Experimental Statistics from the Student COVID-19 Insights Survey (SCIS). Includes information on the behaviours, plans, opinions and well-being of higher education students in England in the context of guidance on the coronavirus (COVID-19) pandemic.

Experimental statistics from the Student Experiences Insights Survey (SEIS) in England. Includes information on the mental health and well-being, behaviours, plans, and opinions of first year higher education students in the context of guidance on the coronavirus (COVID-19) pandemic.

Experimental statistics from the Student Experiences Insights Survey (SEIS) in England. Includes information on the behaviours, plans, opinions and well-being of higher education students in their third year or higher in the context of guidance on the coronavirus (COVID-19) pandemic. The period covered in this dataset is 29 November to 20 December 2021.

Interested parties can now request extracts of data from the NPD using an improved application process accessed through the following website; GOV.UK The first version of the NPD, including information from the first pupil level School Census matched to attainment information, was produced in 2002. The NPD is one of the richest education datasets in the world holding a wide range of information about pupils and students and has provided invaluable evidence on educational performance to inform independent research, as well as analysis carried out or commissioned by the department. There are a range of data sources in the NPD providing information about children’s education at different phases. The data includes detailed information about pupils’ test and exam results, prior attainment and progression at each key stage for all state schools in England. The department also holds attainment data for pupils and students in non-maintained special schools, sixth form and further education colleges and (where available) independent schools. The NPD also includes information about the characteristics of pupils in the state sector and non-maintained special schools such as their gender, ethnicity, first language, eligibility for free school meals, awarding of bursary funding for 16-19 year olds, information about special educational needs and detailed information about any absences and exclusions. Extracts of the data from NPD can be shared (under strict terms and conditions) with named bodies and third parties who, for the purpose of promoting the education or well-being of children in England, are:- • Conducting research or analysis • Producing statistics; or • Providing information, advice or guidance. The department wants to encourage more third parties to use the data for these purposes and produce secondary analysis of the data. All applications go through a robust approval process and those granted access are subject to strict terms and conditions on the security, handling and use of the data, including compliance with the Data Protection Act. Anyone requesting access to the most sensitive data will also be required to submit a business case. More information on the application process including the User Guide, Application Form, Security Questionnaire and a full list of data items available can be found from the NPD web page at:- https://www.gov.uk/national-pupil-database-apply-for-a-data-extract

This data set contains data collected from 5 universities in 5 countries about the effectiveness of e-learning during the COVID-19 pandemic, specifically tailored to mechanical and industrial engineering students. A survey was administered in May, 2020 at these universities simultaneously, using Google Forms. The survey had 41 questions, including 24 questions on a 5-point Likert scale. The survey questions gathered data on their program of study, year of study, university of enrolment and mode of accessing their online learning content. The Likert scale questions on the survey gathered data on the effectiveness of digital delivery tools, student preferences for remote learning and the success of the digital delivery tools during the pandemic. All students enrolled in modules taught by the authors of this study were encouraged to fill the survey up. Additionally, remaining students in the departments associated with the authors were also encouraged to fill up the form through emails sent on mailing lists. The survey was also advertised on external websites such as survey circle and facebook. Crucial insights have been obtained after analysing this data set that link the student demographic profile (gender, program of study, year of study, university) to their preferences for remote learning and effectiveness of digital delivery tools. This data set can be used for further comparative studies and was useful to get a snapshot of student preferences and e-learning effectiveness during the COVID-19 pandemic, which required the use of e-learning tools on a wider scale than previously and using new modes such as video conferencing that were set up within a short timeframe of a few days or weeks.

Higher Education Graduate Outcomes Statistics: UK, 2020/21 This Statistical Bulletin is the annual first release of Graduate Outcomes survey data. These experimental statistics cover UK higher education providers (HEPs) including alternative providers (APs) and further education colleges (FECs) in England, Wales and Northern Ireland. Data is collected approximately 15 months after HE course completion. The 2020/21 Graduate Outcomes cohort finished their qualifications in the second academic year affected by COVID-19. While Cohort A finished their qualifications during late summer and early autumn 2020, in a period of relatively loose restrictions, restrictions began to increase over the course of the academic year. Cohort B graduated into a period of short national lockdowns, followed by the start of the second national lockdown in January 2021. Cohort C likewise graduated in lockdown, but the progress of the vaccination programme led to a gradual easing of restrictions as spring progressed; by the time Cohort D, the largest Graduate Outcomes cohort, began to finish their qualifications in May 2021, most adults had been offered a first vaccine dose, and restrictions were gradually being phased out across the UK. The circumstances under which 2020/21 graduates were surveyed were quite different. As surveying for Cohort A opened in December 2021, Omicron variant cases were rising and new guidance was being issued requiring masks in indoor spaces and encouraging people to work from home where possible, the new restrictions were considerably more lenient than those which were introduced a year previously. By the time the Cohort B survey period opened in March 2022, all legal restrictions had been lifted in England, and remaining restrictions were phased out in other nations over the next few months. Although COVID cases rose from the start of June to a summer peak in early July, no legal restrictions were in place during the survey periods for Cohorts C and D. An insight briefing provides further detail on analysis undertaken to explore the impact of the pandemic, and the conclusions identified. This statistical bulletin has been produced by HESA in collaboration with statisticians from the Office for Students, the Department for Education, the Welsh Government, the Scottish Government and the Department for the Economy Northern Ireland. It has been released according to the arrangements approved by the UK Statistics Authority.

Spatial Data layers referenced in City Development Plan Policy and Proposals & Supplementary Guidance Maps. Third party data displayed in the above mentioned maps are not included herein.

The Annual Population Survey (APS) is a major survey series, which aims to provide data that can produce reliable estimates at the local authority level. Key topics covered in the survey include education, employment, health and ethnicity. The APS comprises key variables from the Labour Force Survey (LFS), all its associated LFS boosts and the APS boost. The APS aims to provide enhanced annual data for England, covering a target sample of at least 510 economically active persons for each Unitary Authority (UA)/Local Authority District (LAD) and at least 450 in each Greater London Borough. In combination with local LFS boost samples, the survey provides estimates for a range of indicators down to Local Education Authority (LEA) level across the United Kingdom.

For further detailed information about methodology, users should consult the Labour Force Survey User Guide, included with the APS documentation. For variable and value labelling and coding frames that are not included either in the data or in the current APS documentation, users are advised to consult the latest versions of the LFS User Guides, which are available from the ONS Labour Force Survey - User Guidance webpages.

Occupation data for 2021 and 2022
The ONS has identified an issue with the collection of some occupational data in 2021 and 2022 data files in a number of their surveys. While they estimate any impacts will be small overall, this will affect the accuracy of the breakdowns of some detailed (four-digit Standard Occupational Classification (SOC)) occupations, and data derived from them. None of ONS' headline statistics, other than those directly sourced from occupational data, are affected and you can continue to rely on their accuracy. The affected datasets have now been updated. Further information can be found in the ONS article published on 11 July 2023: Revision of miscoded occupational data in the ONS Labour Force Survey, UK: January 2021 to September 2022

APS Well-Being Datasets
From 2012-2015, the ONS published separate APS datasets aimed at providing initial estimates of subjective well-being, based on the Integrated Household Survey. In 2015 these were discontinued. A separate set of well-being variables and a corresponding weighting variable have been added to the April-March APS person datasets from A11M12 onwards. Further information on the transition can be found in the Personal well-being in the UK: 2015 to 2016 article on the ONS website.

APS disability variables
Over time, there have been some updates to disability variables in the APS. An article explaining the quality assurance investigations on these variables that have been conducted so far is available on the ONS Methodology webpage.

• age: single year of age, year and month of birth, age completed full-time education and age obtained highest qualification, age of oldest dependent child and age of youngest dependent child
• family unit and household: including a number of variables concerning the number of dependent children in the family according to their ages, relationship to head of household and relationship to head of family
• nationality and country of origin
• geography: including county, unitary/local authority, place of work, Nomenclature of Territorial Units for Statistics 2 (NUTS2) and NUTS3 regions, and whether lives and works in same local authority district
• health: including main health problem, and current and past health problems
• education and apprenticeship: including numbers and subjects of various qualifications and variables concerning apprenticeships
• industry: including industry, industry class and industry group for main, second and last job, and industry made redundant from
• occupation: including 4-digit Standard Occupational Classification (SOC) for main, second and last job and job made redundant from
• system variables: including week number when interview took place and number of households at address

The Secure Access data have more restrictive access conditions than those made available under the standard EUL. Prospective users will need to gain ONS Accredited Researcher status, complete an extra application form and demonstrate to the data owners exactly why they need access to the additional variables. Users are strongly advised to first obtain the standard EUL version of the data to see if they are sufficient for their research requirements.

Latest edition information

For the second edition (June 2025) updated versions of the weighting variables NPWT22, PIWTA22 and PWTA22 were added to the study. The reason for the adjustment is an issue ONS identified during a recent review of the weighting method, related to the application of the non-response adjustment for boost cases. In addition, the variable YLESS20 was also updated, and DIFFHR6 was replaced with DIFFHR20. Previously missing imputed values for 'IOUTCOME=6' cases have been added.

Abstract copyright UK Data Service and data collection copyright owner.

The purpose of this study was to collect information about the conditions, opportunities, problems and needs of teachers at the beginning of their career and to assist in the development of services to them.
National Survey of Teachers in Their First Year of Service, 1966-1967 (SN:66031,66032,66033,67032,67033)
This group of surveys serves both as a demographic study of probationary teachers and as a longitudinal study in which characteristics of the teachers at the beginning and at the end of the year were related to each other and to characteristics of the school and of the employing authority. It covers seven main areas: probationary background and training; their distribution; appointment and placement; in-service guidance; probationers in the classroom; in the school community; outside school; and career intentions.
Arising from findings of this group of surveys, a further research and development project was undertaken by the University of Bristol to investigate the needs, problems, and advantages associated with the mounting of in-service courses for probationers. The data from this project are held as SN:14 Probationary Teachers, 1968-1969 and SN:15 Probationary Teachers, 1969-1970.
The phasing of the enquiry followed the timetable:
Spring 1966: Survey of Directors of Education in the 162 LEA's in England and Wales (SN:66031)
June 1966: Survey of Head Teachers (SN:66032)
Sept 1966: First survey of probationers (SN:66033)
March 1967: Oral interviews with sub-sample of probationers (SN:67032)
May 1967: Follow-up questionnaire to probationers who responded to first questionnaire (SN:67033)

SN:14 includes two questionnaires (A1 and B1) distributed to probationers in one rural and three urban areas in July 1969. These probationers had completed their probationary year and had experienced only traditional forms of in-service guidance; they formed a control group for the project.
SN:15 includes nine questionnaires, distributed between September 1969 and July 1970 in conjunction with a series of project-organized induction courses and discussion meetings. The questionnaires were administered according to the following timetable:
Sept 1969: Questionnaire A2 and B2 to all probationers
Sept-Oct 1969: Questionnaire C1 to those attending induction conference
Oct-Dec 1969: Questionnaire C2 to those attending discussion meetings
Jan-June 1970: Questionnaire C3 to those at optional topics courses
July 1970: Questionnaire C4 to those at overview conference
July 1970: Questionnaire C5 to all probationers
July 1970: Questionnaire A3 to all probationers
(Questionnaire A1, A2 and A3 were essentially identical, B1, B2 and B3 completely identical.)
The questionnaires therefore measured both response to various course programmes and discussion meetings, and the overall effect of such courses on the professional judgements, opinions and actions of probationary teachers.
Main Topics:

Variables
This survey, which includes nine questionnaires, was carried out in conjunction with a series of project-organized induction courses. The general outline of the programme around which it was built is as follows:
1. Sept 1969: Questionnaire A2 (a slightly altered version of A1 - see SN:14) distributed to all probationers at the beginning of their probationary year, was designed to investigate their attitudes, opinions and judgements with respect to: placement, assessment and guidance; classroom and teaching experience, attitudes to various approaches to teaching; continuing education; job expectations and professional standards; professional organizations.
Questionnaire B2, a 'Survey of Opinions about Education', is the same as B1 (see SN:014).
2. Sept - Oct 1969: Questionnaire C1, distributed to all participants at a one-day conference of induction into the profession, the LEA and the area, asked for comments on the programme generally, on the topics covered and on the methods used. Suggestions for future programmes were also elicited.
3. Oct - Dec 1969: Questionnaire C2, distributed to all participants at a series of general discussion meetings designed to 'help the probationary teachers identify their significant problems, the underlying causes of and solutions to these problems', covered participant's opinion on topics covered, topics preferred for future meetings, attitude toward helpfulness of methods and activities in course, suggestions for aims of future courses, opinions on relevance and frequency of meetings.
4. Jan - June 1970: Questionnaire C3, distributed to all participants at a series of optional courses on specific topics designed to help the probationer find practical solutions to a variety of professional problems and including both theoretical and practical...

Table 3 - Exploring the association between health, local area characteristics and climate action plans in the UK: Cross-sectional analysis using administrative data from 2018 and a citizen science ranking of climate action plans from 2021

It is widely recognized that provision of services for children and young people (CYP) with Special Educational Needs and Disabilities (SEND) are enhanced when services such as healthcare, social care, and education collaborate and interact effectively, rather than separately. In the UK, while there have been significant changes to policy and provision which support and improve collaboration, professionals responsible for implementing these changes face multiple challenges, including a lack of specific implementation guidance and a logic model or framework to illustrate how effective multi-agency working could, or should, work. This systematic review aims to identify the ‘key ingredients’ for effective multi-agency working in services for CYP with SEND; and the most effective forms of partnership working in this setting. In addition, the review will highlight interventions that lead to improved service outcomes; and the conditions in the local area (organisational or geographical) that support and encourage success. This protocol has been written following the Preferred Reporting Items for Systematic Review and Meta-Analyses Protocols guidelines. Searches will be conducted on several health, care, education and applied social science databases from the year 2012 onwards. Citation chaining will be undertaken, as will broader grey literature searching to enrich the findings. Qualitative, quantitative, and mixed methods studies will be included, assessed independently and critically appraised or assessed for risk of bias using appropriate tools based on study design. Data will be extracted using a standardized, pre-piloted data extraction form. A convergent segregated approach to synthesis and integration will be used in which the quantitative and qualitative data will be synthesized independently, and then integrated using a joint display integration matrix. Results will be of interest to educators and health and social care professionals that provide services to those with SEND. These will also be used to develop policy recommendations for how UK healthcare, social care, and education services for CYP with SEND aged 0–25 can most effectively collaborate and improve service outcomes. The review will also identify any gaps in the literature to recommend areas for future research. Funding for this review was provided by the Department for Education.PROSPERO registration: CRD42022352194.