There were approximately 55,200 head teachers and principals working in the United Kingdom as of the first quarter of 2025, compared with 60,100 in the previous quarter.

Designation statuses for individual NCTL members and schools, academies, such as teaching schools, National Leaders of Education, Local Leaders of Education, Specialist Leaders of education and National Leaders of Governance. data are also held in relation to unsuccessful applications for designation, specific specialisms, former designation statuses and reasons for de designations

The survey was undertaken on behalf of the Department for Education by NatCen. The survey took place in the Spring Term 2013, with telephone interviews completed with head teachers, acting head teachers and senior management team teachers in 202 primary schools and 202 secondary schools, 101 of which were Academies and 101 were maintained schools.

In 2024/25, education spending in the United Kingdom was ***** British pounds per capita, ranging from ******pounds per capita in Scotland, to ***** pounds per capita in South West England.

The 1970 British Cohort Study (BCS70) is a longitudinal birth cohort study, following a nationally representative sample of over 17,000 people born in England, Scotland and Wales in a single week of 1970. Cohort members have been surveyed throughout their childhood and adult lives, mapping their individual trajectories and creating a unique resource for researchers. It is one of very few longitudinal studies following people of this generation anywhere in the world.

Since 1970, cohort members have been surveyed at ages 5, 10, 16, 26, 30, 34, 38, 42, 46, and 51. Featuring a range of objective measures and rich self-reported data, BCS70 covers an incredible amount of ground and can be used in research on many topics. Evidence from BCS70 has illuminated important issues for our society across five decades. Key findings include how reading for pleasure matters for children's cognitive development, why grammar schools have not reduced social inequalities, and how childhood experiences can impact on mental health in mid-life. Every day researchers from across the scientific community are using this important study to make new connections and discoveries.

BCS70 is run by the Centre for Longitudinal Studies (CLS), a research centre in the UCL Institute of Education, which is part of University College London. The content of BCS70 studies, including questions, topics and variables can be explored via the CLOSER Discovery website.

How to access genetic and/or bio-medical sample data from a range of longitudinal surveys:
For information on how to access biomedical data from BCS70 that are not held at the UKDS, see the CLS Genetic data and biological samples webpage.

Polygenic Indices
Polygenic indices are available under Special Licence SN 9439. Derived summary scores have been created that combine the estimated effects of many different genes on a specific trait or characteristic, such as a person's risk of Alzheimer's disease, asthma, substance abuse, or mental health disorders, for example. These polygenic scores can be combined with existing survey data to offer a more nuanced understanding of how cohort members' outcomes may be shaped.

Secure Access datasets
Secure Access versions of BCS70 have more restrictive access conditions than versions available under the standard Safeguarded Licence.

The impetus behind the 1970 British Cohort Study: Age 16, Sweep 4 Head Teacher Questionnaire, 1986 survey, which was sent out to every school in Great Britain which anyone born in the target cohort sample week in 1970 was likely to be attending, was to find out more about the schools attended by cohort members, especially as many of the members were about to leave full-time education. This information was particularly important as the response by teachers to the main survey's 'Educational Questionnaire' (Document L) was disappointing, because of the widespread industrial action that year in protest against government educational reforms. The head teacher questionnaire achieved a slightly better response (4,592 pupils covered, as opposed to 3,760 for Document L).

The head teacher questionnaires were not able to be keyed, documented and deposited at the time of the survey, due to lack of resources, but funding finally became available in 2004-05 to complete this task at the CLS.

A school type variable for the full BCS70 cohort, derived from data in the Head Teacher Questionnaire, is available as part of the main Sweep 4 study (available from the UK Data Service under SN 3535).

Latest edition information
For the sixth edition (September 2022), the data file has been updated with a minor labelling change.

Records of where and when National Leaders of Education, Local Leaders of Education and National Leaders of Governance have been deployed

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

The total number of publicly funded schools and the number and percentage of schools who have had an employee who started a NPQ, broken down by funding, school type and phase.

Success.ai’s Education Industry Data with B2B Contact Data for Education Professionals Worldwide enables businesses to connect with educators, administrators, and decision-makers in educational institutions across the globe. With access to over 170 million verified professional profiles, this dataset includes crucial contact details for key education professionals, including school principals, department heads, and education directors.

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Leverage Success.ai’s B2B Contact Data for Education Professionals Worldwide to connect with educators, administrators, and decision-makers in the education sector. With veri...

Data relating to individual members of NCTL including contact details, employment records etc.

Aims: This study aimed to (i) identify current teaching practice and approaches to embedding Environmental Sustainability (ES) in the undergraduate dental curriculum in the United Kingdom (UK) and Republic of Ireland (ROI) and (ii) uncover existing barriers and drivers to incorporating ES in dental education. Methods: A questionnaire was developed and distributed to all dental schools in the UK and ROI in the form of an online survey. The intended respondents were Deans, Heads of Schools, Directors of Education or senior academics of all dental schools in the UK and ROI that deliver undergraduate Dentistry/Dental Surgery programmes.Results: 18 dental schools responded to the survey, representing a response rate of 100% from the intended respondents. 56% of dental schools do not currently teach ES. Time constraints and a lack of knowledge and learning resources were the most reported barriers. Conclusion: Currently, ES is not taught in most dental schools in the UK and ROI. Many schools face challenges in finalising the delivery modalities of ES teaching, particularly in clinical environments. Numerous barriers have been identified that complicate embedding this topic in the curriculum. Positively, universities, staff, students, and the recently implemented learning outcomes are driving impactful change across the sector. This study received ethical approval from the Dentistry Ethics Committee of the University of Sheffield (application number 056060)