DfE Statement of Adminsitrative Sources - Detail

Introduction to Administrative Sources

This spreadsheet provides information on data sources used by the Department for Education in the production of its statistics.Details of data sourced from statistical surveys will be given within each statistical publication. The information here covers all other sources of data.For most sources we have included a metadata template; for others we have provided links to websites containing detailed informationproduced by the owners of the data.Enquiries related to the specific metadata can be sent to the contact person named in each metadata worksheet.

Latest update: March 2014

This spreadsheet provides information on data sources used by the Department for Education in the production of its statistics.Details of data sourced from statistical surveys will be given within each statistical publication. The information here covers all other sources of data.For most sources we have included a metadata template; for others we have provided links to websites containing detailed information

Enquiries related to the specific metadata can be sent to the contact person named in each metadata worksheet.

Brief description Meta dataPupil records Schools England

Name of administrative data source

Organisation responsible for source

Geospatial coverage

Name of DfE data

collectionData held in management information systems - pupils' characteristics, attendance and any periods of exclusions from school

Pupil records metadata School Census,

Pupil referral unit census, Alternative Provision census

Pupil records Schools England

National Pupil Database DfE England n/a

Permanent exclusions LA England -

Data held in management information systems - pupils' characteristics, attendance and any periods of exclusions from school

Pupil records metadata School Census,

Pupil referral unit census, Alternative Provision census

AP metadata

Longitudinal database linking pupil/student characteristics to school and college learning aims and attainment information for all children in maintained schools in England

NPD metadata

Local Authority records of permanent exclusions from LA maintained schools in England

LA metadata

Exclusion Appeals

LA

England APEX

LA England SEN2

Admission Appeals England APAD

School CapacityLA

England

Looked After Children LA England OC2

England

Phonics Screening LA England

Local Authority records of appeals by parents against the permanent exclusion of their child from a maintained school or pupil referral unit in England

LA metadata

Statements of Special Educational Needs

All data used in publications is thoroughly quality-assured by DSD

LA SEN metadata

Appeals by parents against the non-admission of their child to their preferred school

LA pupil data

LA - community and voluntary controlled schools

Schools - voluntary aided, foundation and academy schools

The pupil capacity of schools in England

Capacity metadataSchool

capacity

Local Authority records of the children they look after (in care), including outcomes and characteristics

LAC metadata

Early Years Foundation Stage Profile

Assessments of children's achievements in each of 13 assessment areas at the end of the Early Years Foundation Stage

EYFSP metadata Schools and early years settings

National and local authority results from the 2013 screening check including the results for those pupils who did not reach the standard at the end of the Year 1 in 2012 and were re-checked in Year 2 in 2013.

Phonics metadata

Private fostering arrangements LA England PF1

LA England

Children in nursery schools LA England

School Workforce Data England

Local Authorities England

LA England -

Details of number of children cared for and accommodated in private fostering arrangements

Private Fostering metadata

Social Services records of children

Details of children referred to and assessed by Social Services; children who were the subject of a child protection plan

Children in Need (CIN)

census

child-level information for every funded three and four year old child in a private, voluntary or independent provider of nursery education

Children in Nursery Schools metadata Early Years census

Individual level data on school teaching and support staff for all local authority maintained schools and Academies in England

Workforce metadata Local Authorities and non-maintained schools

School workforce

census

Children's Social Work Workforce Data

Local authority level data on children's social workers employed by local authorities in England

CSW metadata Children's Social Work Workforce

National Curriculum Assessment Data for Key Stage 1

Teacher assessments of pupils' performance at Key Stage 1 (typically age 7)

KS1 metadata

Key Stage 2 performance England

Key Stage 4&5 performance England -

DfE England -

Results of pupils' performance at Key Stage 2 (typically age 11); teacher assessments of pupils' performance at Key Stage 2

KS2 metadata Standards and Testing Agency

Results of pupils' performance at Key Stage 4 & 5

KS4&5 metadata Qualifications and Curriculum Development Agency (QCDA)

National Information System for Vocational Qualifications (NISVQ)

Database containing information on people’s vocational achievements at all institutions, collected from awarding bodies

NISVQ metadata

FE Data Service England -

International -

Individualised Learner Record (ILR) database

Participation and qualifications obtained in Further Education (FE) and Work-based Learning (WBL), collected from learning providers.

ILR metadata

Programme for International Student Assessment

An internationally standardised assessment jointly developed by participating economies and administered to15-year-olds in schools

Information on OECD PISA statistics Organisation for Economic Co-operation and Development (OECD)

http://www.pisa.oecd.org/pages/0,2987,en_32252351_32235731_1_1_1_1_1,00.html

HM Treasury UK -

England -

Scotland -

Wales -

-

UK -

Population estimates UK -

Population projections UK -

Scotland -

Destinations of school leavers

Connexions England -

Scotland -

Public Expenditure Statistical Analyses (PESA)

Education expenditure and Gross Domestic Product (GDP)

PESA metadata

Details of students in Further Education Institutions

Number of students studying Further Education courses, attending Further Education Institutions - by subject, by age

Information on England's FE students

Young People's Learning agency (YPLA)

Information on Scotland's FE studentsScottish Funding Council

Information on Wales' FE students

National Council for Education and Training for Wales

Information on NI's FE students

Northern Ireland Department for Employment and Learning

Northern Ireland

Details of students in Higher Education

Number of students studying Higher Education courses, attending Higher Education Institutions - by subject, by age

HESA metadata Higher Education Statistics Agency (HESA)

Estimates of the size of the population by demographic groups

Population estimates Office for National Statistics (ONS)

Estimates of the size of the future population by demographic groups

Population projections Office for National Statistics (ONS)

Standard and Higher Grade exam results

Secondary school level examinations in Scotland Information on Scotland's qualifications framework

Scottish Qualifications Authority

Choices of young people finishing compulsory education

Information on England's school leavers

Information on Scotland's school leaversScottish Government

http://webarchive.nationalarchives.gov.uk/20120319141232/http:/www.ypla.gov.uk

http://www.sfc.ac.uk/statistics/further_education_statistics/infact_database/infact_database.aspx

http://new.wales.gov.uk/topics/statistics/theme/post16ed/further-educa/?lang=en

http://www.delni.gov.uk/index/statsandresearch/statistics/fe_enrolments.htm

http://www.ons.gov.uk/ons/taxonomy/index.html?nscl=Population+Estimates

http://www.ons.gov.uk/ons/taxonomy/index.html?nscl=Population+Projections

http://www.sqa.org.uk/sqa/41278.html

http://www.education.gov.uk/16to19/participation/a0071988/moving-on-pathways-taken-by-young-people-beyond-16

http://www.scotland.gov.uk/Publications/2010/11/30144422/0

Destinations of school leavers-

Wales -

England -

The results of inspections of schools Ofsted England -

Connexions England -

UK -

Section 52 Outturn Statements LA England -

School preferences data LA England -

Number of child deaths LA England -

Teacher Training data NCTL England

Choices of young people finishing compulsory education Information on Northern Ireland's school leavers

Department for Employment and Learning

Northern Ireland

Information on Wales' school leaversCareers Wales Association Limited

Higher Education Students Early Statistics (HESES)

Student numbers in Higher Education

HESA metadata Higher Education Funding Council for England

Inspection judgements for maintained schools Ofsted publicationsClient Caseload Information Service (NCCIS)

Information on young people aged 13 - 19 including needs, attainment and intended destination after school

NCCIS!A1

Labour Force Survey (LFS) Quarterly sample survey of households to obtain labour market information

Labour Force Survey Office for National Statistics (ONS)

Local Authority education budget statements- Southwark local authority example

Section 52 Outturn statements

Details of primary and secondary school places offered to children compared to their parents' preferred choice of school

School preference metadata

Records of Local Safeguarding Children's Boards

Safeguarding metadata

Information on teacher training including trainee number census, allocations and new entrants

ITT Performance profiles

ITT Trainee Numbers census ITT new entrants

http://www.deni.gov.uk/index/32-statisticsandresearch_pg/32_statistical_publications-indexofstatisticalpublications_pg/32_statistical_publications_pressreleases_pg/32_national_statistics_school_leavers_pg.htm

http://www.careerswales.com/prof/server.php?show=nav.3845

http://www.ofsted.gov.uk/resources/latest-official-statistics-maintained-school-inspections-and-outcomes

http://www.ons.gov.uk/ons/search/index.html?newquery=Labour%20Force%20Survey

http://www.southwark.gov.uk/downloads/download/295/section_52_outturn_statements

Secure accommodation LA EnglandInformation on children accommodated in secure children's homes within local authorities.

Secure accommodation metadata

Statistical publicationSchools, pupils and their characteristics: January 2013

Special educational needs in England: January 2013

Pupil absence in schools in England: autumn 2012 and spring 2013

Pupil absence in schools in England, including pupil characteristics

Pupil absence in schools in England: autumn term 2012

School workforce in England: November 2012

Provision for children under 5 years of age in England: January 2013

Education and training statistics for the UK: 2013

Children with special educational needs: an analysis - 2013

Primary School (Key Stage 2) Performance Tables

Secondary School (Key Stage 4) Performance Tables

School and College (Key Stage 5) Performance Tables

Permanent and fixed period exclusions from schools in England: 2011 to 2012 academic year

Admission Appeals for Maintained Primary and Secondary Schools in England: 2010/11 (new series with data relating to the start of 2013/14 to be published July 2014)

Neighbourhood statistics: small area pupil attainment and absence by pupil characteristics in England - academic year 2011 to 2012

School Destinations of Secondary School Pupils Resident in London Boroughs, 2010 (Internet only)

National pupil projections: future trends in pupil numbers - December 2013

School capacity: academic year 2012 to 2013

x

Pupil absence in schools in England: autumn 2012 and spring 2013

Pupil absence in schools in England, including pupil characteristics

Pupil absence in schools in England: autumn term 2012

National curriculum assessments at key stage 2: 2012 to 2013

GCSE and equivalent attainment by pupil characteristics in England 2012/13

EYFSP attainment by pupil characteristics: 2013


x


Participation in education, training and employment by 16- to 18-year-olds in England, end 2012



Phonics screening check and national curriculum assessments at key stage 1 in England: 2013

School Destinations of Secondary School Pupils Resident in London Boroughs, 2010 (Internet only)

Level 2 and 3 attainment by young people in England measured using matched administrative data: attainment by age 19 in 2011



Special educational needs in England: January 2013


School capacity: academic year 2012 to 2013

Outcomes for children looked after by LAs in England as at 31 March 2013

Early years foundation stage profile results: 2012 to 2013

EYFSP attainment by pupil characteristics: 2013


Special educational needs (SEN): statements issued within 26 weeks - financial year 2010 to 2011

Admission Appeals for Maintained Primary and Secondary Schools in England: 2010/11 (new series with data relating to the start of 2013/14 to be published July 2014)

Children looked after in England, including adoption - Year ending 31 March 2013

Phonics screening check and national curriculum assessments at Key Stage 1 in England: 2013.

Provision for Children Under Five Years of Age in England - January 2013

School workforce in England: November 2012

Children's Social Work Workforce, Local Authorities in England


Notification of Private Fostering Arrangements in England, year ending 31 March 2013

Referrals, Assessments and Children and Young People who are the subject of a Child Protection Plan, England. Children in Need in England 2012 to 2013.

Children In Need in England, including their characteristics and further information on children who were the subject of a child protection plan. Children in Need in England 2012 to 2013.

Phonics screening check and national curriculum assessments at key stage 1 in England 2013

National curriculum assessments at key stage 2 in England, 2013 (provisional)

National curriculum assessments at key stage 2 in England, 2012 to 2013 (revised)

Primary school ( key stage 2) Performance Tables

A level and other level 3 results, England 2012 to 2013 (provisional)

A level and other level 3 results, England 2012 to 2013 (revised)

School and College Performance tables 2012 to 2013

Qualification success rates for school sixth forms 2011 to 2012

Education and training statistics for the UK 2013

2013 GCSE and equivalent results including key stage 3 provisional

GCSE and equivalent results in England, 2012 to 2013 (revised)

GCSE and equivalent attainment by pupil characteristics in England 2012/13



Secondary School (Key Stage 4) Performance Tables

Education and Training Statistics for the United Kingdom: 2013

Level 1 &2 attainment in English and mathematics by 16 to 18 year olds: academic year 2012 to 2013

Attainment by young people in England measured using matched administrative data: by age 19 in 2012


Level 2 and 3 attainment by young people in England measured using matched administrative data: attainment by age 19 in 2011

Level 2 and 3 Attainment by Young People in England Measured Using Matched Administrative Data: Attainment by Age 19 in 2010 (Provisional)

Children with Special Educational Needs 2013: an analysis


Programme for International Student Assessment (PISA)

Level 2 and 3 Attainment by Young People in England Measured Using Matched Administrative Data: Attainment by Age 19 in 2010 (Provisional)

Participation in Education, Training and Employment by 16-18 Year Olds in England:2012





National Pupil Projections: Future Trends in Pupil Numbers

National Pupil Projections: Future Trends in Pupil Numbers



Participation in Education, Training and Employment by 16-18 Year Olds in England: 2012


Youth crime: Young people aged 10-17 receiving their first reprimand, warning or conviction


NEET statistics quarterly brief:Oct to Dec 2013

NEET statistics quarterly brief: Oct to Dec 2013

School Balances

Benchmarking Tables Of Local Authority Planned Expenditure 2010-11

Secondary and primary school applications and offers: March to April 2014

Preventable Child Deaths In England: Year Ending 31 March 2010


Secondary Schools judged as having Good or Outstanding Standards of Behaviour at December 2009

Financial reports on Local Authority planned budgets for their education and children's social care functions: 2011-12 (s251 formerly s52)

Financial reports on Local Authority expenditure on their education and children's social care functions: 2009-10 (s52)

Initial teacher training : trainee number census - 2013 to 2014 Initial teacher training performance profiles 2013: management data Initial teacher training allocations for academic year 2013 to 2014: final

Children accommodated in secure children's homes in England and Wales: 31 March 2013

Statement of Administrative Sources

Name of admin source:Brief description:

Collection:

Application:

Access and Dissemination:

Non-statistical publication:Statistical publication:Synergies:

Metadata

Statistical end-product

Administrative/management source or system

• Title of the statistical product derived from an administrative/management source

• Name of the organisation responsible for this statistical end product• Name/email address of contact point for this product

• Name/title of the original administrative/management data source• Name of the organisation responsible for the original data source

• Geographical coverage of the statistical product

• Lowest level of geographical coverage

• Data definitions used

• Classification systems used• The data collection process– periodicity/timing

– validation procedures

• The purpose of the administrative/management system/source

• Unit of inquiry (for example, claimants, taxpayers, households, accidents)• Intended coverage of administrative/management system/source

• Completeness, that is actual coverage (for example, take-up rate)

• Extent to which statistical end-producers can influence the system

• Timing/periodicity of public release (if any)

Change process• Procedures for changing definitions, scope, etc.

The subsequent statistical production process

• Access arrangements for policy/operational/etc. purposes

• Dissemination procedures (and publication procedures where appropriate)

• Nature of changes to the system/source (or other ‘noise’) which can impact on the statistics

• Validation procedures

• Quality assessment

• Periodicity of release

• Procedures for mitigating such discontinuities

• Potential impact of changes to the administrative/management system on the statistics

Pupil level data from schools.

Return to DfE Admin Sources

A database of general pupil characteristic information, termly absence and attendance data, termly exclusion data and Post 16 Learning Aims data for all children in LA maintained nursery, primary, secondary, middle deemed primary, middle deemed secondary, special and non-maintained special schools, academies( including free schools, studio school and university technical colleges), city technology colleges and pupil referral units (PRUs) in England.

The data is held in schools’ Management Information Systems. The data are those which a well run school uses themselves, so should be kept up to date on an event driven basis (i.e. data should be kept up to date by the school as soon as it is aware of any change or addition).

Data is collected termly by the Department for Education via the School Census.

During the School Census, data are transferred to the DfE using a central collection system (COLLECT). For LA maintained schools, LA s are required to approve the data before it is passed to the DfE for authorisation. For schools outside the of LA control the data is submitted directly to Department for Education for authorisation.

Within schools, the data are used operationally for the purpose of recording the details, characteristics, attendance any periods of exclusion and post 16 learning aims of pupils registered at the school.

In addition, the data are widely used by DfE policy divisions, other government departments, LAs, external agencies and educational researchers.

Analysis of individual pupil records supports the drive to raise standards, provides accurate targeting of funding and the monitoring and development of government policy. For example, information about the numbers of pupils, teachers and education support staff is used to monitor child: adult ratios. Information on class sizes, pupils with statements of special educational needs (SEN), pupils with SEN but without statements (School Action or Early Years Action and School Action Plus or Early Years Action Plus), free school meals, ethnicity, absences and permanent exclusions is used to monitor the Government’s social inclusion policy. Pupil numbers are used for funding LAs and schools and contribute to the School and College Performance Tables exercise).

Data is also used nationally by the Standards and Testing Agency for pupil test registrations.

Pupil level data is confidential and is not available publiclymany; see main spreadsheetN/A

DfE

Pupil records collected via School Census

Schools

Pupil level data is confidential and is not available publicly. Schools and LAs are responsible for ensuring the security of data that they hold.

For data held within DfE, high levels of security are provided and the Department is compliant with BS7799. The data are stored securely and only accessed by staff who have agreed to, and been trained in, the required security levels. No data will be copied to other organisations without there being both a clear business need for the data and obvious security measures to protect the data. In most cases anonymised data will be the only source for analyses outside the Department (see separate metadata for the National Pupil Database (NPD).

The National Statistics products produced directly from the School Census are: Schools, Pupils and their Characteristics: January 2010; Admissions Appeals for maintained primary and secondary schools in England, 2008/09; Special Educational Needs in England: January 2010; Permanent and Fixed Period Exclusions from Schools in England 2008/09; Pupil Absence in Schools in England - Spring Term 2010; Pupil Absence in Autumn Term 2009; Pupil Absence in Schools in England, Including Pupil Characteristics: 2008/09; Pupil Absence in Schools in England: Autumn Term 2008 and Spring Term 2009. Pupil numbers are also used as references in a number of other publications, see main spreadsheet for a full list.

Schools, Pupils and their characteristics: Adam Hatton - [email protected] Admission Appeals: Helen Bray - [email protected]; Special Educational Needs: Adam Whitaker - [email protected]; Pupil absence and exclusions: Eleanor Cotzias- [email protected]

Pupils

This is a statutory return so take up is 100% of the schools listed above

England

Individual pupil address

As for data definitions

For schools to record the details and characteristics of pupils registered with them and to monitor their attendance, any periods of exclusion and post 16 learning aims.

To provide ‘fit for purpose’ data to allow Ministers, Parliament, central and local government, pressure groups and the general public to monitor government policies and their effectiveness.

The data also plays in key role in the safe guarding of individual children.

All LA maintained nursery, primary, secondary, middle deemed primary, middle deemed secondary, special and non-maintained special schools, academies (including free schools, studio school and university technical colleges), city technology colleges and Pupil Referral Colleges (PRUs) in England

The requirement to supply data via the School Census is a statutory requirement on schools, end producers are able to collect data required for monitoring government policy by following appropriate change procedures (see below)

All data collection via the School Census and PRU Census are compliant with the Common Basic Data Set (CBDS). CBDS provides a standard for data used in software systems for management information in schools, LAs, other children's institutions, the DfE and other Government bodies.The CBDS is a set of data definitions and code sets and can be accessed from the link below:http://www.gov.uk/government/collections/collections/common-basic-data-set

In addition, DfE also provide guidance as to what should be recorded against each data item via the School Census Guides. These can be viewed from the link below:http://www.gov.uk/government/collections/schools-census

Data is collected by schools on an event driven basis (i.e. data should be kept up to date by the school as soon as it is aware of any change or addition). The data is validated at source within the Schools' MIS and also at the point of data entry in COLLECT (the DfE's data collection software). The validation rules are published in the relevant technical specifications which are available from the website below:http://www.gov.uk/governemnt/collections/school-census

As above

Pupil level data is confidential and is not available publicly

The Department provides high levels of security for these data sources and is compliant with BS7799. The data are stored securely and only accessed by staff who have agreed to, and been trained in, the required security levels. No data will be copied to other organisations without there being both a clear business need for the data and obvious security measures to protect the data. In most cases anonymised data will be the only source for analyses outside the Department.

Access to the data is only provided following the rules specified in the UK Statistics Authority Code of Practice.

Information is usually provided to the DfE from schools/LAs under some form of regulation, which minimises impact on statistics.

Supplying data via the School Census is a statutory requirement; any changes in definitions and scope are controlled centrally by DfE. All changes to DfE data collections need to be put to the Star Chamber Scrutiny Board for review. The Star Chamber Scrutiny Board comprises of head teachers and local authority representatives alongside representatives from the DfE. The group will consider issues relating to:

- Technical feasibility of the information collected. For example, does the proposal fit with existing sources or would something new have to be developed? - Relevance and 'fit for purpose' of the information collected (in particular to the front line in driving performance); - Timing of the collection - whether it might be of greater effectiveness if it were collected at a different time; - The method of collection; - Value for Money - whether benefits of data collection are likely to outweigh the costs.

These factors will all be considered in the context of maximising value of data collections, minimising the burden and reducing duplication by collecting data once and using it many times.Following their consideration, SCSB will make a decision about whether the collection should go ahead and then any changes will be discussed with MIS Suppliers for technical approval.

See individual publications - mostly annually

The data is validated at source within the Schools MIS and also at the point of data entry in COLLECT (the DfE's data collection software). The validation rules are published in the relevant technical specifications which are available at:http://www.gov.uk/government/collections/school-census

On receipt of the data a number of quality checks are applied, including: checking for outliers and comparisons with previous years data



Name of admin source:

Brief description:

Collection:

Application:

Application:

Access and Dissemination:Non-statistical publication:

Statistical publication:Synergies:

Metadata










• Unit of inquiry (for example, claimants, taxpayers, households, accidents)• Intended coverage of administrative/management system/source• Completeness, that is actual coverage (for example, take-up rate)• Geographical coverage of the statistical product




Change process

• Access arrangements for policy/operational/etc purposes• Dissemination procedures (and publication procedures where appropriate)






• Procedures for changing definitions, scope, etc




Local Authority level data regarding admission appeals, exclusion appeals and children with statements of special educational needs.

Databases of: the number of applications & offers for secondary and primary schools and the preferences received; admission appeals and their outcome; the number of exclusion appeals and their outcome and children with statements of special educational needs are collected from all Local Authorities (LAs) in England.

Data is collected by Local Authorities in the course of carrying out their ongoing responsibilities (see next section).Applications & offers - it is the responsibility of LAs to process applications for entry into primary and secondary schools, allocating places based on the schools' criteria and the preferences stated by the applicants. Preference rates (the number of applicants receiving their first preference, second preference etc.) are important for seeing how many children are getting into schools that they want to attend. Without this information it would be very hard to identify areas where fewer applicants are receiving a preferred offer and consequently to develop strategies to improve access to preferred schools for all.

School admissions – LAs are responsible for handling appeals against refusal to admit applicants to a particular school. Data on admission appeals helps the Department to monitor the number of appeals and their outcomes. Without this information it would be very difficult for Ministers, Parliament, Central and Local Government, pressure groups and the public at large to monitor the effectiveness and review admission policies and practises. The results of the survey are shared with the Council on Tribunals.

Exclusions – LAs are responsible for establishing the appeals panel to hear an appeal against permanent exclusion. They also have a legal responsibility to provide education for children who have been permanently excluded from the sixth day of their exclusion. Therefore they are notified by schools of permanent exclusions as they occur and maintain the data in order to fulfil their statutory obligations.

DfE

Department for Education (DfE): Data and Statistics Division

Data on exclusions received from LAs is used by the Department to check the data received from schools during the School Census. Data on appeals against exclusions helps the Department to monitor the number of appeals and their outcome, as part of our continuing review of exclusion policies and practice. The results of the survey are shared with the Council on Tribunals.

SEN – LAs are responsible for statutory assessments of children with SEN which may lead to a statement of SEN for the child.

The National Statistics products we produce using these data are: Schools, Pupils and their Characteristics: January 2010; Admissions Appeals for maintained primary and secondary schools in England, 2008/09; Special Educational Needs in England: January 2010; Permanent and Fixed Period Exclusions from Schools in England 2008/09

Andrew Clarke [email protected]

Local Authority level data regarding admission appeals, exclusion appeals and children with statements of special educational needs

Pupils

All Local Authorities in England

This is a statutory return so take up is 100% of the LAs listed above

England

School or Local Authority


In order to meet statutory obligations with respect to admissions, exclusions and children with special educational needs. LAs will publish relevant policies on their own websites.

The collection of these data is a statutory requirement on LAs, end producers are able to collect data required for monitoring government policy by following appropriate change procedures (see below)

These data collections are compliant with the Common Basic Data Set (CBDS). CBDS provides a standard for data used in software systems for management information in schools, LAs, other children's institutions, the DfE and other Government bodies.

The CBDS is a set of data definitions and code sets and can be accessed from the link below: http://www.teachernet.gov.uk/management/ims/datamanagement/cbds/

In addition, DfE also provide guidance to LAs as to what should be recorded against each data item via the Guidance Notes which accompany the forms.

Exclusion and admissions data is collected at the time of each exclusion, admission and appeal. SEN data is collected as each assessment is carried out.

As above

As above

Local Authorities are responsible for data validation at the point of entry to ensure compliance with CBDS (see above)


Annual

Supplying these data to the Department is a statutory requirement; any changes in definitions and scope are controlled centrally by DfE. The Star Chamber Scrutiny Board comprises of head teachers and local authority representatives alonsgide representatives from the DfE. The group will consider issues relating to:- Technical feasibility of the information collected. e.g. does the proposal fit with existing sources or would something new have to be developed?- Relevance and 'fit for purpose' of the information collected (in particular to the front line in driving performance);- Timing of the collection - whether it might be of greater effectiveness if it were collected at a different time; - The method of collection;- Value for Money - whether benefits of data collection are likely to outweigh the costs.

These factors will be considered in the context of maximising value of data collections, minimising the burden and reducing duplication by collecting data once and using it many times. Following their consideration, SCSB will make a decision about whether the collection should go ahead and then, where appropriate, any changes will be discussed with MIS Suppliers for technical approval.

The data is validated at the point of data entry in COLLECT (the DfE's data collection software).Quality checks applied when producing statistical publications include: range checks, checking for outliers, cross checking against previously published data, checking patterns against previous years data, checking totals/subtotals are consistent across tables, checking suppression of disclosive figures etc




Collection:

Application:


Non-statistical publication:


Metadata






• Classification systems used

• Title of the statistical product derived from an administrative/management source• Name of the organisation responsible for this statistical end product• Name/email address of contact point for this product

• Name/title of the original administrative/management data source• Name of the organisation responsible for the original data source• The purpose of the administrative/management system/source• Unit of inquiry (for example, claimants, taxpayers, households, accidents)• Intended coverage of administrative/management system/source• Completeness, that is actual coverage (for example, take-up rate)


• The data collection process– periodicity/timing



Change process• Procedures for changing definitions, scope, etc









School capacity data

School Capacity


There are three components to the data: - The existing number of school places available in primary and secondary schools maintained by a Local Authority, plus Academies. - The LA's forecast need for places (5 year period for primary and 7 years for secondary). - The actual number of admissions into the year of entry

LAs hold the data on the number of places available in schools as part of ongoing management of schools in their area.

LAs provide data annually on the number of school places on a school by school basis via the School Capacity Colection, to the EFA. From 2011, information on Academies, CTCs and Free Schools when established will also be collected.

Under the Education Act 1996, Local Authorities have a statutory duty to ensure that there are sufficient school places to provide primary and secondary education for their area. In order to meet this duty, LAs gather and hold the information described above.

In April 2012, the Pupil Place Planning Team was created within the EFA and manages the annual data collection. DfE retains responsibility for capital strategy through the Central Capital Unit (CCU). The EFA and CCU will work togther to advise ministers of on capital allocations and delivery from the next spending review period starting in 2011 to 2012.

Information on the number of school places and actual admissions by school is freely available on Local Authorities' websites as part of admissions information to parents.

Local Authority websites; DfE's Edubase database of educational establishments across England and Wales www.edubase.gov.uk

School places - DfE statistics have national coverage; Local Authorities report on their own area.

Pupil projections SFR - The statistical release contains projections of pupil numbers in schools based on the latest available mid year population estimates and projections from the Office for National Statistics (ONS) together with the DfE's spring School Census data.

School Capacity

DfE

Sophie Ingram - [email protected]

School capacity data

Local Authorities

School places

England

School


To ensure that the planning of school places is effective and that sufficient places are available for the number of children in each Local Authority area.

LA maintained primary and secondary schools. From 2011, data on academies, CTCs and Free Schools when established will be includedTarget 100% but in 2010 a few LAs failed to report on all the forecast years. Details of such omissions are included in each year's publication

The Department collects school place data from local authorities (LAs) under The Education (Information as to the Provision of Education) (England) (Amendment) Regulations 2012.

All data collection via the School Capacity Collection is compliant with the Common Basic Data Set (CBDS). CBDS provides a standard for data used in software systems for management information in schools, LAs, other children's institutions, the DfE and other Government bodies.The CBDS is a set of data definitions and code sets and can be accessed from the link below:http://www.education.gov.uk/schools/adminandfinance/schooladmin/ims/datamanagement/a0058744/common-basic-data-set-cbds-database

In addition, the EFA also provides guidance to LAs as to waht should be recorded against each data item via the School Capacity Guidance Notes.

see above

Annual

Annual

n/a

Data is gathered as part of ongoing review of statutory duty to provide school places. Data supplied to the EFA at the point of submission.

The data is not confidential; schools and LAs have access to the data relating to themselves

As data collection is covered by regulations, any changes would be known and planned in advance.

Supplying data via the School Capacity Collection is a statutory requirement; any changes in definitions and scope are controlled centrally by DfE. All changes to DfE data collections need to be put to the Star Chamber Scrutiny Board for review. The Star Chamber Scrutiny Board comprises of head teachers and local authority representatives alongside representatives from the DfE.

The data is validated at the point of data entry in COLLECT (the DfE's data collection software). The validation rules are contained within a Customer Requirements Specification document. A copy of the specification can be obtained by writing to [email protected]


Supplying data via the School Capacity Collection is a statutory requirement; any changes in definitions and scope are controlled centrally by DfE.


Name of admin sourceBrief description

Collection

Application

Access and Dissemination

Non-statistical publicationStatistical publicationSynergies

Metadata





• Data definitions used• Classification systems used

• The data collection process


• Name/title of the original administrative/management data source• Name of the organisation responsible for the original data source• The purpose of the administrative/management system/source

• Unit of inquiry (for example, claimants, taxpayers, households, accidents)• Intended coverage of administrative/management system/source• Completeness, that is actual coverage (for example, take-up rate)


– periodicity/timing




• Access arrangements for policy/operational/etc purposes



National Pupil Database

Nonemany - see main spreadsheet


Longitudinal database linking pupil/student characteristics to school and college learning aims and attainment information for all children in maintained schools in England

Termly school census (and annual early years (EY), Pupil Referral Unit (PRU) and alternative provision (AP) censuses) matched with attainment data (Early Years Foundation Stage Profile, Key Stages 1 - 5). Additionally children looked after (CLA), children in need (CIN) census, Higher Education (HE) entry level data, Individualised Learner Record (ILR) are also matched into NPD.

Operational monitoring, performance measuring, management information, policy development, forecasting, resource allocationWe have Service Level Agreements (SLAs) with DfE teams within the Analytical Community (and partners eg Ofsted, Specialist Schools and Academies Trust) for provision of data they require to meet their commitments as it becomes available. Additionally, we provide a service to external researchers for the provision of data on application subject to submission of a satisfactory completed information security questionnaire and business cases (where sensitive data is requested). School Census data becomes available in January (autumn census), June (spring census) and August (summer census). Attainment data becomes available as follows:Early Years Foundation Stage Profile - OctoberPhonics - September (version 1) and January (final)KS1 - October (version 1) and January (final)KS2 - September (unamended), December (amended) and March (final)KS3 - October (version 1) and January (final)KS4/5 - October (unamended), January (amended) and April (final).Post-16 Learning Aims - February

Other data from the NPD is made available as follows: Early Years Census - JunePupil Referral Unit Census - JulyAlternative Provision Census - JuneILR - September (SN04) and March (SN14)Level 2 and 3 at 19 indicators (YPMAD) - MarchKS4 and KS5 awarding body data - March Absence - October (2-term), March (3-term) , Exclusions - July (whole year),Children Looked After - SeptemberChildren In Need - October

Attainment data (before it is matched into NPD) is published in the School and College Performance Tables (formerly Achievement and Attainment Tables)

many - see main spreadsheet

DfE

See individual publications

National Pupil Database

DfE

Person

As per individual datasets detailed above.



Individual address.


Longitudinal database linking pupil/student characteristics to school and college learning aims and attainment information for all children in maintained schools in England. Also includes attainment information for pupils at non-maiantained schools. Enables analysis of outcomes between groups of pupils with differing characteristics, which is of wide interest in government and elsewhere. Such analysis is key in the formulation of effective government policy and the targetting of resources and support to groups most in need.

As per individual datasets detailed above. Additionally, NPD users are consulted annually about any new indicators required which can be derived from existing variables.

As per individual datasets detailed above. Additionally, all variables in the NPD are defined in the NPD data tables (http://www.gov.uk/government/publications/national-pupil-database-user-guide-and-supporting-information).

There is no data collection process as such as for NPD data as the data has already been collected and is simply being made available for matching to the NPD.

None

The datasets that make up the NPD are updated on a regular basis throughout the Academic year.Data is matched and new indicators are created according to DfE production rules which are reviewed annually by a contractor working on behalf of the Dept and then Quality Assured and loaded into the Data Warehouse in DfE.

We have Service Level Agreements (SLAs) with DfE teams within the Analytical Community (and partners eg Ofsted, Specialist Schools and Academies Trust) for provision of data they require to meet their commitments as it becomes available. Additionally, we provide a service to external researchers for the provision of data on application subject to submission of a satisfactory completed information security questionnaire and business cases (where sensitive data is requested). School Census data becomes available in January (autumn census), June (spring census) and August (summer census). Attainment data becomes available as follows:Early Years Foundation Stage Profile - OctoberPhonics - September (version 1) and January (final)KS1 - October (version 1) and January (final)KS2 - September (unamended), December (amended) and March (final)KS3 - October (version 1) and January (final)KS4/5 - October (unamended), January (amended) and April (final).Post-16 Learning Aims - February

Other data from the NPD is made available as follows: Early Years Census - JunePupil Referral Unit Census - JulyAlternative Provision Census - JuneILR - September (SN04) and March (SN14)Level 2 and 3 at 19 indicators (YPMAD) - MarchKS4 and KS5 awarding body data - March Absence - October (2-term), March (3-term) , Exclusions - July (whole year),Children Looked After - SeptemberChildren In Need - October

As per individual datasets detailed above. Additionally NPD indicators may change if it becomes necessary.

As per individual datasets detailed above. Additionally, NPD users are consulted annually about any new indicators and changes to existing indicators if necessary. Production rules for creation of indicators are reviewed annually.



Collection:

Application:



Statistical publication:

Synergies:

Metadata

Statistical end-product• Title of the statistical product derived from an administrative/management source

• Name of the organisation responsible for this statistical end product






• Name/email address of contact point for this product



• Completeness, that is actual coverage (for example, take-up rate)• Geographical coverage of the statistical product




Change process






• Quality assessment• Periodicity of release• Potential impact of changes to the administrative/management system on the statistics


Early Years Foundation Stage Profile (EYFSP)

Profile data is confidential and not publicly available.

Early Years Foundation Stage Profile Results in England, 2012 to 2013

N/A


Profiles that summarise and describe each child’s learning and development at the end of the EYFS during the academic year that he or she reaches the age of five.Since September 2008, all registered early years providers have been required to complete an EYFSP for every child during the academic year in which they reach their fifth birthday. The framework has legal force through an Order and Regulations made under the Childcare Act 2006. A new EYFS profile was introduced in September 2012 and the first assessments took place in the summer of 2013. The new profile’s ‘emerging’, ‘expected’ and ‘exceeding’ scales are very different to the previous profile’s 117 point scale and the number of early learning goals has been reduced. For further infomation on the scales, please see http://media.education.gov.uk/assets/files/pdf/2/2014_eyfs_handbook_final.pdf

The primary purpose of the EYFS profile is to provide year 1 teachers with reliable and accurate information about each child’s level of development as they reach the end of the EYFS, enabling the teacher to plan an effective, responsive and appropriate curriculum that will meet all children’s needs.

Profile data is essentially confidential but may be available to: - staff within the early years provider attended by the child, - parents/guardians,- teams appointed by the Local Authority to moderate assessments against the profile,- other schools and/or early years providers attended by the child- the Department for Education and its appointed contractors for statistical analysis, to support the formulation and monitoring of government policy

Early Years Foundation Stage Profile Results in England, 2012 to 2013 - DfE - Chris Noble, [email protected]

Foundation Stage Profile Results Attainment by Pupil Characteristics in England, 2012 to 2013 - DfE - Sally Marshall, [email protected]

Administrative/management source or systemEarly Years Foundation Stage profile

Early Years providers in England

Children.

This is a statutory return so take up is 100% of the schools listed above

England

Individual child address


Early Years Foundation Stage Profile Results in England, 2012 to 2013 - DfE - Chris Noble, [email protected]

Foundation Stage Profile Results Attainment by Pupil Characteristics in England, 2012 to 2013 - DfE - Sally Marshall, [email protected]

The primary purpose of the EYFS profile is to provide year 1 teachers with reliable and accurate information about each child’s level of development as they reach the end of the EYFS, enabling the teacher to plan an effective, responsive and appropriate curriculum that will meet all children’s needs.

All types of maintained schools or early education providers in England that deliver the EYFS to children in receipt of a government funded place.

It is a statutory requirement to supply EYFSP data to the Department; end producers are able to collect data required for monitoring government policy by following appropriate change procedures (see below)

Technical information on data collection can be found at http://www.education.gov.uk/researchandstatistics/stats/earlyyearscensus/b00229696/early-years-census

Data is captured as part of planned observations of children towards the end of the academic year and in response to spontaneous but important moments in the children's development during the year.

The data is validated at source when it is input to the providers' management information systems.Providers are responsible for the security of their own data, and are expected to operate appropriate levels of access, password controls etc.


Profile data is essentially confidential but may be available to: - staff within the early years provider attended by the child, - parents/guardians,- teams appointed by the Local Authority to moderate assessments against the profile,- other schools and/or early years providers attended by the child- the Department for Education and its appointed contractors for statistical analysis, to support the formulation and monitoring of government policy

As data is provided to the Department under statutory regulation, providers must supply it in the specified format.

Supplying data for EYFSP is a statutory requirement; any changes in definitions and scope are controlled centrally by DfE. All changes to DfE data collections need to be put to the Star Chamber Scrutiny Board for review. The Star Chamber Scrutiny Board comprises of head teachers and local authority representatives alonsgide representatives from the DfE. The group will consider issues relating to:


These factors will all be considered in the context of maximising value of data collections, minimising the burden and reducing duplication by collecting data once and using it many times.Following their consideration, SCSB will make a decision about whether the collection should go ahead and then any changes will be discussed with MIS Suppliers for tecnical approval.

As aboveAnnually

N/A

The data is validated at the point of data entry in COLLECT (the DfE's data collection software). Guidance on the validation rules can be found at http://www.education.gov.uk/researchandstatistics/stats/earlyyearscensus/b00229696/early-years-census.

Production of the statistical publications includes rigorous quality assurance including independent production by two analysts, year on year checks, comparisons to other releveant publications.



Name of admin sourceBrief descriptionCollectionApplication

Access and DisseminationNon-statistical publicationStatistical publicationSynergies

Metadata









• The data collection process– periodicity/timing– validation procedures




• Validation procedures• Quality assessment• Periodicity of release

• The purpose of the administrative/management system/source• Unit of inquiry (for example, claimants, taxpayers, households, accidents)• Intended coverage of administrative/management system/source• Completeness, that is actual coverage (for example, take-up rate)






Private Fostering ArrangementsPrivate Fostering arrangements notified to Local AuthoritiesIn real time as PF arrangements are notified to LAs

Data accessed by those within the LANoneNotifications of private fostering arrangements in England:31 March 2013None

Notifications of private fostering arrangements in England: 31 March 2013

DFE

Private Fostering Arrangements

Children's Social Services and LA


All councils are legally required to make certain that all children being privately fostered are being cared for by a suitable carer in an appropriate environment. This is important to make sure the child is safe and that their needs are being met. Also, in some cases it may not be possible for the parent to know how their child is being cared for.

When the council is notified of the private fostering arrangement they will:-regularly visit the private foster carer and child in their home to speak to them; -also speak to the parents; -provide help and advice where necessary.

However, if the local council thinks that an arrangement is unsuitable and the child cannot be returned to his or her parents, the council will have to decide what action to take to safeguard the child’s welfare. This might mean providing support to the carer or, in some circumstances, taking the child into care.

[email protected]

mailto:[email protected]

To monitor private fostering arrangements and carry out action required

Private fostered children

All notifications of Private fostered children

England

Local authority

In real time as PF arrangements are notified to LAsIn real time as PF arrangements are notified to LAsData validated within LAStaff in LA have access to data

None

NoneNone

Figures replicated and checked independently of person who produced themNotes on quality are included in the Technical Notes section of the publication.Annual

LA systems record all arrangements notified to them, however there is concern that not all PF arrangements are notified to the LA

The statistical end producer is the DFE who have full control over what data is collected.Guidance notes and data collection form available at http://www.education.gov.uk/researchandstatistics/childrenandyoungpeople/a0063874/private-fostering-pf1-return

Guidance notes and data collection form available at http://www.education.gov.uk/researchandstatistics/childrenandyoungpeople/a0063874/private-fostering-pf1-return

Proposed changes are submitted to Star Chamber (see "pupil records" metadata for more details), LAs are consulted, and once agreed a revised specification is produced.

Data collection is statutory requirement.

Changes to systems shouldn't change statistics as long as the same data items are collected in the same format.



Collection

ApplicationAccess and Dissemination


Metadata



Administrative/management source or system• Name/title of the original administrative/management data source• Name of the organisation responsible for the original data source• The purpose of the administrative/management system/source









Change process






• Quality assessment• Periodicity of release





Children in Nursery Schools

Data used to manage records of children within the settings.

NoneNone

Provision for Children Under Five Years of Age in England

DFE

Children in Nursery Schools

Maintained or Private, Voluntary, or Independent Providers .

Data used to manage records of children within the settings.

Children under compulsory school age


Information held in Management Information Systems or local systems on children not of compulsory school age in Nursery Schools or Private, Voluntary, or Independent Providers (PVIs).

Data collected on registration of children on entry and updated at least annually, or in real time as changes are notified.

Regular and ad hoc reporting from setting to LAs. Data used by LA for their own administrative purposes. Settings just share information with the LA.

LAs will combine data taken from Schools and PVIs to gain a complete picture of take up of the entitlement to funded early education.

[email protected]

All children under the age of 5 in Nursery schools and all children under the age of 5 in PVIs receiving LA funding


100% of intended coverage

England

Individual address

Specification produced, validated on entry

Data sent from settings to key people within the LA.

Pupil level data is confidential and is not available publicly.

The statistical end producer is the DFE who have full control over what data is collected.Guidance and specification available at http://www.gov.uk/government/collections/early-years-censusGuidance and specification available at http://www.gov.uk/government/collections/early-years-censusData collected on registration of children on entry and updated at least annually, or in real time as changes are notified.Data collected on registration of children on entry and updated at least annually, or in real time as changes are notified.

Providers are responsible for the security of their own data and are expected to operate appropraite levels of access, password controls etc


As aboveAnnual

N/A

"Supplying data is a statutory requirement; any changes in definitions and scope are controlled centrally by DfE. All changes to DfE data collections need to be put to the Star Chamber Scrutiny Board for review. The Star Chamber Scrutiny Board comprises of head teachers and local authority representatives alongside representatives from the DfE. The group will consider issues relating to: - Technical feasibility of the information collected. For example, does the proposal fit with existing sources or would something new have to be developed? - Relevance and 'fit for purpose' of the information collected (in particular to the front line in driving performance); - Timing of the collection - whether it might be of greater effectiveness if it were collected at a different time; - The method of collection; - Value for Money - whether benefits of data collection are likely to outweigh the costs.These factors will all be considered in the context of maximising value of data collections, minimising the burden and reducing duplication by collecting data once and using it many times.Following their consideration, SCSB will make a decision about whether the collection should go ahead and then any changes will be discussed with MIS Suppliers for technical approval."

"The data is validated at the point of data entry in COLLECT (the DfE's data collection software). Guidance on the validation rules can be found at https://www.gov.uk/government/collections/early-years-censusProduction of the statistical publications includes rigorous quality assurance including independent production by two analysts, year on year checks, comparisons to other relevant publications."

As data is provided to the Department under statutory regualtion, providers must supply it in the specified format.



Collection

Application


Non-statistical publication

Statistical publicationSynergies

Metadata



Administrative/management source or system• Name/title of the original administrative/management data source• Name of the organisation responsible for the original data source





– periodicity/timing– validation procedures







Change process










School Workforce Data

Annual publication of key headline figuresNone

School Workforce in England, November 2010 (Provisional)

DfE

Neil Ross


Local authorities and non-maintained schools


Individual level data on school teaching and support staff for all local authority maintained schools and Academies in EnglandSchools and local authorities collect data on their own employees, store the data in various internal or third party (contracted out) hosted management information systems. The data is collected on an event driven basis e.g. the arrival of a new teacher, a change in staff member's role or characteristics or when someone leaves. Schools and LAs collate the required SWF data once each year and upload the data to COLLECT (from 2010).

Data are collected by employers on their employees to ensure the effective management and payment of staff. The DfE collects the data to improve understanding of the size and characteristics of the schools' workforce.

Schools and LAs have access to their own data in COLLECT. No general access is given to anyone outside the role of the collectors prior to the publication of Official/National Statistics.

Some schools and LAs may publish their own school workforce data for marketing or other purposes.

Teachers and school support staff

All teachers and support in publicly funded schools.

All publicly funded schools in England

Standard geographies that can be constructed from the postcode of the school.

Annual in the autumn of each yearValidation rules are published each year in advance of the collection period.

The data are collected by schools and local authorities to ensure they have good management information on their own staff for pay, personnel and operational reasons. In some cases specific pieces of information are required by law e.g. ethnicity data.

Completion of the School Workforce Census (SWF) is a statutory requirement. It will be possible to check the proportion of schools that make SWF returns through comparisons with the expected lists of schools.

The current scope of the SWF has been developed in consultation between the DfE, LAs, Schools and its protocol partners (e.g. National College of School Leadership (NCSL), General Teaching Council for England (GTCE) etc.). Future changes to the scope can be put forward through the emerging user engagement groups or direct through the Department - where they will be reviewed by the SWF project Board and the DfE Star Chamber

As contained in the Common Basic Dataset which is described at http://www.education.gov.uk/schools/adminandfinance/schooladmin/a0058744/common-basic-data-set-cbds-database

As contained in the Common Basic Dataset which is described at http://www.education.gov.uk/schools/adminandfinance/schooladmin/a0058744/common-basic-data-set-cbds-database

Schools and local authorities collect data on their own employees, store the data in various internal or third party (contracted out) hosted management information systems. The data is collected on an event driven basis e.g. the arrival of a new teacher, a change in staff member's role or characteristics or when someone leaves. Schools and LAs collate the required SWF data once each year and upload the data to COLLECT.

Teacher level data is not publicly available.

Annual.

Internal checking; year on year comparisons, common sense checks etc.Annual

To be considered during process to agree any year on year changes.



The data requirement will be published annually in the form of technical specification so that all schools and LAs can see the information they are required to submit. These documents will make any year on year changes clear.

The current scope of the SWF has been developed in consultation between the DfE, LAs, Schools and its protocol partners (e.g. NCSL, GTCE, Teacher Development Agency (TDA)). Future changes to the scope can be put forward through the emerging user engagement groups or direct through the Department - where they will be reviewed by the SWF project Board and the DfE Star Chamber

Data validation (against a set of pre-published items) takes place on data loading. This is complemented by internal checking; year on year comparisons, common sense checks etc.

Too early to say. There could be potential discontinuities to time series data on teacher numbers, teaching vacancies and teacher sickness absence.


Name of admin source:Brief description

Collection

Application



Statistical publication

Synergies

Metadata

















• Validation procedures• Quality assessment







National Curriculum Assessment Data for Key Stage 1


Information on the achievements of eligible pupils, typically 7 year olds, in the National Curriculum Assessments at the end of Key Stage 1. Performance is measured by teacher assessments (informed by internally marked tests) Teachers assess pupils against the levels set by the National Curriculum in reading, writing, speaking and listening, mathematics and science. All maintained schools are required to submit their Key Stage 1 teacher assessments to their local authorities, this is optional for independent schools. Local authorities in turn provide the data to the Department for Education (DfE).

Schools are required to report Teacher Assessment results in speaking and listening, reading, writing, mathematics and each science attainment target to their local authorities. Local authorities provide the data to the DfE via COLLECT (DfE's own data collection system).

The DfE maintains the system for collecting Teacher assessment data from local authorities. The data collected is used to produce the statistics in the Phonics screening check and national curriculum assessments at key stage 1 in England: 2013 SFR. The data also feeds into the National Pupil Database (NPD) and RAISEonline (a web-based evaluation tool used by schools, Local Authorities and school inspectors). Other uses include Internal DfE analyses for briefings, Parliamentary Questions and Ad-hoc customer requests.

Access to the DfE collection system is restricted. Data is downloaded from the collection system for analyses by authorised users only and shared between authorised teams via secure folders. Data is published at National, Regional and Local Authority (LA) level in the SFR at the end of the summer term.

School and local authorities hold KS1 assessment data for their pupils. Schools provide parents with reports containing assessment outcomes for their child as well as a summary of the school's overall performance in the assessments. The DfE does not release KS1 data in any form before the publication of the SFR, however a school or authority may choose to inform local media of their own performance.

Phonics Screening Check and National Curriculum Assessments At Key Stage 1 In England, 2012/13 www.gov.uk/government/publications/phonics-screening-check-and-national-curriculum-assessments-at-key-stage-1-in-england-2013

As described above, schools and local authorities hold their own pupil results and may choose to disclose their results or produce statistics from these and release their own analysis in advance of the Statistical First Release.

Education Data Division Division (EDD), Department for Education

National Curriculum Assessment Data For Key Stage 1

Department for Education

Pupils

Typically in excess of 99%

School address


Jayne Middlemas- [email protected]

To support the ‘school accountability framework’ where all pupils in state maintained schools are assessed against the National Curriculum and the results are fed back to schools, pupils and parents/carers and also used as a part of school inspections.To provide a national, regional and local authority level information on the achievements of eligible pupils (typically 7 year olds) in the national curriculum assessments at Key Stage 1 (KS1).

All state funded schools in England and independent schools who wish to return teacher assessments. (Participation by state funded pupil referral units and hospital schools is optional).

All state funded schools in England and independent schools which chose to make a return and which met the statutory standards for assessment and moderation.

Education Data Division (EDD) issues software specifications to school and local authority management information system (MIS) suppliers to enable them to ensure that the data files generated from these systems conform to the DfE requirements.

Compliant with the Common Basic Data Set CBDS:http://www.education.gov.uk/schools/adminandfinance/schooladmin/ims/datamanagement/cbds

Annual /collection deadline end of July

As above.

Annual

All data used in publications is thoroughly quality-assured by EDD

Schools are required to report teacher assessment results in speaking and listening, reading, writing, mathematics and each science attainment target to their local authorities. Local authorities provide the data to the DfE via COLLECT (DfE's own data collection system) The details of which are linked below: www.education.gov.uk/researchandstatistics/stats/ks1softwareassessments

As mentioned above, specifications are provided for schools and Local authority MIS systems. DfE's COLLECT systems also has built-in checks for data submissions, the details of which are linked below: www.education.gov.uk/researchandstatistics/stats/ks1softwareassessments

Access to the DfE collection system is restricted. Data is downloaded from the collection system for analyses by authorised users only and shared between authorised teams via secure folders.

Non-submissions due to industrial action or any other reason can affect data volumes and coverage.

Changes are made early in the collection cycle via change requests on specifications mentioned above.

Validation of submitted data is built into MIS systems and into DfE's COLLECT system. Broad validation of attainment is possible to identify significant errors in the data, however it is not practical for statistical producers to ensure assessments at pupil level are accurate.

One annual provisional release. Late submissions after are included in the final datasets held by DfE and is reflected in the following year's publications.Changes in administrative arrangements could affect year-on-year comparison of data. Publications could be delayed as systems are updated to reflect changes; actual statistics produced could also be affected. Changes could affect the volume and quality of data collected and consequently the quality or coverage of statistics produced. There are no specific issues around changes to information systems which have maintained very similar specifications in recent years.

Changes which could impact on MIS systems are communicated to suppliers as early as possible to enable them incorporate these into data systems. Changes to administrative arrangements are communicated in SFRs and ad-hoc reports. Where possible the impact of changes to administrative arrangements have been estimated and resulting analysis published with the SFR.



Collection

Application




Synergies

Metadata



Administrative/management source or system• Name/title of the original administrative/management data source

• Name of the organisation responsible for the original data source• The purpose of the administrative/management system/source





• Classification systems used• The data collection process


Change process






• Timing/periodicity of public release (if any)• Nature of changes to the system/source (or other ‘noise’) which can impact on the statistics







National curriculum assessment data for key stage 2


This data contains information on the achievements of eligible pupils in the national curriculum tests and teacher assessments at key stage 2 (KS2), typically 11 year olds. The national curriculum tests provide a snapshot of attainment in reading, grammar, punctuation and spelling and mathematics at the end of key stage 2. Teacher assessment is the teachers’ judgement of pupils’ performance in the whole subject over the whole key stage programme of study. Schools have a statutory responsibility to report teacher assessment levels in core subjects of English, reading, writing, mathematics and science for each eligible pupil to the Standards and Testing Agency (STA).

STA undertakes the delivery of the statutory tests at the end at key stage 2 and national data collection of key stage 2 teacher assessment and test results.Schools are required to register their pupils for KS2 statutory tests as well as order test material on NCA tools, a secure website provided by STA. Key stages 2 teacher assessment data are submitted by schools and local authorities via NCA tools. STA creates and maintains the systems for capturing KS2 Tests data including marks and reviews.

STA creates and maintains the systems for capturing tests and teacher assessment data and provides outputs required by the DfE to agreed specifications. These outputs are:• The statutory national curriculum end of KS2 tests in reading, mathematics and grammar, punctuation and spelling.• Teacher assessments (TA) from the end of KS2 in English, reading, writing, mathematics and science.

STA provides the DfE with regular data feeds of the above, to an agreed time table.• Provision of electronic test results to schools (for both the primary schools in which the tests are taken and the secondary schools these pupils are moving to).• Production of primary school performance tables• National pupil database• RAISEonline (an evaluation tool used by schools and school inspectors)• KS2 national curriculum assessments statistical first release• Internal analyses for briefings, Parliamentary Questions, Ad-hoc requests for analyses

STA provides data to DfE via a secure data transfer website. Access to this website is restricted. Once downloaded, the data is stored on folders accessible to authorised users only. DfE provides the KS2 test and teacher assessment data to the contractor involved with producing performance tables and the National Pupil Database. Provisional data is published at national, Government Office Region (GOR) and local authority (LA) level in September. Revisions to the data that arise from reviews of results and the schools checking exercise are reported in revised publications, usually in the Autumn term.Pupil level KS2 test results are returned to schools and local authorities approximately 4 weeks before publication of the statistical release. As these are pupil level results they are not provided to a broader audience. A school or authority may choose to inform local media of their own performance.

Education Data Division (EDD), Department for Education

National curriculum assessment data for key stage 2

Standards and Testing Agency (STA)

Pupils

Tests 100%, teacher assessments - 97% to 99.5%

• National curriculum assessments at key stage 2 in England, 2012 to 2013 (provisional) www.gov.uk/government/publications/national-curriculum-assessments-at-key-stage-2-in-england-2012-to-2013-provisional• National curriculum assessments at key stage 2 in England 2012/13 (revised) at national, regional and local authority level broken down by pupil characteristicswww.gov.uk/government/publications/national-curriculum-assessments-at-key-stage-2-2012-to-2013• Primary School (key stage 2) Performance Tables in England 2012/13www.education.gov.uk/schools/performance/index.htmlAs described above, schools receive their own KS2 test results in July and may choose to disclose their results in advance of the Statistical First Release. Local authorities receive their own pupil level results and may produce statistics from these and release their own analysis.

• National curriculum assessments at key stage 2 in England: 2012 to 2013 (provisional) www.gov.uk/government/publications/national-curriculum-assessments-at-key-stage-2-in-england-2012-to-2013-provisional • National curriculum assessments at key stage 2 in England: 2012 to 2013 (revised)www.gov.uk/government/publications/national-curriculum-assessments-at-key-stage-2-2012-to-2013• Primary School (key stage 2) Performance Tables in England 2009/10www.education.gov.uk/schools/performance/index.html

Jayne Middlemas - [email protected]

To support the ‘school accountability framework’ where tests are administered to all pupils in state maintained schools and the results are fed back to schools, pupils and parents/carers and also used as a part of school inspections and are published in the primary school performance tables.

All state maintained schools in England and independent schools who wish to participate in national curriculum tests or return teacher assessments. (Participation by state maintained pupil referral units and hospital schools is optional).

England

School address

Annual, at the end of the academic year (May to July)

As above.

Change control agreement specified in the Assessment Delivery Service Requirements (ADSR) document


EDD provides a specification for the assessment information requirements of the DfE including data coverage and quality. This acts as DfE's service agreement with STA. All changes to specifications are made through a change control procedure as agreed in the 'Assessment Delivery Service Requirements ' document.

Where applicable compliant with Common Basic Data Set (CBDS): www.education.gov.uk/schools/adminandfinance/schooladmin/a0058744/common-basic-data-set-cbds-databaseAssessment data specified within "Assessment Components" Framework: www.education.gov.uk/schools/adminandfinance/schooladmin/ims/datamanagement/assessmentcomponents/a0070035/assessment-components-2011

Schools are required to register their pupils for KS2 statutory tests as well as order test material on NCA tools, a secure website provided by STA. Key stages 2 teacher assessment data are submitted by schools and local authorities via NCA tools. STA creates and maintains the systems for capturing KS2 tests data including marks and reviews.

STA perform a range of validation checks on the data and documentation can be provided on request.

Access to pupil level data is restricted to the team in STA (and associated contractors) responsible for quality assuring the data and making it available to schools and authorities and responding to their queries. Associated contractors are expected to demonstrate their compliance with the HMG Security Policy Framework.

STA release test results to schools and local authorities in July annually and releases test review outcomes in September annually.

Non-participation due to industrial action can affect data volumes and coverage. Changes in assessment policy for example discontinuation of science statutory tests and introduction of tests based on a sample of pupils.

The 'Assessment Data Services Requirement' document sets quality thresholds for data deliveries. Data used for publication is expected to meet a 99.7% quality standard, this is taken to mean that 99.7% of values in the data set are valid as defined in the ADSR. Broad validation of attainment is possible to identify significant errors in the data, however it is not practical for statistical producers to ensure assessments at pupil level are accurate. Tests are marked by trained markers using prepared mark schemes who are assessed to ensure they are marking to the appropriate standard. Markers who are stopped through these assessments have their entire allocation of scripts remarked by markers who meet the expected standard. If upon receipt of the marked tests head teachers feel that the marking scheme has not been correctly applied, they can apply to have the script remarked. These appeals are examined by more senior markers and either upheld or rejected. The revised statistical release incorporates the result of these remarks.For key stage 2; bi-annual with a summer release based on provisional results and a December one based on revised data.

Changes in administrative arrangements could affect year-on-year comparison of data. Publications could be delayed as systems are updated to reflect changes; actual statistics produced could also be affected. Changes could affect the volume and quality of data collected and consequently the quality or coverage of statistics produced. There are no specific issues around changes to information systems which have maintained very similar specifications in recent years. Consistency of test marking is sought through arrangements described above and is also commented upon by Ofqual the examinations regulator.

Key stage 3 results have been discontinued from 2014. Changes to administrative arrangements are communicated in SFRs and ad-hoc reports. Publications also reflect the coverage and quality of data. Where possible the impact of changes to administrative arrangements have been estimated and resulting analysis published on the publication page of the .gov.uk website.



Collection

Application




Synergies

Metadata






• Name/title of the original administrative/management data source• Name of the organisation responsible for the original data source• The purpose of the administrative/management system/source• Unit of inquiry (for example, claimants, taxpayers, households, accidents)• Intended coverage of administrative/management system/source• Completeness, that is actual coverage (for example, take-up rate)














Attainment at KS4 and KS5


Results of qualifications taken in secondary schools, Further Education colleges and other providers, awarded by a wide range of awarding organisations

Data is collected from JCQ and other individual awarding organisations on behalf of DfE by RM Data Solutions. Collection processes differ between awarding organisations. Awarding organisations are required to apply to Ofqual to obatain recognition for the the qaulifications they provide. 'Ofqual's Criteria for recognition' specifies the standards and rules that awarding organisations need to meet when they design, deliver and award regulated qualifications. Further information is available from the Ofqual website: http://www.ofqual.gov.uk/for-awarding-organisations

Awarding of qualification certificates to candidates. These certificates provide candidates with a record of achievement that can be used to support applications for further studies or employment.

Ofqual will periodically monitor examination questions set by awarding bodies, examiners' markings and that awarding organisation carry out thier duties correctly.

Results data feeds into measures of school attainment and accountabilitywhich are published by the department in the Performance Tables and satatistical first releases (SFRs). The Performance Tables are a tool that can be used by parents to make informed choices about schools in their area. Results data is used by Ofsted during schools inspections.

The Joint Council for Qualifications (JCQ) represents the seven largest examination awarding organisations in the UK: AQA, City & Guilds, CCEA, Edexcel, OCR, SQA and WJEC. The information from all these awarding organisations are collated by the JCQ. The aggregate entries showing grades awarded in individual GCSE and A level subjects are published by GCQ on the same day that candidates receive their results (traditionally end of August). The latest release is available here: http://www.jcq.org.uk/national_results/

Data is collected from JCQ and other individual awarding bodies by RM Data Solutions on behalf of the DfE to feed into the production of school Performance Tables and other departmental statistical first releases

DfE provides access to this data at school level through requests to a specific mailbox. Pupil level data requests are provided by the NPD (see separate metadata).

Aggregate pass rates in GCSE and A-levels by grade and subject are released in August, as described above. These results cover the entries by candidates of all ages in the UK.

See DfE Admin Sources spreadsheet


Christopher Cassanovas and Rebecca Briggs: [email protected]

Attainment at KS4 and KS5

Various awarding bodies

Pupils/students

All secondary pupils and 16 to 18 students in England

100 per cent

National, Government regions, Local Authorities (LAs)

Pupil/school postcode

The SFRs A level and other level 3 results in England,academic year 2012 to 2013 and GCSE and equivilant results in England, 2012 to 2013 are published twice each year. Provisional data is published in October and revised data in the following January. The Performance Tables are published once a year in January. In 2013 two experimental SFRs were published for the first time: Level 1 and two attainment in English and mathematics by 16 to 18 students: academic year 2012 to 2013 and qualification success rates for school sixth forms: 2011 to 2012.

Results released in August by the JCQ is at entry level only and does not allow for any assessment of the performance of individual pupils (e.g. how many exams they took and what grades they achieved). The SFRs on GCSE and A level attainment released provisionally in October are the result of matching this entry level data to pupil information and gives the first indication of how pupils have performed against various threshold measures. This pupil and exam data is shared and validated with schools and leads to the publication of revised SFR data and Performance Tables in January.

Used to award qualification certificates to candidates and used by candidates to have a record of achievement that can be used in applications for further studies or employment.

Annual, at the end of the academic year Varies for each awarding bodyAs above.

As above.

Annual, at the end of the academic year

EDD provides specifications for producing the Performance Tables measures and indicators. The contractor (RM data solutions) calculates the indicators based on these specifications. Any changes to specifications are made through a change control procedure.

Statistical end-producers have little influence over the systems adopted and qualifications offered by awarding organisations. Influence lies more with Government policy on issues such as the content of the National Curriculum and which qualifications are deemed suitable for inclusion in measures of school accountability, and with schools and colleges who decide which qualifications to offer pupils . The way in which the qualification data is collected from awarding bodies is, however, driven by statistical end-producers in that detailed specifications are produced covering content, coverage and format of data submissions.

Where applicable compliant with Common Basic Data Set (CBDS): http://www.government/publications/common-basic-data-set-cbds-database

Processes will differ between different awarding organisations. Awarding organisations are required to apply to Ofqual for recognition for the qualifications they provide. Ofqual's 'Criteria for recognition' sspecifies the standards and rules that awarding organisations need to meet when the design, deliver and award regulated qualifications. Further information is available from the Ofqual website: http://www.ofqual.gov.uk/

Changes in the National Curriculum and the indicators that are used within the Performance Tables can affect the system.

EDD provides specification for the creation of the indicators. All changes to specifications are made through a change control procedure which are signed-off by EDD.

Ofqual ensure that qualification standards are maintained through regular monitoring. Changes to the scope of qualifications and the creation of new ones are assessed by Ofqual as part of its accreditation process. More information about the statutory regulation of external qualifications is available here: http://www.ofqual.gov.uk/how-we-regulate/

All data used in publications is thoroughly quality-assured by EDDData is dual run with our contractors to ensure the quality of the headline indicators published in the Performance Tables and SFRs.The SFRs A leveland other level 3 results in England, academic year 2012 to 2013 and GCSE and equivilent results in England, 2012 to 2013 are published twice a year. Provisional data is published in October and revised data the following January. The Performance Tables are published once a year in January.

Changes in accredited qualifications could affect year-on-year comparison of data. Actual statistics that can be produced could be affected.

Changes to administrative arrangements are communicated in SFRs and ad-hoc reports. For example the inclusion of iGCSEs in the indicators was announced on the Research and Statistics Gateway. Publications also reflect the coverage and quality of data. Where possible, the impact of changes to reporting arrangements on headline figures are shown in the relevant SFR.



Collection

Application


Non-statistical publicationStatistical publication

Synergies

Metadata




• Name/title of the original administrative/management data source• Name of the organisation responsible for the original data source• The purpose of the administrative/management system/source• Unit of inquiry (for example, claimants, taxpayers, households, accidents)



• Data definitions used• Classification systems used• The data collection process– periodicity/timing




The subsequent statistical production process• Validation procedures



• Intended coverage of administrative/management system/source• Completeness, that is actual coverage (for example, take-up rate)







Vocational Qualifications Database

None

DfE

Vocational Qualifications Database

DfE

Performance monitoring and policy development

Both award level and person level information


A database containing information from awarding bodies on vocational qualifications awarded in the UK. For more information on vocational qualifications in general, see http://www.direct.gov.uk/en/EducationAndLearning/QualificationsExplained/DG_10039029

Data are collected from awarding bodies by a contractor, RM Data Solutions, then passed to DfE once processedData records the achievements of students in vocational qualifications. It is matched into the National Pupil Database (NPD) so that achievements of threshold levels of attainment at learner level can be ascertained (see separate metadata for NPD)

DfE and the Department for Business, Innovation and Skills (BIS) have access to the data. In addition to the use in NPD matching, BIS also publish figures on the number of awards by type and age

Level 2 and 3 Attainment by Young People in England Measured Using Matched Administrative Data: Attainment by Age 19 in 2012 NISVQ collection is also used to report vocational awards in the BIS SFR "Post-16 education" see http://www.thedataservice.org.uk/statistics/statisticalfirstrelease/sfr_current/

Level 2 and 3 Attainment by Young People in England Measured Using Matched Administrative Data: Attainment by Age 19 in 2012

Julian Austin; [email protected]

UK

UK

Postcode of learning centre

Included in various documentation held by DfE - available on request.As per the National Pupil Database (see separate metadata form)

as above

This ended in 2011 to 2012 but the historical data are still included in the SFR



For NVQs >90%, for VRQs >60% - when measured against aggregate data returns submitted by Awarding Bodies to the Office of qualifications and Examination Regulation (OfQUAL).

Awarding Bodies could previously ask to supply different information, but they were under no statutory obligation to comply

Was an annual database with three main collections during the period, but ongoing data submission & processing throughout.Various performed by RM data solutions, plus quality assurance performed by DfE on receipt of data.DfE team have access to raw data, summary analysis is provided to BIS for publication via FEDS SFRs. Access to VQ data via matched data as per National Pupil Database (see separate metadata form)

Introduction of the Qualifications and Credit Framework (QCF) will impact on type of data that can be reported. For more information on QCF see http://www.direct.gov.uk/en/EducationAndLearning/QualificationsExplained/DG_181951

Changes to OfQual data may mean that the DfE grossing method changes.

Various performed by RM data solutions, such as valid values are in the permitted ranges/format etc - more detail available on request.

Quality assurance performed by DfE on receipt of data. Checking the completeness of key data fields, the accuracy of derived variables etc. Key Qualification Types (NVQ & VRQ) are compared with aggregated data returns submitted by awarding bodies to OfQUAL with grossing factors being applied where appropriate.

None as ended in 2011 to 2012

None as ended in 2011 to 2012



Collection

Application



Synergies

Metadata



• Data definitions used• Classification systems used• The data collection process











Change process










Individualised Learner Record (ILR)

None


Database containing information on participation and qualifications attained by students in Further Education (FE) and Work Based Learning (WBL)Data is collected by FE providers in the course of the academic year and it is collated by the FE Data Service to form the ILR. The ILR is a live operational system, but at certain times in the year the information is frozen and a dataset produced by the FE Data Service.

The FE Data Service is the established custodian of the FE sector data architecture with responsibility for holding a comprehensive and holistic view of post-16 FE sector data. Together with the information authority, the Data Service has responsibility for driving best practice standards in the use of data and information within the sector (see http://www.thedataservice.org.uk/About/TermsofReference/ for more information).

The Information Authority was set up in October 2006 to set data standards and govern data collection and use for further education and training provision in England (see http://www.theia.org.uk/ for more information)

The data is used within FE and WBL providers to record and monitor the details of students registered with them. The data is also used by organisations in the FE system to ensure that public money is being spent in line with government targets for quality and value-for-money, for future planning, and to make the case for the sector in seeking further funding.

Student data is confidential and is not available publicly. Providers are responsible for ensuring the security of data that they hold.

Colleagues in Business, Innovation and Skills (BIS) receive the ILR files from the Data Service via the secure server, and place in a folder for approved DfE analysts to access. Data are also passed to and from a contractor involved in matching data with characteristics data held in other DfE datasets.

In addition to DfE, the data is accessed by the following organisations: - Higher Education Funding Council for England (HEFCE) who publish statistics at http://www.hefce.ac.uk/learning/datacoll/ilr/. - the Department for Business, Innovation and Skills - the Learning and Skills Council

Level 2 and 3 Attainment by Young People in England Measured Using Matched Administrative Data: Attainment by Age 19 in 2009 (Provisional); http://www.education.gov.uk/rsgateway/DB/SFR/s000917/index.shtml; and Participation in Education, Training an Employment of 16-18 year olds in England; http://www.education.gov.uk/rsgateway/DB/SFR/s000938/index.shtml

N/A

DfE

Individualised Learner Record (ILR)

Learner level and learning aim level data.

England

Postcode of learner and learning centre

See specifications as above.

Level 2 and 3 Attainment by Young People in England Measured Using Matched Administrative Data: Attainment by Age 19 in 2009 (Provisional); Participation in Education, Training and Employment of 16-18 year olds in England.

Robert Hartley,[email protected]; Michael Greer, [email protected]

Data is collected by FE providers in the course of the academic year and it is collated by the FE Data Service to form the ILRThe data is used within FE and WBL providers to record and monitor the details of students registered with them. The data is also used by organisations in the FE system to ensure that public money is being spent in line with government targets for quality and value-for-money, for future planning, and to make the case for the sector in seeking further funding.

Further Education providers in England. The FE system includes further education colleges, sixth form colleges, independent learning providers, former External Institutions, local authorities and voluntary and community organisations.

All learners in providers funded by the Skills Funding Agency (SFA) and the Education Funding Agency (EFA) and from providers funded by co-financed European Social Funds (ESF)

The information authority runs a transparent process to consider requests to make changes to the ILR Specification. Decisions are made using published assessment criteria and stakeholders are consulted to comment on the potential impact of the changes.

See specifications available here: http://www.theia.org.uk/ilr/online/

As above.

Data is not released publicly other than official statistics

As above, ESEDD team escalates any concerns to DSD / contractors following checks above.Annual

Data is collected by FE providers on an event driven basis eg the arrival of a new learner. A dataset covering the whole of the previous academic year is provided to DfE in November for matching into the National Pupil Database (see separate metadata template) and Level 2/3 Attainment at age 19 dataset.

See http://www.theia.org.uk/ilr/dataquality/DfE are provided with the data via a secure website and the data placed in a folder accessible to authorised DfE analysts only. The data for matching is sent to the contractors via the Data and Statistics Division. Once matched the anonymised source data is provided to the YPA team responsible for producing the statistical release.

Changes to the specification can impact on published figures. The impact of changes is considered throughout the consultation process prior to implementation.

See http://www.theia.org.uk/ilr/RequestforChange/overview/

Upon receipt of the matched ILR data the ESEDD team within DfE performs various plausibility checks on the data, eg number of learners, achievements by qualification type and academic year.

Changes to the specification can impact on published figures. The impact of changes is considered throughout the consultation process prior to implementation.

Consultation process, and dialogue with the Data Service on best ways to ensure consistency over time following specification changes.

http://www.theia.org.uk/ilr/dataquality/

http://www.theia.org.uk/ilr/RequestforChange/overview/


Name of admin sourceBrief descriptionCollection




Synergies

Metadata





• Unit of inquiry (for example, claimants, taxpayers, households, accidents)• Intended coverage of administrative/management system/source• Completeness, that is actual coverage (for example, take-up rate)




Change process






• Extent to which statistical end-producers can influence the system• Data definitions and classification systems used






Public Expenditure Statistical Analyses (PESA)Regular publication of information on UK Government spending by HM Treasury.Received from HM Treasury.

Operational monitoring; resource allocation

None

None


Public Expenditure Statistical Analyses (PESA)

HM Treasury

Items of public expenditure

All Government departments and local authorities

100% - reporting is a statutory requirement


Information published via ONS publication hub and HM Treasury website and at http://www.hm-treasury.gov.uk/pespub_index.htm as 1) A National Statistics release of recent outturn data published on the HM Treasury website in late spring. A further National Statistics release is published quarterly (in July, October and February) which provides updated information on key outturn series. Press Notice. 2) A PESA Command Paper.

Education and Training Statistics for the United Kingdom (Annex A: Education Expenditure on services)

Education and Training Statistics for the United Kingdom (Annex A: Education Expenditure on services)

[email protected]

1) To provide information on government spending plans and outturn expressed in terms of budgeting aggregates. 2) To present statistical analysis of public expenditure based on a Total Expenditure on Services framework (TES).


UK

Local AuthoritiesNone

Annually and QuarterlyDetermined by HM TreasuryDetermined by HM Treasury

In accordance with National Statistics protocols

Annually and Quarterly

Annually

Expenditure categories are based on the UN Classification of the Functions of Government (COFOG). Total Expenditure on Services (TES) is a definition of aggregate public spending and covers most expenditure by the public sector that is included in Total Managed Expenditure (TME), where TME is a measure of public sector expenditure drawn from components in national accounts produced by the Office for National Statistics (ONS). TES broadly represents the sum of current and capital expenditure of central and local government, and public corporations, but excludes general government capital consumption and other accounting adjustments.

DfE publication is a drawing together into one place of the expenditure statistics for England, Scotland, Wales and Northern Ireland. We publish whatever they publish.

Figures are input and checked by two analysts in accordance with departmental procedures; the release is cleared by a Team Leader and the Head of Profession prior to publication

None

None



Collection



Synergies

Metadata





• Name/title of the original administrative/management data source• Name of the organisation responsible for the original data source• The purpose of the administrative/management system/source• Unit of inquiry (for example, claimants, taxpayers, households, accidents)


• Data definitions used• Classification systems used• The data collection process– periodicity/timing– validation procedures


Change process





• Intended coverage of administrative/management system/source• Completeness, that is actual coverage (for example, take-up rate)• Geographical coverage of the statistical product







Higher Education Statistics Agency Student Record

Operational monitoring, performance management

none

DfE

Higher Education Statistics Agency Student Record

Higher Education Statistics Agency

Higher Education students


The HESA student record collects information on all students studying in UK Higher Education Institutions. This covers information about the student and also the course(s) which they are studying. Further information can be found at http://www.hesa.ac.uk/index.php/component/option,com_pubs/task,show_pub_detail/pubid,1709/Itemid,286/

UK HEIs collect the data, then send it to HESA for quality assurance purposes and publication.

The Department for Business, Innovation and skills (BIS) holds a copy of the Student Record for analysis within Government.

Participation in Education, Training an Employment of 16-18 year olds in England; https://www.gov.uk/government/publications/participation-in-education-training-and-employment-by-16-to-18-year-olds-in-england-end-2012

Participation in Education, Training an Employment of 16-18 year olds in England; https://www.gov.uk/government/publications/participation-in-education-training-and-employment-by-16-to-18-year-olds-in-england-end-2012

[email protected]

Collects information on the number and characteristics of students in UK Higher Education Institutions (HEIs)


All UK HEIs

100% - mandatory for all UK HEIs

UK

Student address

http://www.hesa.ac.uk/index.php?option=com_studrec&Itemid=232&mnl=13051http://www.hesa.ac.uk/index.php?option=com_studrec&Itemid=232&mnl=13051http://www.hesa.ac.uk/index.php?option=com_studrec&Itemid=232&mnl=13051Annualhttp://www.hesa.ac.uk/index.php?option=com_studrec&Itemid=232&mnl=13051BIS hold a copy of the HESA student record for Government analysis

Annual

Annual

Through HESA statutory customer meetings which include representatives from BIS and the Devolved Administrations.

Key figures on the HESA Student Record are published in a Statistical First Release - "Enrolments and Qualifications Obtained at Higher Education Institutions in the United Kingdom": http://www.hesa.ac.uk/content/view/3103/209/

Changes in student finance packages can influence student numbers, for example, in 2006/07 with the introduction of variable fees

Through HESA statutory customer meetings which include representatives from BIS and the Devolved Administrations.

Upon receipt of the HESA data the Post-16 Closing the Gap team performs various plausibility checks on the data, eg number of learners, achievements by qualification type and academic year.

As above, the Post -16 Closing the Gap team within DfE escalates any concerns to BIS following checks above.

Changes to specification of the HESA Student Record could impact on published statistics. Changes to specification are discussed at HESA statutory customer meetings, with representation from BIS and the Devolved Administrations. DfE would be consulted if any changes were proposed which would impact on the data provided for the statistical release "Participation in Education, Training an Employment of 16-18 year olds in England"

Consultation process above would ensure that any proposed changes were carried out in such a way as to avoid discontinuity



Collection

Application



Metadata








• Name/title of the original administrative/management data source


• Unit of inquiry (for example, claimants, taxpayers, households, accidents)

• Intended coverage of administrative/management system/source






Change process








National Client Caseload Information System (NCCIS)

nonenone

NEET Statistics Quarterly Brief

DfE


National database containing records of young people aged 13-19 known to local authorites , including details about their characteristics, activities, and case historyInformation collected by local authorites through exchange of information with schools and colleges, youth services and contact with individuals, and entered on their own case management systems (CCIS). Data from each service is uploaded to a national dataset (NCCIS) by a contractor, CareerVision.

Individual level information used locally to record young people's needs and aspirations and to support them to participate in education and trianign. Aggregate data used locally to target resources, benchmark performance and evaluate the effectiveness of provision. Used nationally to assess progress on a range of DfE policies including raising the participation age; delivery of the September Guarantee and reducing the number of young people not in education, employment or training (NEET). The DfE also uses the information to hold local authorities to account and make headline information on local authority performance publicy available.

Lead professionals in the area working with young people will be given access to their local CCIS in order to record their work with young people. This is strictly controlled through role based security and only with consent of the young person. CareerVision hold the dataset and produce outputs for DfE, including regional estimates of 16-18 year olds NEET for the NEET quarterly brief. Individual level information is also provided to the analytical community to use in the production of Destination Measures and for evaluation purposes.

Michael Greer; [email protected]

Connexions Services Caseload Information System (CCIS) via NCCIS

Local Authorities /DfE

Client Support/Performance monitoring

Client

England

England

Individual client address

No scope for making changes.

As per the CCIS Management Information RequirementAs per the CCIS Management Information RequirementAs new clients become known to Connexions, then real time updates as client's situation changes

None

As per the CCIS Specification downloadable here: http://www.education.gov.uk/16to19/participation/a0074374/nccis-management-information-requirement-from-the-client-caseload-information-system-ccis

Local validation on entry to CCIS and on import to NCCIS error reports generated for each Local AuthorityAll lead professionals in the area working with young people can be given access to their local CCIS. This is strictly controlled through role based security and only with consent of the young person. DfE staff have access to raw data; ad hoc and standard reports produced as required.

Standard and ad hoc request from DfE. Suite of performance reports made available to LAs and EFA on a monthly basis with additional information on vulnerable groups issued quarterly. Quarterly reports on participation at ages 16/17 and annual report on 16-18 year olds NEET published on teh DfE website.

As above, YPA team escalates any concerns to CareerVision following checks above.AnnualChanges to specification could impact on published statistics.

Discussion with policy teams across DfE, the analytical community, career Vision and NCCIS expert group (LA users)

Upon reciept of the CCIS data the YPA team performs various plausibility checks on the data, eg number of learners, achievements by qualification type and academic year.

Steering group includes DfE representation and would consider impact of specification changes on all outputs.



Collection



Synergies

Metadata




Administrative/management source or system• Name/title of the original administrative/management data source

• Name of the organisation responsible for the original data source




• The data collection process– periodicity/timing







• Access arrangements for policy/operational/etc purposes• Dissemination procedures (and publication procedures where appropriate)• Timing/periodicity of public release (if any)• Nature of changes to the system/source (or other ‘noise’) which can impact on the statistics

Change process








Local Safeguarding Children Boards child death review records

Operational monitoring, management information and policy development.

CDOPs produce annual reports which are provided to the LSCB

N/A


Local Safeguarding Children Boards child death review records

Local Safeguarding Children Boards


The deaths of all children aged 0-17 are reviewed by Child Death Overview Panels (CDOPs) in England on behalf of their Local Safeguarding Children Boards (LSCBs). In order to review a child's death data is collected by the CDOP and used to discuss the death and agree appropriate actions to reduce future deaths. Data is collated by the CDOP to feed into an annual report for the LSCB. The DfE also collects information from the LSCBs on an annual basis on the child death reviews which have been completed, for example details about the age and gender of the child, the cause of death and actions and recommendations.

CDOPs are responsible for developing their own system to collect and store data. The data collected by the CDOP is provided to the LSCB in an annual report. Data is also provided to the DfE on an annual basis to feed into a statistical report.

Each CDOP is responsible for developing a system to collect and store data. They are also responsible to agreeing the access and dissemination.

LSCBs provide data to the DfE on an annual basis which is published as: Preventable Child Deaths in England: Year Ending 31 March 2010http://www.gov.uk/government/publications/child-death-reviews-year-ending-31-march-2013

Preventable Child Deaths in England: Year Ending 31 March 2013http://www.gov.uk/government/publications/child-death-reviews-year-ending-31-march-2013

[email protected]


Children who have died

Coverage of child deaths reviewed by LSCBs

Data is collected within every LSCB for every child who died in England

England

The address of individual children are recorded

LSCBs are responsible for developing their own system to ensure the accuracy of the data collected.

An annual report is produced by the CDOP for the LSCB

Data is published through an Official Statistic Release on the DfE website in summer each year.

Data is published through an Official Statistic Release on the DfE website in summer each year.

LSCBs collect data on child deaths which have occurred within the LSCB area in order to be able to fully review the death, as part of their statutory responsibility to review the deaths of all children from birth (excluding still born babies) up to 18 years, who are normally resident within their area. Information is also collected about the actions and recommendations taken forward by LSCBs to reduce future preventable child deaths.

LSCBs collect a wide range of information in order to review a child's death. Templates have been provided by the DfE to assist with this data collection http://www.education.gov.uk/childrenandyoungpeople/safeguarding/safeguardingchildren/childdeathreview/a0068866/national-templates-for-lscbs-to-use-when-collecting-information-about-child-deaths. However LSCBs are not required to provide information in response to all areas and may also choose to revise these templates for their own purposes and collect additional data items. The DfE ask the LSCBs to provide a subset of the information collected by the LSCB. This data collection is mandatory, so LSCBs must collect this information in the format requested. If any changes are required to the data collected by the DfE a business case must be completed and considered by a scrutiny boards.

Guidance notes on the individual data items collected by the DfE can be found at the link below:http://www.education.gov.uk/childrenandyoungpeople/safeguarding/safeguardingchildren/childdeathreview/a0070758/child-death-data-collection

Guidance notes on the individual data items collected by the DfE can be found at the link below:https://www.gov.uk/government/publications/child-death-data-collection-2013-to-2014-lscb1-guide

Once a child dies the LSCB responsible for reviewing the child's death will begin to collect data about the death and the child. This data will be continue to be collected until the CDOP has sufficient information to be able to fully review the child's death. Once the CDOP has discussed the death the record will be updated with the actions agreed and will continue to be updated as these actions are taken forward.

LSCBs develop their own systems to collect and store data about child deaths, however they must ensure that the data required for the annual DfE data collection is collected in the required format.

Annual data is transferred to DfE in April and May each year and published in summer.

N/A

If DfE wishes to change the items in their data collection a business case must be completed and considered by a scrutiny board. Changes then need to be communicated to LSCBs at least six months before the new items are expected to be collected. If the process of reviewing child deaths is to change or definitions are to change this will be communicated to LSCBs through the statutory guidance, Working Together to Safeguard Children.

Data is quality assured within the department, including comparisons with child death registrations, data collected in previous years and consistency checking across data items.Data is quality assured within the department, including comparisons with child death registrations, data collected in previous years and consistency checking across data items.

LSCBs develop their own systems to collect and store data about child deaths, however they must ensure that the data required for the annual DfE data collection is collected in the required format.

Statement of Administrative Source

Name of admin sourceBrief descriptionCollectionApplication

Access and DisseminationNon-statistical publicationStatistical publicationSynergies

Metadata

Statistical end-productadam.whitaker



Administrative/management source or system• Name/title of the original administrative/management data source• Name of the organisation responsible for the original data source• The purpose of the administrative/management system/source• Unit of inquiry (for example, claimants, taxpayers, households, accidents)



• Geographical coverage of the statistical product• Lowest level of geographical coverage


Change process






• Timing/periodicity of public release (if any)• Nature of changes to the system/source (or other ‘noise’) which can impact on the statistics

• Procedures for changing definitions, scope, etcThe subsequent statistical production process



Secure AccommodationDetails of number of places and children in secure children's homesin England and WalesData collected in real time by secure children's homes.

Data are available to staff in the secure children's home.NoneChildren accomodated in secure children's homes in England and Wales: 31 March 2013None

Children accomodated in secure children's homes in England and Wales:31 March 2013

DFE

Secure children's homes records

Secure children's homes records

Children in secure children's homes

All children accomodated in secure children's homes in England and Wales

100% of intended coverage

England and Wales

Individual secure children's homes


Data is used to monitor the number of places approved, places available and characteristics of children in secure children's homes.

[email protected]

Data is used to monitor the number of places approved, places available and characteristics of children in secure children's homes.


The statistical end producer is the DFE who have full control over what data is collected.

Included in guidance document available on requestIncluded in guidance document available on requestData collected as a snapshot at 31 MarchReal timeManagement Information systems check data conform to specificationsData are available to members of staff within secure children's homes

None

None

None

Figures replicated and checked independently of person who produced them

Notes on quality are included in the Technical Notes section of the publication.

Annual

Data collection is statutory requirement.

Changes proposed are submitted to Star Chamber B18, LAs and software suppliers consulted, once agreed - revised specification produced.

Changes to systems shouldn't change statistics as long as the same data items are collected in the same format.



Collection

Application




Synergies

Metadata














Change process








Phonics screening check



The phonics screening check introduced in 2012 is a statutory assessment for all children in year 1 (typically aged 6). All state-funded schools with a year 1 cohort must administer the checks. Those pupils who did not meet the standard in year 1 or who were not tested are re-checked at the end of year 2 (typically aged 7).

Schools are required to report phonics check scores to their local authorities. Local authorities provide the data to the DfE via COLLECT (DfE's own data collection system)

The DfE maintains the system for collecting phonics check scores data from local authorities. The data collected is used to produce the statistics in the Phonics screening check and national curriculum assessments at key stage 1 in England: 2013 SFR. The data also feeds into the National Pupil Database (NPD) and RAISEonline (a web-based evaluation tool used by schools, local authorities and school inspectors). Other uses include internal DfE analyses for briefings, Parliamentary Questions and ad-hoc customer requests.

Access to the DfE collection system is restricted. Data is downloaded from the collection system for analyses by authorised users only and shared between authorised teams via secure folders. Data is published at national, regional and local authority (LA) level in the SFR in September/October.

School and Local Authorities hold phonics decoding data for their pupils. Schools provide parents with reports containing assessment outcomes for their child as well as a summary of the school's overall performance in the assessments. The DfE does not release phonics data in any form before the publication of the SFR, however a school or authority may choose to inform local media of their own performance.


As described above, schools and local authorities hold their own pupil results and may choose to disclose their results or produce statistics from these and release their own analysis in advance of the Statistical First Release.


Phonics Screening Check


Pupils

All state-funded schools in England.Typically in excess of 99%

All state-funded schools in England.

School address

Annual /collection deadline end of July

As above

Annual

Jayne Middlemas - [email protected]

To support the ‘school accountability framework’ where all pupils in state-funded schools are assessed for their phonics decodingc skills and the results are fed back to schools, pupils and parents/carers and also used as a part of school inspections.To provide a national, regional and local authority level information on the achievements of eligible pupils (typically 6 year olds) in the phonics screening check.

Education Data Division (EDD) issues software specifications to school and local authority management information system (MIS) suppliers to enable them to ensure that the data files generated from these systems conform to the DfE requirements.

Compliant with the Common Basic Data Set CBDS: https://www.gov.uk/government/collections/common-basic-data-set

Schools are required to report phonics test scores to their local authorities. Local Authorities provide the data to the DfE via COLLECT (DfE's own data collection system).

As mentioned above, specifications are provided for schools and local authority MIS systems. DfE's COLLECT systems also has built-in checks for data submissions.

Access to the DfE collection system is restricted. Data is downloaded from the collection system for analyses by authorised users only and shared between authorised teams via secure folders


Non-submissions due to industrial action or any other reason can affect data volumes and coverage.

Changes are made early in the collection cycle via change requests on specifications mentioned above.

Validation of submitted data is built into MIS systems and into DfE's COLLECT system. Broad validation of attainment is possible to identify significant errors in the data, however it is not practical for statistical producers to ensure assessments at pupil level are accurate.

One annual provisional release. Late submissions after are included in the final datasets held by DfE and is reflected in the following year's publications.Changes in administrative arrangements could affect year-on-year comparison of data. Publications could be delayed as systems are updated to reflect changes; actual statistics produced could also be affected. Changes could affect the volume and quality of data collected and consequently the quality or coverage of statistics produced. There are no specific issues around changes to information systems which have maintained very similar specifications in recent years.

Changes which could impact on MIS systems are communicated to suppliers as early as possible to enable them to incorporate these into data systems. Changes to administrative arrangements are communicated in SFRs and ad-hoc reports. Where possible the impact of changes to administrative arrangements have been estimated and resulting analysis published with the SFR.


Name of admin source

CollectionApplication



Metadata














Change process













Children's Social Work Workforce Data

Local authorities return their data via email using a form in an Excel workbook.

NoneAnnual publication of key headline figures. This is currently an Experimental SFR.None

Children's Social Work Workforce, Local Authorities in England

DfE

Mark Pearson, [email protected]

Children's Social Work Workforce Data Collection Form

Local authorities


Local authority level data on children's social workers employed by local authorities in England.

DfE collects the data to improve understanding of the size and characteristics of the children's social work workforce. The collection was introduced following Professor Munro’s review of child protection and her recommendations on collection of children’s safeguarding performance information.

No general access is given to anyone outside the role of the collectors prior to the publication of Official Statistics.

Some local authorities already collect some or all of this information as part of their management systems, however, some will be collecting at least some of the variables for the first time specifically for this collection.

Children's social workers, vacancies, days missed due to absence, and number of agency social workers. Information is collected on both full-time equivalents and headcounts.

The collection relates to social workers who are registered with the Health and Care Professionals Council (HCPC), and either work in a local authority in a children’s services department or (if working in an authority where the services are joined up) work exclusively on children and families work.

This includes social workers regardless of managerial responsibilities or number of caseloads.

Completion of this collection is a statutory requirement and the response rate for the first most recent colleciton was 100%.

All local authorities in England.

Local authorities.

See "data definitions used"

Varies across local authorities.

Future changes to the scope of the collection must be agreed through Star Chamber.

The current scope of the collection has been developed in consultation between the DfE and the DfE Star Chamber. Future changes must be agreed through Star Chamber.

The majority of the definitions used are unique to this collection. Any future additions to the scope, such as breakdowns by age, will be based on definitions contained in the Common Basic Dataset which is described at https://www.gov.uk/government/collections/common-basic-data-set

For most local authorities this data is collected and compiled by their Human Resources teams rather than children's social services colleagues. The systems used to collect this data differ across local authorities. Information on agency workers may come from the agencies themselves.

Within local authorities data is collected on a real time basis. The department asks for a snapshot as at 30 September and local authorities are given two months in the autumn to compile this information.

In the majority of cases local authorities will derive the data they send from their management information systems and will require managerial sign off before sending the data. However, information on the specific data checks carried out by local authorities was not collected.

Local Authorities are responsible for the security of their own data.

Within DfE the data are saved on a secure server. Only those named individuals who require access for operational purposes have access. All access to the system is controlled by DfE.

The data is at local authority level and, subject to any required suppressions, is not considered confidential. Therefore some local authorities may release this data throughout the year, e.g. in annual reports or in response to FOI requests.

The collated data held by DfE is subject to National Statistics pre-release access protocols until publication of the annual statistical first release. The data is at LA level and so we aim to publish all the data collected subject to data quality.

New data items and amendments to existing data items can affect the statistics if they are not clearly understood by data providers or if they have difficulty providing the information. Any changes must be agreed through Star Chamber before being made.

AnnualNot applicable

Not applicable

Various quality assurance checks have been carried out on the data at each stage of the collection and production of this release. Anomalous data were highlighted and verified by contacting the local authority and late returns pursued to ensure overall response was as complete and accurate as possible.

Internal checking; year on year comparisons (where applicable next year), common sense checks etc, querying figures with local authority contacts.



Collection

Application



Statistical publicationSynergies

Metadata












Change process













School Workforce Census Data

Annual publication of key headline figuresNone

School Workforce in England, November 2010 (Provisional)

DfE

Neil Ross


Teachers and school support staff


Individual level data on school teachers, teaching assitants and support staff for all local authority maintained schools, Academies and Free schools in England.Schools and local authorities collect data on their own employees, store the data in various internal or third party (contracted out) hosted management information systems. The data is collected on an event driven basis e.g. the arrival of a new teacher, a change in staff member's role or characteristics or when someone leaves. Schools and LAs collate the required SWF data once each year (in November) and upload the data to COLLECT (from 2010).

Data are collected by employers on their employees to ensure the effective management and payment of staff. The DfE collects the data to improve understanding of the size and characteristics of the schools' workforce.

Schools and LAs have access to their own data in their own MI system and can see and review their census return in COLLECT. No general access is given to anyone outside the role of the collectors prior to the publication of Official/National Statistics. After publication access to the data is strictly controlled on a case by case basis e.g. where external researchers with legitimate projects request a data extract.

Some schools and LAs may publish their own school workforce data for marketing or other purposes.

Individual Schools and Local Authorities (including academies, Free schools and LA maintained schools).The data are collected by schools and local authorities to ensure they have good management information on their own staff for pay, personnel and operational reasons. In some cases specific pieces of information are required by law e.g. ethnicity data.

All teachers and support staff in publicly funded schools.

All publicly funded schools in England

Standard geographies that can be constructed from the postcode of the school.

Annual in November of each yearValidation rules are published each year in advance of the collection period.

Identifiable teacher level data is not publicly available.

Annual.

Completion of the School Workforce Census (SWF) is a statutory requirement. It will be possible to check the proportion of schools that make SWF returns through comparisons with the expected lists of schools.

The current scope of the SWF has been developed in consultation between the DfE, LAs, Schools and its protocol partners (e.g. National College of Teaching and Leadership (NCTL)). Future changes to the scope can be put forward through the emerging user engagement groups or direct through the Department - where they will be reviewed by the SWF project Board and the DfE Star Chamber.

As contained in the Common Basic Dataset which is described at https://www.gov.uk/government/collections/common-basic-data-setAs contained in the Common Basic Dataset which is described at https://www.gov.uk/government/collections/common-basic-data-setSchools and local authorities collect data on their own employees, store the data in various internal or third party (contracted out) hosted management information systems. The data is collected on an event driven basis e.g. the arrival of a new teacher, a change in staff member's role or characteristics or when someone leaves. Schools and LAs collate the required SWF data once each year and upload the data to COLLECT.



The data requirement will be published annually in the form of technical specification so that all schools and LAs can see the information they are required to submit. These documents will make any year on year changes clear.

The current scope of the SWF has been developed in consultation between the DfE, LAs, Schools and its protocol partners (e.g. NCTL). Future changes to the scope can be put forward through the emerging user engagement groups or direct through the Department - where they will be reviewed by the SWF project Board and the DfE Star Chamber

Internal checking; year on year comparisons, common sense checks etc.Annual

Data validation (against a set of pre-published items) takes place on data loading. This is complemented by internal checking; year on year comparisons, common sense checks etc.

Supplying data via the School Workforce Census is a statutory requirement; any changes in definitions and scope are controlled centrally by DfE.

Managers of the School Workforce Census engage with users to ensure that new data requests do not place undue data burdens. DfE analysts are consulted when changes are made to items collected. The guidance notes and frequently asked questions are revised by DfE statisticians, with consultation and input form policy colleagues, to reflect any changes and to ensure that data providers are clear on the requirements. This ensures that data supplied is fit for purpose.


Name of admin source:

Brief description:

Collection:

Application:




Metadata












Change process












Pupil level data from local authorities regarding children in alternative provision



A database of general pupil characteristic information of all school age pupils in England who are:- Attending a school not maintained by a LA for whom the authority is paying full tuition fees; or - Educated otherwise than in schools and pupil referral units, under arrangements made (and funded) by the LA.

The data is held in LA Management Information Systems. The data are general characteristics that either the LA, or the provider of the alternative provision, would use themselves, so should be kept up to date on an event driven basis.

Data is collected annually (in January) by the Department for Education via the Alternative Provision (AP) Census.

During the AP Census, data are transferred to the DfE using a central collection system (COLLECT). LAs will output their data from their MIS and check it before submitting it to the DfE via the COLLECT system.

LAs are responsible for placing pupils in alternative provision settings. The department currently collects individual level data on pupils in mainstream schools through the school census and the AP census covers pupils in settings outside of the scope of the school census (e.g. independent schools, hospitals, not in school) to provide pupil level data across the sector. Analysis of individual pupil records supports the drive to raise standards, provides accurate targeting of funding, and assists the monitoring and development of policy. For example, information about pupils with SEN, SEN without statements (school action etc), free school meals eligibility and ethnicity is used to monitor the government's social inclusion policy.

With the introduction of the Dedicated Schools Grant and Pupil Premium, there is a need to demonstrate proper accountability for the expenditure in this area. Individual level data will give better-quality data, thereby increasing confidence that expenditure is being targeted properly, as well as improving the evidence base for formulation and delivery of other policies.

Pupil level data is confidential and is not available publicly. LAs are responsible for ensuring the security of data that they hold.

For data held within DfE, high levels of security are provided and the Department is compliant with BS7799. The data are stored securely and only accessed by staff who have agreed to, and been trained in, the required security levels. No data will be copied to other organisations without there being both a clear business need for the data and obvious security measures to protect the data. In most cases anonymised data will be the only source for analyses outside the Department (see separate metadata for the National Pupil Database (NPD).

many; see main spreadsheetN/A

DfE

Pupil records collected via Alternative Provision Census

LAs

Pupils

All LAs in England.

This is a statutory return so take up is 100% of the LAs in England

England

Individual pupil address

The National Statistics products produced directly from the AP Census are: Schools, Pupils and their Characteristics; Special Educational Needs in England.

Pupil numbers are also used as references in a number of other publications, see main spreadsheet for a full list.

Schools, Pupils and their Characteristics: Adam Hatton - [email protected] Educational Needs: Adam Whitaker - [email protected];

A database of general pupil characteristic information of all school age pupils in England who are:- Attending a school not maintained by a LA for whom the authority is paying full tuition fees; or - Educated otherwise than in schools and pupil referral units, under arrangements made (and funded) by the LA.

To provide ‘fit for purpose’ data to allow Ministers, Parliament, central and local government, pressure groups and the general public to monitor government policies and their effectiveness.

The data also plays in key role in the safe guarding of individual children.


As above


The requirement to supply data via the AP Census is a statutory requirement on LAs, allowing end producers to collect data required for monitoring government policy by following appropriate change procedures (see below)

All data collected via the AP Census are compliant with the Common Basic Data Set (CBDS). CBDS provides a standard for data used in software systems for management information in schools, LAs, other children's institutions, the DfE and other Government bodies.The CBDS is a set of data definitions and code sets and can be accessed from the link below:https://www.gov.uk/government/collections/common-basic-data-set

In addition, DfE also provide guidance as to what LAs should record against each data item via the AP Guides. These can be viewed from the link below:https://www.gov.uk/government/collections/alternative-provision-census

Data is collected by LAs on an event driven basis (i.e. data should be kept up to date by the authority as soon as it is aware of any change or addition). The data is validated at source within the LAs' MIS and also at the point of data entry in COLLECT (the DfE's data collection software). The validation rules are published in the relevant technical specifications which are available from the website below:https://www.gov.uk/government/collections/alternative-provision-census




See individual publications - mostly annually

Supplying data via the AP Census is a statutory requirement; any changes in definitions and scope are controlled centrally by DfE. All changes to DfE data collections need to be put to the Star Chamber Scrutiny Board for review. The Star Chamber Scrutiny Board comprises of head teachers and local authority representatives alonsgide representatives from the DfE. The group will consider issues relating to:


These factors will all be considered in the context of maximising value of data collections, minimising the burden and reducing duplication by collecting data once and using it many times.Following their consideration, SCSB will make a decision about whether the collection should go ahead and then any changes will be discussed with MIS Suppliers for tecnical approval.

The data is validated at source within the LAs MIS and also at the point of data entry in COLLECT (the DfE's data collection software). The validation rules are published in the relevant technical specifications which are available at: https://www.gov.uk/government/collections/alternative-provision-census




Name of admin sourceBrief descriptionCollection

Application



Synergies

Metadata








• Name/title of the original administrative/management data source• Name of the organisation responsible for the original data source• The purpose of the administrative/management system/sourceUnit of inquiry (for example, claimants, taxpayers, households, accidents)• Intended coverage of administrative/management system/source• Completeness, that is actual coverage (for example, take-up rate)• Geographical coverage of the statistical product





Change process











Looked After ChildrenChildren who are in the care of their local authority

None; the data is confidential

None

Children looked after in England (including adoptions and care leavers)


Initial data is collected when a child comes into the care of the local authority for the first time and added to on a real time basis as circumstances change.

The SSDA903 return to DfE is completed by local authorities in England for looked after children. The information is collected on the Children Looked After (CLA) application.

Data is entered in the secure Children Looked After (CLA) web based application by staff in each of the 152 LAs in England. The data is stored on secure servers within DfE. A snapshot is taken of the information held on the system which forms the basis for the data that is published in statistical tables.

The data is used within local authorities to ensure that the needs of looked after children are being met and that service are adhering to standard protocols in an effort to improve the outcomes of this vulnerable group.

In addition the data is used for performance measurement within DfE and by Ofsted to inform their inspection assessments. It is also used to inform policy development and to allocate resources.

The data is confidential and access is restricted to those with an operational need to know. Local authorities are responsible for ensuring that appropriate data protection procedures are applied.

Data are matched to the educational attainment and school census data held in the National Pupil Database, to establish information about the outcomes of children looked after, including key stage 1, 2 and 4 attainment, absence, exclusions and special educational needs status. The matched data are then provided on a secure portal for access by the individual local authorities responsible for the children. The matched data are also published in a separate Statistical First Release alongside other outcomes data collected on the CLA collection.

1. Children looked after in England (including adoptions and care leavers) 2. Outcomes for children looked after by Local Authorities in England

DfE

Louise Feebrey/[email protected]

Looked after children

Local Authorities

Individual child level

All children who are or have been in the care of the local authority

100%

England

Child postcode

To ensure that children looked after by the authority are properly cared for during the time that the LA is responsible for them

LAs are obliged to return data under the powers of the Children Act 1989. Any data requested by the Department should be required by LAs to fulfill their role as the corporate parent.

The definition of a 'looked after child' matches the definition used in the Children Act 1989: a child is looked after if they are provided with accommodation for a continuous period of more than 24 hours, or if they are subject to a care or placement order. For statistical purposes, information is also required for children in respite care of less than 24 hours duration, providing the periods include an overnight stay.

Where applicable the SSDA903 adheres to the standards in the Common Basic Dataset (CBDS). The data is part of the operational process of recording the details of children in the LA's care.

Staff in each of the 152 LAs of England submit their data from their internal records onto the system. Data can be submitted manually directly onto the system or electronically via a number of csv files or through one xml file. The data undergo vigorous validation checks and once the data are all validated, LA staff sign off their return. DfE closes the database after which LAs have read only access to their data.

None

Within local authorities data is collected on a real time basis to reflect the current situation for each child.

DfE data collection takes place annually between 1 April and 30 June. Records for each child are linked by a unique identifier to any records submitted for the same child by the same LA in preceding years (from 1992 onwards)

Within DfE the data submitted on the database goes through a series of validation checks. Any record which fails any of these checks will be shown as being in error and will need to be corrected. LAs must make any corrections before they sign off their return. Invalid records are not included in statistical output.

Local Authorities are responsible for the security of their own data.

Within DfE the data are saved on a secure server. Only those named individuals who require access for operational purposes have access. All access to the system is controlled by DfE.

The data is confidential and only available within LAs to those who need access for operational reasons.

A snap shot of the data is run and transformed into Microsoft Access tables. DfE staff perform analysis of this information using Microsoft Access queries and SPSS. Rounding and suppression is also performed using Microsoft Excel to maintain confidentiality.

New data items and amendments to existing data items such as coding changes can affect the statistics if they are not clearly understood by data providers or if they have difficulty providing the information

Proposed changes are put to the DfE Star Chamber Scrutiny Board (SCSB) as a detailed business case. The costs and benefits are considered to ensure that there is no undue burden to LAs in providing the new data. Details of the changes agreed by the SCSB are communicated to LAs in a letter at least six months before LAs start collecting data for the following year.

New validation rules are developed on the system and are tested during the User Acceptance Test phase before the system goes live to LAs for data collection.DfE staff check that all LAs have loaded their data and also cleared all validation errors by the deadline. We also check that every child looked after at 31 March has a continuation episode the following year, so that no child is "lost" in the system. There are a number of reports that are generated within the CLA application that allow DfE and LAs to monitor this information. We also work with Ofsted to utilise inspection data to assess the quality of the data submitted.

AnnuallyData quality may be affected, data may get lost and incomplete data may be collected

SCSB engage with users to ensure that new data requests do not place undue data burdens. DfE analysts are consulted when changes are made to items collected. The guidance notes and frequently asked questions are revised by DfE statisticians, with consultation and input form policy colleagues, to reflect any changes and to ensure that data providers are clear on the requirements. This ensures that data supplied is fit for purpose.



Collection



Metadata




• Name/title of the original administrative/management data source






Change process














Initial Teacher Training Performance Profiles

Operational monitoring, performance and quality management

nonenone

Initial Teacher Training Performance Profiles

DfE National College for Teaching and Leadership (NCTL)


The Initial Teacher Training (ITT) Performance Profiles are an annual collection of data about accredited ITT providers, provison and programmes. The data includes: characteristics (age, gender, ethnicity and disability) and qualifications on entry of first year trainees (UK degree class and Universities and Colleges Admissions Service (UCAS) points score); and outcomes for final year trainees (award of qualified teacher status (QTS) and employment in teaching six months after completion of ITT)

Accredited providers of initial teacher training submit data to the National College for Teaching and Leadership's (NCTL) data partner (currently Texuna Technologies Ltd.). Accredited university providers supply data via the Higher Education Statistics Agency (HESA) student return and the HESA Destination of Leavers in Higher Education (DLHE) survey. Other providers submit data via National College for Teaching and Leadership 's data management system.

National College for Teaching and Leadership publish data annually as management information: https://www.gov.uk/government/publications/initial-teacher-training-performance-profiles-2013-management-data Data are also available on a public website: http://dataprovision.education.gov.uk/public More granular data are shared with ITT providers and Ofsted via two password accessed websites: https://dataprovision.education.gov.uk/provider and https://dataprovision.education.gov.uk/specialist

Closely linked to the Initial Teacher Training Trainee Number Census which collects the numbers of new entrants to initial teacher training

[email protected]

Higher Education Statistics Agency Student Record and Destination of Leavers in Higher Education (DHLE) survey, and NCTL data management system


Initial teacher training trainees in England

England

Provider address

Annual

Annual

Higher Education Statistics Agency and National College for Teaching and Leadership (NCTL)Collects information on the number, characteristics (age, gender, ethnicity and disability) and qualifications on entry of first year trainees (UK degree class and UCAS points score); and outcomes for final year trainees (award of qualified teacher status (QTS) and employment in teaching six months after completion of ITT) on initial teacher training programmes in England

All National College for Teaching and Leadership (NCTL) accredited providers of initial teacher training in England100% - mandatory for all National College for Teaching and Leadership (NCTL) accredited providers of initial teacher training in England

Through Higher Education Statistics Agency statutory customer meetings which include National College for Teaching and Leadership (NCTL) representativeshttp://www.hesa.ac.uk/index.php?option=com_studrec&Itemid=232&mnl=13051 http://www.hesa.ac.uk/index.php?option=com_studrec&Itemid=232&mnl=12018

http://www.hesa.ac.uk/index.php?option=com_studrec&Itemid=232&mnl=13051 http://www.hesa.ac.uk/index.php?option=com_studrec&Itemid=232&mnl=12018

http://www.hesa.ac.uk/index.php?option=com_studrec&Itemid=232&mnl=08052

Published aggregate data are signed-off by the universities and schools submitting data. Data are compared with previously collected recruitment data and indpendently validated by National College for Teaching and Leadership (NCTL)

National College for Teaching and Leadership (NCTL) hold a copy of the dataset and publish data annually https://www.gov.uk/government/publications/initial-teacher-training-performance-profiles-2013-management-data. The data are used to monitor and inform the performance of initial teacher training providers and make comparisons over time.

Key figures are summarised in a management information release https://www.gov.uk/government/publications/initial-teacher-training-performance-profiles-2013-management-data

Changes to ITT programmes and routes can make time series difficult to interpret, but these are explained in the published data commentary

Through Higher Education Statistics Agency (HESA) statutory customer meetings which include representatives from National College for Teaching and Leadership (NCTL)


Annual

Published aggregate data are indpendently validated by National College for Teaching and Leadership, and compared with previously collected related data on recruitment to initial teacher training

Published aggregate data are indpendently validated by National College for Teaching and Leadership, and compared with previously collected related data on recruitment to initial teacher training

Changes to specification of the Higher Education Statistics Agency (HESA) Student Record and the Destination of Leavers in Higher Education (DLHE) survey could impact on published statistics.

Changes to specification are discussed at Higher Education Statistics Agency (HESA) statutory customer meetings, with representation from NCTL. There are fields in both instruments which ensure core data about initial teacher training is collected.



Collection

Application



Metadata








Change process














Initial Teacher Training Trainee Number Census

nonenone

Initial Teacher Training Trainee Number Census

DfE National College for Teaching and Leadership

Higher Education Statistics Agency and National College for Teaching and Leadership


The Initial Teacher Training (ITT) Trainee Number Census is an annual collection of data about accredited ITT providers, provison and programmes. The data includes: numbers recruited to programmes; charateristics of new entrants (age, gender, ethnicity and disability); qualifications on entry of new entrants (UK degree class) and numbers continuing programmes (e.g. those on undergraduate programmes)

Accredited providers of initial teacher training submit data to the National College for Teaching and Leadership's data partner (currently Texuna Technologies Ltd.). Accredited university providers supply data via the Higher Education Statistics Agency's ITT in-year collection. Other providers submit data via National College for Teaching and Leadership's data management system.

Operational monitoring, recruitment, funding and bursary assurance, performance and quality managementNCTL publish data annually as a SFR: https://www.gov.uk/government/publications/initial-teacher-training-trainee-number-census-2013-to-2014 More granular data are shared with ITT providers and Ofsted via two password accessed websites: https://dataprovision.education.gov.uk/provider and https://dataprovision.education.gov.uk/specialist

Closely linked to the Initial Teacher Training New Entrant Place Allocations which collects the numbers and types of training places requested and allocated, and the Initial Teacher Training Performance Profiles which collects the outcomes of training

[email protected]

Higher Education Statistics Agency ITT in-year collection, and National College for Teaching and Leadership's data management system


England

Provider address




Annual

Annual

Collects information on numbers recruited to teacher training programmes; charateristics of new entrants (age, gender, ethnicity and disability); qualifications on entry of new entrants (UK degree class) and numbers continuing programmes (e.g. those on undergraduate programmes)

New entrants to, and continuing trainees on, initial teacher training programmes in EnglandAll National College for Teaching and Leadership's accredited providers of initial teacher training in England100% - mandatory for all National College for Teaching and Leadership's accredited providers of initial teacher training in England

Through Higher Education Statistics Agency statutory customer meetings which include National College for Teaching and Leadership representatives

Published aggregate data are indpendently validated by National College for Teaching and Leadership. Comparisons are made with other datasets to identify any inconsistencies.

National College for Teaching and Leadership hold a copy of the dataset and publish sector level data in an SFR https://www.gov.uk/government/publications/initial-teacher-training-trainee-number-census-2013-to-2014 The data are used to inform recruitment and assure funding.

Key figures are summarised in a SFR https://www.gov.uk/government/publications/initial-teacher-training-trainee-number-census-2013-to-2014

Changes to ITT programmes and routes can make time series difficult to interpret, but these are explained in the data commentary.

Through Higher Education Statistics Agency statutory customer meetings which include representatives from National College for Teaching and Leadership

Published aggregate data are indpendently validated by National College for Teaching and Leadership, and compared with previously collected related data on the allocation of training places to identify and address any inconsistencies

Annual

Published aggregate data are indpendently validated by National College for Teaching and Leadership, and compared with previously collected related data on the allocation of training places to identify and address any inconsistencies

National College for Teaching and Leadership have their own Higher Education Statistics Agency collection which ensures that it meets requirements and can be adapted to changing needs.

Changes to specification are discussed at Higher Education Statistics Agency (HESA) statutory customer meetings, but because the collection is solely for National College for Teaching and Leadership use it can be adapted to meet needs.



Collection

Application



Metadata











Change process














Allocation Request Management System (ARMS)

nonenone

Initial Teacher Training New Entrant Place Allocations DfE National College for Teaching and Leadership (NCTL)

National College for Teaching and Leadership


The Allocation Request Management System (ARMS) collects requests for NCTL managed initial teacher training places in England. Schools and accredited ITT providers request training places at phase and subject level.

Schools and accredited ITT providers request training places at phase and subject level using a web-enable request system (ARMS). Schools identify the accredited provider that they partner with and accredited providers ratify each partnership.

Operational monitoring, monitoring and managing the demand for training places, and informing the allocation of training places.Registered schools and accredited training providers access the ARMS system to request places. Final allocations are published in a SFR https://www.gov.uk/government/publications/initial-teacher-training-allocations-for-academic-year-2013-to-2014-final. Final allocations will be used by registered schools and accredited training providers to inform their recruitment of trainee teachers and access the appropriate funding.

Closely linked to the Initial Teacher Training Trainee Number Census which will report the actual number of trainee teachers recruited

[email protected]

National College for Teaching and Leadership (NCTL) Allocation Request Management System (ARMS)

Collects requests for National College for Teaching and Leadership managed initial teacher training places in England. Schools and accredited ITT providers request training places at phase and subject level.

Aggregate places at phase and subject level for schools registered for School Direct and accredited providers of initial teacher training programmes in England


England

Registered school and accredited provider address

Set out in guidance documentation on the ARMS system and available on requestAnnual

Annual

Annual

All schools registered for School Direct and National College for Teaching and Leadership accredited providers of initial teacher training in England100% - mandatory for all schools regsitered for School Direct and National College for Teaching and Leadership accredited providers of initial teacher training in England

National College for Teaching and Leadership manage the systems and allocations process to reflect the requirements for the numbers and types of teachers required.

Systems and processes utilise UKPRN (a unique reference number for universities and schools), define subject and phase levelUKPRN (a unique reference number for universities and schools) and the joint academic coding system (JACS) for subjects being taught

Published aggregate data are indpendently validated by National College for Teaching and LeadershipNational College for Teaching and Leadership hold a copy of the dataset and publish final allocations https://www.gov.uk/government/publications/initial-teacher-training-allocations-for-academic-year-2013-to-2014-final.

Key figures are summarised in a SFR https://www.gov.uk/government/publications/initial-teacher-training-allocations-for-academic-year-2013-to-2014-final

Changes to ITT programmes and routes can make time series difficult to interpret, but will reflect the number and type of teacher required. Changes are explained the supporting data commentary.

Through National College for Teaching and Leadership management processes which will reflect the number and type of teachers required and the demand from schools.

Published aggregate data are indpendently validated by National College for Teaching and Leadership and take into account recruitment targets and recruitment performance in previous years

Published aggregate data are indpendently validated by National College for Teaching and Leadership and take into account recruitment targets and recruitment performance in previous years

National College for Teaching and Leadership manage the whole process. A major impact would however occur if NCTL were unable to procure IT data partners and systems to to receive and process data.

Ensure National College for Teaching and Leadership has a data collection and management strategy and alternative ways collecting data



Collection:

Application:

Access and Dissemination:Non-statistical publication:Statistical publication:Synergies:

Metadata





• Name/title of the original administrative/management data source• Name of the organisation responsible for the original data source• The purpose of the administrative/management system/source• Unit of inquiry (for example, claimants, taxpayers, households, accidents)• Intended coverage of administrative/management system/source• Completeness, that is actual coverage (for example, take-up rate)• Geographical coverage of the statistical product



• Classification systems used• The data collection process– periodicity/timing– validation procedures


Change process










Local Authority level data on children with special educational needs.

All data is published within the Special Educational Needs SFRSpecial Educational Needs in England

DfE

Adam Whitaker ([email protected])

Local Authority level data on children with statements of special educational needs

Department for Education (DfE)

Pupils

All Local Authorities in England

This is a statutory return so take up is 100% of the LAs listed above

England

Local Authority


Information on numbers and assessments of children with statements of special educational needs is collected from all Local Authorities (LAs) in England (SEN2 data return).

Data is collected by Local Authorities in the course of carrying out their ongoing responsibilities (see next section).Data collected on children with a statment of special educational needs is used by the Department to identify the numbers of children with statements that LAs are responsible for, including the number of new statements issued within the previous year and timeliness between assessment and issuing of a statements

The National Statistics product produced using this data is Special Educational Needs in England.

In order to meet statutory obligations. LAs will publish relevant policies on their own websites.

The collection of these data is a statutory requirement on LAs, end producers are able to collect data required for monitoring government policy by following appropriate change procedures (see below)


SEN data is collected as each assessment is carried out.

As above

As above

These data collections are compliant with the Common Basic Data Set (CBDS). CBDS provides a standard for data used in software systems for management information in schools, LAs, other children's institutions, the DfE and other Government bodies.

The CBDS is a set of data definitions and code sets and can be accessed from the link below: http://www.teachernet.gov.uk/management/ims/datamanagement/cbds/

In addition, DfE also provide guidance to LAs as to what should be recorded against each data item via the Guidance Notes which accompany the forms.

Documentation is available at: http://www.education.gov.uk/researchandstatistics/stats/senr/b00230962/special-educational-needs-survey/survey-documents

Local Authorities are responsible for data validation at the point of entry to ensure compliance with CBDS (see above)

Information is usually provided to the DfE from LAs under some form of regulation, which minimises impact on statistics.

Annual

Supplying these data to the Department is a statutory requirement; any changes in definitions and scope are controlled centrally by DfE. The Star Chamber Scrutiny Board comprises of head teachers and local authority representatives alonsgide representatives from the DfE. The group will consider issues relating to:- Technical feasibility of the information collected. e.g. does the proposal fit with existing sources or would something new have to be developed?- Relevance and 'fit for purpose' of the information collected (in particular to the front line in driving performance);- Timing of the collection - whether it might be of greater effectiveness if it were collected at a different time; - The method of collection;- Value for Money - whether benefits of data collection are likely to outweigh the costs.

These factors will be considered in the context of maximising value of data collections, minimising the burden and reducing duplication by collecting data once and using it many times. Following their consideration, SCSB will make a decision about whether the collection should go ahead and then, where appropriate, any changes will be discussed with MIS Suppliers for technical approval.

The data is validated at the point of data entry in COLLECT (the DfE's data collection software).Quality checks applied when producing statistical publications include: range checks, checking for outliers, cross checking against previously published data, checking patterns against previous years data, checking totals/subtotals are consistent across tables, checking suppression of disclosive figures etc

Information is usually provided to the DfE from LAs under some form of regulation, which minimises impact on statistics.

Documents

DfE Statement of Adminsitrative Sources - Detail