of stakeholders, including government representatives at national and sub-national levels, NGOs and donor organisations were involved in the design of the school survey, so the researchers could be sure that the ‘right questions’ were being asked to address major policy concerns. This consultation process means that policymakers already understand the context and potential of the Young Lives research and are interested to utilise the data and analysis to inform their policy decisions. The survey 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 the Young Lives study.

School Survey data are currently only available for India and Peru. The Peru data are available from the UK Data Archive under SN 7479.

Further information is available from the Young Lives School Survey webpages.

Geographic coverage

Andhra Pradesh

Analysis unit

Individuals; Institutions/organisations

Universe

Location of Units of Observation: Subnational

Population: Young Lives children, the school they attend, their head teachers and class teachers, in Andhra Pradesh, India, 2010-2011.

Kind of data

Sample survey data [ssd]

Sampling procedure

Sampling Procedures: Multi-stage stratified random sample Number of Units: 953 Young Lives children across 249 schools

Mode of data collection

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

Research instrument

The survey instruments included data collection at the school, class and pupil level, and involved the head teacher, class teacher, and pupil. The instruments comprises of the following components: • School roster • Child questionnaire answer sheet 1 • Child questionnaire answer sheet 2 • Child Maths test • Child Telugu test • Child English test • Child language learning experience • Child observation 1 (Maths) • Child observation 2 (Maths) • Child observation 3 (Maths) • Teacher questionnaire • Teacher content knowledge test (Maths) • Maths teacher observation 1 • Maths teacher observation 2 • Head teacher questionnaire • School observation • School observation - homework

This study is grounded in case study methodology: questionnaire and interview data from teachers and pupils was collected across a sample of secondary schools in the UK, along with a thorough analysis of current health policy materials within selected schools. This has been achieved through analyses of 90 in depth interviews and questionnaire responses from 1176 young people across a diverse range of backgrounds aged between 9-16 years old. 19 Interviews with teachers and staff were also conducted across the 8 schools. In addition to this, at each school, copies of health and PE programmes, school policies, textbooks, websites and other relevant resources were collected.

This research project will explore how health measures relating people's weight, physical activity and diets (such as annual weight checks, fingerprint screening in school canteens, removal of vending machines) are being re-contextualized in schools, and impact young people’s and teacher’s identities, health, well being and rights. This is in light of evidence that increasing numbers of adults and young people are now experiencing forms of body dissatisfaction and problematic relationships with food and physical activity. The study is part of a wider international collaborative research project with partner institutions in New Zealand and Australia. Collectively, these sociological studies provide a unique contribution to emerging international debates on obesity, health policy and young people.

Data shows number of pupils in publicly funded primary and secondary schools receiving Gaelic Medium Education classified by the 694 data zones within Glasgow. The years showsn are between 2005 to 2012. This information is taken from the September Scottish Pupil Census, for the relevant year, of publicly funded schools and hence does not include: Pupils attending publicly funded and grant aided Special Schools; Pupils attending private Independent Schools; Pupils educated outwith the school education system (for example at home) or Adults attending publicly funded secondary schools. More information on the methodology used is contained within the metadata among the resouces. (c) Crown copyright, 2014. Data supplied by Scottish Neighbourhood Statistics Website Licence: None

This weekly data shows the cumulative number of positive Covid-19 cases in Angus school clusters - combined total of teachers, support staff, children and young people (not including contractors). The dataset is updated fortnightly on a Tuesday. Field names. Cumulative confirmed cases in Brechin. Cumulative confirmed cases in Carnoustie. Cumulative confirmed cases in Forfar. Cumulative confirmed cases in Kirriemuir. Cumulative confirmed cases in Monifieth. Cumulative confirmed cases in Montrose. Cumulative confirmed cases in North Arbroath. Cumulative confirmed cases in West Arbroath.

As of November 2023, TikTok was the most popular online platforms among children and teens aged between three and 17 years in the United Kingdom. Snapchat followed, with 36 percent of respondents reporting to use the chat app. Instagram ranked third, with around 30 percent of young users engaging with the popular social video platform as of November 2022. What do UK kids do on their mobiles? Apart from homework, research, and conducting school projects, kids look for entertainment on their phones. In 2022, YouTube was the most popular video app for younger audiences, with almost seven in 10 kids in the UK engaging with the popular social video platform. Despite YouTube’s popularity, downloads of the YouTube Kids app have experienced a decrease recently, going from 1.99 million downloads in 2020 to approximately 1.5 million downloads in 2022. Gaming was also a popular activity for the younger app usage generation, with seven in 10 UK kids reporting to use Roblox on their smartphones. Tech for parents: helping children using apps in the best way While institutions agree that kids’ online safety cannot be left to individuals alone, UK parents have been deeply concerned with what can be done with their personal forces to ensure online safety and privacy are respected. As of November 2022, 55 percent of parents of boys and 57 percent of parents of girls were aware of the possibility of asking their mobile phone networks to block access to adult or inappropriate content. Over two in 10 parents of kids aged between eight and 11 used parental control apps, but only about one in 10 parents of kids between three and 17 years of age reported doing the same.

The dataset shows information on the destination of leavers from publicly funded schools as provided by the Scottish Government by Skills Development Scotland. The data relates to figures from the 694 data zones within Glasgow and also shows male pupils, female pupils and pupils with additional support needs. It shows figures for the Academic years; 2008/2009 to 2011/2012. More information is contained within the metadata which is included among the resources. (c) Crown copyright, 2014. Data supplied by Scottish Neighbourhood Statistics Website Licence: None