In 2025, the average fee for one year at a private school in the UK was 18,456 British pounds, compared with 18,063 in the previous year.

In 2024, Glasgow had higher construction costs for primary and secondary education buildings than the other cities in the United Kingdom included in this list. The construction costs for this type of building were also quite high in London, at ***** British pounds. On the other side of the spectrum, Birmingham was the city in the ranking with the lowest construction costs for this type of building.

National costs of additional school places from local authority projects for academic years 2015/16 to 2017/18

Revenue in the UK General Secondary Education industry is tied to government funding, and continued support over the past five years has ultimately driven revenue growth. The necessity of secondary education, with it being compulsory to ensure the UK has an educated and skilled population, protects the industry from funding cuts. Additionally, the level of funding is sensitive to pupil numbers, and rising secondary school pupil numbers have encouraged funding hikes. However, while revenue has been climbing, so has inflation. This has placed a strain on school profit levels as they balance necessary spending on energy and wages against income. Overall, in the five years to 2025-26, industry revenue has grown at a compound annual rate of 1.8%. Commitment from the UK government is preventing a revenue decline in 2025-26. The Institute for Fiscal Studies highlights how the core schools’ budget for the year is increasing in cash terms to reach £63.9 billion, allowing spending per pupil to increase by 1.6% in real terms. Furthermore, while the implementation of VAT on school fees in January 2025 has weakened demand for private schools, climbing tuition fees are ultimately helping to contribute to revenue growth, but falling pupil numbers are constraining its potential. However, the IFS expects costs for schools in England to rise by 6.5% in 2025-26, owing to teacher and support staff wage rises and inflation expectations. This is putting pressure on profit in the year. Overall, revenue in 2025-26 is rising by 0.5% to reach £71 billion. Over the five years through to 2030-31 revenue is expected to grow at a compound annual rate of 0.7% to reach £73.6 billion. Despite continued backing from the government, demographic changes mean that the Department for Education expects secondary pupil numbers to peak around 2027-28 and then decline, this will support revenue growth at the beginning of the period but then presents a threat as government support is likely to drop. Additionally, despite the UK government’s best efforts chronic staff shortages are plaguing the industry’s potential and support for alternative pathways threatens demand for sixth form places. But, developments in artificial intelligence present an exciting opportunity for schools to reduce staff workload.

As with other forms of public building construction, London was the most expensive region in the United Kingdom to build an educational building in. Universities proved to be the most expensive across all regions. The average price per square meter of internal area for a university in London was ***** British pounds in 2018. This was an increase of ** percent compared to the previous year. By comparison, educational facilities located in Northern Ireland were the least costly.

Kier Construction leading contractor

Kier Construction Limited-Building UK was the leading contractor for educational facilities in the UK. In 2018, the construction firm was awarded projects with a combined value of *** million British pounds. This was ** percent more than the second entry.

Number of universities stable

The number of universities in the country has stayed stable since 2012/13. In the past two years, there were *** institutions of higher education. While having been relatively constant in the past five years, there was a noticeable jump in the number of universities at the beginning of the century.

United Kingdom UK: School Enrollment: Secondary: Private: % of Total Secondary data was reported at 70.828 % in 2015. This records an increase from the previous number of 69.494 % for 2014. United Kingdom UK: School Enrollment: Secondary: Private: % of Total Secondary data is updated yearly, averaging 27.445 % from Dec 1999 (Median) to 2015, with 17 observations. The data reached an all-time high of 70.828 % in 2015 and a record low of 24.869 % in 2007. United Kingdom UK: School Enrollment: Secondary: Private: % of Total Secondary data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s United Kingdom – Table UK.World Bank.WDI: Education Statistics. Private enrollment refers to pupils or students enrolled in institutions that are not operated by a public authority but controlled and managed, whether for profit or not, by a private body such as a nongovernmental organization, religious body, special interest group, foundation or business enterprise.; ; UNESCO Institute for Statistics; Weighted average; Each economy is classified based on the classification of World Bank Group's fiscal year 2018 (July 1, 2017-June 30, 2018).

Schools are heavily reliant on funding, so government spending decisions shape the performance of primary schools. Tuition fees and donations that turn the lights on in independent schools are key to primary education revenue. The necessity of primary education protects it from large funding cuts since the UK economy relies on an educated and skilled population. Performance is sensitive to the number of children of primary school age, so a decade of slumping birth rates is catching up to the industry. Overall, in the five years to 2025-26 industry revenue has grown at a compound annual rate of 0.8%. Commitments from the UK government is presenting revenue decline in 2025-26. The Institute for Fiscal Studies highlights how the core schools’ budget for the year is increasing in cash terms to reach £63.9 billion, allowing spending per pupil to increase by 1.6% in real terms. However, despite funding increases, profit for primary school’s has been tight over the past five years due to high operational costs driven by wider inflationary pressure and staff shortages swelling energy costs and wages. But, the success of independent schools is propping up the overall picture for the industry. These sites are also supporting revenue growth as even though the implementation of VAT on school fees in January 2025 has weakened demand, the continued rise to school fees is propping up income. As a result, revenue in 2025-26 is rising by 0.8% to reach £43.8 billion. Continued support for this essential service from the government over the next five years provides some stability to the outlook for future revenue. However, chronic staff shortages and the rising additional needs of children will place schools under intense pressure. Additionally, the declining number of primary school pupils due to falling birth rates presents a risk to funding totals. On the other hand, artificial intelligence technology provides an opportunity for the industry to streamline processes and enable teachers to keep their focus on teaching, which may help to solve some of the staff retention issues. Revenue is expected to grow at a compound annual rate of 1% over the five years through 2030-31 to reach £46.1 billion.

Transparency is at the heart of this government. As part of our ongoing commitment to increase openness and transparency we've published our School Agency Spend Data on data.gov.uk. School Agency Spend is the cost paid to an agency and excludes the cost of employees directly employed by the school to provide cover for absences. Rochdale schools have full cheque book management and therefore the level of information held by the Local Authority is limited to the information published. The information will be updated annually.

In 2023, the average back-to-school costs for boys going into Year 10 and 11 in the United Kingdom (UK) reached just over *** British pounds. In contrast, parents paid an average of just over *** pounds for boys entering reception, Year one and Year two.

Explore Education Statistics data set 07 Cost of additional school places from LA reported projects AY201516-AY201718 from Local authority school places scorecards

United Kingdom UK: Adjusted Net Enrollment Rate: Primary: % of Primary School Age Children data was reported at 99.942 % in 2015. This records an increase from the previous number of 99.908 % for 2014. United Kingdom UK: Adjusted Net Enrollment Rate: Primary: % of Primary School Age Children data is updated yearly, averaging 98.146 % from Dec 1971 (Median) to 2015, with 40 observations. The data reached an all-time high of 99.999 % in 2005 and a record low of 93.499 % in 1985. United Kingdom UK: Adjusted Net Enrollment Rate: Primary: % of Primary School Age Children data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s United Kingdom – Table UK.World Bank.WDI: Education Statistics. Adjusted net enrollment is the number of pupils of the school-age group for primary education, enrolled either in primary or secondary education, expressed as a percentage of the total population in that age group.; ; UNESCO Institute for Statistics; Weighted average; Each economy is classified based on the classification of World Bank Group's fiscal year 2018 (July 1, 2017-June 30, 2018).

This statistic shows the tuition fees and education contracts related income of the University College London in the United Kingdom (UK) in the year ending July 31, 2018. In 2018, the university had received tuition fees of full-time international students worth *** million British pounds. Additionally the university had made *** million British pounds in income through tuition fees of full-time home and EU students. Overall, income related to tuition fees and education contracts amounted to over *** million British pounds.

Over the five years through 2025-26, the Universities industry's revenue is expected to grow at a compound annual rate of 0.6% to £54.9 billion. The increase in tuition fees to £9,250 in 2017-18 has been an important driver of revenue growth. However, with tuition fees frozen until 2024-25, inflation, particularly in the two years through 2023-24, has meant their real value has plummeted. This has also put a strain on profit over the past five years. The cap on undergraduate student numbers in the UK was lifted in 2020-21, leading to a rise in student enrolments, which has helped prop up universities’ income.

Universities have struggled in the face of cuts to research funding levels from the government and the disruption caused by the pandemic. Teaching went online in the final term of 2019-20 and remained there for most of the 2020-21 academic year due to restrictions imposed following the COVID-19 outbreak, pushing down revenue. However, despite fears of a decline in demand, student applications for 2020-21 increased and higher education UCAS applications for 18-year-olds living in the UK for the 2025-26 academic year reached a record high. Universities are also benefitting from the UK rejoining Horizon Europe, the EU’s flagship research programme – they’ve been able to access funding since January 2024. However, there are significant concerns over declining international student numbers, as they currently prop up university finances and help subsidise domestic students' places. The introduction of the dependent ban in January 2024 on overseas students bringing family with them on their student visa for taught master's has seen applications from several countries fall. Revenue is still set to grow 1% in 2025-26 as tuition fee rises for the first time since 2017, from £9,250 to £9,535, which is propelling revenue rises despite poor enrolment figures.

Over the five years through 2030-31, university revenue is forecast to fall at a compound annual rate of 0.8% to reach £52.8 billion. Strong demand from domestic students will further support revenue growth; however, without further tuition fee rises, universities' real income is likely to suffer. The industry will need more funding intervention to prevent closures and budget cuts. Additionally, proposals by the government to make it harder for international students to settle in the UK will disincentivise international applicants, putting a strain on revenue.

This dataset tracks annual reduced-price lunch eligibility from 2000 to 2015 for Charles England Elementary School vs. North Carolina and Lexington City Schools

Amounts paid by each Local Education Authority school in Barnet directly on supply cover (as recorded for Consistent Financial Reporting purposes under code E02) and also to third parties in relation to agency supply staff (as recorded for Consistent Financial Reporting purposes under code E26). These figures are taken from Local Benchmarking Spreadsheet based on the Consistent Financial Reporting (CFR) data returns to the DfE. • Annual returns are sent to DfES as part of a statutory return https://schools-financial-benchmarking.service.gov.uk/ • Once DfEs has signed off, these are published annually on Barnet website every August / September. • The return is for Barnet Maintained Schools only, Barnet do not hold Academy school data https://wwc.barnet.gov.uk/working-children-barnet/information-schools/school-funding-and-finance/local-benchmarking

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.