Complete the school census

Autumn term

The information you need to send us each autumn term.

We will ask all schools for:

School categories

Different categories of schools may need to submit different data items. Your category of school is defined by the school phase you return in the census.

The statutory age ranges for each individual school are recorded on get information about schools (GIAS).

School phase Code Notes
Nursery school NS Including those with maintained or direct grant status
Primary PS  
Middle-deemed primary MP  
Middle-deemed secondary MS  
Secondary SS  
Special SP Maintained and non-maintained special schools, including hospital special schools and academy special schools
All-through AT Excluding PRU / AP and special schools. All-through schools must accommodate both pupils under the age of 7 and over the age of 14
Pupil referral unit / alternative provision (PRU / AP) PR This code is used for pupil referral units, alternative provision academies and alternative provision free schools

Read the guidance for your school type to find out what other data items you need to send us.

You can also download a spreadsheet of all the information we ask for.

Nursery schools

School email address

The email address for official communications must be present and include the character ‘@’. The email address you provide, must be for an account that is used on a regular basis and one that the head teacher has access to, such as, ‘head@’ or ‘office@’. This would not normally be an email address that identifies a particular individual by name. We may use this email address for future correspondence.

Unique pupil number (UPN) [used for funding]

The UPN is a 13-character code in the format Annnnnnnnnnnn that identifies each pupil.

You should not calculate it manually as the UPN would either be:

  • generated by your management information system (MIS)
  • transferred from another school in a common transfer file (CTF)

A UPN in the format of ‘AnnnnnnnnnnnA’ is a temporary UPN that you should only use as an interim measure. For further information see UPN policy and practice guidance.

Pupil’s former UPN

Where a pupil is adopted, a new unique pupil number (UPN) is issued with no link or reference made to their former UPN. You must not add the previous UPN for an adopted pupil in this field.

Where a non-adopted pupil has held another UPN whilst at your school (such as a temporary UPN was allocated, but replaced by a permanent one), you should add the temporary UPN.

Pupil identifiers

You should include in full for each pupil their:

  • surname - the pupil’s full legal surname, as the school believes it to be (schools are not expected to have verified this from a birth certificate or other legal document)
  • forename - in full do not use a shortened or familiar version
  • middle names - in full do not use a shortened or familiar version (leave blank if the pupil doesn’t have a middle name)
  • preferred surname (if applicable for on roll pupils)
  • former surname (if applicable)
  • date of birth - in YYYY-MM-DD format

Gender

The gender of the pupil in the format of ‘M’ (male) or ‘F’ (female).

Gender should be self-declared and recorded according to the wishes of the parent and / or pupil.

Individuals are free to change the way their gender is recorded. There is no requirement from the department for any legal change or gender recognition certificate and it remains open for the school to amend the gender of any pupil, within their own MIS, at any time.

Language code [used for funding]

We require data on language for all pupils. The school must not ascribe a specific language to the pupil. This information must come from the parent / guardian or pupil.

You should only use codes ENB (not known but believed to be English) and OTB (not known but believed to be other than English) where all the following conditions apply:

  • pupil’s first language is not known with absolute certainty
  • parents have not responded to enquiries
  • school can judge with a high degree of confidence whether the pupil’s language is English or not

Where a parent / guardian or pupil declines to provide a first language, you should record it as ‘REF’ (refused).

Where a pupil’s first language is other than English - that is: where the pupil has been exposed to a language other than English during early development and continues to be exposed to this language in the home or in the community - schools may record specific languages from the extended language codes or continue to use the codes used in CBDS.

Find a language code.

Free school meal eligibility [used for funding]

To minimise the impact of the rollout of universal credit and the introduction of a net-earned income threshold to determine eligibility for free school meals, transitional arrangements have been put in place to ensure that no pupil loses a meal as a result of these changes.

Transitional protections ensure that any pupil in receipt of free school meals on 31 March 2018 or after, should continue to receive free school meals until the end of the universal credit roll out period, and then until their phase of education ends. This covers until at least Summer 2023, and applies even if their circumstances change and they would no longer meet the eligibility criteria.

You should not enter end dates unless:

  • a parent has said that they do not wish the child to be recorded as eligible for free school meals and receive a free school meal
  • a pupil transfers from another UK country – their non-English free school meals must have an end date
  • a parent notifies the school that their support under the Immigration & Asylum Act 1999 or the pension credit has ended

We use the following 3 data items to collect this information:

  • free school meal eligibility start date
  • free school meal eligibility end date
  • country of UK (this will be system generated and will not require any data entry by schools)

Collection periods

2019 autumn school census started on or before 2019-10-03, where the free school meal end date is either not present or between 2019-05-17 and 2019-10-03 (inclusive)
2020 spring school census started on or before 2020-01-16, where the free school meal end date is either not present or between 2019-10-04 and 2020-01-16 (inclusive)
2020 summer school census started on or before 2020-05-21 where the free school meals end date is either not present or between 2020-01-17 and 2020-05-21 (inclusive)

Where schools have free school meals eligibility flagged for a pupil in their systems, they must ensure their systems include a free school meal start date ready for collection in census and transfer in common transfer files.

You can return multiple free school meals eligibility start and end dates falling within the periods above where applicable.

For example, a pupil had been eligible for free school meals from 1 September until 31 October in a school in Wales and moved to a school in England and claimed eligibility from the 1 November.

For the first period of eligibility enter:

  • free school meal eligibility start date of 2019-09-01 and ‘FSM’ eligibility end date of 2019-10-31 UK country code must be recorded as ‘WLS’

For the second period of eligibility enter:

  • free school meal eligibility start date of 2019-11-01 and no ‘FSM’ eligibility end date, UK country code must be blank or recorded as ‘ENG’

Eligibility for free school meals

Schools should record periods of free school meals eligibility for pupils where a claim has been made by them or on their behalf and either:

  • the relevant local authority / school has confirmed that they are entitled to free school meals
  • the relevant local authority / school has seen the necessary documentation (that confirms entitlement to free school meals

The Education (School Lunches) (Prescribed Requirements) (England) Order 2003 describes an additional requirement for children who have not attained compulsory school age but receive education in a maintained setting. Such children must be registered pupils and be ‘receiving education both before and after the lunch period’ before being eligible for free school meals.

It is not necessary for schools / local authorities to calculate a family‘s annual taxable income. HM Revenue and Customs (HMRC) perform this income calculation and this figure is used to determine free school meal entitlement.

Free school meals eligibility checking service

The free school meals (FSM) eligibility checking service streamlines the FSM eligibility checking process for both local authorities and parents.

Academies are not able to access the service directly. Some academies ask their local authority (often for a fee) to check eligibility via the eligibility checking service on their behalf. The service available, and its cost, varies between local authorities.

School lunches taken [used for funding]

This data item records whether an infant pupil has taken a school lunch on census day. This may include packed lunches provided by the school to children on school trips.

This data item is collected each term from all schools with an appropriate age range and for the following pupils regardless of whether they are eligible for free school meals:

  • all pupils on roll on census day in reception (NCYearActual equals ‘R’)
  • all pupils on roll on census day in year 1 (NCYearActual equals ‘1’)
  • all pupils on roll on census day in year 2 (NCYearActual equals ‘2’)
  • all pupils on roll on census day aged 4 to 6 not following the national curriculum (NCYearActual equals ‘X’ and pupil born between 2012-09-01 and 2015-08-31 inclusive)

We collect this data each term from all schools and use it to allocate universal infant free school meal funding.

This field may be defaulted to ‘true’ within school systems, to minimise the burden of data entry by schools.

Service children in education indicator [used for funding]

We collect the service child in education indicator for all pupils on roll on census day.

You must only record this information if it has come from the parent / guardian and / or child. Valid codes are:

  • ‘Y’ (yes)
  • ‘N’(no)
  • ‘R’ (refused)
  • ‘U’ (unknown) to indicate no response given or other reason for no information

This field defaults to ‘N’ so you only need to change it for entries for children from service families.

It is essential that you record this data item correctly on the school census as we use this to determine the pupil premium allocations for schools.

A ‘service child’ has parent(s) – or person(s) with exercising parental responsibility – who is/are service personnel serving:

  • in regular HM Forces military units
  • in full commitment as part of the full-time reserve service
  • in the armed forces of another nation and stationed in England

Reserve units are not classed as the regular armed forces and such pupils are not recorded as service children on the school census. However, where a reserve soldier is acting in a full-time capacity, this is classified as regular service.

The service children indicator is only relevant to children whose parents are designated as personal category 1 or 2. All parents will be aware of their personal category.

Funded entitlement hours [used for funding]

Funded entitlement hours record, for eligible pupils aged 2, 3 and 4 years, the total number of free entitlement to early education funded hours in education provision (following the learning and development requirements of the early years foundation stage) at the school. This information is provided by all schools with relevant age children: except for city technology colleges and non-maintained special schools.

All children become eligible for funded early education from the term following a child’s third birthday irrespective of background or family circumstances (the universal entitlement). A specified subset of disadvantaged 2 year olds also become eligible from the term following a child’s second birthday. Local authorities will confirm which children meet the eligibility criteria should schools not know. Some 3 and 4-year-olds are also eligible for up to an additional 15 hours per week – the extended entitlement.

The table below shows the dates of birth and year groups of children for whom funded entitlement hours are required. Where a child falls into the cohorts listed below but is not in receipt of any funding via the funded early education entitlements, a value of zero is recorded for funded entitlement hours.

Data collected via the spring census is used by ust to determine the early years block of the dedicated schools grant allocation that we provide to local authorities to fund their early years providers.

Although not used centrally by us for funding allocations, funded entitlement hours from the autumn and summer census may be used locally by local authorities for funding early education.

Funded entitlement hours contain only the hours the pupil is in education provision and following the learning and development requirements of the early years foundation stage. Such education will follow our statutory guidance for local authorities on early education and childcare and excludes any hours where the pupils are not receiving education or any additional hours that are funded by other means (such as the parent).

Census Date of birth ranges and school type / pupil national curriculum year group Maximum funded entitlement hours
Autumn 2019 Born between 2015-09-01 and 2017-08-31 (inclusive) - all relevant schools and year groups 15 hours
Autumn 2019 Born between 2014-09-01 and 2015-08-31 (inclusive) for pupils in national curriculum year groups ‘E1’, ‘E2’, ‘N1’ and ‘N2’ only 15 hours
Spring 2020 Born between 2015-09-01 and 2017-12-31 (inclusive) - all relevant schools and year groups 15 hours
Spring 2020 Born between 2014-09-01 and 2015-08-31 (inclusive) for pupils in national curriculum year groups ‘E1’, ‘E2’, ‘N1’ and ‘N2’ only 15 hours
Summer 2020 Born between 2015-09-01 and 2018-03-31 (inclusive) - all relevant schools and year groups 15 hours
Summer 2020 Born between 2014-09-01 and 2015-08-31 (inclusive) for pupils in national curriculum year groups ‘E1’, ‘E2’, ‘N1’ and ‘N2’ only 15 hours

Pupils aged 4 at the start of the academic year in ‘reception’ and above are funded as full-time equivalent pupils via the schools block of the dedicated schools grant and therefore funded entitlement hours are not relevant or required for those pupils, as they are not funded via the free entitlement.

For dual registered pupils, record the funded entitlement hours spent in education at each school. The main registration records funded hours in education at the main registration, with the subsidiary recording funded hours in education at the subsidiary registration.

It is important that the funded entitlement hours recorded on the census accurately reflect the hours at the setting to 2 decimal places. It should be noted that this is a decimal of hours and therefore does not record hours and minutes. For example, where a pupil has:

  • 10 and a half hours, this is recorded as 10.50
  • 10 hours and 20 minutes, this is recorded as 10.33

Extended funded entitlement hours [used for funding]

Extended funded entitlement hours are collected for 3 and 4 year old children, with working parents, who are in education provision (that is, following the learning and development requirements of the early years foundation stage) at the school.

As with the funded entitlement hours, extended funded entitlement hours become available – where the parent has a valid 30-hour code – from the term following a child’s third birthday until they reach compulsory school age. Extended funded entitlement hours are available for pupils aged three and those pupils aged four who are in year groups ‘E1’, ‘E2’, ‘N1’ or ‘N2’ only.

Pupils who are in ‘reception’ (or above) are not recorded as receiving the extended funded entitlement as they are in full time education.

As with funded entitlement hours, extended funded entitlement hours are recorded to 2 decimal places and it should be noted that this is a decimal of hours and therefore does not record hours and minutes. For example, where a pupil has:

  • 10 and a half hours, this is recorded as 10.50
  • 10 hours and 40 minutes, this is recorded as 10.67 of extended funded entitlement hours per week (up to a maximum of 15 hours)

Where a child is in receipt of extended funded entitlement hours, the maximum funded entitlement hours allowable is 15 hours. The extended funded entitlement hours field must not include any funded entitlement hours.

30-hour code indicator

The 30-hour code indicator is an 11-digit integer that is required for pupils who claim extended funded entitlement hours. As with the extended funded entitlement hours field, this applies to all 3 year olds and those pupils aged 4 in year groups ‘E1’, ‘E2’, ‘N1’ and ‘N2’ only. The code confirms the eligibility of working parents to receive the 15 extended funded entitlement hours funding. This is particularly important as parents may split this entitlement between 2 providers.

The code, once issued, remains fixed and refers to a single parent / child combination -where a parent has two children, each child will have their own code. However, when the school is presented with the code by the parent, the school must confirm the code’s validity with their local authority.

Where a child transfers school, the local authority must be informed of the transfer.

Foster children are eligible for 30 hours free childcare in certain circumstances. Foster parents do not apply for the extended funded entitlement through the Childcare Service due to the additional eligibility checking steps required. The 30-hour code indicator will be issued by the local authority to the foster parents. Providers will still check the code in the same way as for any other parent taking up 30 hours. It should be noted that although it will still be an 11-digit code, it will begin with a different number to HMRC issued codes. This is to allow local management of the reconfirmation process. Further information about 30 hours free childcare is available in our statutory guidance for local authorities on early education and childcare and our early years entitlements operational guidance.

Disability access fund indicator [used for funding]

The disability access fund (DAF) indicator records whether a 3 or 4 year old child is in receipt of DAF from the local authority. Receipt of this funding entitles the child (whilst they are 3 or 4 years of age) to a fixed amount of funding per year from the disability access fund, which is paid direct to the establishment.

To be eligible for disability access funding, the child must be in receipt of:

  • disability living allowance (DLA) and
  • the universal 15 hours entitlement

Pupils who are aged 4 as at the 31 August in reception and above, who are funded via the schools’ block of the dedicated schools grant, are not eligible for DAF funding. Further information on the DAF is available in the early years national funding formula (EYNFF) operational guidance.

The DAF indicator should only be returned for eligible children within the date of birth range, and year groups, outlined below.

Census Date of birth ranges and school type / pupil national curriculum year group
Autumn 2019 Born between 2015-09-01 and 2016-08-31 (inclusive) all relevant schools and year groups
Autumn 2019 Born between 2014-09-01 and 2015-08-31 (inclusive) for pupils in national curriculum year groups E1, E2, N1 and N2 only
Spring 2020 Born between 2015-09-01 and 2016-12-31 (inclusive) all relevant schools and year groups
Spring 2020 Born between 2014-09-01 and 2015-08-31 (inclusive) for pupils in national curriculum year groups E1, E2, N1 and N2 only
Summer 2020 Born between 2015-09-01 and 2017-03-31 (inclusive) all relevant schools and year groups
Summer 2020 Born between 2014-09-01 and 2015-08-31 (inclusive) for pupils in national curriculum year groups E1, E2, N1 and N2 only

This indicator should default to ‘0’ or ‘false’ to require a positive input from schools.

Hours at setting [used for funding]

Hours at setting are collected for the same pupils and schools for whom funded entitlement hours are collected. This data item records for pupils aged 2, 3 and 4 years old, the total number of hours they spent in education provision (that is, following the learning and development requirements of the early years foundation stage) at the school irrespective of who funded the hours. It is the total of:

  • any hours funded under the free early education entitlements
  • plus, any hours funded under extended funded entitlement (for working parents)
  • plus, any additional hours of education funded from other sources such as parents

This information will allow us to monitor the hours attended at maintained settings on the same basis as private / voluntary / independent provision.

For dual registered pupils, record the actual hours attending each school. The main registration records the hours in education at the main registration. The subsidiary registration records the hours in education at the subsidiary registration.

Hours at setting records the hours in education to 2 decimal places (that is, where a pupil has 10 and a-half-hours, for example, this is recorded as 10.50, with 10 and three-quarter hours being 10.75).

Top-up funding indicator [used for funding]

We are using the top-up funding indicator in the new high needs national funding formula that has been introduced to calculate high needs funding allocation from 2019 to 2020. In addition, we use this indicator for research purposes and to provide bench-marking information to local areas.

This is a true / false flag to indicate those pupils on roll for whom the school receives, on census day, high-needs top-up funding – either from a local authority or, in the case of a PRU / AP, a local authority or another school. Top-up funding is paid outside a maintained school’s budget share or academy’s general annual grant and relates to a pupil or student identified as requiring additional support, which costs more than a specified threshold. In many cases, the period for which top-up funding is paid may not be defined but the top-up funding will – as with the SEN provision to which it relates – be subject to periodic review.

Usually, but not always, the pupils for whom a primary or secondary mainstream school receives top-up funding are those with an education, health and care (EHC) plan. Sometimes local authorities may also provide support for pupils with code ‘K’ – SEN support.

Sometimes, terminology other than high needs top-up funding is used locally. Schools should check with the local authority if they are in doubt about whether payments received from a local authority are high needs top-up funding.

The specified cost threshold for additional SEN support varies according to the type of provision. For primary and secondary mainstream schools and academies, the threshold is £6,000 per pupil per annum in all cases. Top-up funding is paid in respect of individual pupils whose additional support costs more than this and is for the excess costs over the threshold. However, in the case of all special schools, special academies, special free schools, PRU / AP, the funding they receive is £10,000 per place, and the top-up funding will be for the costs incurred by the school in providing additional support in excess of this funding.

Because the full cost of places in special schools, special academies and special free schools, PRU / AP usually exceeds £10,000, these types of schools will normally receive top-up funding for most, if not all, of the pupils in the school.

Post looked after arrangements [used for funding]

As part of the government’s adoption reform programme the department is considering a range of information that will help to inform thinking in relation to post-adoption support. Very little is known about the attainment of children adopted from care because they automatically get a new UPN and the department wants to have better information, collected via this data item on a voluntary basis, to feed into that process.

Post looked after arrangements collects information regarding children, who – on census day – have left local authority care in England and Wales through adoption, a special guardianship order, a residence order or a child arrangements order. Children who have left care under one of the measures listed above will be eligible for the post looked after element of the pupil premium.

It is for those with parental responsibility (adoptive parents, special guardians and carers of former looked after children on residence / child arrangements orders) to decide if they wish to self-declare their children’s status to schools. Schools should ensure parents and carers are aware of this and that this information is collected to help ensure that the designated teacher for previously looked after children can support those children and the school can attract pupil premium funding to support this cohort. Parents are to provide supporting evidence, for example, a photocopy of the adoption order, and confirm that their child was previously in care in England or Wales.

Parents may conceal sensitive information (for example the name of the birth parents) should they wish.

Schools are reminded that this is particularly sensitive data and of the ongoing need for confidentiality. Schools should ensure that, as for other pupil level data items, they comply with their responsibilities with respect to GDPR when processing this data.

Schools record the information using the following codes. Only one of the values will apply to each pupil and a school’s MIS should provide a default value of N – not declared.

Code Description
‘N’ Not declared
‘A’ Ceased to be looked after through adoption
‘G’ Ceased to be looked after through a special guardianship order (SGO)
‘R’ Ceased to be looked after through a residence order (RO)
‘C’ Ceased to be looked after through a child arrangements order (CAO)

Pupil enrolment status [used for funding]

The pupil enrolment status is recorded within the schools management information system (MIS) using one of the registration codes supplied. It is important that each pupil recorded within the school census be assigned a correct enrolment status. This ensures the pupil is correctly registered at a school in line with the pupil registration regulations.

Pupils recorded as ‘G’ – guest (not a pupil at the school) will not be included in the census return.

The MIS will automatically default the value of this field to ‘C’ - current (single registration at this school).

Sample scenarios of pupil enrolment status are provided to assist, but please note that many of these scenarios will not apply to PRU / AP.

Schools will be aware of the advice on school attendance. Schools should be mindful of the advice on school attendance with respect to dual registration.

Find a code to indicate pupil enrolment status.

Managed moves

Where a pupil is on a managed move, the pupil will be dual registered at the original school and the receiving school. The financial arrangements between the schools are a matter for their mutual agreement, but it is important to be able to identify pupils in this situation.

While the pupil is on a managed move:

  • the original school maintains the pupil’s record with an enrolment status of ‘M’ (current main - dual registration)
  • the receiving school maintains the pupil’s record with an enrolment status of ‘S’ (current subsidiary - dual registration)

When the pupil has ceased to attend one of the schools, that school will, with the agreement of the other school, delete the pupil from the register.

Traveller pupils

A traveller pupil may attend another school during periods when his / her parent(s) is / are travelling in the course of trade or business. To help ensure continuity of education for traveller children, it is expected that the child should attend school elsewhere when their family is travelling and be dual registered at that school and the school which the pupil would normally attend when not travelling.

While the pupil is attending another school:

  • the ordinary school of attendance maintains the pupil’s record with an enrolment status of ‘M’ (current main - dual registration)
  • the receiving school maintains the pupil’s record with an enrolment status of ‘S’ (current subsidiary - dual registration)

Family units

In many areas, early education is being provided in schools whose proprietors also provide wider childcare and / or family support services. Often, the proprietor wishes to maintain a single management information system for all the children it serves and, equally often, it is the school management information system that is used for this purpose.

When submitting information for census purposes, it is important to distinguish between those children who are receiving early education and those who are receiving other services. For:

  • children receiving early education, the school maintains the pupil’s record with an enrolment status of ‘C’ (current - single registration at this school)
  • children receiving childcare provision but not early education the school, maintains the child’s record with an enrolment status of ‘G’ (guest - not a pupil at the school)

Specialised units

In some local authority areas, units have been established in schools to deliver specialised education services for pupils from schools in an extended area, not just the school in which the unit is located. These units often provide support for pupils with special educational needs requirements, commonly with those children who have visual or hearing impairments or have speech and language difficulties.

For a pupil who is receiving education in a specialised unit at another school:

  • the ordinary school of attendance maintains the pupil’s record with an enrolment status of ‘M’ (current main - dual registration)
  • the school in which the unit is located maintains the pupil’s record with an enrolment status of ‘S’ (current subsidiary - dual registration)

Inclusion classes

For pupils with special educational needs, ‘inclusion classes’ have been established where pupils who are registered at a special school are taught in classes located in a mainstream school’s premises. Education is provided, either wholly or partly, by teachers from the special school. These classes are satellite classes of the special school and should not be treated as classes of the mainstream school.

When a pupil is attending an inclusion class:

  • the special school maintains the pupil’s record with an enrolment status of ‘C’ (current - single registration at this school)
  • the mainstream school, maintains the pupil’s record with an enrolment status of ‘G’ (guest - not a pupil at the school)

External candidates

Occasionally, adults are registered at a school for them to enter an examination and, perhaps, receive some level of tuition towards this aim. In such cases the providing school maintains the adult’s record with an enrolment status of ‘G’ (guest - not a pupil at the school).

Approved educational activity

Some schools have registered pupils who attend approved educational activity. An approved educational activity is either: an activity that takes place outside the school premises which is of an educational nature, approved by the school and supervised by someone authorised by the school; or attendance at another school at which the pupil is registered (as set out in regulation 6(4) of the Education (Pupil Registration) (England) Regulations 2006).

When the pupil is attending an approved activity outside the school premises (not at another school) the pupil should be recorded with an enrolment status of ‘C’ (current - single registration at this school).

When the pupil is attending another school, they will be dual registered:

  • the ordinary school of attendance maintains the pupil’s record with an enrolment status of ‘M’ (current main - dual registration)
  • the other school maintains the pupil’s record with an enrolment status of ‘S’ (current subsidiary - dual registration)

Dual registered pupils - hospital special schools

Pupils attending a hospital special school are recorded on the register where they are in education. They are not recorded where they attend the hospital for:

  • hospital check ups
  • day surgery
  • any other form of medical appointment
  • an operation

Where a pupil is registered at a mainstream school and receives education at the hospital special school, the pupil will be dual registered:

  • the mainstream school maintains the pupil’s record with an enrolment status of ‘M’ (current main - dual registration)
  • the hospital special school maintains the pupil’s record with an enrolment status of ‘S’ (current subsidiary - dual registration)

Where a pupil is originally solely registered at the hospital special school and then also begins to attend a mainstream school as part of a reintegration programme, the pupil will be dual registered with the hospital special school holding the ‘main registration’ and the mainstream school holding the subsidiary registration.

Overseas / exchange pupils

Pre-16 overseas or exchange pupils on the school register on census day recorded with an enrolment status of ‘G’ (guest - not a pupil at the school) are not included on the school census returns.

For post-16 overseas or exchange pupils, some students, who are not citizens of the UK or citizens of a European Economic Area (EEA) country, may be eligible to receive public funding. The funding regulations provide full rules that determine which overseas students can be funded.

For post-16 students, there is a distinction between ‘overseas’ and ‘home’ students:

  • overseas students are not eligible to receive public funding and may be charged fees
  • home students are eligible to receive public funding and therefore cannot be charged fees

Overseas students are those students who have tier 4 (student) visas, where receipt of public funds would constitute a breach of the terms of their immigration permission.

For exchange students, the school must be able to evidence that a pupil who would otherwise have attended the school has ‘moved in exchange’ to balance the non-British student attending the school on exchange. If there is a genuine exchange in place, the school can receive funding for the exchange student – with the exception of students with tier 4 visas.

As with pre-16 pupils, post-16 overseas or exchange pupils on the school register on census day are recorded with an enrolment status of ‘G’ (guest - not a pupil at the school) and not included on the school census returns.

Pupil date of entry [used for funding]

This is the latest date of entry to the current school.

Where a new school replaces an existing school and retains the existing establishment number of the predecessor school, information is returned as if they were a continuing school (they return historic data for the preceding term(s) before conversion). Where this occurs, the date of arrival in school (the entry date) for pupils remains the date at which the pupil joined the original establishment.

Where a new school has been formed as a result of a merger and the establishment number from one of the predecessor schools has been retained, then historic attendance and exclusion data is only returned for those pupils who attended the predecessor school for which the establishment number has been retained.

For example, if the merger was a junior and an infant school and the newly merged school retains the establishment number of the junior school then only those pupils who previously attended the junior school are required to return the attendance and exclusion data from the previous term(s). All the pupils from the predecessor infant school must be provided with a new entry date.

Where a new school opens with a new establishment number all pupils are given a new entry date (the day that they start at the new school) and consequently any historical exclusions and attendance data from predecessor school is not returned for the new establishment.

Part-time indicator [used for funding]

This indicates whether a pupil is part-time in education. We consider a pupil full-time where they are in education for 10 sessions per week. A pupil who attends for 9 (or fewer) sessions is part-time. It does not indicate that a pupil is part-time at one or more establishments.

For children in receipt of funded early education (those following the learning and development requirements of the early years foundation stage), a child should only be recorded as full-time where they attend education for 10 sessions per week irrespective of the number of funded and / or extended childcare hours.

Pupil boarder indicator [used for funding]

Indicates whether a pupil is a boarder. The MIS automatically defaults the value of this field to ‘N’ - not a boarder.

Find a code to indicate pupils who board.

Pupil’s actual national curriculum year group [used for funding]

The year group in which the pupil is taught for the majority of their time, irrespective of their chronological age. Children turning 2 years old fall into the ‘E2’ year group. If they are recorded on the school’s admission register and in receipt of education, they must be included in the census return.

We do not expect any younger children who fall into the ‘E1’ year group to be in receipt of education and should not be on the school’s admissions register. If you need to record children in ‘E1’ within your MIS, you should not include them in your census.

Find a national curriculum year group code.

Pupil SEN provision

The Children and Families Act 2014 replaced Statements of Educational Need (SEN statements) with ‘Education, Health and Care plans’ (EHC plans).

SEN provision is collected for all pupils on roll on census day using the following codes:

  • ‘E’ (education, health and care plan) or
  • ‘K’ (SEN support)

SEN provision at the time of any exclusion will also be collected in all school census collections.

Find a code to indicate pupil SEN provision.

Member of SEN unit [used for funding]

This field identifies pupils with SEN who are members of a SEN unit. SEN units are special provisions within a mainstream school where the pupils with SEN are taught mainly within separate classes.

Units:

  • are designated by the local authority specifically for making SEN provision, and sometimes accommodate pupils registered at other schools on a part-time basis
  • receive funding of £6,000 or £10,000 per place, and usually top-up funding for the excess costs of additional support required by individual pupils
  • cater for a specific type or types of SEN (for example autistic spectrum disorders)
  • are usually for pupils with an education, health and care (EHC) plan (but may also provide support for pupils with code ‘K’ - SEN support)

Schools and academies should only use this indicator where the SEN unit has been formally recognised as such by the local authority where the school is located.

Most pupils placed in units will be on an Education, Health and Care plan. It is unlikely that a child would be placed in a unit and also receive support from resourced provision, but a school could have resourced provision for one type of need and a unit for another.

Member of resourced provision indicator [used for funding]

This field identifies pupils who receive support for their type of SEN from a specialist-resourced provision.

Resourced provisions are places that are reserved at a mainstream school for pupils with a specific type of SEN, taught mainly within mainstream classes, but requiring a base and some specialist facilities around the school.

Resourced provisions:

  • are designated by the local authority specifically for making this kind of SEN provision
  • receive funding of £6,000 or £10,000 per place, and usually top-up funding for the excess costs of additional support required by individual pupils
  • cater for a specific area or areas of SEN (for example specific learning difficulties)
  • are usually for pupils with an education, health and care (EHC) plan, but could include pupils with code ‘K’ (SEN support)

Schools and academies should only use this indicator where the resourced provision has been formally recognised as such by the local authority where the school is located.

Most pupils placed in units will be on an Education, Health and Care plan. It is unlikely that a child would be placed in a unit and also receive support from resourced provision, but a school could have resourced provision for one type of need and a unit for another.

Home information

We only collect this information if the ‘pupil address type’ is ‘C’ (current).

Schools can provide us with their addresses in the format their MIS holds the data:

  • BS7666 address format
  • SAON, PAON, post town or other address item
  • address line 1 to 5

Every format requires a postcode.

We expect schools to provide a valid home address for most of their pupils (including boarding pupils).

You should record boarding pupils from abroad using their ‘home’ address as their residence during term time, which may be the school’s address.

If a child has multiple addresses (where the child lives with both parents at different stages of the week) you should supply both addresses.

Whilst every effort must be made to obtain these pupil details, if it is possible to get the address, you should leave these fields blank or add a partial address and ignore the validation errors.

Postcode [used for funding]

The postcode, mandatory for both BS7666 and address line format, is allocated by the post office to identify a group of postal delivery points.

Unique property reference number

A unique property reference number (UPRN) is a unique integer identifier for every address in Great Britain. The UPRN is a voluntary data item which you may choose to return alongside the full address (in either BS7666 or address line structure).

We do not expect schools to collect, or look up, the UPRN and instead this will be automatically populated within your school system when entering addresses if the OS AddressBase database is used as a reference.

BS7666 format: SAON the secondary addressable object name (SAON), refers to the flat, apartment name, number, or other sub-division of a dwelling.

BS7666 format: PAON the primary addressable object name (PAON), refers to the dwelling name and / or number.

BS7666 format: street refers to the street name / description. Validation will result in a query where there is a dwelling name / number but no street. If the address legitimately has no street, the query is ignored.

BS7666 format: locality refers to a neighbourhood, suburb, district, village, estate, settlement, or parish that may form part of a town, or stands in its own right within the context of an administrative area. Where an industrial estate contains streets, it is defined as a locality in its own right.

BS7666 format: town refers to:

  • a city or town that is not an administrative area
  • a suburb of an administrative area that does not form part of another town
  • a London district

BS7666 format: administrative area refers to a geographic area that may be the highest-level local administrative area for example:

  • county
  • unitary authority

BS7666 format: post town is assigned by the post office, based on the area sorting office.

Primary schools

School email address

The email address for official communications must be present and include the character ‘@’. The email address you provide, must be for an account that is used on a regular basis and one that the head teacher has access to, such as, ‘head@’ or ‘office@’. This would not normally be an email address that identifies a particular individual by name. We may use this email address for future correspondence.

Unique pupil number (UPN) [used for funding]

We need this data for both on and off roll pupils.

The UPN is a 13-character code in the format Annnnnnnnnnnn that identifies each pupil.

You should not calculate it manually as the UPN would either be:

  • generated by your management information system (MIS)
  • transferred from another school in a common transfer file (CTF)

A UPN in the format of ‘AnnnnnnnnnnnA’ is a temporary UPN that you should only use as an interim measure. For further information see UPN policy and practice guidance.

Pupil’s former UPN

We need this data for both on and off roll pupils.

Where a pupil is adopted, a new unique pupil number (UPN) is issued with no link or reference made to their former UPN. You must not add the previous UPN for an adopted pupil in this field.

Where a non-adopted pupil has held another UPN whilst at your school (such as a temporary UPN was allocated, but replaced by a permanent one), you should add the temporary UPN.

Pupil identifiers

You should include in full for each pupil their:

  • surname - the pupil’s full legal surname, as the school believes it to be (schools are not expected to have verified this from a birth certificate or other legal document)
  • forename - in full do not use a shortened or familiar version
  • middle names - in full do not use a shortened or familiar version (leave blank if the pupil doesn’t have a middle name)
  • preferred surname (if applicable for on roll pupils)
  • former surname (if applicable)
  • date of birth - in YYYY-MM-DD format

Gender

We need this data for both on and off roll pupils.

The gender of the pupil in the format of ‘M’ (male) or ‘F’ (female).

Gender should be self-declared and recorded according to the wishes of the parent and / or pupil.

Individuals are free to change the way their gender is recorded. There is no requirement from the department for any legal change or gender recognition certificate and it remains open for the school to amend the gender of any pupil, within their own MIS, at any time.

Language code [used for funding]

We require data on language for all pupils. The school must not ascribe a specific language to the pupil. This information must come from the parent / guardian or pupil.

You should only use codes ENB (not known but believed to be English) and OTB (not known but believed to be other than English) where all the following conditions apply:

  • pupil’s first language is not known with absolute certainty
  • parents have not responded to enquiries
  • school can judge with a high degree of confidence whether the pupil’s language is English or not

Where a parent / guardian or pupil declines to provide a first language, you should record it as ‘REF’ (refused).

Where a pupil’s first language is other than English - that is: where the pupil has been exposed to a language other than English during early development and continues to be exposed to this language in the home or in the community - schools may record specific languages from the extended language codes or continue to use the codes used in CBDS.

Find a language code.

Free school meal eligibility [used for funding]

We need this data for on roll pupils.

To minimise the impact of the rollout of universal credit and the introduction of a net-earned income threshold to determine eligibility for free school meals, transitional arrangements have been put in place to ensure that no pupil loses a meal as a result of these changes.

Transitional protections ensure that any pupil in receipt of free school meals on 31 March 2018 or after, should continue to receive free school meals until the end of the universal credit roll out period, and then until their phase of education ends. This covers until at least Summer 2023, and applies even if their circumstances change and they would no longer meet the eligibility criteria.

You should not enter end dates unless:

  • a parent has said that they do not wish the child to be recorded as eligible for free school meals and receive a free school meal
  • a pupil transfers from another UK country – their non-English free school meals must have an end date
  • a parent notifies the school that their support under the Immigration & Asylum Act 1999 or the pension credit has ended

We use the following 3 data items to collect this information:

  • free school meal eligibility start date
  • free school meal eligibility end date
  • country of UK (this will be system generated and will not require any data entry by schools)

Collection periods

2019 autumn school census started on or before 2019-10-03, where the free school meal end date is either not present or between 2019-05-17 and 2019-10-03 (inclusive)
2020 spring school census started on or before 2020-01-16, where the free school meal end date is either not present or between 2019-10-04 and 2020-01-16 (inclusive)
2020 summer school census started on or before 2020-05-21 where the free school meals end date is either not present or between 2020-01-17 and 2020-05-21 (inclusive)

Where schools have free school meals eligibility flagged for a pupil in their systems, they must ensure their systems include a free school meal start date ready for collection in census and transfer in common transfer files.

You can return multiple free school meals eligibility start and end dates falling within the periods above where applicable.

For example, a pupil had been eligible for free school meals from 1 September until 31 October in a school in Wales and moved to a school in England and claimed eligibility from the 1 November.

For the first period of eligibility enter:

  • free school meal eligibility start date of 2019-09-01 and ‘FSM’ eligibility end date of 2019-10-31 UK country code must be recorded as ‘WLS’

For the second period of eligibility enter:

  • free school meal eligibility start date of 2019-11-01 and no ‘FSM’ eligibility end date, UK country code must be blank or recorded as ‘ENG’

Eligibility for free school meals

Schools should record periods of free school meals eligibility for pupils where a claim has been made by them or on their behalf and either:

  • the relevant local authority / school has confirmed that they are entitled to free school meals
  • the relevant local authority / school has seen the necessary documentation (that confirms entitlement to free school meals

The Education (School Lunches) (Prescribed Requirements) (England) Order 2003 describes an additional requirement for children who have not attained compulsory school age but receive education in a maintained setting. Such children must be registered pupils and be ‘receiving education both before and after the lunch period’ before being eligible for free school meals.

It is not necessary for schools / local authorities to calculate a family‘s annual taxable income. HM Revenue and Customs (HMRC) perform this income calculation and this figure is used to determine free school meal entitlement.

Free school meals eligibility checking service

The free school meals (FSM) eligibility checking service streamlines the FSM eligibility checking process for both local authorities and parents.

Academies are not able to access the service directly. Some academies ask their local authority (often for a fee) to check eligibility via the eligibility checking service on their behalf. The service available, and its cost, varies between local authorities.

School lunches taken [used for funding]

We need this data for on roll pupils.

This data item records whether an infant pupil has taken a school lunch on census day. This may include packed lunches provided by the school to children on school trips.

This data item is collected each term from all schools with an appropriate age range and for the following pupils regardless of whether they are eligible for free school meals:

  • all pupils on roll on census day in reception (NCYearActual equals ‘R’)
  • all pupils on roll on census day in year 1 (NCYearActual equals ‘1’)
  • all pupils on roll on census day in year 2 (NCYearActual equals ‘2’)
  • all pupils on roll on census day aged 4 to 6 not following the national curriculum (NCYearActual equals ‘X’ and pupil born between 2012-09-01 and 2015-08-31 inclusive)

We collect this data each term from all schools and use it to allocate universal infant free school meal funding.

This field may be defaulted to ‘true’ within school systems, to minimise the burden of data entry by schools.

Service children in education indicator [used for funding]

We collect the service child in education indicator for all pupils on roll on census day.

You must only record this information if it has come from the parent / guardian and / or child. Valid codes are:

  • ‘Y’ (yes)
  • ‘N’(no)
  • ‘R’ (refused)
  • ‘U’ (unknown) to indicate no response given or other reason for no information

This field defaults to ‘N’ so you only need to change it for entries for children from service families.

It is essential that you record this data item correctly on the school census as we use this to determine the pupil premium allocations for schools.

A ‘service child’ has parent(s) – or person(s) with exercising parental responsibility – who is/are service personnel serving:

  • in regular HM Forces military units
  • in full commitment as part of the full-time reserve service
  • in the armed forces of another nation and stationed in England

Reserve units are not classed as the regular armed forces and such pupils are not recorded as service children on the school census. However, where a reserve soldier is acting in a full-time capacity, this is classified as regular service.

The service children indicator is only relevant to children whose parents are designated as personal category 1 or 2. All parents will be aware of their personal category.

Funded entitlement hours [used for funding]

Funded entitlement hours record, for eligible pupils aged 2, 3 and 4 years, the total number of free entitlement to early education funded hours in education provision (following the learning and development requirements of the early years foundation stage) at the school. This information is provided by all schools with relevant age children on roll on census day: except for city technology colleges and non-maintained special schools.

All children become eligible for funded early education from the term following a child’s 3rd birthday irrespective of background or family circumstances (the universal entitlement). A specified subset of disadvantaged 2 year olds also become eligible from the term following a child’s second birthday. Local authorities will confirm which children meet the eligibility criteria should schools not know. Some 3 and 4-year-olds are also eligible for up to an additional 15 hours per week – the extended entitlement.

The table below shows the dates of birth and year groups of children for whom funded entitlement hours are required. Where a child falls into the cohorts listed below but is not in receipt of any funding via the funded early education entitlements, a value of zero is recorded for funded entitlement hours.

Data collected via the spring census is used by us to determine the early years block of the dedicated schools grant allocation that we provide to local authorities to fund their early years providers.

Although not used centrally by us for funding allocations, funded entitlement hours from the autumn and summer census may be used locally by local authorities for funding early education.

Funded entitlement hours contain only the hours the pupil is in education provision and following the learning and development requirements of the early years foundation stage. Such education will follow our statutory guidance for local authorities on early education and childcare and excludes any hours where the pupils are not receiving education or any additional hours that are funded by other means (such as the parent).

Census Date of birth ranges and school type / pupil national curriculum year group Maximum funded entitlement hours
Autumn 2019 Born between 2015-09-01 and 2017-08-31 (inclusive) - all relevant schools and year groups 15 hours
Autumn 2019 Born between 2014-09-01 and 2015-08-31 (inclusive) for pupils in national curriculum year groups ‘E1’, ‘E2’, ‘N1’ and ‘N2’ only 15 hours
Spring 2020 Born between 2015-09-01 and 2017-12-31 (inclusive) - all relevant schools and year groups 15 hours
Spring 2020 Born between 2014-09-01 and 2015-08-31 (inclusive) for pupils in national curriculum year groups ‘E1’, ‘E2’, ‘N1’ and ‘N2’ only 15 hours
Summer 2020 Born between 2015-09-01 and 2018-03-31 (inclusive) - all relevant schools and year groups 15 hours
Summer 2020 Born between 2014-09-01 and 2015-08-31 (inclusive) for pupils in national curriculum year groups ‘E1’, ‘E2’, ‘N1’ and ‘N2’ only 15 hours

Pupils aged 4 at the start of the academic year in ‘reception’ and above are funded as full-time equivalent pupils via the schools block of the dedicated schools grant and therefore funded entitlement hours are not relevant or required for those pupils, as they are not funded via the free entitlement.

For dual registered pupils, record the funded entitlement hours spent in education at each school. The main registration records funded hours in education at the main registration, with the subsidiary recording funded hours in education at the subsidiary registration.

It is important that the funded entitlement hours recorded on the census accurately reflect the hours at the setting to 2 decimal places. It should be noted that this is a decimal of hours and therefore does not record hours and minutes. For example, where a pupil has:

  • 10 and a half hours, this is recorded as 10.50
  • 10 hours and 20 minutes, this is recorded as 10.33 and so on

Extended funded entitlement hours [used for funding]

Extended funded entitlement hours are collected for 3 and 4 year old children, with working parents, who are in education provision (that is, following the learning and development requirements of the early years foundation stage) at the school and on roll on census day.

As with the funded entitlement hours, extended funded entitlement hours become available – where the parent has a valid 30-hour code from the term following a child’s third birthday until they reach compulsory school age.

Extended funded entitlement hours are available for pupils aged three and those pupils aged four who are in year groups ‘E1’, ‘E2’, ‘N1’ or ‘N2’ only.

Pupils who are in ‘reception’ (or above) are not recorded as receiving the extended funded entitlement as they are in full time education.

As with funded entitlement hours, extended funded entitlement hours are recorded to 2 decimal places and it should be noted that this is a decimal of hours and therefore does not record hours and minutes. For example, where a pupil has:

  • 10 and a half hours, this is recorded as 10.50
  • 10 hours and 40 minutes, this is recorded as 10.67 of extended funded entitlement hours per week (up to a maximum of 15 hours)

Where a child is in receipt of extended funded entitlement hours, the maximum funded entitlement hours allowable is 15 hours. The extended funded entitlement hours field must not include any funded entitlement hours.

30-hour code indicator

The 30-hour code indicator is an 11-digit integer that is required for pupils who claim extended funded entitlement hours. As with the extended funded entitlement hours field, this applies to all 3 year olds and those pupils aged 4 in year groups ‘E1’, ‘E2’, ‘N1’ and ‘N2’ only, who are on roll on census day. The code confirms the eligibility of working parents to receive the 15 extended funded entitlement hours funding. This is particularly important as parents may split this entitlement between 2 providers.

The code, once issued, remains fixed and refers to a single parent / child combination -where a parent has two children, each child will have their own code. However, when the school is presented with the code by the parent, the school must confirm the code’s validity with their local authority.

Where a child transfers school, the local authority must be informed of the transfer.

Foster children are eligible for 30 hours free childcare in certain circumstances. Foster parents do not apply for the extended funded entitlement through the childcare service due to the additional eligibility checking steps required.

The 30-hour code indicator will be issued by the local authority to the foster parents. Providers will still check the code in the same way as for any other parent taking up 30 hours. It should be noted that although it will still be an 11-digit code, it will begin with a different number to HMRC issued codes. This is to allow local management of the reconfirmation process. Further information about 30 hours free childcare is available in our statutory guidance for local authorities on early education and childcare and our early years entitlements operational guidance.

Disability access fund indicator [used for funding]

The disability access fund (DAF) indicator records whether a 3 or 4 year old child is in receipt of DAF from the local authority. Receipt of this funding entitles the child (whilst they are 3 or 4 years of age) to a fixed amount of funding per year from the disability access fund, which is paid direct to the establishment.

To be eligible for disability access funding, the child must be in receipt of:

  • disability living allowance (DLA) and
  • the universal 15 hours entitlement

Pupils who are aged 4 as at the 31 August in reception and above, who are funded via the schools’ block of the dedicated schools grant, are not eligible for DAF funding. Further information on the DAF is available in the early years national funding formula (EYNFF) operational guidance.

The DAF indicator should only be returned for eligible children within the date of birth range, and year groups, outlined below who are on roll on census day.

Census Date of birth ranges and school type / pupil national curriculum year group
Autumn 2019 Born between 2015-09-01 and 2016-08-31 (inclusive) all relevant schools and year groups
Autumn 2019 Born between 2014-09-01 and 2015-08-31 (inclusive) for pupils in national curriculum year groups E1, E2, N1 and N2 only
Spring 2020 Born between 2015-09-01 and 2016-12-31 (inclusive) all relevant schools and year groups
Spring 2020 Born between 2014-09-01 and 2015-08-31 (inclusive) for pupils in national curriculum year groups E1, E2, N1 and N2 only
Summer 2020 Born between 2015-09-01 and 2017-03-31 (inclusive) all relevant schools and year groups
Summer 2020 Born between 2014-09-01 and 2015-08-31 (inclusive) for pupils in national curriculum year groups E1, E2, N1 and N2 only

This indicator should default to ‘0’ or ‘false’ to require a positive input from schools.

Hours at setting [used for funding]

Hours at setting are collected for the same pupils and schools for whom funded entitlement hours are collected.

This data item records for pupils aged 2, 3 and 4 years old, the total number of hours they spent in education provision (that is, following the learning and development requirements of the early years foundation stage) at the school irrespective of who funded the hours. It is the total of:

  • any hours funded under the free early education entitlements
  • plus, any hours funded under extended funded entitlement (for working parents)
  • plus, any additional hours of education funded from other sources such as parents

This information will allow us to monitor the hours attended at maintained settings on the same basis as private / voluntary / independent provision.

For dual registered pupils, record the actual hours attending each school. The main registration records the hours in education at the main registration. The subsidiary registration records the hours in education at the subsidiary registration.

Hours at setting records the hours in education to 2 decimal places (that is, where a pupil has 10 and a-half-hours, for example, this is recorded as 10.50, with 10 and three-quarter hours being 10.75).

Top-up funding indicator [used for funding]

We are using the top-up funding indicator in the new high needs national funding formula that has been introduced to calculate high needs funding allocation from 2019 to 2020. In addition, we use this indicator for research purposes and to provide bench marking information to local areas.

This is a true / false flag to indicate those pupils on roll for whom the school receives, on census day, high-needs top-up funding – either from a local authority or, in the case of a PRU / AP, a local authority or another school.

Top-up funding is paid outside a maintained school’s budget share or academy’s general annual grant and relates to a pupil or student identified as requiring additional support, which costs more than a specified threshold. In many cases, the period for which top-up funding is paid may not be defined but the top-up funding will – as with the SEN provision to which it relates – be subject to periodic review.

Usually, but not always, the pupils for whom a primary or secondary mainstream school receives top-up funding are those with an education, health and care (EHC) plan. Sometimes local authorities may also provide support for pupils with code ‘K’ - SEN support.

Sometimes, terminology other than high needs top-up funding is used locally. Schools should check with the local authority if they are in doubt about whether payments received from a local authority are high needs top-up funding.

The specified cost threshold for additional SEN support varies according to the type of provision. For primary and secondary mainstream schools and academies, the threshold is £6,000 per pupil per annum in all cases.

Top-up funding is paid in respect of individual pupils whose additional support costs more than this and is for the excess costs over the threshold. However, in the case of all special schools, special academies, special free schools, PRU / AP, the funding they receive is £10,000 per place, and the top-up funding will be for the costs incurred by the school in providing additional support in excess of this funding.

Because the full cost of places in special schools, special academies and special free schools, PRU / AP usually exceeds £10,000, these types of schools will normally receive top-up funding for most, if not all, of the pupils in the school.

Post looked after arrangements [used for funding]

As part of the government’s adoption reform programme the department is considering a range of information that will help to inform thinking in relation to post-adoption support. Very little is known about the attainment of children adopted from care because they automatically get a new UPN and the department wants to have better information, collected via this data item on a voluntary basis, to feed into that process.

Post looked after arrangements collects information regarding children, who – on census day – have left local authority care in England and Wales through adoption, a special guardianship order, a residence order or a child arrangements order. Children who have left care under one of the measures listed above will be eligible for the post looked after element of the pupil premium.

It is for those with parental responsibility (adoptive parents, special guardians and carers of former looked after children on residence / child arrangements orders) to decide if they wish to self-declare their children’s status to schools. Schools should ensure parents and carers are aware of this and that this information is collected to help ensure that the designated teacher for previously looked after children can support those children and the school can attract pupil premium funding to support this cohort. Parents are to provide supporting evidence, for example, a photocopy of the adoption order, and confirm that their child was previously in care in England or Wales.

Parents may conceal sensitive information (for example the name of the birth parents) should they wish.

Schools are reminded that this is particularly sensitive data and of the ongoing need for confidentiality. Schools should ensure that, as for other pupil level data items, they comply with their responsibilities with respect to GDPR when processing this data.

Schools record the information using the following codes. Only one of the values will apply to each pupil and a school’s MIS should provide a default value of N – not declared.

Code Description
‘N’ Not declared
‘A’ Ceased to be looked after through adoption
‘G’ Ceased to be looked after through a special guardianship order (SGO)
‘R’ Ceased to be looked after through a residence order (RO)
‘C’ Ceased to be looked after through a child arrangements order (CAO)

Pupil enrolment status [used for funding]

The pupil enrolment status is recorded within the schools management information system (MIS) using one of the registration codes supplied. It is important that each pupil recorded within the school census be assigned a correct enrolment status. This ensures the pupil is correctly registered at a school in line with the pupil registration regulations.

Pupils recorded as ‘G’ – guest (not a pupil at the school) will not be included in the census return.

The MIS will automatically default the value of this field to ‘C’ - current (single registration at this school).

Sample scenarios of pupil enrolment status are provided to assist, but please note that many of these scenarios will not apply to PRU / AP.

Schools will be aware of the advice on school attendance. Schools should be mindful of the advice on school attendance with respect to dual registration.

Find a code to indicate pupil enrolment status.

Managed moves

Where a pupil is on a managed move, the pupil will be dual registered at the original school and the receiving school. The financial arrangements between the schools are a matter for their mutual agreement, but it is important to be able to identify pupils in this situation.

While the pupil is on a managed move:

  • the original school maintains the pupil’s record with an enrolment status of ‘M’ (current main - dual registration)
  • the receiving school maintains the pupil’s record with an enrolment status of ‘S’ (current subsidiary - dual registration)

When the pupil has ceased to attend one of the schools, that school will, with the agreement of the other school, delete the pupil from the register.

Traveller pupils

A traveller pupil may attend another school during periods when his / her parent(s) is / are travelling in the course of trade or business. To help ensure continuity of education for traveller children, it is expected that the child should attend school elsewhere when their family is travelling and be dual registered at that school and the school which the pupil would normally attend when not travelling.

While the pupil is attending another school:

  • the ordinary school of attendance maintains the pupil’s record with an enrolment status of ‘M’ (current main - dual registration)
  • the receiving school maintains the pupil’s record with an enrolment status of ‘S’ (current subsidiary - dual registration)

Family units

In many areas, early education is being provided in schools whose proprietors also provide wider childcare and / or family support services. Often, the proprietor wishes to maintain a single management information system for all the children it serves and, equally often, it is the school management information system that is used for this purpose.

When submitting information for census purposes, it is important to distinguish between those children who are receiving early education and those who are receiving other services. For:

  • children receiving early education, the school maintains the pupil’s record with an enrolment status of ‘C’ (current - single registration at this school)
  • children receiving childcare provision but not early education the school, maintains the child’s record with an enrolment status of ‘G’ (guest - not a pupil at the school)

Specialised units

In some local authority areas, units have been established in schools to deliver specialised education services for pupils from schools in an extended area, not just the school in which the unit is located. These units often provide support for pupils with special educational needs requirements, commonly with those children who have visual or hearing impairments or have speech and language difficulties.

For a pupil who is receiving education in a specialised unit at another school:

  • the ordinary school of attendance maintains the pupil’s record with an enrolment status of ‘M’ (current main - dual registration)
  • the school in which the unit is located maintains the pupil’s record with an enrolment status of ‘S’ (current subsidiary - dual registration)

Inclusion classes

For pupils with special educational needs, ‘inclusion classes’ have been established where pupils who are registered at a special school are taught in classes located in a mainstream school’s premises. Education is provided, either wholly or partly, by teachers from the special school. These classes are satellite classes of the special school and should not be treated as classes of the mainstream school.

When a pupil is attending an inclusion class:

  • the special school maintains the pupil’s record with an enrolment status of ‘C’ (current - single registration at this school)
  • the mainstream school, maintains the pupil’s record with an enrolment status of ‘G’ (guest - not a pupil at the school)

External candidates

Occasionally, adults are registered at a school for them to enter an examination and, perhaps, receive some level of tuition towards this aim. In such cases the providing school maintains the adult’s record with an enrolment status of ‘G’ (guest - not a pupil at the school).

Approved educational activity

Some schools have registered pupils who attend approved educational activity. An approved educational activity is either: an activity that takes place outside the school premises which is of an educational nature, approved by the school and supervised by someone authorised by the school; or attendance at another school at which the pupil is registered (as set out in regulation 6(4) of the Education (Pupil Registration) (England) Regulations 2006).

When the pupil is attending an approved activity outside the school premises (not at another school) the pupil should be recorded with an enrolment status of ‘C’ (current - single registration at this school).

When the pupil is attending another school, they will be dual registered:

  • the ordinary school of attendance maintains the pupil’s record with an enrolment status of ‘M’ (current main - dual registration)
  • the other school maintains the pupil’s record with an enrolment status of ‘S’ (current subsidiary - dual registration)

Dual registered pupils - hospital special schools

Pupils attending a hospital special school are recorded on the register where they are in education. They are not recorded where they attend the hospital for:

  • hospital check ups
  • day surgery
  • any other form of medical appointment
  • an operation

Where a pupil is registered at a mainstream school and receives education at the hospital special school, the pupil will be dual registered:

  • the mainstream school maintains the pupil’s record with an enrolment status of ‘M’ (current main - dual registration)
  • the hospital special school maintains the pupil’s record with an enrolment status of ‘S’ (current subsidiary - dual registration)

Where a pupil is originally solely registered at the hospital special school and then also begins to attend a mainstream school as part of a reintegration programme, the pupil will be dual registered with the hospital special school holding the ‘main registration’ and the mainstream school holding the subsidiary registration.

Overseas / exchange pupils

Pre-16 overseas or exchange pupils on the school register on census day recorded with an enrolment status of ‘G’ (guest - not a pupil at the school) are not included on the school census returns.

For post-16 overseas or exchange pupils, some students, who are not citizens of the UK or citizens of a European Economic Area (EEA) country, may be eligible to receive public funding. The funding regulations provide full rules that determine which overseas students can be funded.

For post-16 students, there is a distinction between ‘overseas’ and ‘home’ students:

  • overseas students are not eligible to receive public funding and may be charged fees
  • home students are eligible to receive public funding and therefore cannot be charged fees

Overseas students are those students who have tier 4 (student) visas, where receipt of public funds would constitute a breach of the terms of their immigration permission.

For exchange students, the school must be able to evidence that a pupil who would otherwise have attended the school has ‘moved in exchange’ to balance the non-British student attending the school on exchange. If there is a genuine exchange in place, the school can receive funding for the exchange student – with the exception of students with tier 4 visas.

As with pre-16 pupils, post-16 overseas or exchange pupils on the school register on census day are recorded with an enrolment status of ‘G’ (guest - not a pupil at the school) and not included on the school census returns.

Class type

We need this data for on roll pupils.

Denotes a class as a designated nursery class. A nursery class is one designated by the local authority - any class not designated by the local authority is counted as an “other” (code ‘O’) class even if it contains nursery-age pupils.

Pupil date of entry [used for funding]

We need this data for both on and off roll pupils.

This is the latest date of entry to the current school.

Pupils who transfer from nursery to reception in the same school are not given new entry dates.

Where a new school replaces an existing school and retains the existing establishment number of the predecessor school, information is returned as if they were a continuing school (they return historic data for the preceding term(s) before conversion). Where this occurs, the date of arrival in school (the entry date) for pupils remains the date at which the pupil joined the original establishment.

Where a new school has been formed as a result of a merger and the establishment number from one of the predecessor schools has been retained, then historic attendance and exclusion data is only returned for those pupils who attended the predecessor school for which the establishment number has been retained.

For example, if the merger was a junior and an infant school and the newly merged school retains the establishment number of the junior school then only those pupils who previously attended the junior school are required to return the attendance and exclusion data from the previous term(s). All the pupils from the predecessor infant school must be provided with a new entry date.

Where a new school opens with a new establishment number all pupils are given a new entry date (the day that they start at the new school) and consequently any historical exclusions and attendance data from predecessor school is not returned for the new establishment.

Pupil date of leaving

We need this data for off roll pupils.

The date the pupil left the current school. This identifies pupils who are no longer on the school’s roll.

Part-time indicator [used for funding]

We need this data for both on and off roll pupils.

This indicates whether a pupil is part-time in education. We consider a pupil full-time where they are in education for 10 sessions per week. A pupil who attends for 9 (or fewer) sessions is part-time. It does not indicate that a pupil is part-time at one or more establishments.

For children in receipt of funded early education (those following the learning and development requirements of the early years foundation stage), a child should only be recorded as full-time where they attend education for 10 sessions per week irrespective of the number of funded and / or extended childcare hours.

Compulsory school-age pupils on a part-time timetable are recorded as full-time with the appropriate absence code used for the sessions they do not attend.

Pupil boarder indicator [used for funding]

We need this data for both on and off roll pupils.

Indicates whether a pupil is a boarder. The MIS automatically defaults the value of this field to ‘N’ - not a boarder.

Find a code to indicate pupils who board.

Pupil’s actual national curriculum year group [used for funding]

We need this data for on roll pupils.

The year group in which the pupil is taught for the majority of their time, irrespective of their chronological age. Children turning 2 years old fall into the ‘E2’ year group. If they are recorded on the school’s admission register and in receipt of education, they must be included in the census return.

We do not expect any younger children who fall into the ‘E1’ year group to be in receipt of education and should not be on the school’s admissions register. If you need to record children in ‘E1’ within your MIS, you should not include them in your census.

Find a national curriculum year group code.

Pupil SEN provision

The Children and Families Act 2014 replaced Statements of Educational Need (SEN statements) with ‘Education, Health and Care plans’ (EHC plans).

SEN provision is collected for all pupils on roll on census day using the following codes:

  • ‘E’ (education, health and care plan) or
  • ‘K’ (SEN support)

SEN provision at the time of any exclusion will also be collected in all school census collections.

Find a code to indicate pupil SEN provision.

Member of SEN unit [used for funding]

We need this data for on roll pupils.

This field identifies pupils with SEN who are members of a SEN unit. SEN units are special provisions within a mainstream school where the pupils with SEN are taught mainly within separate classes.

Units:

  • are designated by the local authority specifically for making SEN provision, and sometimes accommodate pupils registered at other schools on a part-time basis
  • receive funding of £6,000 or £10,000 per place, and usually top-up funding for the excess costs of additional support required by individual pupils
  • cater for a specific type or types of SEN (for example autistic spectrum disorders)
  • are usually for pupils with an education, health and care (EHC) plan (but may also provide support for pupils with code ‘K’ - SEN support)

Schools and academies should only use this indicator where the SEN unit has been formally recognised as such by the local authority where the school is located.

Most pupils placed in units will be on an Education, Health and Care plan. It is unlikely that a child would be placed in a unit and also receive support from resourced provision, but a school could have resourced provision for one type of need and a unit for another.

Member of resourced provision indicator [used for funding]

We need this data for on roll pupils.

This field identifies pupils who receive support for their type of SEN from a specialist-resourced provision.

Resourced provisions are places that are reserved at a mainstream school for pupils with a specific type of SEN, taught mainly within mainstream classes, but requiring a base and some specialist facilities around the school.

Resourced provisions:

  • are designated by the local authority specifically for making this kind of SEN provision
  • receive funding of £6,000 or £10,000 per place, and usually top-up funding for the excess costs of additional support required by individual pupils
  • cater for a specific area or areas of SEN (for example specific learning difficulties)
  • are usually for pupils with an education, health and care (EHC) plan - but could include pupils with code ‘K’ (SEN support)

Schools and academies should only use this indicator where the resourced provision has been formally recognised as such by the local authority where the school is located.

Most pupils placed in units will be on an Education, Health and Care plan. It is unlikely that a child would be placed in a unit and also receive support from resourced provision, but a school could have resourced provision for one type of need and a unit for another.

Exclusions

This module contains information on the exclusion records of a pupil. From autumn 2019, data will be collected one term in arrears.

We need this data for both on and off roll pupils.

All items in the pupil identifiers module (except preferred surname) are collected for those pupils no longer on roll but for whom the exclusions module is collected.

Census Exclusions
Autumn 2019 All exclusions with start dates between 2019-01-01 and 2019-08-31
Spring 2020 All exclusions with start dates between 2019-09-01 and 2019-12-31
Summer 2020 All exclusions with start dates between 2020-01-01 and 2020-04-12 (Easter Sunday)

Whilst these dates do not represent real term dates, they will ensure that the vast majority of exclusions for the autumn (terms 1 and 2 for schools with 6 terms) and spring (terms 3 and 4 for schools with 6 terms) terms are picked up for the majority of schools.

Where schools do not use a module in their MIS that records exclusions data, items are to be manually calculated for each pupil and manually added to the census return.

Exclusion category

We need this data for both on and off roll pupils.

For each exclusion, this indicates the type of exclusion:

  • fixed period
  • permanent

Find an exclusion category code.

Exclusion reason

We need this data for both on and off roll pupils.

Some MIS allow schools to enter more than one reason for any exclusion and so they can record a main as well as a secondary reason(s) for any exclusion. For the census, we only need the main reason.

Exclusion reason Description
Bullying verbal, physical, homophobic bullying, cyber bullying
Damage including damage to school or personal property belonging to any member of the school community arson, graffiti, vandalism
Drug and alcohol related alcohol abuse, drug dealing, inappropriate use of prescribed drugs, possession of illegal drugs, smoking, substance abuse
Persistent disruptive behaviour challenging behaviour, disobedience, persistent violation of school rules
Physical assault against adult obstruction and jostling, violent behaviour, wounding
Physical assault against pupil fighting, obstruction and jostling, violent behaviour, wounding
Racist abuse derogatory racist statements, racist bullying, racist graffiti, racist taunting and harassment, swearing that can be attributed to racist characteristics
Sexual misconduct lewd behaviour, sexual abuse, sexual assault, sexual bullying, sexual graffiti, sexual harassment
Theft selling and dealing in stolen property, stealing from local shops on a school outing, stealing personal property (adult or pupil), stealing school property
Verbal abuse/threatening behaviour against adult aggressive behaviour, carrying an offensive weapon, homophobic abuse and harassment, swearing, threatened violence, verbal intimidation
Verbal abuse/threatening behaviour against pupil aggressive behaviour, carrying an offensive weapon, homophobic abuse and harassment, swearing, threatened violence, verbal intimidation

Find an exclusion reason code.

Exclusion start date

We need this data for both on and off roll pupils.

The exclusion start date reflects the date that the head teacher asked the pupil to leave the school. We expect you to have completed all appeals procedures by the time of the return, so only exclusions that have been upheld will be included.

Actual number of sessions excluded from

We need this data for both on and off roll pupils.

For each fixed period exclusion, you should record the actual number of sessions for which the exclusion is in effect.

For fixed period exclusions, each full school day counts as 2 sessions - a half school day counts as 1 session.

You should count exclusions that go across 2 census collection periods as 1 exclusion in the first collection period.

Exclusion sessions only cover the number of sessions the pupil is expected to be at the school. A fixed period exclusion can be discontinuous which means that there can be days between the start and finish dates of the exclusion that are not included as part of the exclusion.

Where a pupil is dual registered, exclusion sessions are not recorded for the day(s) they are attending the other organisation.

For example, a pupil is excluded for 6 sessions starting on a Monday. However, the pupil is registered with another provider on the Wednesday – where no exclusion is in place. This means the pupil is excluded from the school for sessions on Monday, Tuesday and Thursday. The other provider would record the pupil’s attendance on the Wednesday separately.

For the sessions where the school have agreed that the pupil is not attending, you should record these as ‘authorised absence’ and not record the pupil as excluded for these sessions.

For example, a pupil has been excluded for 8 sessions starting on a Tuesday. However, the pupil already has authorised absence for Friday and Monday afternoons. This means the pupil is excluded for all sessions on Tuesday, Wednesday and Thursday, as well as the morning sessions on Friday and Monday.

You should not record exclusions sessions for the day(s) when the pupil is attending an approved educational activity.

For example, a year 10 pupil has been excluded for 6 sessions starting on a Wednesday. However, the pupil attends work experience on a Thursday from which they are not excluded. This means the pupil is excluded from the school for sessions on Wednesday, Friday and Monday.

Days on which there is a planned school closure do not count towards an exclusion.

For example, a pupil has been excluded from a school for 4 sessions starting on a Friday, but the school plans to be closed on the Monday for an INSET day. This means the pupil’s exclusion will include 2 sessions on the following Tuesday, rather than the Monday.

SEN provision at the time of the exclusion

We need this data for both on and off roll pupils.

For each exclusion record returned, the SEN provision at the time of the exclusion must be included:

  • ‘E’ (education, health and care plan)
  • ‘K’ (SEN support)

Exclusion review

Exclusions that have been overturned by the governing body are not counted in national statistics. However, from the 2019 to 2020 academic year, information regarding reviews of head teachers decisions to exclude (which includes the governing board’s review and independent review panels (IRPs)) that occurred in the previous term are to be reported via the school census in the case of permanent exclusions only.

We require this information for both on and off roll pupils.

The first collection of this data will take place in the spring 2020 census for any reviews that took place in the previous autumn term.

No information about the governing board’s review or independent review panels should be returned for fixed period exclusions.

The result of the review of the decision to exclude must be returned. Where the exclusion review has been undertaken by both the governing board and IRP, only the final outcome is to be recorded on the census. Please do not include each stage of exclusion review that took place. For example, where an exclusion was upheld by the initial governing board’s review, but was later reviewed by the IRP, only the result of the IRP’s consideration should be recorded.

Exclusion review date

We need this data for both on and off roll pupils.

The exclusion review date reflects the date of the exclusion review - the date that the final outcome was decided.

Exclusion review result

We need this data for both on and off roll pupils.

You should only return the final outcome of the exclusion review, using the following codes.

Code Exclusion review result
A Exclusion upheld by initial governing board (confirmed)
B Exclusion upheld by governing board after independent review panel recommended governing board to reconsider reinstatement
C Exclusion upheld by governing board after independent review panel directed governing board to reconsider reinstatement
D Exclusion upheld by independent review panel (confirmed)
E Pupil accepted reinstatement after initial governing board
F Pupil accepted offer of reinstatement after independent review panel recommended governing board to reconsider reinstatement
G Pupil accepted offer of reinstatement after independent review panel directed governing board to reconsider reinstatement
H Pupil declined reinstatement after initial governing board
J Pupil declined offer of reinstatement after independent review panel recommended governing board to reconsider reinstatement
K Pupil declined offer of reinstatement after independent review panel directed governing board to reconsider reinstatement

Exclusion reinstatement date

We need this data for both on and off roll pupils.

The exclusion reinstatement date reflects the date the excluded pupil was reinstated at the school following the governing board or IRP’s review of the decision to exclude.

SEN expert requested

We need this data for both on and off roll pupils.

Further to the outcome of a review of the decision to exclude, in the case of an IRP, schools must record if a SEN expert was requested during the review. This should be recorded as ‘Y’ if requested and ‘N’ if not requested.

Home information

We only collect this information if the ‘pupil address type’ is ‘C’ (current) and the pupil is on roll on census day.

Schools can provide us with their addresses in the format their MIS holds the data:

  • BS7666 address format
  • SAON, PAON, post town or other address item
  • address line 1 to 5

Every format requires a postcode.

We expect schools to provide a valid home address for most of their pupils (including boarding pupils).

You should record boarding pupils from abroad using their ‘home’ address as their residence during term time, which may be the school’s address.

If a child has multiple addresses (where the child lives with both parents at different stages of the week) you should supply both addresses.

Whilst every effort must be made to obtain these pupil details, if it is possible to get the address, you should leave these fields blank or add a partial address and ignore the validation errors.

Postcode [used for funding]

The postcode, mandatory for both BS7666 and address line format, is allocated by the post office to identify a group of postal delivery points.

Unique property reference number

A unique property reference number (UPRN) is a unique integer identifier for every address in Great Britain.

The UPRN is a voluntary data item which you may choose to return alongside the full address (in either BS7666 or address line structure).

We do not expect schools to collect, or look up, the UPRN and instead this will be automatically populated within your school system when entering addresses if the OS AddressBase database is used as a reference.

BS7666 format: SAON the secondary addressable object name (SAON), refers to the flat, apartment name, number, or other sub-division of a dwelling.

BS7666 format: PAON the primary addressable object name (PAON), refers to the dwelling name and / or number.

BS7666 format: street refers to the street name / description. Validation will result in a query where there is a dwelling name / number but no street. If the address legitimately has no street, the query is ignored.

BS7666 format: locality refers to a neighbourhood, suburb, district, village, estate, settlement, or parish that may form part of a town, or stands in its own right within the context of an administrative area. Where an industrial estate contains streets, it is defined as a locality in its own right.

BS7666 format: town refers to:

  • a city or town that is not an administrative area
  • a suburb of an administrative area that does not form part of another town
  • a London district

BS7666 format: administrative area refers to a geographic area that may be the highest-level local administrative area for example:

  • county
  • unitary authority

BS7666 format: post town is assigned by the post office, based on the area sorting office.

Termly attendance

The termly report by all schools on attendance – excluding nursery schools who are not required to submit any attendance data via the school census, even where they have pupils aged 4 or 5 years.

Information for a pupil’s attendance during the term preceding the census is collected termly. This may include information for pupils who left the school prior to census day.

Information for each census should be included for pupils who were:

  • for the autumn 2019 census, aged between 4 and 15 as at 2018-08-31 (where date of birth falls between 2002-09-01 and 2013-08-31)
  • for the spring 2020 and summer 2020 censuses, aged 4 to 15 as at 2019-08-31 (where date of birth falls between 2003-09-01 and 2015-08-31)
  • on the school roll for at least one session during the specified term

Attendance data is only required for non-boarder pupils (where pupil boarder indicator is equal to ‘N’).

Collection periods

The period covered by the termly attendance module is from the start of the autumn term (from 1 August) up to, and including, the Sunday before the late spring bank holiday.

Collection Dates
Autumn 2019 Summer term 2018-19 absence data is collected from Easter Monday 2019-04-22 to the Sunday 2019-05-26 before the late spring bank holiday
Autumn 2019 Summer second half-term attendance is collected from the late spring bank holiday Monday 2019-05-27 to 2019-07-31
Spring 2020 Autumn term 2019-20 absence data is collected from 2019-08-01 to 2019-12-31
Summer 2020 Spring term 2019-20 absence data is collected from 2020-01-01 to Easter Sunday 2020-04-12

For schools that use the electronic registration module on their MIS, the census extracts the relevant data for each pupil for each attendance period (term or half term).

Schools that use an electronic registration system that is not integrated with their main MIS (or record attendances in paper registers) extract the relevant data for each pupil included in the census, according to the dates for the appropriate attendance period, and manually add this data to the census return. In this case, absence reporting by reason is not required and schools report on the number of authorised and unauthorised absences for each pupil.

Schools should seek advice from the supplier of their main MIS on how to add data manually for the census return.

Dual registered pupils

To avoid the double counting of attendance and absence for pupils who are registered at more than one school (referred to as ‘dual registered’).

Each school will:

  • record the attendance and absence for the sessions the pupil is required to attend at their school
  • use code ‘D’ (dual registered at another educational establishment) to record all the sessions that the pupil is due to attend at the other school

Attendance code ‘D’ is not collected in the school census, as it is not counted as a possible session.

The number of ‘sessions possible’ for a dual registered pupil against the main school should exclude those when the pupil is due to attend the subsidiary school and vice versa.

Pupils unable to attend school due to exceptional circumstances – code ‘Y’

Attendance code ‘Y’ (unable to attend due to exceptional circumstances – not counted in possible attendances) is collected in the school census but is not counted as part of possible sessions.

Schools will use code ‘Y’ to record the sessions where a pupil is unable to attend because:

  • the school site, or part of it, is closed due to an unavoidable cause
  • the transport provided by the school or a local authority is not available, and their home is not within walking distance
  • a local or national emergency has resulted in widespread disruption to travel, preventing the pupil from attending school

This code can also be used where a pupil is unable to attend because the pupil is in custody and detained for a period of less than 4 months. If the school has evidence from the place of custody that the pupil is attending educational activities then they can record those sessions as code B (present at approved educational activity).

Sessions possible

This records the number of sessions possible for the attendance period (term or half term). There are 2 sessions for each school day (morning and afternoon).

Every pupil aged 4 to 15 (excluding boarders) at the previous 31 August who was on the school roll for at least one session during the specified attendance period (term or half term) should have an entry for the number of possible sessions.

Zero sessions possible

Zero sessions possible are recorded where a dual registered pupil has all their previous attendance (term or half term) for which attendance data is collected at the other registration. For example, where a dual registered pupil has all the attendance at his / her subsidiary registration, the main registration would have zero sessions possible recorded for that period in the census.

Pupils aged 4 years

For pupils aged 4 years, the recorded number of sessions possible are those they are expected to attend and will vary from pupil to pupil and from school to school. Attendance code ‘X’ (non-compulsory school age absence - not counted in possible attendances) is used for sessions when a 4-year-old is not expected to attend – for example, those attending part-time.

Sessions missed due to authorised absence

Authorised absence is an absence that has been authorised by a teacher or other authorised representative of the school. This includes where a parent has provided a satisfactory explanation, for example, illness.

Schools can retrospectively authorise an absence.

Sessions missed due to unauthorised absence

Unauthorised absence is an absence without permission from a teacher or other authorised representative of the school. This includes all unexplained or unjustified absences; for example, arriving late for school after the register has closed.

It does not apply to pupils of non-compulsory school age (those aged 4 years).

Pupil absence and attendance codes

This relates to authorised or unauthorised absences for the pupil. Schools will be aware of the full range of absence and attendance codes, which include values for attendance and for approved education activities, as these codes are used by schools MIS when recording pupil attendance.

For pupils aged 4 years, schools are not obliged to use individual absence and attendance codes. If schools do not wish to use these codes, then they should just provide the total number of absences for the attendance period by recording these as sessions missed due to authorised absence. Absences recorded for 4-year-olds will not be treated as ‘authorised’ or ‘unauthorised’ and instead will be reported, and published, as overall absence.

Find a pupil attendance code.

Number of sessions missed

The number of sessions missed for each specified reason for absence. Schools that use electronic registration that is not integrated with their main MIS, or record attendances in paper registers, will manually calculate the number of session missed and add to their census return.

Summer half term

Study leave should be used sparingly and only granted to year 11 pupils during public examinations. As study leave is unsupervised, schools must record it as an authorised absence. Study leave is no longer applicable once examinations are concluded.

The official school leaving date is the last Friday in June of the school year in which a child reaches age 16. This means that year 11 pupils must remain on the school roll until Friday 26 June 2020 and you must record their attendance to this date.

Where pupils were born on or after 1999-09-01, they must remain in some form of education or training until their 18th birthday.

Attendance data for the second half of the summer term in respect of pupils aged 15 years old is not published in any national statistics.

Publication of school absence data

It is essential that schools ensure that absence data is returned correctly in the school census, as we publish this data.

Absence data are collected termly at pupil level through the school census and published at national and local authority level through the school absence national statistics releases. The underlying absence data, at a school level, is published alongside the absence national statistics.

We do not publish the absence data collected for the sixth half term (second half of the summer term) for 15 year olds (year 11 pupils). This data does not feature as part of the standard measures of attendance statistics.

Persistent absence methodology

Schools are judged against a persistent absence rate of 10%, and pupils are identified as persistently absent based upon their individual absence level.

Further information on persistent absence methodology is available in the guide to absence statistics.

Formally, if a pupil’s individual overall absence rate is greater than or equal to 10%, they will be classified as a persistent absentee [a pupil’s individual overall absence divided by a pupil’s individual possible sessions] multiplied by 100 must be greater than or equal to 10%.

Middle-deemed primary schools

School email address

The email address for official communications must be present and include the character ‘@’. The email address you provide, must be for an account that is used on a regular basis and one that the head teacher has access to, such as, ‘head@’ or ‘office@’. This would not normally be an email address that identifies a particular individual by name. We may use this email address for future correspondence.

Unique pupil number (UPN) [used for funding]

We need this data for both on and off roll pupils.

The UPN is a 13-character code in the format Annnnnnnnnnnn that identifies each pupil.

You should not calculate it manually as the UPN would either be:

  • generated by your management information system (MIS)
  • transferred from another school in a common transfer file (CTF)

A UPN in the format of ‘AnnnnnnnnnnnA’ is a temporary UPN that you should only use as an interim measure. For further information see UPN policy and practice guidance.

Pupil’s former UPN

We need this data for both on and off roll pupils.

Where a pupil is adopted, a new unique pupil number (UPN) is issued with no link or reference made to their former UPN. You must not add the previous UPN for an adopted pupil in this field.

Where a non-adopted pupil has held another UPN whilst at your school (such as a temporary UPN was allocated, but replaced by a permanent one), you should add the temporary UPN.

Pupil identifiers

You should include in full for each pupil their:

  • surname - the pupil’s full legal surname, as the school believes it to be (schools are not expected to have verified this from a birth certificate or other legal document)
  • forename - in full do not use a shortened or familiar version
  • middle names - in full do not use a shortened or familiar version (leave blank if the pupil doesn’t have a middle name)
  • preferred surname (if applicable for on roll pupils)
  • former surname (if applicable)
  • date of birth - in YYYY-MM-DD format

Gender

We need this data for both on and off roll pupils.

The gender of the pupil in the format of ‘M’ (male) or ‘F’ (female).

Gender should be self-declared and recorded according to the wishes of the parent and / or pupil.

Individuals are free to change the way their gender is recorded. There is no requirement from the department for any legal change or gender recognition certificate and it remains open for the school to amend the gender of any pupil, within their own MIS, at any time.

Language code [used for funding]

We require data on language for all pupils. The school must not ascribe a specific language to the pupil. This information must come from the parent / guardian or pupil.

You should only use codes ENB (not known but believed to be English) and OTB (not known but believed to be other than English) where all the following conditions apply:

  • pupil’s first language is not known with absolute certainty
  • parents have not responded to enquiries
  • school can judge with a high degree of confidence whether the pupil’s language is English or not

Where a parent / guardian or pupil declines to provide a first language, you should record it as ‘REF’ (refused).

Where a pupil’s first language is other than English - that is: where the pupil has been exposed to a language other than English during early development and continues to be exposed to this language in the home or in the community - schools may record specific languages from the extended language codes or continue to use the codes used in CBDS.

Find a language code.

Free school meal eligibility [used for funding]

We need this data for on roll pupils.

To minimise the impact of the rollout of universal credit and the introduction of a net-earned income threshold to determine eligibility for free school meals, transitional arrangements have been put in place to ensure that no pupil loses a meal as a result of these changes.

Transitional protections ensure that any pupil in receipt of free school meals on 31 March 2018 or after, should continue to receive free school meals until the end of the universal credit roll out period, and then until their phase of education ends. This covers until at least Summer 2023, and applies even if their circumstances change and they would no longer meet the eligibility criteria.

You should not enter end dates unless:

  • a parent has said that they do not wish the child to be recorded as eligible for free school meals and receive a free school meal
  • a pupil transfers from another UK country – their non-English free school meals must have an end date
  • a parent notifies the school that their support under the Immigration & Asylum Act 1999 or the pension credit has ended

We use the following 3 data items to collect this information:

  • free school meal eligibility start date
  • free school meal eligibility end date
  • country of UK (this will be system generated and will not require any data entry by schools)

Collection periods

2019 autumn school census started on or before 2019-10-03, where the free school meal end date is either not present or between 2019-05-17 and 2019-10-03 (inclusive)
2020 spring school census started on or before 2020-01-16, where the free school meal end date is either not present or between 2019-10-04 and 2020-01-16 (inclusive)
2020 summer school census started on or before 2020-05-21 where the free school meals end date is either not present or between 2020-01-17 and 2020-05-21 (inclusive)

Where schools have free school meals eligibility flagged for a pupil in their systems, they must ensure their systems include a free school meal start date ready for collection in census and transfer in common transfer files.

You can return multiple free school meals eligibility start and end dates falling within the periods above where applicable.

For example, a pupil had been eligible for free school meals from 1 September until 31 October in a school in Wales and moved to a school in England and claimed eligibility from the 1 November.

For the first period of eligibility enter:

  • free school meal eligibility start date of 2019-09-01 and ‘FSM’ eligibility end date of 2019-10-31 UK country code must be recorded as ‘WLS’

For the second period of eligibility enter:

  • free school meal eligibility start date of 2019-11-01 and no ‘FSM’ eligibility end date, UK country code must be blank or recorded as ‘ENG’

Eligibility for free school meals

Schools should record periods of free school meals eligibility for pupils where a claim has been made by them or on their behalf and either:

  • the relevant local authority / school has confirmed that they are entitled to free school meals
  • the relevant local authority / school has seen the necessary documentation (that confirms entitlement to free school meals

The Education (School Lunches) (Prescribed Requirements) (England) Order 2003 describes an additional requirement for children who have not attained compulsory school age but receive education in a maintained setting. Such children must be registered pupils and be ‘receiving education both before and after the lunch period’ before being eligible for free school meals.

It is not necessary for schools / local authorities to calculate a family‘s annual taxable income. HM Revenue and Customs (HMRC) perform this income calculation and this figure is used to determine free school meal entitlement.

Free school meals eligibility checking service

The free school meals (FSM) eligibility checking service streamlines the FSM eligibility checking process for both local authorities and parents.

Academies are not able to access the service directly. Some academies ask their local authority (often for a fee) to check eligibility via the eligibility checking service on their behalf. The service available, and its cost, varies between local authorities.

School lunches taken [used for funding]

We need this data for on roll pupils.

This data item records whether an infant pupil has taken a school lunch on census day. This may include packed lunches provided by the school to children on school trips.

This data item is collected each term from all schools with an appropriate age range and for the following pupils regardless of whether they are eligible for free school meals:

  • all pupils on roll on census day in reception (NCYearActual equals ‘R’)
  • all pupils on roll on census day in year 1 (NCYearActual equals ‘1’)
  • all pupils on roll on census day in year 2 (NCYearActual equals ‘2’)
  • all pupils on roll on census day aged 4 to 6 not following the national curriculum (NCYearActual equals ‘X’ and pupil born between 2012-09-01 and 2015-08-31 inclusive)

We collect this data each term from all schools and use it to allocate universal infant free school meal funding.

This field may be defaulted to ‘true’ within school systems, to minimise the burden of data entry by schools.

Youth support services agreement

There is a legal requirement under the Education and Skills Act 2008 for schools to pass information on request to the youth support service for pupils in or approaching the age of 13.

The information which schools are required to provide consists of:

  • the names and addresses of pupils and their parents (must be provided to the youth support service)
  • the date of birth of the pupil
  • other information relevant to the provision of youth support services (optional)

Parents – or pupils themselves if aged 16 or over – have the right to object to any information (over and above name, address and date of birth) being shared with the local authority or provider of youth support services. As part of the schools’ privacy notice, you must advise parents / pupils of their right to object. Suggested wording for privacy notices is available in the privacy notice model documents.

You should return the youth support services agreement for all pupils who are aged 12 and above (as at 2019-08-31). If it is not completed the system will default to ‘unsought’.

If the value of ‘No’ is recorded, information beyond name, address and date of birth cannot be shared with the youth support service as the parent and/or pupil has successfully exercised their right to object to the data being shared.

Find a code to indicate youth support.

Service children in education indicator [used for funding]

We collect the service child in education indicator for all pupils on roll on census day.

You must only record this information if it has come from the parent / guardian and / or child. Valid codes are:

  • ‘Y’ (yes)
  • ‘N’(no)
  • ‘R’ (refused)
  • ‘U’ (unknown) to indicate no response given or other reason for no information

This field defaults to ‘N’ so you only need to change it for entries for children from service families.

It is essential that you record this data item correctly on the school census as we use this to determine the pupil premium allocations for schools.

A ‘service child’ has parent(s) – or person(s) with exercising parental responsibility – who is / are service personnel serving:

  • in regular HM Forces military units
  • in full commitment as part of the full-time reserve service
  • in the armed forces of another nation and stationed in England

Reserve units are not classed as the regular armed forces and such pupils are not recorded as service children on the school census. However, where a reserve soldier is acting in a full-time capacity, this is classified as regular service.

The service children indicator is only relevant to children whose parents are designated as personal category 1 or 2. All parents will be aware of their personal category.

Funded entitlement hours [used for funding]

Funded entitlement hours record, for eligible pupils aged 2, 3 and 4 years, the total number of free entitlement to early education funded hours in education provision (following the learning and development requirements of the early years foundation stage) at the school. This information is provided by all schools with relevant age children on roll on census day: except for city technology colleges and non-maintained special schools.

All children become eligible for funded early education from the term following a child’s third birthday irrespective of background or family circumstances (the universal entitlement). A specified subset of disadvantaged 2 year olds also become eligible from the term following a child’s second birthday. Local authorities will confirm which children meet the eligibility criteria should schools not know. Some 3 and 4-year-olds are also eligible for up to an additional 15 hours per week – the extended entitlement.

The table below shows the dates of birth and year groups of children for whom funded entitlement hours are required. Where a child falls into the cohorts listed below but is not in receipt of any funding via the funded early education entitlements, a value of zero is recorded for funded entitlement hours.

Data collected via the spring census is used byus to determine the early years block of the dedicated schools grant allocation that we provide to local authorities to fund their early years providers.

Although not used centrally by us for funding allocations, funded entitlement hours from the autumn and summer census may be used locally by local authorities for funding early education.

Funded entitlement hours contain only the hours the pupil is in education provision and following the learning and development requirements of the early years foundation stage. Such education will follow our statutory guidance for local authorities on early education and childcare and excludes any hours where the pupils are not receiving education or any additional hours that are funded by other means (such as the parent).

Census Date of birth ranges and school type / pupil national curriculum year group Maximum funded entitlement hours
Autumn 2019 Born between 2015-09-01 and 2017-08-31 (inclusive) - all relevant schools and year groups 15 hours
Autumn 2019 Born between 2014-09-01 and 2015-08-31 (inclusive) for pupils in national curriculum year groups ‘E1’, ‘E2’, ‘N1’ and ‘N2’ only 15 hours
Spring 2020 Born between 2015-09-01 and 2017-12-31 (inclusive) - all relevant schools and year groups 15 hours
Spring 2020 Born between 2014-09-01 and 2015-08-31 (inclusive) for pupils in national curriculum year groups ‘E1’, ‘E2’, ‘N1’ and ‘N2’ only 15 hours
Summer 2020 Born between 2015-09-01 and 2018-03-31 (inclusive) - all relevant schools and year groups 15 hours
Summer 2020 Born between 2014-09-01 and 2015-08-31 (inclusive) for pupils in national curriculum year groups ‘E1’, ‘E2’, ‘N1’ and ‘N2’ only 15 hours

Pupils aged 4 at the start of the academic year in ‘reception’ and above are funded as full-time equivalent pupils via the schools block of the dedicated schools grant and therefore funded entitlement hours are not relevant or required for those pupils, as they are not funded via the free entitlement.

For dual registered pupils, record the funded entitlement hours spent in education at each school. The main registration records funded hours in education at the main registration, with the subsidiary recording funded hours in education at the subsidiary registration.

It is important that the funded entitlement hours recorded on the census accurately reflect the hours at the setting to 2 decimal places. It should be noted that this is a decimal of hours and therefore does not record hours and minutes. For example, where a pupil has:

  • 10 and a half hours, this is recorded as 10.50
  • 10 hours and 20 minutes, this is recorded as 10.33 and so on

Extended funded entitlement hours [used for funding]

Extended funded entitlement hours are collected for 3 and 4 year old children, with working parents, who are in education provision (that is, following the learning and development requirements of the early years foundation stage) at the school and on roll on census day.

As with the funded entitlement hours, extended funded entitlement hours become available – where the parent has a valid 30-hour code – from the term following a child’s third birthday until they reach compulsory school age.

Extended funded entitlement hours are available for pupils aged three and those pupils aged four who are in year groups ‘E1’, ‘E2’, ‘N1’ or ‘N2’ only.

Pupils who are in ‘reception’ (or above) are not recorded as receiving the extended funded entitlement as they are in full time education.

As with funded entitlement hours, extended funded entitlement hours are recorded to 2 decimal places and it should be noted that this is a decimal of hours and therefore does not record hours and minutes. For example, where a pupil has:

  • 10 and a half hours, this is recorded as 10.50
  • 10 hours and 40 minutes, this is recorded as 10.67 of extended funded entitlement hours per week (up to a maximum of 15 hours)

Where a child is in receipt of extended funded entitlement hours, the maximum funded entitlement hours allowable is 15 hours. The extended funded entitlement hours field must not include any funded entitlement hours.

30-hour code indicator

The 30-hour code indicator is an 11-digit integer that is required for pupils who claim extended funded entitlement hours. As with the extended funded entitlement hours field, this applies to all 3 year olds and those pupils aged 4 in year groups ‘E1’, ‘E2’, ‘N1’ and ‘N2’ only, who are on roll on census day. The code confirms the eligibility of working parents to receive the 15 extended funded entitlement hours funding. This is particularly important as parents may split this entitlement between 2 providers.

The code, once issued, remains fixed and refers to a single parent / child combination -where a parent has two children, each child will have their own code. However, when the school is presented with the code by the parent, the school must confirm the code’s validity with their local authority.

Where a child transfers school, the local authority must be informed of the transfer.

Foster children are eligible for 30 hours free childcare in certain circumstances. Foster parents do not apply for the extended funded entitlement through the childcare service due to the additional eligibility checking steps required. The 30-hour code indicator will be issued by the local authority to the foster parents. Providers will still check the code in the same way as for any other parent taking up 30 hours. It should be noted that although it will still be an 11-digit code, it will begin with a different number to HMRC issued codes. This is to allow local management of the reconfirmation process. Further information about 30 hours free childcare is available in our statutory guidance for local authorities on early education and childcare and our early years entitlements operational guidance.

Disability access fund indicator [used for funding]

The disability access fund (DAF) indicator records whether a 3 or 4 year old child is in receipt of DAF from the local authority. Receipt of this funding entitles the child (whilst they are 3 or 4 years of age) to a fixed amount of funding per year from the disability access fund, which is paid direct to the establishment.

To be eligible for disability access funding, the child must be in receipt of:

  • disability living allowance (DLA) and
  • the universal 15 hours entitlement

Pupils who are aged 4 as at the 31 August in reception and above, who are funded via the schools’ block of the dedicated schools grant, are not eligible for DAF funding. Further information on the DAF is available in the early years national funding formula (EYNFF) operational guidance.

The DAF indicator should only be returned for eligible children within the date of birth range, and year groups, outlined below who are on roll on census day.

Census Date of birth ranges and school type / pupil national curriculum year group
Autumn 2019 Born between 2015-09-01 and 2016-08-31 (inclusive) all relevant schools and year groups
Autumn 2019 Born between 2014-09-01 and 2015-08-31 (inclusive) for pupils in national curriculum year groups E1, E2, N1 and N2 only
Spring 2020 Born between 2015-09-01 and 2016-12-31 (inclusive) all relevant schools and year groups
Spring 2020 Born between 2014-09-01 and 2015-08-31 (inclusive) for pupils in national curriculum year groups E1, E2, N1 and N2 only
Summer 2020 Born between 2015-09-01 and 2017-03-31 (inclusive) all relevant schools and year groups
Summer 2020 Born between 2014-09-01 and 2015-08-31 (inclusive) for pupils in national curriculum year groups E1, E2, N1 and N2 only

This indicator should default to ‘0’ or ‘false’ to require a positive input from schools.

Hours at setting [used for funding]

Hours at setting are collected for the same pupils and schools for whom funded entitlement hours are collected.

This data item records for pupils aged 2, 3 and 4 years old, the total number of hours they spent in education provision (that is, following the learning and development requirements of the early years foundation stage) at the school irrespective of who funded the hours. It is the total of:

  • any hours funded under the free early education entitlements
  • plus, any hours funded under extended funded entitlement (for working parents)
  • plus, any additional hours of education funded from other sources such as parents

This information will allow us to monitor the hours attended at maintained settings on the same basis as private / voluntary / independent provision.

For dual registered pupils, record the actual hours attending each school. The main registration records the hours in education at the main registration. The subsidiary registration records the hours in education at the subsidiary registration.

Hours at setting records the hours in education to 2 decimal places (that is, where a pupil has 10 and a-half-hours, for example, this is recorded as 10.50, with 10 and three-quarter hours being 10.75).

Top-up funding indicator [used for funding]

We are using the top-up funding indicator in the new high needs national funding formula that has been introduced to calculate high needs funding allocation from 2019 to 2020. In addition, we use this indicator for research purposes and to provide bench marking information to local areas.

This is a true / false flag to indicate those pupils on roll for whom the school receives, on census day, high-needs top-up funding - either from a local authority or, in the case of a PRU / AP, a local authority or another school.

Top-up funding is paid outside a maintained school’s budget share or academy’s general annual grant and relates to a pupil or student identified as requiring additional support, which costs more than a specified threshold. In many cases, the period for which top-up funding is paid may not be defined but the top-up funding will – as with the SEN provision to which it relates – be subject to periodic review.

Usually, but not always, the pupils for whom a primary or secondary mainstream school receives top-up funding are those with an education, health and care (EHC) plan. Sometimes local authorities may also provide support for pupils with code ‘K’ - SEN support.

Sometimes, terminology other than high needs top-up funding is used locally. Schools should check with the local authority if they are in doubt about whether payments received from a local authority are high needs top-up funding.

The specified cost threshold for additional SEN support varies according to the type of provision. For primary and secondary mainstream schools and academies, the threshold is £6,000 per pupil per annum in all cases.

Top-up funding is paid in respect of individual pupils whose additional support costs more than this and is for the excess costs over the threshold. However, in the case of all special schools, special academies, special free schools, PRU / AP, the funding they receive is £10,000 per place, and the top-up funding will be for the costs incurred by the school in providing additional support in excess of this funding.

Because the full cost of places in special schools, special academies and special free schools, PRU / AP usually exceeds £10,000, these types of schools will normally receive top-up funding for most, if not all, of the pupils in the school.

Post looked after arrangements [used for funding]

As part of the government’s adoption reform programme the department is considering a range of information that will help to inform thinking in relation to post-adoption support. Very little is known about the attainment of children adopted from care because they automatically get a new UPN and the department wants to have better information, collected via this data item on a voluntary basis, to feed into that process.

Post looked after arrangements collects information regarding children, who – on census day – have left local authority care in England and Wales through adoption, a special guardianship order, a residence order or a child arrangements order. Children who have left care under one of the measures listed above will be eligible for the post looked after element of the pupil premium.

It is for those with parental responsibility (adoptive parents, special guardians and carers of former looked after children on residence / child arrangements orders) to decide if they wish to self-declare their children’s status to schools. Schools should ensure parents and carers are aware of this and that this information is collected to help ensure that the designated teacher for previously looked after children can support those children and the school can attract pupil premium funding to support this cohort. Parents are to provide supporting evidence, for example, a photocopy of the adoption order, and confirm that their child was previously in care in England or Wales.

Parents may conceal sensitive information (for example the name of the birth parents) should they wish.

Schools are reminded that this is particularly sensitive data and of the ongoing need for confidentiality. Schools should ensure that, as for other pupil level data items, they comply with their responsibilities with respect to GDPR when processing this data.

Schools record the information using the following codes. Only one of the values will apply to each pupil and a school’s MIS should provide a default value of N – not declared.

Code Description
‘N’ Not declared
‘A’ Ceased to be looked after through adoption
‘G’ Ceased to be looked after through a special guardianship order (SGO)
‘R’ Ceased to be looked after through a residence order (RO)
‘C’ Ceased to be looked after through a child arrangements order (CAO)

Pupil enrolment status [used for funding]

The pupil enrolment status is recorded within the schools management information system (MIS) using one of the registration codes supplied. It is important that each pupil recorded within the school census be assigned a correct enrolment status. This ensures the pupil is correctly registered at a school in line with the pupil registration regulations.

Pupils recorded as ‘G’ – guest (not a pupil at the school) will not be included in the census return.

The MIS will automatically default the value of this field to ‘C’ - current (single registration at this school).

Sample scenarios of pupil enrolment status are provided to assist, but please note that many of these scenarios will not apply to PRU / AP.

Schools will be aware of the advice on school attendance. Schools should be mindful of the advice on school attendance with respect to dual registration.

Find a code to indicate pupil enrolment status.

Managed moves

Where a pupil is on a managed move, the pupil will be dual registered at the original school and the receiving school. The financial arrangements between the schools are a matter for their mutual agreement, but it is important to be able to identify pupils in this situation.

While the pupil is on a managed move:

  • the original school maintains the pupil’s record with an enrolment status of ‘M’ (current main - dual registration)
  • the receiving school maintains the pupil’s record with an enrolment status of ‘S’ (current subsidiary - dual registration)

When the pupil has ceased to attend one of the schools, that school will, with the agreement of the other school, delete the pupil from the register.

Traveller pupils

A traveller pupil may attend another school during periods when his / her parent(s) is / are travelling in the course of trade or business. To help ensure continuity of education for traveller children, it is expected that the child should attend school elsewhere when their family is travelling and be dual registered at that school and the school which the pupil would normally attend when not travelling.

While the pupil is attending another school:

  • the ordinary school of attendance maintains the pupil’s record with an enrolment status of ‘M’ (current main - dual registration)
  • the receiving school maintains the pupil’s record with an enrolment status of ‘S’ (current subsidiary - dual registration)

Family units

In many areas, early education is being provided in schools whose proprietors also provide wider childcare and / or family support services. Often, the proprietor wishes to maintain a single management information system for all the children it serves and, equally often, it is the school management information system that is used for this purpose.

When submitting information for census purposes, it is important to distinguish between those children who are receiving early education and those who are receiving other services. For:

  • children receiving early education, the school maintains the pupil’s record with an enrolment status of ‘C’ (current - single registration at this school)
  • children receiving childcare provision but not early education the school, maintains the child’s record with an enrolment status of ‘G’ (guest - not a pupil at the school)

Specialised units

In some local authority areas, units have been established in schools to deliver specialised education services for pupils from schools in an extended area, not just the school in which the unit is located. These units often provide support for pupils with special educational needs requirements, commonly with those children who have visual or hearing impairments or have speech and language difficulties.

For a pupil who is receiving education in a specialised unit at another school:

  • the ordinary school of attendance maintains the pupil’s record with an enrolment status of ‘M’ (current main - dual registration)
  • the school in which the unit is located maintains the pupil’s record with an enrolment status of ‘S’ (current subsidiary - dual registration)

Inclusion classes

For pupils with special educational needs, ‘inclusion classes’ have been established where pupils who are registered at a special school are taught in classes located in a mainstream school’s premises. Education is provided, either wholly or partly, by teachers from the special school. These classes are satellite classes of the special school and should not be treated as classes of the mainstream school.

When a pupil is attending an inclusion class:

  • the special school maintains the pupil’s record with an enrolment status of ‘C’ (current - single registration at this school)
  • the mainstream school, maintains the pupil’s record with an enrolment status of ‘G’ (guest - not a pupil at the school)

External candidates

Occasionally, adults are registered at a school for them to enter an examination and, perhaps, receive some level of tuition towards this aim. In such cases the providing school maintains the adult’s record with an enrolment status of ‘G’ (guest - not a pupil at the school).

Approved educational activity

Some schools have registered pupils who attend approved educational activity. An approved educational activity is either: an activity that takes place outside the school premises which is of an educational nature, approved by the school and supervised by someone authorised by the school; or attendance at another school at which the pupil is registered (as set out in regulation 6(4) of the Education (Pupil Registration) (England) Regulations 2006).

When the pupil is attending an approved activity outside the school premises (not at another school) the pupil should be recorded with an enrolment status of ‘C’ (current - single registration at this school).

When the pupil is attending another school, they will be dual registered:

  • the ordinary school of attendance maintains the pupil’s record with an enrolment status of ‘M’ (current main - dual registration)
  • the other school maintains the pupil’s record with an enrolment status of ‘S’ (current subsidiary - dual registration)

Dual registered pupils - hospital special schools

Pupils attending a hospital special school are recorded on the register where they are in education. They are not recorded where they attend the hospital for:

  • hospital check ups
  • day surgery
  • any other form of medical appointment
  • an operation

Where a pupil is registered at a mainstream school and receives education at the hospital special school, the pupil will be dual registered:

  • the mainstream school maintains the pupil’s record with an enrolment status of ‘M’ (current main - dual registration)
  • the hospital special school maintains the pupil’s record with an enrolment status of ‘S’ (current subsidiary - dual registration)

Where a pupil is originally solely registered at the hospital special school and then also begins to attend a mainstream school as part of a reintegration programme, the pupil will be dual registered with the hospital special school holding the ‘main registration’ and the mainstream school holding the subsidiary registration.

Overseas / exchange pupils

Pre-16 overseas or exchange pupils on the school register on census day recorded with an enrolment status of ‘G’ (guest - not a pupil at the school) are not included on the school census returns.

For post-16 overseas or exchange pupils, some students, who are not citizens of the UK or citizens of a European Economic Area (EEA) country, may be eligible to receive public funding. The funding regulations provide full rules that determine which overseas students can be funded.

For post-16 students, there is a distinction between ‘overseas’ and ‘home’ students:

  • overseas students are not eligible to receive public funding and may be charged fees
  • home students are eligible to receive public funding and therefore cannot be charged fees

Overseas students are those students who have tier 4 (student) visas, where receipt of public funds would constitute a breach of the terms of their immigration permission.

For exchange students, the school must be able to evidence that a pupil who would otherwise have attended the school has ‘moved in exchange’ to balance the non-British student attending the school on exchange. If there is a genuine exchange in place, the school can receive funding for the exchange student – with the exception of students with tier 4 visas.

As with pre-16 pupils, post-16 overseas or exchange pupils on the school register on census day are recorded with an enrolment status of ‘G’ (guest - not a pupil at the school) and not included on the school census returns.

Pupil date of entry [used for funding]

We need this data for both on and off roll pupils.

This is the latest date of entry to the current school.

Where a new school replaces an existing school and retains the existing establishment number of the predecessor school, information is returned as if they were a continuing school (they return historic data for the preceding term(s) before conversion). Where this occurs, the date of arrival in school (the entry date) for pupils remains the date at which the pupil joined the original establishment.

Where a new school has been formed as a result of a merger and the establishment number from one of the predecessor schools has been retained, then historic attendance and exclusion data is only returned for those pupils who attended the predecessor school for which the establishment number has been retained.

For example, if the merger was a junior and an infant school and the newly merged school retains the establishment number of the junior school then only those pupils who previously attended the junior school are required to return the attendance and exclusion data from the previous term(s). All the pupils from the predecessor infant school must be provided with a new entry date.

Where a new school opens with a new establishment number all pupils are given a new entry date (the day that they start at the new school) and consequently any historical exclusions and attendance data from predecessor school is not returned for the new establishment.

Pupil date of leaving

We need this data for off roll pupils.

The date the pupil left the current school. This identifies pupils who are no longer on the school’s roll.

Part-time indicator [used for funding]

We need this data for both on and off roll pupils.

This indicates whether a pupil is part-time in education. We consider a pupil full-time where they are in education for 10 sessions per week. A pupil who attends for 9 (or fewer) sessions is part-time. It does not indicate that a pupil is part-time at one or more establishments.

For children in receipt of funded early education (those following the learning and development requirements of the early years foundation stage), a child should only be recorded as full-time where they attend education for 10 sessions per week irrespective of the number of funded and / or extended childcare hours.

Compulsory school-age pupils on a part-time timetable are recorded as full-time with the appropriate absence code used for the sessions they do not attend.

Pupil boarder indicator [used for funding]

We need this data for both on and off roll pupils.

Indicates whether a pupil is a boarder. The MIS automatically defaults the value of this field to ‘N’ - not a boarder.

Find a code to indicate pupils who board.

Pupil’s actual national curriculum year group [used for funding]

We need this data for on roll pupils.

The year group in which the pupil is taught for the majority of their time, irrespective of their chronological age.

Children turning 2 years old fall into the ‘E2’ year group. If they are recorded on the school’s admission register and in receipt of education, they must be included in the census return.

We do not expect any younger children who fall into the ‘E1’ year group to be in receipt of education and should not be on the school’s admissions register. If you need to record children in ‘E1’ within your MIS, you should not include them in your census.

Find a national curriculum year group code.

Pupil SEN provision

The Children and Families Act 2014 replaced Statements of Educational Need (SEN statements) with ‘Education, Health and Care plans’ (EHC plans).

SEN provision is collected for all pupils on roll on census day using the following codes:

  • ‘E’ (education, health and care plan) or
  • ‘K’ (SEN support)

SEN provision at the time of any exclusion will also be collected in all school census collections.

Find a code to indicate pupil SEN provision.

Member of SEN unit [used for funding]

We need this data for on roll pupils.

This field identifies pupils with SEN who are members of an SEN unit. SEN units are special provisions within a mainstream school where the pupils with SEN are taught mainly within separate classes.

Units:

  • are designated by the local authority specifically for making SEN provision, and sometimes accommodate pupils registered at other schools on a part-time basis
  • receive funding of £6,000 or £10,000 per place, and usually top-up funding for the excess costs of additional support required by individual pupils
  • cater for a specific type or types of SEN (for example autistic spectrum disorders)
  • are usually for pupils with an education, health and care (EHC) plan (but may also provide support for pupils with code ‘K’ - SEN support)

Schools and academies should only use this indicator where the SEN unit has been formally recognised as such by the local authority where the school is located.

Most pupils placed in units will be on an Education, Health and Care plan. It is unlikely that a child would be placed in a unit and also receive support from resourced provision, but a school could have resourced provision for one type of need and a unit for another.

Member of resourced provision indicator [used for funding]

We need this data for on roll pupils.

This field identifies pupils who receive support for their type of SEN from a specialist-resourced provision.

Resourced provisions are places that are reserved at a mainstream school for pupils with a specific type of SEN, taught mainly within mainstream classes, but requiring a base and some specialist facilities around the school.

Resourced provisions:

  • are designated by the local authority specifically for making this kind of SEN provision
  • receive funding of £6,000 or £10,000 per place, and usually top-up funding for the excess costs of additional support required by individual pupils
  • cater for a specific area or areas of SEN (for example specific learning difficulties)
  • are usually for pupils with an education, health and care (EHC) plan - but could include pupils with code ‘K’ (SEN support)

Schools and academies should only use this indicator where the resourced provision has been formally recognised as such by the local authority where the school is located.

Most pupils placed in units will be on an Education, Health and Care plan. It is unlikely that a child would be placed in a unit and also receive support from resourced provision, but a school could have resourced provision for one type of need and a unit for another.

Exclusions

This module contains information on the exclusion records of a pupil. From autumn 2019, data will be collected one term in arrears.

We need this data for both on and off roll pupils.

All items in the pupil identifiers module (except preferred surname) are collected for those pupils no longer on roll but for whom the exclusions module is collected.

Census Exclusions
Autumn 2019 All exclusions with start dates between 2019-01-01 and 2019-08-31
Spring 2020 All exclusions with start dates between 2019-09-01 and 2019-12-31
Summer 2020 All exclusions with start dates between 2020-01-01 and 2020-04-12 (Easter Sunday)

Whilst these dates do not represent real term dates, they will ensure that the vast majority of exclusions for the autumn (terms 1 and 2 for schools with 6 terms) and spring (terms 3 and 4 for schools with 6 terms) terms are picked up for the majority of schools.

Where schools do not use a module in their MIS that records exclusions data, items are to be manually calculated for each pupil and manually added to the census return.

Exclusion category

We need this data for both on and off roll pupils.

For each exclusion, this indicates the type of exclusion:

  • fixed period
  • permanent

Find an exclusion category code.

Exclusion reason

We need this data for both on and off roll pupils.

Some MIS allow schools to enter more than one reason for any exclusion and so they can record a main as well as a secondary reason(s) for any exclusion. For the census, we only need the main reason.

Exclusion reason Description
Bullying verbal, physical, homophobic bullying, cyber bullying
Damage including damage to school or personal property belonging to any member of the school community arson, graffiti, vandalism
Drug and alcohol related alcohol abuse, drug dealing, inappropriate use of prescribed drugs, possession of illegal drugs, smoking, substance abuse
Persistent disruptive behaviour challenging behaviour, disobedience, persistent violation of school rules
Physical assault against adult obstruction and jostling, violent behaviour, wounding
Physical assault against pupil fighting, obstruction and jostling, violent behaviour, wounding
Racist abuse derogatory racist statements, racist bullying, racist graffiti, racist taunting and harassment, swearing that can be attributed to racist characteristics
Sexual misconduct lewd behaviour, sexual abuse, sexual assault, sexual bullying, sexual graffiti, sexual harassment
Theft selling and dealing in stolen property, stealing from local shops on a school outing, stealing personal property (adult or pupil), stealing school property
Verbal abuse/threatening behaviour against adult aggressive behaviour, carrying an offensive weapon, homophobic abuse and harassment, swearing, threatened violence, verbal intimidation
Verbal abuse/threatening behaviour against pupil aggressive behaviour, carrying an offensive weapon, homophobic abuse and harassment, swearing, threatened violence, verbal intimidation

Find an exclusion reason code.

Exclusion start date

We need this data for both on and off roll pupils.

The exclusion start date reflects the date that the head teacher asked the pupil to leave the school. We expect you to have completed all appeals procedures by the time of the return, so only exclusions that have been upheld will be included.

Actual number of sessions excluded from

We need this data for both on and off roll pupils.

For each fixed period exclusion, you should record the actual number of sessions for which the exclusion is in effect.

For fixed period exclusions, each full school day counts as 2 sessions - a half school day counts as 1 session.

You should count exclusions that go across 2 census collection periods as 1 exclusion in the first collection period.

Exclusion sessions only cover the number of sessions the pupil is expected to be at the school. A fixed period exclusion can be discontinuous which means that there can be days between the start and finish dates of the exclusion that are not included as part of the exclusion.

Where a pupil is dual registered, exclusion sessions are not recorded for the day(s) they are attending the other organisation.

For example, a pupil is excluded for 6 sessions starting on a Monday. However, the pupil is registered with another provider on the Wednesday – where no exclusion is in place. This means the pupil is excluded from the school for sessions on Monday, Tuesday and Thursday. The other provider would record the pupil’s attendance on the Wednesday separately.

For the sessions where the school have agreed that the pupil is not attending, you should record these as ‘authorised absence’ and not record the pupil as excluded for these sessions.

For example, a pupil has been excluded for 8 sessions starting on a Tuesday. However, the pupil already has authorised absence for Friday and Monday afternoons. This means the pupil is excluded for all sessions on Tuesday, Wednesday and Thursday, as well as the morning sessions on Friday and Monday.

You should not record exclusions sessions for the day(s) when the pupil is attending an approved educational activity.

For example, a year 10 pupil has been excluded for 6 sessions starting on a Wednesday. However, the pupil attends work experience on a Thursday from which they are not excluded. This means the pupil is excluded from the school for sessions on Wednesday, Friday and Monday.

Days on which there is a planned school closure do not count towards an exclusion.

For example, a pupil has been excluded from a school for 4 sessions starting on a Friday, but the school plans to be closed on the Monday for an INSET day. This means the pupil’s exclusion will include 2 sessions on the following Tuesday, rather than the Monday.

SEN provision at the time of the exclusion

We need this data for both on and off roll pupils.

For each exclusion record returned, the SEN provision at the time of the exclusion must be included:

  • ‘E’ (education, health and care plan)
  • ‘K’ (SEN support)

Exclusion review

Exclusions that have been overturned by the governing body are not counted in national statistics. However, from the 2019 to 2020 academic year, information regarding reviews of head teachers decisions to exclude (which includes the governing board’s review and independent review panels (IRPs)) that occurred in the previous term are to be reported via the school census in the case of permanent exclusions only.

We require this information for both on and off roll pupils.

The first collection of this data will take place in the spring 2020 census for any reviews that took place in the previous autumn term.

No information about the governing board’s review or independent review panels should be returned for fixed period exclusions.

The result of the review of the decision to exclude must be returned. Where the exclusion review has been undertaken by both the governing board and IRP, only the final outcome is to be recorded on the census. Please do not include each stage of exclusion review that took place. For example, where an exclusion was upheld by the initial governing board’s review, but was later reviewed by the IRP, only the result of the IRP’s consideration should be recorded.

Exclusion review date

We need this data for both on and off roll pupils.

The exclusion review date reflects the date of the exclusion review - the date that the final outcome was decided.

Exclusion review result

We need this data for both on and off roll pupils.

You should only return the final outcome of the exclusion review, using the following codes.

Code Exclusion review result
A Exclusion upheld by initial governing board (confirmed)
B Exclusion upheld by governing board after independent review panel recommended governing board to reconsider reinstatement
C Exclusion upheld by governing board after independent review panel directed governing board to reconsider reinstatement
D Exclusion upheld by independent review panel (confirmed)
E Pupil accepted reinstatement after initial governing board
F Pupil accepted offer of reinstatement after independent review panel recommended governing board to reconsider reinstatement
G Pupil accepted offer of reinstatement after independent review panel directed governing board to reconsider reinstatement
H Pupil declined reinstatement after initial governing board
J Pupil declined offer of reinstatement after independent review panel recommended governing board to reconsider reinstatement
K Pupil declined offer of reinstatement after independent review panel directed governing board to reconsider reinstatement

Exclusion reinstatement date

We need this data for both on and off roll pupils.

The exclusion reinstatement date reflects the date the excluded pupil was reinstated at the school following the governing board or IRP’s review of the decision to exclude.

SEN expert requested

We need this data for both on and off roll pupils.

Further to the outcome of a review of the decision to exclude, in the case of an IRP, schools must record if a SEN expert was requested during the review. This should be recorded as ‘Y’ if requested and ‘N’ if not requested.

Home information

We only collect this information if the ‘pupil address type’ is ‘C’ (current) and the pupil is on roll on census day.

Schools can provide us with their addresses in the format their MIS holds the data:

  • BS7666 address format
  • SAON, PAON, post town or other address item
  • address line 1 to 5

Every format requires a postcode.

We expect schools to provide a valid home address for most of their pupils (including boarding pupils).

You should record boarding pupils from abroad using their ‘home’ address as their residence during term time, which may be the school’s address.

If a child has multiple addresses (where the child lives with both parents at different stages of the week) you should supply both addresses.

Whilst every effort must be made to obtain these pupil details, if it is possible to get the address, you should leave these fields blank or add a partial address and ignore the validation errors.

Postcode [used for funding]

The postcode, mandatory for both BS7666 and address line format, is allocated by the post office to identify a group of postal delivery points.

Unique property reference number

A unique property reference number (UPRN) is a unique integer identifier for every address in Great Britain.

The UPRN is a voluntary data item which you may choose to return alongside the full address (in either BS7666 or address line structure).

We do not expect schools to collect, or look up, the UPRN and instead this will be automatically populated within your school system when entering addresses if the OS AddressBase database is used as a reference.

BS7666 format: SAON the secondary addressable object name (SAON), refers to the flat, apartment name, number, or other sub-division of a dwelling.

BS7666 format: PAON the primary addressable object name (PAON), refers to the dwelling name and / or number.

BS7666 format: street refers to the street name / description. Validation will result in a query where there is a dwelling name / number but no street. If the address legitimately has no street, the query is ignored.

BS7666 format: locality refers to a neighbourhood, suburb, district, village, estate, settlement, or parish that may form part of a town, or stands in its own right within the context of an administrative area. Where an industrial estate contains streets, it is defined as a locality in its own right.

BS7666 format: town refers to:

  • a city or town that is not an administrative area
  • a suburb of an administrative area that does not form part of another town
  • a London district

BS7666 format: administrative area refers to a geographic area that may be the highest-level local administrative area for example:

  • county
  • unitary authority

BS7666 format: post town is assigned by the post office, based on the area sorting office.

Termly attendance

The termly report by all schools on attendance – excluding nursery schools who are not required to submit any attendance data via the school census, even where they have pupils aged 4 or 5 years.

Information for a pupil’s attendance during the term preceding the census is collected termly. This may include information for pupils who left the school prior to census day.

Information for each census should be included for pupils who were:

  • for the autumn 2019 census, aged between 4 and 15 as at 2018-08-31 (where date of birth falls between 2002-09-01 and 2013-08-31)
  • for the spring 2020 and summer 2020 censuses, aged 4 to 15 as at 2019-08-31 (where date of birth falls between 2003-09-01 and 2015-08-31)
  • on the school roll for at least one session during the specified term

Attendance data is only required for non-boarder pupils (where pupil boarder indicator is equal to ‘N’).

Collection periods

The period covered by the termly attendance module is from the start of the autumn term (from 1 August) up to, and including, the Sunday before the late spring bank holiday.

Collection Dates
Autumn 2019 Summer term 2018-19 absence data is collected from Easter Monday 2019-04-22 to the Sunday 2019-05-26 before the late spring bank holiday
Autumn 2019 Summer second half-term attendance is collected from the late spring bank holiday Monday 2019-05-27 to 2019-07-31
Spring 2020 Autumn term 2019-20 absence data is collected from 2019-08-01 to 2019-12-31
Summer 2020 Spring term 2019-20 absence data is collected from 2020-01-01 to Easter Sunday 2020-04-12

For schools that use the electronic registration module on their MIS, the census extracts the relevant data for each pupil for each attendance period (term or half term).

Schools that use an electronic registration system that is not integrated with their main MIS (or record attendances in paper registers) extract the relevant data for each pupil included in the census, according to the dates for the appropriate attendance period, and manually add this data to the census return. In this case, absence reporting by reason is not required and schools report on the number of authorised and unauthorised absences for each pupil.

Schools should seek advice from the supplier of their main MIS on how to add data manually for the census return.

Dual registered pupils

To avoid the double counting of attendance and absence for pupils who are registered at more than one school (referred to as ‘dual registered’).

Each school will:

  • record the attendance and absence for the sessions the pupil is required to attend at their school
  • use code ‘D’ (dual registered at another educational establishment) to record all the sessions that the pupil is due to attend at the other school

Attendance code ‘D’ is not collected in the school census, as it is not counted as a possible session.

The number of ‘sessions possible’ for a dual registered pupil against the main school should exclude those when the pupil is due to attend the subsidiary school and vice versa.

Pupils unable to attend school due to exceptional circumstances – code ‘Y’

Attendance code ‘Y’ (unable to attend due to exceptional circumstances – not counted in possible attendances) is collected in the school census but is not counted as part of possible sessions.

Schools will use code ‘Y’ to record the sessions where a pupil is unable to attend because:

  • the school site, or part of it, is closed due to an unavoidable cause
  • the transport provided by the school or a local authority is not available, and their home is not within walking distance
  • a local or national emergency has resulted in widespread disruption to travel, preventing the pupil from attending school

This code can also be used where a pupil is unable to attend because the pupil is in custody and detained for a period of less than 4 months. If the school has evidence from the place of custody that the pupil is attending educational activities then they can record those sessions as code B (present at approved educational activity).

Sessions possible

This records the number of sessions possible for the attendance period (term or half term). There are 2 sessions for each school day (morning and afternoon).

Every pupil aged 4 to 15 (excluding boarders) at the previous 31 August who was on the school roll for at least one session during the specified attendance period (term or half term) should have an entry for the number of possible sessions.

Zero sessions possible

Zero sessions possible are recorded where a dual registered pupil has all their previous attendance (term or half term) for which attendance data is collected at the other registration. For example, where a dual registered pupil has all the attendance at his / her subsidiary registration, the main registration would have zero sessions possible recorded for that period in the census.

Pupils aged 4 years

For pupils aged 4 years, the recorded number of sessions possible are those they are expected to attend and will vary from pupil to pupil and from school to school. Attendance code ‘X’ (non-compulsory school age absence - not counted in possible attendances) is used for sessions when a 4-year-old is not expected to attend – for example, those attending part-time.

Sessions missed due to authorised absence

Authorised absence is an absence that has been authorised by a teacher or other authorised representative of the school. This includes where a parent has provided a satisfactory explanation, for example, illness. Schools can retrospectively authorise an absence.

Sessions missed due to unauthorised absence

Unauthorised absence is an absence without permission from a teacher or other authorised representative of the school. This includes all unexplained or unjustified absences; for example, arriving late for school after the register has closed.

It does not apply to pupils of non-compulsory school age (those aged 4 years).

Pupil absence and attendance codes

This relates to authorised or unauthorised absences for the pupil. Schools will be aware of the full range of absence and attendance codes, which include values for attendance and for approved education activities, as these codes are used by schools MIS when recording pupil attendance.

For pupils aged 4 years, schools are not obliged to use individual absence and attendance codes. If schools do not wish to use these codes, then they should just provide the total number of absences for the attendance period by recording these as sessions missed due to authorised absence. Absences recorded for 4-year-olds will not be treated as ‘authorised’ or ‘unauthorised’ and instead will be reported, and published, as overall absence.

Find a pupil attendance code.

Number of sessions missed

The number of sessions missed for each specified reason for absence. Schools that use electronic registration that is not integrated with their main MIS, or record attendances in paper registers, will manually calculate the number of sessions missed and add to their census return.

Summer half term

Study leave should be used sparingly and only granted to year 11 pupils during public examinations. As study leave is unsupervised, schools must record it as an authorised absence. Study leave is no longer applicable once examinations are concluded.

The official school leaving date is the last Friday in June of the school year in which a child reaches age 16. This means that year 11 pupils must remain on the school roll until Friday 26 June 2020 and you must record their attendance to this date.

Where pupils were born on or after 1999-09-01, they must remain in some form of education or training until their 18th birthday.

Attendance data for the second half of the summer term in respect of pupils aged 15 years old is not published in any national statistics.

Middle-deemed secondary schools

School email address

The email address for official communications must be present and include the character ‘@’. The email address you provide, must be for an account that is used on a regular basis and one that the head teacher has access to, such as, ‘head@’ or ‘office@’. This would not normally be an email address that identifies a particular individual by name. We may use this email address for future correspondence.

Unique pupil number (UPN) [used for funding]

We need this data for both on and off roll pupils.

The UPN is a 13-character code in the format Annnnnnnnnnnn that identifies each pupil.

You should not calculate it manually as the UPN would either be:

  • generated by your management information system (MIS)
  • transferred from another school in a common transfer file (CTF)

A UPN in the format of ‘AnnnnnnnnnnnA’ is a temporary UPN that you should only use as an interim measure. For further information see UPN policy and practice guidance.

Unique learner number (ULN) [used for funding]

We need this data for both on and off roll pupils.

ULNs are mandatory for all pupils on roll aged 14 and over on census day and for pupils no longer on roll who were aged 14 as at their leaving date.

ULNs are assigned to pupils aged 14 or over in publicly funded education and training.

The learning records service (LRS) allocates this number.

If you need to get a ULN, verify a ULN or make minor updates to a student’s data, you should send a partial CTF from your MIS to the LRS using School to School (S2S). You will get a CTF back via S2S with the requested ULNs.

Schools should check with their software supplier if their MIS interacts directly with the LRS system via its application-programming interface (API).

Pupil’s former UPN

We need this data for both on and off roll pupils.

Where a pupil is adopted, a new unique pupil number (UPN) is issued with no link or reference made to their former UPN. You must not add the previous UPN for an adopted pupil in this field. We need this data for both on and off roll pupils.

Where a non-adopted pupil has held another UPN whilst at your school (such as a temporary UPN was allocated, but replaced by a permanent one), you should add the temporary UPN.

Pupil identifiers

You should include in full for each pupil their:

  • surname - the pupil’s full legal surname, as the school believes it to be (schools are not expected to have verified this from a birth certificate or other legal document)
  • forename - in full do not use a shortened or familiar version
  • middle names - in full do not use a shortened or familiar version (leave blank if the pupil doesn’t have a middle name)
  • preferred surname (if applicable for on roll pupils)
  • former surname (if applicable)
  • date of birth - in YYYY-MM-DD format

Gender

We need this data for both on and off roll pupils.

The gender of the pupil in the format of ‘M’ (male) or ‘F’ (female).

Gender should be self-declared and recorded according to the wishes of the parent and / or pupil.

Individuals are free to change the way their gender is recorded. There is no requirement from the department for any legal change or gender recognition certificate and it remains open for the school to amend the gender of any pupil, within their own MIS, at any time.

Language code [used for funding]

We require data on language for all pupils. The school must not ascribe a specific language to the pupil. This information must come from the parent / guardian or pupil.

You should only use codes ENB (not known but believed to be English) and OTB (not known but believed to be other than English) where all the following conditions apply:

  • pupil’s first language is not known with absolute certainty
  • parents have not responded to enquiries
  • school can judge with a high degree of confidence whether the pupil’s language is English or not

Where a parent / guardian or pupil declines to provide a first language, you should record it as ‘REF’ (refused).

Where a pupil’s first language is other than English - that is: where the pupil has been exposed to a language other than English during early development and continues to be exposed to this language in the home or in the community - schools may record specific languages from the extended language codes or continue to use the codes used in CBDS.

Find a language code.

Free school meal eligibility [used for funding]

We need this data for on roll pupils.

To minimise the impact of the rollout of universal credit and the introduction of a net-earned income threshold to determine eligibility for free school meals, transitional arrangements have been put in place to ensure that no pupil loses a meal as a result of these changes.

Transitional protections ensure that any pupil in receipt of free school meals on 31 March 2018 or after, should continue to receive free school meals until the end of the universal credit roll out period, and then until their phase of education ends. This covers until at least Summer 2023, and applies even if their circumstances change and they would no longer meet the eligibility criteria.

You should not enter end dates unless:

  • a parent has said that they do not wish the child to be recorded as eligible for free school meals and receive a free school meal
  • a pupil transfers from another UK country – their non-English free school meals must have an end date
  • a parent notifies the school that their support under the Immigration & Asylum Act 1999 or the pension credit has ended

We use the following 3 data items to collect this information:

  • free school meal eligibility start date
  • free school meal eligibility end date
  • country of UK (this will be system generated and will not require any data entry by schools)

Collection periods

2019 autumn school census started on or before 2019-10-03, where the free school meal end date is either not present or between 2019-05-17 and 2019-10-03 (inclusive)
2020 spring school census started on or before 2020-01-16, where the free school meal end date is either not present or between 2019-10-04 and 2020-01-16 (inclusive)
2020 summer school census started on or before 2020-05-21 where the free school meals end date is either not present or between 2020-01-17 and 2020-05-21 (inclusive)

Where schools have free school meals eligibility flagged for a pupil in their systems, they must ensure their systems include a free school meal start date ready for collection in census and transfer in common transfer files.

You can return multiple free school meals eligibility start and end dates falling within the periods above where applicable.

For example, a pupil had been eligible for free school meals from 1 September until 31 October in a school in Wales and moved to a school in England and claimed eligibility from the 1 November.

For the first period of eligibility enter:

  • free school meal eligibility start date of 2019-09-01 and ‘FSM’ eligibility end date of 2019-10-31 UK country code must be recorded as ‘WLS’

For the second period of eligibility enter:

  • free school meal eligibility start date of 2019-11-01 and no ‘FSM’ eligibility end date, UK country code must be blank or recorded as ‘ENG’

Eligibility for free school meals

Schools should record periods of free school meals eligibility for pupils where a claim has been made by them or on their behalf and either:

  • the relevant local authority / school has confirmed that they are entitled to free school meals
  • the relevant local authority / school has seen the necessary documentation (that confirms entitlement to free school meals

It is not necessary for schools / local authorities to calculate a family‘s annual taxable income. HM Revenue and Customs (HMRC) perform this income calculation and this figure is used to determine free school meal entitlement.

Free school meals eligibility checking service

The free school meals (FSM) eligibility checking service streamlines the FSM eligibility checking process for both local authorities and parents.

Academies are not able to access the service directly. Some academies ask their local authority (often for a fee) to check eligibility via the eligibility checking service on their behalf. The service available, and its cost, varies between local authorities.

School lunches taken [used for funding]

We need this data for on roll pupils.

This data item records whether an infant pupil has taken a school lunch on census day. This may include packed lunches provided by the school to children on school trips.

This data item is collected each term from all schools with an appropriate age range and for the following pupils regardless of whether they are eligible for free school meals:

  • all pupils on roll on census day in reception (NCYearActual equals ‘R’)
  • all pupils on roll on census day in year 1 (NCYearActual equals ‘1’)
  • all pupils on roll on census day in year 2 (NCYearActual equals ‘2’)
  • all pupils on roll on census day aged 4 to 6 not following the national curriculum (NCYearActual equals ‘X’ and pupil born between 2012-09-01 and 2015-08-31 inclusive)

We collect this data each term from all schools and use it to allocate universal infant free school meal funding.

This field may be defaulted to ‘true’ within school systems, to minimise the burden of data entry by schools.

Youth support services agreement

There is a legal requirement under the Education and Skills Act 2008 for schools to pass information on request to the youth support service for pupils in or approaching the age of 13.

The information which schools are required to provide consists of:

  • the names and addresses of pupils and their parents (must be provided to the youth support service)
  • the date of birth of the pupil
  • other information relevant to the provision of youth support services (optional)

Parents – or pupils themselves if aged 16 or over – have the right to object to any information (over and above name, address and date of birth) being shared with the local authority or provider of youth support services. As part of the schools’ privacy notice, you must advise parents / pupils of their right to object. Suggested wording for privacy notices is available in the privacy notice model documents.

You should return the youth support services agreement for all pupils who are aged 12 and above (as at 2019-08-31). If it is not completed the system will default to ‘unsought’.

If the value of ‘No’ is recorded, information beyond name, address and date of birth cannot be shared with the youth support service as the parent and/or pupil has successfully exercised their right to object to the data being shared.

Find a code to indicate youth support.

Service children in education indicator [used for funding]

We collect the service child in education indicator for all pupils on roll on census day.

You must only record this information if it has come from the parent / guardian and/or child. Valid codes are:

  • ‘Y’ (yes)
  • ‘N’(no)
  • ‘R’ (refused)
  • ‘U’ (unknown) to indicate no response given or other reason for no information

This field defaults to ‘N’ so you only need to change it for entries for children from service families.

It is essential that you record this data item correctly on the school census as we use this to determine the pupil premium allocations for schools.

A ‘service child’ has parent(s) – or person(s) with exercising parental responsibility – who is / are service personnel serving:

  • in regular HM Forces military units
  • in full commitment as part of the full-time reserve service
  • in the armed forces of another nation and stationed in England

Reserve units are not classed as the regular armed forces and such pupils are not recorded as service children on the school census. However, where a reserve soldier is acting in a full-time capacity, this is classified as regular service.

The service children indicator is only relevant to children whose parents are designated as personal category 1 or 2. All parents will be aware of their personal category.

Funded entitlement hours [used for funding]

Funded entitlement hours record, for eligible pupils aged 2, 3 and 4 years, the total number of free entitlement to early education funded hours in education provision (following the learning and development requirements of the early years foundation stage) at the school. This information is provided by all schools with relevant age children on roll on census day: except for city technology colleges and non-maintained special schools.

All children become eligible for funded early education from the term following a child’s third birthday irrespective of background or family circumstances (the universal entitlement). A specified subset of disadvantaged 2 year olds also become eligible from the term following a child’s second birthday. Local authorities will confirm which children meet the eligibility criteria should schools not know. Some 3 and 4-year-olds are also eligible for up to an additional 15 hours per week – the extended entitlement.

The table below shows the dates of birth and year groups of children for whom funded entitlement hours are required. Where a child falls into the cohorts listed below but is not in receipt of any funding via the funded early education entitlements, a value of zero is recorded for funded entitlement hours.

Data collected via the spring census is used by us to determine the early years block of the dedicated schools grant allocation that we provide to local authorities to fund their early years providers.

Although not used centrally by us for funding allocations, funded entitlement hours from the autumn and summer census may be used locally by local authorities for funding early education.

Funded entitlement hours contain only the hours the pupil is in education provision and following the learning and development requirements of the early years foundation stage. Such education will follow our statutory guidance for local authorities on early education and childcare and excludes any hours where the pupils are not receiving education or any additional hours that are funded by other means (such as the parent).

Census Date of birth ranges and school type / pupil national curriculum year group Maximum funded entitlement hours
Autumn 2019 Born between 2015-09-01 and 2017-08-31 (inclusive) - all relevant schools and year groups 15 hours
Autumn 2019 Born between 2014-09-01 and 2015-08-31 (inclusive) for pupils in national curriculum year groups ‘E1’, ‘E2’, ‘N1’ and ‘N2’ only 15 hours
Spring 2020 Born between 2015-09-01 and 2017-12-31 (inclusive) - all relevant schools and year groups 15 hours
Spring 2020 Born between 2014-09-01 and 2015-08-31 (inclusive) for pupils in national curriculum year groups ‘E1’, ‘E2’, ‘N1’ and ‘N2’ only 15 hours
Summer 2020 Born between 2015-09-01 and 2018-03-31 (inclusive) - all relevant schools and year groups 15 hours
Summer 2020 Born between 2014-09-01 and 2015-08-31 (inclusive) for pupils in national curriculum year groups ‘E1’, ‘E2’, ‘N1’ and ‘N2’ only 15 hours

Pupils aged 4 at the start of the academic year in ‘reception’ and above are funded as full-time equivalent pupils via the schools block of the dedicated schools grant and therefore funded entitlement hours are not relevant or required for those pupils, as they are not funded via the free entitlement.

For dual registered pupils, record the funded entitlement hours spent in education at each school. The main registration records funded hours in education at the main registration, with the subsidiary recording funded hours in education at the subsidiary registration.

It is important that the funded entitlement hours recorded on the census accurately reflect the hours at the setting to 2 decimal places. It should be noted that this is a decimal of hours and therefore does not record hours and minutes. For example, where a pupil has:

  • 10 and a half hours, this is recorded as 10.50
  • 10 hours and 20 minutes, this is recorded as 10.33 and so on

Extended funded entitlement hours [used for funding]

Extended funded entitlement hours are collected for 3 and 4 year old children, with working parents, who are in education provision (that is, following the learning and development requirements of the early years foundation stage) at the school and on roll on census day.

As with the funded entitlement hours, extended funded entitlement hours become available – where the parent has a valid 30-hour code – from the term following a child’s third birthday until they reach compulsory school age. Extended funded entitlement hours are available for pupils aged three and those pupils aged four who are in year groups ‘E1’, ‘E2’, ‘N1’ or ‘N2’ only.

This data item is not collected from city technology colleges and non-maintained special schools.

Pupils who are in ‘reception’ (or above) are not recorded as receiving the extended funded entitlement as they are in full time education.

As with funded entitlement hours, extended funded entitlement hours are recorded to 2 decimal places and it should be noted that this is a decimal of hours and therefore does not record hours and minutes. For example, where a pupil has:

  • 10 and a half hours, this is recorded as 10.50
  • 10 hours and 40 minutes, this is recorded as 10.67 of extended funded entitlement hours per week (up to a maximum of 15 hours)

Where a child is in receipt of extended funded entitlement hours, the maximum funded entitlement hours allowable is 15 hours. The extended funded entitlement hours field must not include any funded entitlement hours.

30-hour code indicator

The 30-hour code indicator is an 11-digit integer that is required for pupils who claim extended funded entitlement hours. As with the extended funded entitlement hours field, this applies to all 3 year olds and those pupils aged 4 in year groups ‘E1’, ‘E2’, ‘N1’ and ‘N2’ only, who are on roll on census day. The code confirms the eligibility of working parents to receive the 15 extended funded entitlement hours funding. This is particularly important as parents may split this entitlement between 2 providers.

This data item is not collected from city technology colleges and non-maintained special schools.

The code, once issued, remains fixed and refers to a single parent / child combination -where a parent has two children, each child will have their own code. However, when the school is presented with the code by the parent, the school must confirm the code’s validity with their local authority.

Where a child transfers school, the local authority must be informed of the transfer.

Foster children are eligible for 30 hours free childcare in certain circumstances. Foster parents do not apply for the extended funded entitlement through the Childcare Service due to the additional eligibility checking steps required. The 30-hour code indicator will be issued by the local authority to the foster parents. Providers will still check the code in the same way as for any other parent taking up 30 hours. It should be noted that although it will still be an 11-digit code, it will begin with a different number to HMRC issued codes. This is to allow local management of the reconfirmation process. Further information about 30 hours free childcare is available in our statutory guidance for local authorities on early education and childcare and our early years entitlements operational guidance.

Disability access fund indicator [used for funding]

The disability access fund (DAF) indicator records whether a 3 or 4 year old child is in receipt of DAF from the local authority.

This data item is not collected from city technology colleges and non-maintained special schools.

Receipt of this funding entitles the child (whilst they are 3 or 4 years of age) to a fixed amount of funding per year from the disability access fund, which is paid direct to the establishment.

To be eligible for disability access funding, the child must be in receipt of:

  • disability living allowance (DLA) and
  • the universal 15 hours entitlement

Pupils who are aged 4 as at the 31 August in reception and above, who are funded via the schools’ block of the dedicated schools grant, are not eligible for DAF funding. Further information on the DAF is available in the early years national funding formula (EYNFF) operational guidance.

The DAF indicator should only be returned for eligible children within the date of birth range, and year groups, outlined below who are on roll on census day.

Census Date of birth ranges and school type / pupil national curriculum year group
Autumn 2019 Born between 2015-09-01 and 2016-08-31 (inclusive) all relevant schools and year groups
Autumn 2019 Born between 2014-09-01 and 2015-08-31 (inclusive) for pupils in national curriculum year groups E1, E2, N1 and N2 only
Spring 2020 Born between 2015-09-01 and 2016-12-31 (inclusive) all relevant schools and year groups
Spring 2020 Born between 2014-09-01 and 2015-08-31 (inclusive) for pupils in national curriculum year groups E1, E2, N1 and N2 only
Summer 2020 Born between 2015-09-01 and 2017-03-31 (inclusive) all relevant schools and year groups
Summer 2020 Born between 2014-09-01 and 2015-08-31 (inclusive) for pupils in national curriculum year groups E1, E2, N1 and N2 only

This indicator should default to ‘0’ or ‘false’ to require a positive input from schools.

Hours at setting [used for funding]

This data item records for pupils aged 2, 3 and 4 years old, the total number of hours they spent in education provision (that is, following the learning and development requirements of the early years foundation stage) at the school irrespective of who funded the hours. It is the total of:

  • any hours funded under the free early education entitlements
  • plus, any hours funded under extended funded entitlement (for working parents)
  • plus, any additional hours of education funded from other sources such as parents

This data item is not collected from city technology colleges and non-maintained special schools.

This information will allow us to monitor the hours attended at maintained settings on the same basis as private / voluntary / independent provision.

For dual registered pupils, record the actual hours attending each school. The main registration records the hours in education at the main registration. The subsidiary registration records the hours in education at the subsidiary registration.

Hours at setting records the hours in education to two decimal places (that is, where a pupil has 10 and a-half-hours, for example, this is recorded as 10.50, with 10 and three-quarter hours being 10.75).

Top-up funding indicator [used for funding]

We are using the top-up funding indicator in the new high needs national funding formula that has been introduced to calculate high needs funding allocation from 2019 to 2020. In addition, we use this indicator for research purposes and to provide bench marking information to local areas.

This is a true / false flag to indicate those pupils on roll for whom the school receives, on census day, high-needs top-up funding - either from a local authority or, in the case of a PRU / AP, a local authority or another school.

Top-up funding is paid outside a maintained school’s budget share or academy’s general annual grant and relates to a pupil or student identified as requiring additional support, which costs more than a specified threshold. In many cases, the period for which top-up funding is paid may not be defined but the top-up funding will - as with the SEN provision to which it relates - be subject to periodic review.

Usually, but not always, the pupils for whom a primary or secondary mainstream school receives top-up funding are those with an education, health and care (EHC) plan. Sometimes local authorities may also provide support for pupils with code ‘K’ - SEN support.

Sometimes, terminology other than high needs top-up funding is used locally. Schools should check with the local authority if they are in doubt about whether payments received from a local authority are high needs top-up funding.

The specified cost threshold for additional SEN support varies according to the type of provision. For primary and secondary mainstream schools and academies, the threshold is £6,000 per pupil per annum in all cases.

Top-up funding is paid in respect of individual pupils whose additional support costs more than this and is for the excess costs over the threshold. However, in the case of all special schools, special academies, special free schools, PRU / AP, the funding they receive is £10,000 per place, and the top-up funding will be for the costs incurred by the school in providing additional support in excess of this funding.

Because the full cost of places in special schools, special academies and special free schools, PRU / AP usually exceeds £10,000, these types of schools will normally receive top-up funding for most, if not all, of the pupils in the school.

Post looked after arrangements [used for funding]

As part of the government’s adoption reform programme the department is considering a range of information that will help to inform thinking in relation to post-adoption support. Very little is known about the attainment of children adopted from care because they automatically get a new UPN and the department wants to have better information, collected via this data item on a voluntary basis, to feed into that process.

Post looked after arrangements collects information regarding children, who – on census day – have left local authority care in England and Wales through adoption, a special guardianship order, a residence order or a child arrangements order. Children who have left care under one of the measures listed above will be eligible for the post looked after element of the pupil premium.

It is for those with parental responsibility (adoptive parents, special guardians and carers of former looked after children on residence / child arrangements orders) to decide if they wish to self-declare their children’s status to schools. Schools should ensure parents and carers are aware of this and that this information is collected to help ensure that the designated teacher for previously looked after children can support those children and the school can attract pupil premium funding to support this cohort. Parents are to provide supporting evidence, for example, a photocopy of the adoption order, and confirm that their child was previously in care in England or Wales.

Parents may conceal sensitive information (for example the name of the birth parents) should they wish.

Schools are reminded that this is particularly sensitive data and of the ongoing need for confidentiality. Schools should ensure that, as for other pupil level data items, they comply with their responsibilities with respect to GDPR when processing this data.

Schools record the information using the following codes. Only one of the values will apply to each pupil and a school’s MIS should provide a default value of N – not declared.

Code Description
‘N’ Not declared
‘A’ Ceased to be looked after through adoption
‘G’ Ceased to be looked after through a special guardianship order (SGO)
‘R’ Ceased to be looked after through a residence order (RO)
‘C’ Ceased to be looked after through a child arrangements order (CAO)

Pupil enrolment status [used for funding]

The pupil enrolment status is recorded within the schools management information system (MIS) using one of the registration codes supplied. It is important that each pupil recorded within the school census be assigned a correct enrolment status. This ensures the pupil is correctly registered at a school in line with the pupil registration regulations.

Pupils recorded as ‘G’ – guest (not a pupil at the school) will not be included in the census return.

The MIS will automatically default the value of this field to ‘C’ - current (single registration at this school).

Sample scenarios of pupil enrolment status are provided to assist, but please note that many of these scenarios will not apply to PRU / AP.

Schools will be aware of the advice on school attendance. Schools should be mindful of the advice on school attendance with respect to dual registration.

Find a code to indicate pupil enrolment status.

Managed moves

Where a pupil is on a managed move, the pupil will be dual registered at the original school and the receiving school. The financial arrangements between the schools are a matter for their mutual agreement, but it is important to be able to identify pupils in this situation.

While the pupil is on a managed move:

  • the original school maintains the pupil’s record with an enrolment status of ‘M’ (current main - dual registration)
  • the receiving school maintains the pupil’s record with an enrolment status of ‘S’ (current subsidiary - dual registration)

When the pupil has ceased to attend one of the schools, that school will, with the agreement of the other school, delete the pupil from the register.

Traveller pupils

A traveller pupil may attend another school during periods when his / her parent(s) is / are travelling in the course of trade or business. To help ensure continuity of education for traveller children, it is expected that the child should attend school elsewhere when their family is travelling and be dual registered at that school and the school which the pupil would normally attend when not travelling.

While the pupil is attending another school:

  • the ordinary school of attendance maintains the pupil’s record with an enrolment status of ‘M’ (current main - dual registration)
  • the receiving school maintains the pupil’s record with an enrolment status of ‘S’ (current subsidiary - dual registration)

Family units

In many areas, early education is being provided in schools whose proprietors also provide wider childcare and / or family support services. Often, the proprietor wishes to maintain a single management information system for all the children it serves and, equally often, it is the school management information system that is used for this purpose.

When submitting information for census purposes, it is important to distinguish between those children who are receiving early education and those who are receiving other services. For:

  • children receiving early education, the school maintains the pupil’s record with an enrolment status of ‘C’ (current - single registration at this school)
  • children receiving childcare provision but not early education the school, maintains the child’s record with an enrolment status of ‘G’ (guest - not a pupil at the school)

Specialised units

In some local authority areas, units have been established in schools to deliver specialised education services for pupils from schools in an extended area, not just the school in which the unit is located. These units often provide support for pupils with special educational needs requirements, commonly with those children who have visual or hearing impairments or have speech and language difficulties.

For a pupil who is receiving education in a specialised unit at another school:

  • the ordinary school of attendance maintains the pupil’s record with an enrolment status of ‘M’ (current main - dual registration)
  • the school in which the unit is located maintains the pupil’s record with an enrolment status of ‘S’ (current subsidiary - dual registration)

Inclusion classes

For pupils with special educational needs, ‘inclusion classes’ have been established where pupils who are registered at a special school are taught in classes located in a mainstream school’s premises. Education is provided, either wholly or partly, by teachers from the special school. These classes are satellite classes of the special school and should not be treated as classes of the mainstream school.

When a pupil is attending an inclusion class:

  • the special school maintains the pupil’s record with an enrolment status of ‘C’ (current - single registration at this school)
  • the mainstream school, maintains the pupil’s record with an enrolment status of ‘G’ (guest - not a pupil at the school)

External candidates

Occasionally, adults are registered at a school for them to enter an examination and, perhaps, receive some level of tuition towards this aim. In such cases the providing school maintains the adult’s record with an enrolment status of ‘G’ (guest - not a pupil at the school).

Approved educational activity

Some schools have registered pupils who attend approved educational activity. An approved educational activity is either: an activity that takes place outside the school premises which is of an educational nature, approved by the school and supervised by someone authorised by the school; or attendance at another school at which the pupil is registered (as set out in regulation 6(4) of the Education (Pupil Registration) (England) Regulations 2006).

When the pupil is attending an approved activity outside the school premises (not at another school) the pupil should be recorded with an enrolment status of ‘C’ (current - single registration at this school).

When the pupil is attending another school, they will be dual registered:

  • the ordinary school of attendance maintains the pupil’s record with an enrolment status of ‘M’ (current main - dual registration)
  • the other school maintains the pupil’s record with an enrolment status of ‘S’ (current subsidiary - dual registration)

Dual registered pupils - hospital special schools

Pupils attending a hospital special school are recorded on the register where they are in education. They are not recorded where they attend the hospital for:

  • hospital check ups
  • day surgery
  • any other form of medical appointment
  • an operation

Where a pupil is registered at a mainstream school and receives education at the hospital special school, the pupil will be dual registered:

  • the mainstream school maintains the pupil’s record with an enrolment status of ‘M’ (current main - dual registration)
  • the hospital special school maintains the pupil’s record with an enrolment status of ‘S’ (current subsidiary - dual registration)

Where a pupil is originally solely registered at the hospital special school and then also begins to attend a mainstream school as part of a reintegration programme, the pupil will be dual registered with the hospital special school holding the ‘main registration’ and the mainstream school holding the subsidiary registration.

Overseas / exchange pupils

Pre-16 overseas or exchange pupils on the school register on census day recorded with an enrolment status of ‘G’ (guest - not a pupil at the school) are not included on the school census returns.

For post-16 overseas or exchange pupils, some students, who are not citizens of the UK or citizens of a European Economic Area (EEA) country, may be eligible to receive public funding. The funding regulations provide full rules that determine which overseas students can be funded.

For post-16 students, there is a distinction between ‘overseas’ and ‘home’ students:

  • overseas students are not eligible to receive public funding and may be charged fees
  • home students are eligible to receive public funding and therefore cannot be charged fees

Overseas students are those students who have tier 4 (student) visas, where receipt of public funds would constitute a breach of the terms of their immigration permission.

For exchange students, the school must be able to evidence that a pupil who would otherwise have attended the school has ‘moved in exchange’ to balance the non-British student attending the school on exchange. If there is a genuine exchange in place, the school can receive funding for the exchange student – with the exception of students with tier 4 visas.

As with pre-16 pupils, post-16 overseas or exchange pupils on the school register on census day are recorded with an enrolment status of ‘G’ (guest - not a pupil at the school) and not included on the school census returns.

Pupil date of entry [used for funding]

This is the latest date of entry to the current school. We need this data for both on and off roll pupils.

Pupils entering year 12 and above from the same school are not removed from the admissions register and are not given a new entry date.

Where a new school replaces an existing school and retains the existing establishment number of the predecessor school, information is returned as if they were a continuing school (they return historic data for the preceding term(s) before conversion). Where this occurs, the date of arrival in school (the entry date) for pupils remains the date at which the pupil joined the original establishment.

Where a new school has been formed as a result of a merger, and the establishment number from one of the predecessor schools has been retained, then historic attendance and exclusion data is only returned for those pupils who attended the predecessor school for which the establishment number has been retained.

For example, if the merger was a junior and an infant school and the newly merged school retains the establishment number of the junior school then only those pupils who previously attended the junior school are required to return the attendance and exclusion data from the previous term(s). All the pupils from the predecessor infant school must be provided with a new entry date.

Where a new school opens with a new establishment number all pupils are given a new entry date (the day that they start at the new school) and consequently any historical exclusions and attendance data from predecessor school is not returned for the new establishment.

Pupil date of leaving

We need this data for off roll pupils.

The date the pupil left the current school. This identifies pupils who are no longer on the school’s roll.

Part-time indicator [used for funding]

We need this data for both on and off roll pupils.

This indicates whether a pupil is part-time in education. We consider a pupil full-time where they are in education for 10 sessions per week. A pupil who attends for 9 (or fewer) sessions is part-time. It does not indicate that a pupil is part-time at one or more establishments.

For children in receipt of funded early education (those following the learning and development requirements of the early years foundation stage), a child should only be recorded as full-time where they attend education for 10 sessions per week irrespective of the number of funded and / or extended childcare hours.

Compulsory school-age pupils on a part-time timetable are recorded as full-time with the appropriate absence code used for the sessions they do not attend.

Pupil boarder indicator [used for funding]

Indicates whether a pupil is a boarder. The MIS automatically defaults the value of this field to ‘N’ - not a boarder.

We need this data for both on and off roll pupils.

Find a code to indicate pupils who board.

Pupil’s actual national curriculum year group [used for funding]

We need this data for on roll pupils.

The year group in which the pupil is taught for the majority of their time, irrespective of their chronological age.

Children turning 2 years old fall into the ‘E2’ year group. If they are recorded on the school’s admission register and in receipt of education, they must be included in the census return.

We do not expect any younger children who fall into the ‘E1’ year group to be in receipt of education and should not be on the school’s admissions register. If you need to record children in ‘E1’ within your MIS, you should not include them in your census.

Find a national curriculum year group code.

Pupil SEN provision

The Children and Families Act 2014 replaced Statements of Educational Need (SEN statements) with ‘Education, Health and Care plans’ (EHC plans).

SEN provision is collected for all pupils on roll on census day using the following codes:

  • ‘E’ (education, health and care plan) or
  • ‘K’ (SEN support)

SEN provision at the time of any exclusion will also be collected in all school census collections.

Find a code to indicate pupil SEN provision.

Member of SEN unit [used for funding]

We need this data for on roll pupils.

This field identifies pupils with SEN who are members of a SEN unit. SEN units are special provisions within a mainstream school where the pupils with SEN are taught mainly within separate classes.

Units:

  • are designated by the local authority specifically for making SEN provision, and sometimes accommodate pupils registered at other schools on a part-time basis
  • receive funding of £6,000 or £10,000 per place, and usually top-up funding for the excess costs of additional support required by individual pupils
  • cater for a specific type or types of SEN (for example autistic spectrum disorders)
  • are usually for pupils with an education, health and care (EHC) plan (but may also provide support for pupils with code ‘K’ - SEN support)

Schools and academies should only use this indicator where the SEN unit has been formally recognised as such by the local authority where the school is located.

Most pupils placed in units will be on an Education, Health and Care plan. It is unlikely that a child would be placed in a unit and also receive support from resourced provision, but a school could have resourced provision for one type of need and a unit for another.

Member of resourced provision indicator [used for funding]

We need this data for on roll pupils.

This field identifies pupils who receive support for their type of SEN from a specialist-resourced provision.

Resourced provisions are places that are reserved at a mainstream school for pupils with a specific type of SEN, taught mainly within mainstream classes, but requiring a base and some specialist facilities around the school.

Resourced provisions:

  • are designated by the local authority specifically for making this kind of SEN provision
  • receive funding of £6,000 or £10,000 per place, and usually top-up funding for the excess costs of additional support required by individual pupils
  • cater for a specific area or areas of SEN (for example specific learning difficulties)
  • are usually for pupils with an education, health and care (EHC) plan - but could include pupils with code ‘K’ (SEN support)

Schools and academies should only use this indicator where the resourced provision has been formally recognised as such by the local authority where the school is located.

Most pupils placed in units will be on an Education, Health and Care plan. It is unlikely that a child would be placed in a unit and also receive support from resourced provision, but a school could have resourced provision for one type of need and a unit for another.

Exclusions

This module contains information on the exclusion records of a pupil. From autumn 2019, data will be collected one term in arrears.

We need this data for both on and off roll pupils.

All items in the pupil identifiers module (except preferred surname) are collected for those pupils no longer on roll but for whom the exclusions module is collected.

Census Exclusions
Autumn 2019 All exclusions with start dates between 2019-01-01 and 2019-08-31
Spring 2020 All exclusions with start dates between 2019-09-01 and 2019-12-31
Summer 2020 All exclusions with start dates between 2020-01-01 and 2020-04-12 (Easter Sunday)

Whilst these dates do not represent real term dates, they will ensure that the vast majority of exclusions for the autumn (terms 1 and 2 for schools with 6 terms) and spring (terms 3 and 4 for schools with 6 terms) terms are picked up for the majority of schools.

Where schools do not use a module in their MIS that records exclusions data, items are to be manually calculated for each pupil and manually added to the census return.

Exclusion category

We need this data for both on and off roll pupils.

For each exclusion, this indicates the type of exclusion:

  • fixed period
  • permanent

Find an exclusion category code.

Exclusion reason

We need this data for both on and off roll pupils.

Some MIS allow schools to enter more than one reason for any exclusion and so they can record a main as well as a secondary reason(s) for any exclusion. For the census, we only need the main reason.

Exclusion reason Description
Bullying verbal, physical, homophobic bullying, cyber bullying
Damage including damage to school or personal property belonging to any member of the school community arson, graffiti, vandalism
Drug and alcohol related alcohol abuse, drug dealing, inappropriate use of prescribed drugs, possession of illegal drugs, smoking, substance abuse
Persistent disruptive behaviour challenging behaviour, disobedience, persistent violation of school rules
Physical assault against adult obstruction and jostling, violent behaviour, wounding
Physical assault against pupil fighting, obstruction and jostling, violent behaviour, wounding
Racist abuse derogatory racist statements, racist bullying, racist graffiti, racist taunting and harassment, swearing that can be attributed to racist characteristics
Sexual misconduct lewd behaviour, sexual abuse, sexual assault, sexual bullying, sexual graffiti, sexual harassment
Theft selling and dealing in stolen property, stealing from local shops on a school outing, stealing personal property (adult or pupil), stealing school property
Verbal abuse/threatening behaviour against adult aggressive behaviour, carrying an offensive weapon, homophobic abuse and harassment, swearing, threatened violence, verbal intimidation
Verbal abuse/threatening behaviour against pupil aggressive behaviour, carrying an offensive weapon, homophobic abuse and harassment, swearing, threatened violence, verbal intimidation

Find an exclusion reason code.

Exclusion start date

We need this data for both on and off roll pupils.

The exclusion start date reflects the date that the head teacher asked the pupil to leave the school. We expect you to have completed all appeals procedures by the time of the return, so only exclusions that have been upheld will be included.

Actual number of sessions excluded from

We need this data for both on and off roll pupils.

For each fixed period exclusion, you should record the actual number of sessions for which the exclusion is in effect.

For fixed period exclusions, each full school day counts as 2 sessions - a half school day counts as 1 session.

You should count exclusions that go across 2 census collection periods as 1 exclusion in the first collection period.

Exclusion sessions only cover the number of sessions the pupil is expected to be at the school. A fixed period exclusion can be discontinuous which means that there can be days between the start and finish dates of the exclusion that are not included as part of the exclusion.

Where a pupil is dual registered, exclusion sessions are not recorded for the day(s) they are attending the other organisation.

For example, a pupil is excluded for 6 sessions starting on a Monday. However, the pupil is registered with another provider on the Wednesday – where no exclusion is in place. This means the pupil is excluded from the school for sessions on Monday, Tuesday and Thursday. The other provider would record the pupil’s attendance on the Wednesday separately.

For the sessions where the school have agreed that the pupil is not attending, you should record these as ‘authorised absence’ and not record the pupil as excluded for these sessions.

For example, a pupil has been excluded for 8 sessions starting on a Tuesday. However, the pupil already has authorised absence for Friday and Monday afternoons. This means the pupil is excluded for all sessions on Tuesday, Wednesday and Thursday, as well as the morning sessions on Friday and Monday.

You should not record exclusions sessions for the day(s) when the pupil is attending an approved educational activity.

For example, a year 10 pupil has been excluded for 6 sessions starting on a Wednesday. However, the pupil attends work experience on a Thursday from which they are not excluded. This means the pupil is excluded from the school for sessions on Wednesday, Friday and Monday.

Days on which there is a planned school closure do not count towards an exclusion.

For example, a pupil has been excluded from a school for 4 sessions starting on a Friday, but the school plans to be closed on the Monday for an INSET day. This means the pupil’s exclusion will include 2 sessions on the following Tuesday, rather than the Monday.

SEN provision at the time of the exclusion

We need this data for both on and off roll pupils.

For each exclusion record returned, the SEN provision at the time of the exclusion must be included:

  • ‘E’ (education, health and care plan)
  • ‘K’ (SEN support)

Exclusion review

Exclusions that have been overturned by the governing body are not counted in national statistics. However, from the 2019 to 2020 academic year, information regarding reviews of head teachers decisions to exclude (which includes the governing board’s review and independent review panels (IRPs)) that occurred in the previous term are to be reported via the school census in the case of permanent exclusions only.

We require this information for both on and off roll pupils.

The first collection of this data will take place in the spring 2020 census for any reviews that took place in the previous autumn term.

No information about the governing board’s review or independent review panels should be returned for fixed period exclusions.

The result of the review of the decision to exclude must be returned. Where the exclusion review has been undertaken by both the governing board and IRP, only the final outcome is to be recorded on the census. Please do not include each stage of exclusion review that took place. For example, where an exclusion was upheld by the initial governing board’s review, but was later reviewed by the IRP, only the result of the IRP’s consideration should be recorded.

Exclusion review date

We need this data for both on and off roll pupils.

The exclusion review date reflects the date of the exclusion review - the date that the final outcome was decided.

Exclusion review result

We need this data for both on and off roll pupils.

You should only return the final outcome of the exclusion review.

Code Exclusion review result
A Exclusion upheld by initial governing board (confirmed)
B Exclusion upheld by governing board after independent review panel recommended governing board to reconsider reinstatement
C Exclusion upheld by governing board after independent review panel directed governing board to reconsider reinstatement
D Exclusion upheld by independent review panel (confirmed)
E Pupil accepted reinstatement after initial governing board
F Pupil accepted offer of reinstatement after independent review panel recommended governing board to reconsider reinstatement
G Pupil accepted offer of reinstatement after independent review panel directed governing board to reconsider reinstatement
H Pupil declined reinstatement after initial governing board
J Pupil declined offer of reinstatement after independent review panel recommended governing board to reconsider reinstatement
K Pupil declined offer of reinstatement after independent review panel directed governing board to reconsider reinstatement

Exclusion reinstatement date

We need this data for both on and off roll pupils.

The exclusion reinstatement date reflects the date the excluded pupil was reinstated at the school following the governing board or IRP’s review of the decision to exclude.

SEN expert requested

We need this data for both on and off roll pupils.

Further to the outcome of a review of the decision to exclude, in the case of an IRP, schools must record if a SEN expert was requested during the review. This should be recorded as ‘Y’ if requested and ‘N’ if not requested.

Home information

We only collect this information if the ‘pupil address type’ is ‘C’ (current) and the pupil is on roll on census day.

Schools can provide us with their addresses in the format their MIS holds the data:

  • BS7666 address format
  • SAON, PAON, post town or other address item
  • address line 1 to 5

Every format requires a postcode.

We expect schools to provide a valid home address for most of their pupils (including boarding pupils).

You should record boarding pupils from abroad using their ‘home’ address as their residence during term time, which may be the school’s address.

If a child has multiple addresses (where the child lives with both parents at different stages of the week) you should supply both addresses.

Whilst every effort must be made to obtain these pupil details, if it is possible to get the address, you should leave these fields blank or add a partial address and ignore the validation errors.

Postcode [used for funding]

The postcode, mandatory for both BS7666 and address line format, is allocated by the post office to identify a group of postal delivery points.

Unique property reference number

A unique property reference number (UPRN) is a unique integer identifier for every address in Great Britain.

The UPRN is a voluntary data item which you may choose to return alongside the full address (in either BS7666 or address line structure).

We do not expect schools to collect, or look up, the UPRN and instead this will be automatically populated within your school system when entering addresses if the OS AddressBase database is used as a reference.

BS7666 format: SAON the secondary addressable object name (SAON), refers to the flat, apartment name, number, or other sub-division of a dwelling.

BS7666 format: PAON the primary addressable object name (PAON), refers to the dwelling name and / or number.

BS7666 format: street refers to the street name / description. Validation will result in a query where there is a dwelling name / number but no street. If the address legitimately has no street, the query is ignored.

BS7666 format: locality refers to a neighbourhood, suburb, district, village, estate, settlement, or parish that may form part of a town, or stands in its own right within the context of an administrative area. Where an industrial estate contains streets, it is defined as a locality in its own right.

BS7666 format: town refers to:

  • a city or town that is not an administrative area
  • a suburb of an administrative area that does not form part of another town
  • a London district

BS7666 format: administrative area refers to a geographic area that may be the highest-level local administrative area for example:

  • county
  • unitary authority

BS7666 format: post town is assigned by the post office, based on the area sorting office.

Termly attendance

The termly report by all schools on attendance – excluding nursery schools who are not required to submit any attendance data via the school census, even where they have pupils aged 4 or 5 years.

Information for a pupil’s attendance during the term preceding the census is collected termly. This may include information for pupils who left the school prior to census day.

Information for each census should be included for pupils who were:

  • for the autumn 2019 census, aged between 4 and 15 as at 2018-08-31 (where date of birth falls between 2002-09-01 and 2013-08-31)
  • for the spring 2020 and summer 2020 censuses, aged 4 to 15 as at 2019-08-31 (where date of birth falls between 2003-09-01 and 2015-08-31)
  • on the school roll for at least one session during the specified term

Attendance data is only required for non-boarder pupils (where pupil boarder indicator is equal to ‘N’).

Collection periods

The period covered by the termly attendance module is from the start of the autumn term (from 1 August) up to, and including, the Sunday before the late spring bank holiday.

Collection Dates
Autumn 2019 Summer term 2018-19 absence data is collected from Easter Monday 2019-04-22 to the Sunday 2019-05-26 before the late spring bank holiday
Autumn 2019 Summer second half-term attendance is collected from the late spring bank holiday Monday 2019-05-27 to 2019-07-31
Spring 2020 Autumn term 2019-20 absence data is collected from 2019-08-01 to 2019-12-31
Summer 2020 Spring term 2019-20 absence data is collected from 2020-01-01 to Easter Sunday 2020-04-12

For schools that use the electronic registration module on their MIS, the census extracts the relevant data for each pupil for each attendance period (term or half term).

Schools that use an electronic registration system that is not integrated with their main MIS (or record attendances in paper registers) extract the relevant data for each pupil included in the census, according to the dates for the appropriate attendance period, and manually add this data to the census return. In this case, absence reporting by reason is not required and schools report on the number of authorised and unauthorised absences for each pupil.

Schools should seek advice from the supplier of their main MIS on how to add data manually for the census return.

Dual registered pupils

To avoid the double counting of attendance and absence for pupils who are registered at more than one school (referred to as ‘dual registered’).

Each school will:

  • record the attendance and absence for the sessions the pupil is required to attend at their school
  • use code ‘D’ (dual registered at another educational establishment) to record all the sessions that the pupil is due to attend at the other school

Attendance code ‘D’ is not collected in the school census, as it is not counted as a possible session.

The number of ‘sessions possible’ for a dual registered pupil against the main school should exclude those when the pupil is due to attend the subsidiary school and vice versa.

Pupils unable to attend school due to exceptional circumstances – code ‘Y’

Attendance code ‘Y’ (unable to attend due to exceptional circumstances – not counted in possible attendances) is collected in the school census but is not counted as part of possible sessions.

Schools will use code ‘Y’ to record the sessions where a pupil is unable to attend because:

  • the school site, or part of it, is closed due to an unavoidable cause
  • the transport provided by the school or a local authority is not available, and their home is not within walking distance
  • a local or national emergency has resulted in widespread disruption to travel, preventing the pupil from attending school

This code can also be used where a pupil is unable to attend because the pupil is in custody and detained for a period of less than 4 months. If the school has evidence from the place of custody that the pupil is attending educational activities then they can record those sessions as code B (present at approved educational activity).

Sessions possible

This records the number of sessions possible for the attendance period (term or half term). There are 2 sessions for each school day (morning and afternoon).

Every pupil aged 4 to 15 (excluding boarders) at the previous 31 August who was on the school roll for at least one session during the specified attendance period (term or half term) should have an entry for the number of possible sessions.

Zero sessions possible

Zero sessions possible are recorded where a dual registered pupil has all their previous attendance (term or half term) for which attendance data is collected at the other registration. For example, where a dual registered pupil has all the attendance at his / her subsidiary registration, the main registration would have zero sessions possible recorded for that period in the census.

Pupils aged 4 years

For pupils aged 4 years, the recorded number of sessions possible are those they are expected to attend and will vary from pupil to pupil and from school to school. Attendance code ‘X’ (non-compulsory school age absence - not counted in possible attendances) is used for sessions when a 4-year-old is not expected to attend – for example, those attending part-time.

Sessions missed due to authorised absence

Authorised absence is an absence that has been authorised by a teacher or other authorised representative of the school. This includes where a parent has provided a satisfactory explanation, for example, illness.

Schools can retrospectively authorise an absence.

Sessions missed due to unauthorised absence

Unauthorised absence is an absence without permission from a teacher or other authorised representative of the school. This includes all unexplained or unjustified absences; for example, arriving late for school after the register has closed.

It does not apply to pupils of non-compulsory school age (those aged 4 years).

Pupil absence and attendance codes

This relates to authorised or unauthorised absences for the pupil. Schools will be aware of the full range of absence and attendance codes, which include values for attendance and for approved education activities, as these codes are used by schools MIS when recording pupil attendance.

For pupils aged 4 years, schools are not obliged to use individual absence and attendance codes. If schools do not wish to use these codes, then they should just provide the total number of absences for the attendance period by recording these as sessions missed due to authorised absence. Absences recorded for 4-year-olds will not be treated as ‘authorised’ or ‘unauthorised’ and instead will be reported, and published, as overall absence.

Find a pupil attendance code.

Number of sessions missed

The number of sessions missed for each specified reason for absence. Schools that use electronic registration that is not integrated with their main MIS, or record attendances in paper registers, will manually calculate the number of sessions missed and add to their census return.

Summer half term

Study leave should be used sparingly and only granted to year 11 pupils during public examinations. As study leave is unsupervised, schools must record it as an authorised absence. Study leave is no longer applicable once examinations are concluded.

The official school leaving date is the last Friday in June of the school year in which a child reaches age 16. This means that year 11 pupils must remain on the school roll until Friday 26 June 2020 and you must record their attendance to this date.

Where pupils were born on or after 1999-09-01, they must remain in some form of education or training until their 18th birthday.

Attendance data for the second half of the summer term in respect of pupils aged 15 years old is not published in any national statistics.

Persistent absence methodology

Schools are judged against a persistent absence rate of 10%, and pupils are identified as persistently absent based upon their individual absence level.

Further information on persistent absence methodology is available in the guide to absence statistics.

Formally, if a pupil’s individual overall absence rate is greater than or equal to 10%, they will be classified as a persistent absentee [a pupil’s individual overall absence divided by a pupil’s individual possible sessions] multiplied by 100 must be greater than or equal to 10%.

Secondary schools

School email address

The email address for official communications must be present and include the character ‘@’. The email address you provide, must be for an account that is used on a regular basis and one that the head teacher has access to, such as, ‘head@’ or ‘office@’. This would not normally be an email address that identifies a particular individual by name. We may use this email address for future correspondence.

Unique pupil number (UPN) [used for funding]

We need this data for both on and off roll pupils.

The UPN is a 13-character code in the format Annnnnnnnnnnn that identifies each pupil.

You should not calculate it manually as the UPN would either be:

  • generated by your management information system (MIS)
  • transferred from another school in a common transfer file (CTF)

A UPN in the format of ‘AnnnnnnnnnnnA’ is a temporary UPN that you should only use as an interim measure. For further information see UPN policy and practice guidance.

Unique learner number (ULN) [used for funding]

We need this data for both on and off roll pupils.

ULNs are mandatory for all pupils on roll aged 14 and over on census day and for pupils no longer on roll who were aged 14 as at their leaving date.

ULNs are assigned to pupils aged 14 or over in publicly funded education and training.

The learning records service (LRS) allocates this number.

If you need to get a ULN, verify a ULN or make minor updates to a student’s data, you should send a partial CTF from your MIS to the LRS using School to School (S2S). You will get a CTF back via S2S with the requested ULNs.

Schools should check with their software supplier if their MIS interacts directly with the LRS system via its application-programming interface (API).

Pupil’s former UPN

We need this data for both on and off roll pupils.

Where a pupil is adopted, a new unique pupil number (UPN) is issued with no link or reference made to their former UPN. You must not add the previous UPN for an adopted pupil in this field.

Where a non-adopted pupil has held another UPN whilst at your school (such as a temporary UPN was allocated, but replaced by a permanent one), you should add the temporary UPN.

Pupil identifiers

You should include in full for each pupil their:

  • surname - the pupil’s full legal surname, as the school believes it to be (schools are not expected to have verified this from a birth certificate or other legal document)
  • forename - in full do not use a shortened or familiar version
  • middle names - in full do not use a shortened or familiar version (leave blank if the pupil doesn’t have a middle name)
  • preferred surname (if applicable for on roll pupils)
  • former surname (if applicable)
  • date of birth - in YYYY-MM-DD format

Gender

We need this data for both on and off roll pupils.

The gender of the pupil in the format of ‘M’ (male) or ‘F’ (female).

Gender should be self-declared and recorded according to the wishes of the parent and / or pupil.

Individuals are free to change the way their gender is recorded. There is no requirement from the department for any legal change or gender recognition certificate and it remains open for the school to amend the gender of any pupil, within their own MIS, at any time.

Language code [used for funding]

We require data on language for all pupils. The school must not ascribe a specific language to the pupil. This information must come from the parent / guardian or pupil.

You should only use codes ENB (not known but believed to be English) and OTB (not known but believed to be other than English) where all the following conditions apply:

  • pupil’s first language is not known with absolute certainty
  • parents have not responded to enquiries
  • school can judge with a high degree of confidence whether the pupil’s language is English or not

Where a parent / guardian or pupil declines to provide a first language, you should record it as ‘REF’ (refused).

Where a pupil’s first language is other than English - that is: where the pupil has been exposed to a language other than English during early development and continues to be exposed to this language in the home or in the community - schools may record specific languages from the extended language codes or continue to use the codes used in CBDS.

Find a language code.

Free school meal eligibility [used for funding]

We need this data for on roll pupils.

To minimise the impact of the rollout of universal credit and the introduction of a net-earned income threshold to determine eligibility for free school meals, transitional arrangements have been put in place to ensure that no pupil loses a meal as a result of these changes.

Transitional protections ensure that any pupil in receipt of free school meals on 31 March 2018 or after, should continue to receive free school meals until the end of the universal credit roll out period, and then until their phase of education ends. This covers until at least Summer 2023, and applies even if their circumstances change and they would no longer meet the eligibility criteria.

You should not enter end dates unless:

  • a parent has said that they do not wish the child to be recorded as eligible for free school meals and receive a free school meal
  • a pupil transfers from another UK country – their non-English free school meals must have an end date
  • a parent notifies the school that their support under the Immigration & Asylum Act 1999 or the pension credit has ended

We use the following 3 data items to collect this information:

  • free school meal eligibility start date
  • free school meal eligibility end date
  • country of UK (this will be system generated and will not require any data entry by schools)

Collection periods

2019 autumn school census started on or before 2019-10-03, where the free school meal end date is either not present or between 2019-05-17 and 2019-10-03 (inclusive)
2020 spring school census started on or before 2020-01-16, where the free school meal end date is either not present or between 2019-10-04 and 2020-01-16 (inclusive)
2020 summer school census started on or before 2020-05-21 where the free school meals end date is either not present or between 2020-01-16 and 2020-05-21 (inclusive)

Where schools have free school meals eligibility flagged for a pupil in their systems, they must ensure their systems include a free school meal start date ready for collection in census and transfer in common transfer files.

You can return multiple free school meals eligibility start and end dates falling within the periods above where applicable.

For example, a pupil had been eligible for free school meals from 1 September until 31 October in a school in Wales and moved to a school in England and claimed eligibility from the 1 November.

For the first period of eligibility enter:

  • free school meal eligibility start date of 2019-09-01 and ‘FSM’ eligibility end date of 2019-10-31 UK country code must be recorded as ‘WLS’

For the second period of eligibility enter:

  • free school meal eligibility start date of 2019-11-01 and no ‘FSM’ eligibility end date, UK country code must be blank or recorded as ‘ENG’

Eligibility for free school meals

Schools should record periods of free school meals eligibility for pupils where a claim has been made by them or on their behalf and either:

  • the relevant local authority / school has confirmed that they are entitled to free school meals
  • the relevant local authority / school has seen the necessary documentation (that confirms entitlement to free school meals

It is not necessary for schools / local authorities to calculate a family‘s annual taxable income. HM Revenue and Customs (HMRC) perform this income calculation and this figure is used to determine free school meal entitlement.

Free school meals eligibility checking service

The free school meals (FSM) eligibility checking service streamlines the FSM eligibility checking process for both local authorities and parents.

Academies are not able to access the service directly. Some academies ask their local authority (often for a fee) to check eligibility via the eligibility checking service on their behalf. The service available, and its cost, varies between local authorities.

School lunches taken [used for funding]

We need this data for on roll pupils.

This data item records whether an infant pupil has taken a school lunch on census day. This may include packed lunches provided by the school to children on school trips.

This data item is collected each term from all schools with an appropriate age range and for the following pupils regardless of whether they are eligible for free school meals:

  • all pupils on roll on census day in reception (NCYearActual equals ‘R’)
  • all pupils on roll on census day in year 1 (NCYearActual equals ‘1’)
  • all pupils on roll on census day in year 2 (NCYearActual equals ‘2’)
  • all pupils on roll on census day aged 4 to 6 not following the national curriculum (NCYearActual equals ‘X’ and pupil born between 2012-09-01 and 2015-08-31 inclusive)

We collect this data each term from all schools and use it to allocate universal infant free school meal funding.

This field may be defaulted to ‘true’ within school systems, to minimise the burden of data entry by schools.

Youth support services agreement

There is a legal requirement under the Education and Skills Act 2008 for schools to pass information on request to the youth support service for pupils in or approaching the age of 13.

The information which schools are required to provide consists of:

  • the names and addresses of pupils and their parents (must be provided to the youth support service)
  • the date of birth of the pupil
  • other information relevant to the provision of youth support services (optional)

Parents – or pupils themselves if aged 16 or over – have the right to object to any information (over and above name, address and date of birth) being shared with the local authority or provider of youth support services. As part of the schools’ privacy notice, you must advise parents / pupils of their right to object. Suggested wording for privacy notices is available in the privacy notice model documents.

You should return the youth support services agreement for all pupils who are aged 12 and above (as at 2019-08-31). If it is not completed the system will default to ‘unsought’.

If the value of ‘No’ is recorded, information beyond name, address and date of birth cannot be shared with the youth support service as the parent and/or pupil has successfully exercised their right to object to the data being shared.

Find a code to indicate youth support.

Service children in education indicator [used for funding]

We collect the service child in education indicator for all pupils on roll on census day.

You must only record this information if it has come from the parent / guardian and/or child. Valid codes are:

  • ‘Y’ (yes)
  • ‘N’(no)
  • ‘R’ (refused)
  • ‘U’ (unknown) to indicate no response given or other reason for no information

This field defaults to ‘N’ so you only need to change it for entries for children from service families.

It is essential that you record this data item correctly on the school census as we use this to determine the pupil premium allocations for schools.

A ‘service child’ has parent(s) – or person(s) with exercising parental responsibility – who is / are service personnel serving:

  • in regular HM Forces military units
  • in full commitment as part of the full-time reserve service
  • in the armed forces of another nation and stationed in England

Reserve units are not classed as the regular armed forces and such pupils are not recorded as service children on the school census. However, where a reserve soldier is acting in a full-time capacity, this is classified as regular service.

The service children indicator is only relevant to children whose parents are designated as personal category 1 or 2. All parents will be aware of their personal category.

Funded entitlement hours [used for funding]

Funded entitlement hours record, for eligible pupils aged 2, 3 and 4 years, the total number of free entitlement to early education funded hours in education provision (following the learning and development requirements of the early years foundation stage) at the school. This information is provided by all schools with relevant age children on roll on census day: except for city technology colleges and non-maintained special schools.

All children become eligible for funded early education from the term following a child’s third birthday irrespective of background or family circumstances (the universal entitlement). A specified subset of disadvantaged 2 year olds also become eligible from the term following a child’s second birthday. Local authorities will confirm which children meet the eligibility criteria should schools not know. Some 3 and 4-year-olds are also eligible for up to an additional 15 hours per week – the extended entitlement.

The table below shows the dates of birth and year groups of children for whom funded entitlement hours are required. Where a child falls into the cohorts listed below but is not in receipt of any funding via the funded early education entitlements, a value of zero is recorded for funded entitlement hours.

Data collected via the spring census is used by us to determine the early years block of the dedicated schools grant allocation that we provide to local authorities to fund their early years providers.

Although not used centrally by us for funding allocations, funded entitlement hours from the autumn and summer census may be used locally by local authorities for funding early education.

Funded entitlement hours contain only the hours the pupil is in education provision and following the learning and development requirements of the early years foundation stage. Such education will follow our statutory guidance for local authorities on early education and childcare and excludes any hours where the pupils are not receiving education or any additional hours that are funded by other means (such as the parent).

Census Date of birth ranges and school type / pupil national curriculum year group Maximum funded entitlement hours
Autumn 2019 Born between 2015-09-01 and 2017-08-31 (inclusive) - all relevant schools and year groups 15 hours
Autumn 2019 Born between 2014-09-01 and 2015-08-31 (inclusive) for pupils in national curriculum year groups ‘E1’, ‘E2’, ‘N1’ and ‘N2’ only 15 hours
Spring 2020 Born between 2015-09-01 and 2017-12-31 (inclusive) - all relevant schools and year groups 15 hours
Spring 2020 Born between 2014-09-01 and 2015-08-31 (inclusive) for pupils in national curriculum year groups ‘E1’, ‘E2’, ‘N1’ and ‘N2’ only 15 hours
Summer 2020 Born between 2015-09-01 and 2018-03-31 (inclusive) - all relevant schools and year groups 15 hours
Summer 2020 Born between 2014-09-01 and 2015-08-31 (inclusive) for pupils in national curriculum year groups ‘E1’, ‘E2’, ‘N1’ and ‘N2’ only 15 hours

Pupils aged 4 at the start of the academic year in ‘reception’ and above are funded as full-time equivalent pupils via the schools block of the dedicated schools grant and therefore funded entitlement hours are not relevant or required for those pupils, as they are not funded via the free entitlement.

For dual registered pupils, record the funded entitlement hours spent in education at each school. The main registration records funded hours in education at the main registration, with the subsidiary recording funded hours in education at the subsidiary registration.

It is important that the funded entitlement hours recorded on the census accurately reflect the hours at the setting to 2 decimal places. It should be noted that this is a decimal of hours and therefore does not record hours and minutes. For example, where a pupil has:

  • 10 and a half hours, this is recorded as 10.50
  • 10 hours and 20 minutes, this is recorded as 10.33 and so on

Extended funded entitlement hours [used for funding]

Extended funded entitlement hours are collected for 3 and 4 year old children, with working parents, who are in education provision (that is, following the learning and development requirements of the early years foundation stage) at the school and on roll on census day.

This data item is not collected from city technology colleges and non-maintained special schools.

As with the funded entitlement hours, extended funded entitlement hours become available – where the parent has a valid 30-hour code – from the term following a child’s third birthday until they reach compulsory school age. Extended funded entitlement hours are available for pupils aged three and those pupils aged four who are in year groups ‘E1’, ‘E2’, ‘N1’ or ‘N2’ only.

Pupils who are in ‘reception’ (or above) are not recorded as receiving the extended funded entitlement as they are in full time education.

As with funded entitlement hours, extended funded entitlement hours are recorded to 2 decimal places and it should be noted that this is a decimal of hours and therefore does not record hours and minutes. For example, where a pupil has:

  • 10 and a half hours, this is recorded as 10.50
  • 10 hours and 40 minutes, this is recorded as 10.67 of extended funded entitlement hours per week (up to a maximum of 15 hours)

Where a child is in receipt of extended funded entitlement hours, the maximum funded entitlement hours allowable is 15 hours. The extended funded entitlement hours field must not include any funded entitlement hours.

30-hour code indicator

The 30-hour code indicator is an 11-digit integer that is required for pupils who claim extended funded entitlement hours. As with the extended funded entitlement hours field, this applies to all 3 year olds and those pupils aged 4 in year groups ‘E1’, ‘E2’, ‘N1’ and ‘N2’ only, who are on roll on census day.

This data item is not collected from city technology colleges and non-maintained special schools.

The code confirms the eligibility of working parents to receive the 15 extended funded entitlement hours funding. This is particularly important as parents may split this entitlement between 2 providers.

The code, once issued, remains fixed and refers to a single parent / child combination -where a parent has two children, each child will have their own code. However, when the school is presented with the code by the parent, the school must confirm the code’s validity with their local authority.

Where a child transfers school, the local authority must be informed of the transfer.

Foster children are eligible for 30 hours free childcare in certain circumstances. Foster parents do not apply for the extended funded entitlement through the childcare service due to the additional eligibility checking steps required. The 30-hour code indicator will be issued by the local authority to the foster parents. Providers will still check the code in the same way as for any other parent taking up 30 hours. It should be noted that although it will still be an 11-digit code, it will begin with a different number to HMRC issued codes. This is to allow local management of the reconfirmation process. Further information about 30 hours free childcare is available in our statutory guidance for local authorities on early education and childcare and our early years entitlements operational guidance.

Disability access fund indicator [used for funding]

The disability access fund (DAF) indicator records whether a 3 or 4 year old child is in receipt of DAF from the local authority.

This data item is not collected from city technology colleges and non-maintained special schools.

Receipt of this funding entitles the child (whilst they are 3 or 4 years of age) to a fixed amount of funding per year from the disability access fund, which is paid direct to the establishment.

To be eligible for disability access funding, the child must be in receipt of:

  • disability living allowance (DLA) and
  • the universal 15 hours entitlement

Pupils who are aged 4 as at the 31 August in reception and above, who are funded via the schools’ block of the dedicated schools grant, are not eligible for DAF funding. Further information on the DAF is available in the early years national funding formula (EYNFF) operational guidance.

The DAF indicator should only be returned for eligible children within the date of birth range, and year groups, outlined below who are on roll on census day.

Census Date of birth ranges and school type / pupil national curriculum year group
Autumn 2019 Born between 2015-09-01 and 2016-08-31 (inclusive) all relevant schools and year groups
Autumn 2019 Born between 2014-09-01 and 2015-08-31 (inclusive) for pupils in national curriculum year groups E1, E2, N1 and N2 only
Spring 2020 Born between 2015-09-01 and 2016-12-31 (inclusive) all relevant schools and year groups
Spring 2020 Born between 2014-09-01 and 2015-08-31 (inclusive) for pupils in national curriculum year groups E1, E2, N1 and N2 only
Summer 2020 Born between 2015-09-01 and 2017-03-31 (inclusive) all relevant schools and year groups
Summer 2020 Born between 2014-09-01 and 2015-08-31 (inclusive) for pupils in national curriculum year groups E1, E2, N1 and N2 only

This indicator should default to ‘0’ or ‘false’ to require a positive input from schools.

Hours at setting [used for funding]

This data item records for pupils aged 2, 3 and 4 years old, the total number of hours they spent in education provision (that is, following the learning and development requirements of the early years foundation stage) at the school irrespective of who funded the hours. It is the total of:

  • any hours funded under the free early education entitlements
  • plus, any hours funded under extended funded entitlement (for working parents)
  • plus, any additional hours of education funded from other sources such as parents

This data item is not collected from city technology colleges and non-maintained special schools.

This information will allow us to monitor the hours attended at maintained settings on the same basis as private / voluntary / independent provision.

For dual registered pupils, record the actual hours attending each school. The main registration records the hours in education at the main registration. The subsidiary registration records the hours in education at the subsidiary registration.

Hours at setting records the hours in education to 2 decimal places (that is, where a pupil has 10 and a-half-hours, for example, this is recorded as 10.50, with 10 and three-quarter hours being 10.75).

Top-up funding indicator [used for funding]

We are using the top-up funding indicator in the new high needs national funding formula that has been introduced to calculate high needs funding allocation from 2019 to 2020. In addition, we use this indicator for research purposes and to provide bench marking information to local areas.

This is a true / false flag to indicate those pupils on roll for whom the school receives, on census day, high-needs top-up funding - either from a local authority or, in the case of a PRU / AP, a local authority or another school.

Top-up funding is paid outside a maintained school’s budget share or academy’s general annual grant and relates to a pupil or student identified as requiring additional support, which costs more than a specified threshold. In many cases, the period for which top-up funding is paid may not be defined but the top-up funding will – as with the SEN provision to which it relates – be subject to periodic review.

Usually, but not always, the pupils for whom a primary or secondary mainstream school receives top-up funding are those with an education, health and care (EHC) plan. Sometimes local authorities may also provide support for pupils with code ‘K’ - SEN support.

Sometimes, terminology other than high needs top-up funding is used locally. Schools should check with the local authority if they are in doubt about whether payments received from a local authority are high needs top-up funding.

The specified cost threshold for additional SEN support varies according to the type of provision. For primary and secondary mainstream schools and academies, the threshold is £6,000 per pupil per annum in all cases.

Top-up funding is paid in respect of individual pupils whose additional support costs more than this and is for the excess costs over the threshold. However, in the case of all special schools, special academies, special free schools, PRU / AP, the funding they receive is £10,000 per place, and the top-up funding will be for the costs incurred by the school in providing additional support in excess of this funding.

Because the full cost of places in special schools, special academies and special free schools, PRU / AP usually exceeds £10,000, these types of schools will normally receive top-up funding for most, if not all, of the pupils in the school.

Post looked after arrangements [used for funding]

As part of the government’s adoption reform programme the department is considering a range of information that will help to inform thinking in relation to post-adoption support. Very little is known about the attainment of children adopted from care because they automatically get a new UPN and the department wants to have better information, collected via this data item on a voluntary basis, to feed into that process.

Post looked after arrangements collects information regarding children, who – on census day – have left local authority care in England and Wales through adoption, a special guardianship order, a residence order or a child arrangements order. Children who have left care under one of the measures listed above will be eligible for the post looked after element of the pupil premium.

It is for those with parental responsibility (adoptive parents, special guardians and carers of former looked after children on residence / child arrangements orders) to decide if they wish to self-declare their children’s status to schools. Schools should ensure parents and carers are aware of this and that this information is collected to help ensure that the designated teacher for previously looked after children can support those children and the school can attract pupil premium funding to support this cohort. Parents are to provide supporting evidence, for example, a photocopy of the adoption order, and confirm that their child was previously in care in England or Wales.

Parents may conceal sensitive information (for example the name of the birth parents) should they wish.

Schools are reminded that this is particularly sensitive data and of the ongoing need for confidentiality. Schools should ensure that, as for other pupil level data items, they comply with their responsibilities with respect to GDPR when processing this data.

Schools record the information using the following codes. Only one of the values will apply to each pupil and a school’s MIS should provide a default value of N – not declared.

Code Description
‘N’ Not declared
‘A’ Ceased to be looked after through adoption
‘G’ Ceased to be looked after through a special guardianship order (SGO)
‘R’ Ceased to be looked after through a residence order (RO)
‘C’ Ceased to be looked after through a child arrangements order (CAO)

Pupil enrolment status [used for funding]

The pupil enrolment status is recorded within the schools management information system (MIS) using one of the registration codes supplied. It is important that each pupil recorded within the school census be assigned a correct enrolment status. This ensures the pupil is correctly registered at a school in line with the pupil registration regulations.

Pupils recorded as ‘G’ – guest (not a pupil at the school) will not be included in the census return.

The MIS will automatically default the value of this field to ‘C’ - current (single registration at this school).

Sample scenarios of pupil enrolment status are provided to assist, but please note that many of these scenarios will not apply to PRU / AP.

Schools will be aware of the advice on school attendance. Schools should be mindful of the advice on school attendance with respect to dual registration.

Find a code to indicate pupil enrolment status.

Managed moves

Where a pupil is on a managed move, the pupil will be dual registered at the original school and the receiving school. The financial arrangements between the schools are a matter for their mutual agreement, but it is important to be able to identify pupils in this situation.

While the pupil is on a managed move:

  • the original school maintains the pupil’s record with an enrolment status of ‘M’ (current main - dual registration)
  • the receiving school maintains the pupil’s record with an enrolment status of ‘S’ (current subsidiary - dual registration)

When the pupil has ceased to attend one of the schools, that school will, with the agreement of the other school, delete the pupil from the register.

Traveller pupils

A traveller pupil may attend another school during periods when his / her parent(s) is / are travelling in the course of trade or business. To help ensure continuity of education for traveller children, it is expected that the child should attend school elsewhere when their family is travelling and be dual registered at that school and the school which the pupil would normally attend when not travelling.

While the pupil is attending another school:

  • the ordinary school of attendance maintains the pupil’s record with an enrolment status of ‘M’ (current main - dual registration)
  • the receiving school maintains the pupil’s record with an enrolment status of ‘S’ (current subsidiary - dual registration)

Family units

In many areas, early education is being provided in schools whose proprietors also provide wider childcare and / or family support services. Often, the proprietor wishes to maintain a single management information system for all the children it serves and, equally often, it is the school management information system that is used for this purpose.

When submitting information for census purposes, it is important to distinguish between those children who are receiving early education and those who are receiving other services. For:

  • children receiving early education, the school maintains the pupil’s record with an enrolment status of ‘C’ (current - single registration at this school)
  • children receiving childcare provision but not early education the school, maintains the child’s record with an enrolment status of ‘G’ (guest - not a pupil at the school)

Specialised units

In some local authority areas, units have been established in schools to deliver specialised education services for pupils from schools in an extended area, not just the school in which the unit is located. These units often provide support for pupils with special educational needs requirements, commonly with those children who have visual or hearing impairments or have speech and language difficulties.

For a pupil who is receiving education in a specialised unit at another school:

  • the ordinary school of attendance maintains the pupil’s record with an enrolment status of ‘M’ (current main - dual registration)
  • the school in which the unit is located maintains the pupil’s record with an enrolment status of ‘S’ (current subsidiary - dual registration)

Inclusion classes

For pupils with special educational needs, ‘inclusion classes’ have been established where pupils who are registered at a special school are taught in classes located in a mainstream school’s premises. Education is provided, either wholly or partly, by teachers from the special school. These classes are satellite classes of the special school and should not be treated as classes of the mainstream school.

When a pupil is attending an inclusion class:

  • the special school maintains the pupil’s record with an enrolment status of ‘C’ (current - single registration at this school)
  • the mainstream school, maintains the pupil’s record with an enrolment status of ‘G’ (guest - not a pupil at the school)

External candidates

Occasionally, adults are registered at a school for them to enter an examination and, perhaps, receive some level of tuition towards this aim. In such cases the providing school maintains the adult’s record with an enrolment status of ‘G’ (guest - not a pupil at the school).

Approved educational activity

Some schools have registered pupils who attend approved educational activity. An approved educational activity is either: an activity that takes place outside the school premises which is of an educational nature, approved by the school and supervised by someone authorised by the school; or attendance at another school at which the pupil is registered (as set out in regulation 6(4) of the Education (Pupil Registration) (England) Regulations 2006).

When the pupil is attending an approved activity outside the school premises (not at another school) the pupil should be recorded with an enrolment status of ‘C’ (current - single registration at this school).

When the pupil is attending another school, they will be dual registered:

  • the ordinary school of attendance maintains the pupil’s record with an enrolment status of ‘M’ (current main - dual registration)
  • the other school maintains the pupil’s record with an enrolment status of ‘S’ (current subsidiary - dual registration)

Dual registered pupils - hospital special schools

Pupils attending a hospital special school are recorded on the register where they are in education. They are not recorded where they attend the hospital for:

  • hospital check ups
  • day surgery
  • any other form of medical appointment
  • an operation

Where a pupil is registered at a mainstream school and receives education at the hospital special school, the pupil will be dual registered:

  • the mainstream school maintains the pupil’s record with an enrolment status of ‘M’ (current main - dual registration)
  • the hospital special school maintains the pupil’s record with an enrolment status of ‘S’ (current subsidiary - dual registration)

Where a pupil is originally solely registered at the hospital special school and then also begins to attend a mainstream school as part of a reintegration programme, the pupil will be dual registered with the hospital special school holding the ‘main registration’ and the mainstream school holding the subsidiary registration.

Overseas / exchange pupils

Pre-16 overseas or exchange pupils on the school register on census day recorded with an enrolment status of ‘G’ (guest - not a pupil at the school) are not included on the school census returns.

For post-16 overseas or exchange pupils, some students, who are not citizens of the UK or citizens of a European Economic Area (EEA) country, may be eligible to receive public funding. The funding regulations provide full rules that determine which overseas students can be funded.

For post-16 students, there is a distinction between ‘overseas’ and ‘home’ students:

  • overseas students are not eligible to receive public funding and may be charged fees
  • home students are eligible to receive public funding and therefore cannot be charged fees

Overseas students are those students who have tier 4 (student) visas, where receipt of public funds would constitute a breach of the terms of their immigration permission.

For exchange students, the school must be able to evidence that a pupil who would otherwise have attended the school has ‘moved in exchange’ to balance the non-British student attending the school on exchange. If there is a genuine exchange in place, the school can receive funding for the exchange student – with the exception of students with tier 4 visas.

As with pre-16 pupils, post-16 overseas or exchange pupils on the school register on census day are recorded with an enrolment status of ‘G’ (guest - not a pupil at the school) and not included on the school census returns.

Pupil date of entry [used for funding]

We need this data for both on and off roll pupils.

This is the latest date of entry to the current school. We need this data for both on and off roll pupils.

Pupils entering year 12 and above from the same school are not removed from the admissions register and are not given a new entry date.

Where a new school replaces an existing school and retains the existing establishment number of the predecessor school, information is returned as if they were a continuing school (they return historic data for the preceding term(s) before conversion). Where this occurs, the date of arrival in school (the entry date) for pupils remains the date at which the pupil joined the original establishment.

Where a new school has been formed as a result of a merger - and the establishment number from one of the predecessor schools has been retained - then historic attendance and exclusion data is only returned for those pupils who attended the predecessor school for which the establishment number has been retained.

For example, if the merger was a junior and an infant school and the newly merged school retains the establishment number of the junior school then only those pupils who previously attended the junior school are required to return the attendance and exclusion data from the previous term(s). All the pupils from the predecessor infant school must be provided with a new entry date.

Where a new school opens with a new establishment number all pupils are given a new entry date (the day that they start at the new school) and consequently any historical exclusions and attendance data from predecessor school is not returned for the new establishment. However, it is important that schools which have a 6th form return historical learning aims from the predecessor school.

Pupil date of leaving

We need this data for off roll pupils.

The date the pupil left the current school. This identifies pupils who are no longer on the school’s roll.

Part-time indicator [used for funding]

We need this data for both on and off roll pupils.

This indicates whether a pupil is part-time in education. We consider a pupil full-time where they are in education for 10 sessions per week. A pupil who attends for 9 (or fewer) sessions is part-time. It does not indicate that a pupil is part-time at one or more establishments.

Compulsory school-age pupils on a part-time timetable are recorded as full-time with the appropriate absence code used for the sessions they do not attend.

Pupil boarder indicator [used for funding]

We need this data for both on and off roll pupils.

Indicates whether a pupil is a boarder. The MIS automatically defaults the value of this field to ‘N’ - not a boarder.

Pupil’s actual national curriculum year group [used for funding]

We need this data for on roll pupils.

The year group in which the pupil is taught for the majority of their time, irrespective of their chronological age. Children turning 2 years old fall into the ‘E2’ year group. If they are recorded on the school’s admission register and in receipt of education, they must be included in the census return.

We do not expect any younger children who fall into the ‘E1’ year group to be in receipt of education and should not be on the school’s admissions register. If you need to record children in ‘E1’ within your MIS, you should not include them in your census.

Find a national curriculum year group code.

Pupil’s actual national curriculum year on leaving

We need this data for off roll pupils.

The year group in which the pupil was taught for the majority of their time, irrespective of their chronological age, at the date they left the school.

This data is only required from secondary schools with sixth forms, for pupils whom:

  • left the school prior to the autumn census date AND
  • post-16 learning aims data is being submitted

Pupil SEN provision

The Children and Families Act 2014 replaced Statements of Educational Need (SEN statements) with ‘Education, Health and Care plans’ (EHC plans).

SEN provision is collected for all pupils on roll on census day using the following codes:

  • ‘E’ (education, health and care plan) or
  • ‘K’ (SEN support)

SEN provision at the time of any exclusion will also be collected in all school census collections.

Find a code to indicate pupil SEN provision.

Member of SEN unit [used for funding]

We need this data for on roll pupils.

This field identifies pupils with SEN who are members of a SEN unit. SEN units are special provisions within a mainstream school where the pupils with SEN are taught mainly within separate classes.

Units:

  • are designated by the local authority specifically for making SEN provision, and sometimes accommodate pupils registered at other schools on a part-time basis
  • receive funding of £6,000 or £10,000 per place, and usually top-up funding for the excess costs of additional support required by individual pupils
  • cater for a specific type or types of SEN (for example autistic spectrum disorders)
  • are usually for pupils with an education, health and care (EHC) plan (but may also provide support for pupils with code ‘K’ - SEN support)

Schools and academies should only use this indicator where the SEN unit has been formally recognised as such by the local authority where the school is located.

Most pupils placed in units will be on an Education, Health and Care plan. It is unlikely that a child would be placed in a unit and also receive support from resourced provision, but a school could have resourced provision for one type of need and a unit for another.

Member of resourced provision indicator [used for funding]

We need this data for on roll pupils.

This field identifies pupils who receive support for their type of SEN from a specialist-resourced provision.

Resourced provisions are places that are reserved at a mainstream school for pupils with a specific type of SEN, taught mainly within mainstream classes, but requiring a base and some specialist facilities around the school.

Resourced provisions:

  • are designated by the local authority specifically for making this kind of SEN provision
  • receive funding of £6,000 or £10,000 per place, and usually top-up funding for the excess costs of additional support required by individual pupils
  • cater for a specific area or areas of SEN (for example specific learning difficulties)
  • are usually for pupils with an education, health and care (EHC) plan - but could include pupils with code ‘K’ (SEN support)

Schools and academies should only use this indicator where the resourced provision has been formally recognised as such by the local authority where the school is located.

Most pupils placed in units will be on an Education, Health and Care plan. It is unlikely that a child would be placed in a unit and also receive support from resourced provision, but a school could have resourced provision for one type of need and a unit for another.

Exclusions

This module contains information on the exclusion records of a pupil. From autumn 2019, data will be collected one term in arrears.

We need this data for both on and off roll pupils.

All items in the pupil identifiers module (except preferred surname) are collected for those pupils no longer on roll but for whom the exclusions module is collected.

Census Exclusions
Autumn 2019 All exclusions with start dates between 2019-01-01 and 2019-08-31
Spring 2020 All exclusions with start dates between 2019-09-01 and 2019-12-31
Summer 2020 All exclusions with start dates between 2020-01-01 and 2020-04-12 (Easter Sunday)

Whilst these dates do not represent real term dates, they will ensure that the vast majority of exclusions for the autumn (terms 1 and 2 for schools with 6 terms) and spring (terms 3 and 4 for schools with 6 terms) terms are picked up for the majority of schools.

Where schools do not use a module in their MIS that records exclusions data, items are to be manually calculated for each pupil and manually added to the census return.

Exclusion category

We need this data for both on and off roll pupils.

For each exclusion, this indicates the type of exclusion:

  • fixed period
  • permanent

Find an exclusion category code.

Exclusion reason

We need this data for both on and off roll pupils.

Some MIS allow schools to enter more than one reason for any exclusion and so they can record a main as well as a secondary reason(s) for any exclusion. For the census, we only need the main reason.

Exclusion reason Description
Bullying verbal, physical, homophobic bullying, cyber bullying
Damage including damage to school or personal property belonging to any member of the school community arson, graffiti, vandalism
Drug and alcohol related alcohol abuse, drug dealing, inappropriate use of prescribed drugs, possession of illegal drugs, smoking, substance abuse
Persistent disruptive behaviour challenging behaviour, disobedience, persistent violation of school rules
Physical assault against adult obstruction and jostling, violent behaviour, wounding
Physical assault against pupil fighting, obstruction and jostling, violent behaviour, wounding
Racist abuse derogatory racist statements, racist bullying, racist graffiti, racist taunting and harassment, swearing that can be attributed to racist characteristics
Sexual misconduct lewd behaviour, sexual abuse, sexual assault, sexual bullying, sexual graffiti, sexual harassment
Theft selling and dealing in stolen property, stealing from local shops on a school outing, stealing personal property (adult or pupil), stealing school property
Verbal abuse/threatening behaviour against adult aggressive behaviour, carrying an offensive weapon, homophobic abuse and harassment, swearing, threatened violence, verbal intimidation
Verbal abuse/threatening behaviour against pupil aggressive behaviour, carrying an offensive weapon, homophobic abuse and harassment, swearing, threatened violence, verbal intimidation

Find an exclusion reason code.

Exclusion start date

We need this data for both on and off roll pupils.

The exclusion start date reflects the date that the head teacher asked the pupil to leave the school. We expect you to have completed all appeals procedures by the time of the return, so only exclusions that have been upheld will be included.

Actual number of sessions excluded from

We need this data for both on and off roll pupils.

For each fixed period exclusion, you should record the actual number of sessions for which the exclusion is in effect.

For fixed period exclusions, each full school day counts as 2 sessions - a half school day counts as 1 session.

You should count exclusions that go across 2 census collection periods as 1 exclusion in the first collection period.

Exclusion sessions only cover the number of sessions the pupil is expected to be at the school. A fixed period exclusion can be discontinuous which means that there can be days between the start and finish dates of the exclusion that are not included as part of the exclusion.

Where a pupil is dual registered, exclusion sessions are not recorded for the day(s) they are attending the other organisation.

For example, a pupil is excluded for 6 sessions starting on a Monday. However, the pupil is registered with another provider on the Wednesday – where no exclusion is in place. This means the pupil is excluded from the school for sessions on Monday, Tuesday and Thursday. The other provider would record the pupil’s attendance on the Wednesday separately.

For the sessions where the school have agreed that the pupil is not attending, you should record these as ‘authorised absence’ and not record the pupil as excluded for these sessions.

For example, a pupil has been excluded for 8 sessions starting on a Tuesday. However, the pupil already has authorised absence for Friday and Monday afternoons. This means the pupil is excluded for all sessions on Tuesday, Wednesday and Thursday, as well as the morning sessions on Friday and Monday.

You should not record exclusions sessions for the day(s) when the pupil is attending an approved educational activity.

For example, a year 10 pupil has been excluded for 6 sessions starting on a Wednesday. However, the pupil attends work experience on a Thursday from which they are not excluded. This means the pupil is excluded from the school for sessions on Wednesday, Friday and Monday.

Days on which there is a planned school closure do not count towards an exclusion.

For example, a pupil has been excluded from a school for 4 sessions starting on a Friday, but the school plans to be closed on the Monday for an INSET day. This means the pupil’s exclusion will include 2 sessions on the following Tuesday, rather than the Monday.

SEN provision at the time of the exclusion

We need this data for both on and off roll pupils.

For each exclusion record returned, the SEN provision at the time of the exclusion must be included:

  • ‘E’ (education, health and care plan)
  • ‘K’ (SEN support)

Exclusion review

Exclusions that have been overturned by the governing body are not counted in national statistics. However, from the 2019 to 2020 academic year, information regarding reviews of head teachers decisions to exclude (which includes the governing board’s review and independent review panels (IRPs)) that occurred in the previous term are to be reported via the school census in the case of permanent exclusions only.

We require this information for both on and off roll pupils.

The first collection of this data will take place in the spring 2020 census for any reviews that took place in the previous autumn term.

No information about the governing board’s review or independent review panels should be returned for fixed period exclusions.

The result of the review of the decision to exclude must be returned. Where the exclusion review has been undertaken by both the governing board and IRP, only the final outcome is to be recorded on the census. Please do not include each stage of exclusion review that took place. For example, where an exclusion was upheld by the initial governing board’s review, but was later reviewed by the IRP, only the result of the IRP’s consideration should be recorded.

Exclusion review date

We need this data for both on and off roll pupils.

The exclusion review date reflects the date of the exclusion review - the date that the final outcome was decided.

Exclusion review result

We need this data for both on and off roll pupils.

You should only return the final outcome of the exclusion review.

Code Exclusion review result
A Exclusion upheld by initial governing board (confirmed)
B Exclusion upheld by governing board after independent review panel recommended governing board to reconsider reinstatement
C Exclusion upheld by governing board after independent review panel directed governing board to reconsider reinstatement
D Exclusion upheld by independent review panel (confirmed)
E Pupil accepted reinstatement after initial governing board
F Pupil accepted offer of reinstatement after independent review panel recommended governing board to reconsider reinstatement
G Pupil accepted offer of reinstatement after independent review panel directed governing board to reconsider reinstatement
H Pupil declined reinstatement after initial governing board
J Pupil declined offer of reinstatement after independent review panel recommended governing board to reconsider reinstatement
K Pupil declined offer of reinstatement after independent review panel directed governing board to reconsider reinstatement

Exclusion reinstatement date

We need this data for both on and off roll pupils.

The exclusion reinstatement date reflects the date the excluded pupil was reinstated at the school following the governing board or IRP’s review of the decision to exclude.

SEN expert requested

We need this data for both on and off roll pupils.

Further to the outcome of a review of the decision to exclude, in the case of an IRP, schools must record if a SEN expert was requested during the review. This should be recorded as ‘Y’ if requested and ‘N’ if not requested.

Home information

We only collect this information if the ‘pupil address type’ is ‘C’ (current) and the pupil is on roll on census day.

Schools can provide us with their addresses in the format their MIS holds the data:

  • BS7666 address format
  • SAON, PAON, post town or other address item
  • address line 1 to 5

Every format requires a postcode.

We expect schools to provide a valid home address for most of their pupils (including boarding pupils).

You should record boarding pupils from abroad using their ‘home’ address as their residence during term time, which may be the school’s address.

If a child has multiple addresses (where the child lives with both parents at different stages of the week) you should supply both addresses.

Whilst every effort must be made to obtain these pupil details, if it is possible to get the address, you should leave these fields blank or add a partial address and ignore the validation errors.

Postcode [used for funding]

The postcode, mandatory for both BS7666 and address line format, is allocated by the post office to identify a group of postal delivery points.

Unique property reference number

A unique property reference number (UPRN) is a unique integer identifier for every address in Great Britain.

The UPRN is a voluntary data item which you may choose to return alongside the full address (in either BS7666 or address line structure).

We do not expect schools to collect, or look up, the UPRN and instead this will be automatically populated within your school system when entering addresses if the OS AddressBase database is used as a reference.

BS7666 format: SAON the secondary addressable object name (SAON), refers to the flat, apartment name, number, or other sub-division of a dwelling.

BS7666 format: PAON the primary addressable object name (PAON), refers to the dwelling name and / or number.

BS7666 format: street refers to the street name / description. Validation will result in a query where there is a dwelling name / number but no street. If the address legitimately has no street, the query is ignored.

BS7666 format: locality refers to a neighbourhood, suburb, district, village, estate, settlement, or parish that may form part of a town, or stands in its own right within the context of an administrative area. Where an industrial estate contains streets, it is defined as a locality in its own right.

BS7666 format: town refers to:

  • a city or town that is not an administrative area
  • a suburb of an administrative area that does not form part of another town
  • a London district

BS7666 format: administrative area refers to a geographic area that may be the highest-level local administrative area for example:

  • county
  • unitary authority

BS7666 format: post town is assigned by the post office, based on the area sorting office.

Termly attendance

The termly report by all schools on attendance – excluding nursery schools who are not required to submit any attendance data via the school census, even where they have pupils aged 4 or 5 years.

Information for a pupil’s attendance during the term preceding the census is collected termly. This may include information for pupils who left the school prior to census day.

Information for each census should be included for pupils who were:

  • for the autumn 2019 census, aged between 4 and 15 as at 2018-08-31 (where date of birth falls between 2002-09-01 and 2013-08-31)
  • for the spring 2020 and summer 2020 censuses, aged 4 to 15 as at 2019-08-31 (where date of birth falls between 2003-09-01 and 2015-08-31)
  • on the school roll for at least one session during the specified term

Attendance data is only required for non-boarder pupils (where pupil boarder indicator is equal to ‘N’).

Collection periods

The period covered by the termly attendance module is from the start of the autumn term (from 1 August) up to, and including, the Sunday before the late spring bank holiday.

Collection Dates
Autumn 2019 Summer term 2018-19 absence data is collected from Easter Monday 2019-04-22 to the Sunday 2019-05-26 before the late spring bank holiday
Autumn 2019 Summer second half-term attendance is collected from the late spring bank holiday Monday 2019-05-27 to 2019-07-31
Spring 2020 Autumn term 2019-20 absence data is collected from 2019-08-01 to 2019-12-31
Summer 2020 Spring term 2019-20 absence data is collected from 2020-01-01 to Easter Sunday 2020-04-12

For schools that use the electronic registration module on their MIS, the census extracts the relevant data for each pupil for each attendance period (term or half term).

Schools that use an electronic registration system that is not integrated with their main MIS (or record attendances in paper registers) extract the relevant data for each pupil included in the census, according to the dates for the appropriate attendance period, and manually add this data to the census return. In this case, absence reporting by reason is not required and schools report on the number of authorised and unauthorised absences for each pupil.

Schools should seek advice from the supplier of their main MIS on how to add data manually for the census return.

Dual registered pupils

To avoid the double counting of attendance and absence for pupils who are registered at more than one school (referred to as ‘dual registered’).

Each school will:

  • record the attendance and absence for the sessions the pupil is required to attend at their school
  • use code ‘D’ (dual registered at another educational establishment) to record all the sessions that the pupil is due to attend at the other school

Attendance code ‘D’ is not collected in the school census, as it is not counted as a possible session.

The number of ‘sessions possible’ for a dual registered pupil against the main school should exclude those when the pupil is due to attend the subsidiary school and vice versa.

Pupils unable to attend school due to exceptional circumstances – code ‘Y’

Attendance code ‘Y’ (unable to attend due to exceptional circumstances – not counted in possible attendances) is collected in the school census but is not counted as part of possible sessions.

Schools will use code ‘Y’ to record the sessions where a pupil is unable to attend because:

  • the school site, or part of it, is closed due to an unavoidable cause
  • the transport provided by the school or a local authority is not available, and their home is not within walking distance
  • a local or national emergency has resulted in widespread disruption to travel, preventing the pupil from attending school

This code can also be used where a pupil is unable to attend because the pupil is in custody and detained for a period of less than 4 months. If the school has evidence from the place of custody that the pupil is attending educational activities then they can record those sessions as code B (present at approved educational activity).

Sessions possible

This records the number of sessions possible for the attendance period (term or half term). There are 2 sessions for each school day (morning and afternoon).

Every pupil aged 4 to 15 (excluding boarders) at the previous 31 August who was on the school roll for at least one session during the specified attendance period (term or half term) should have an entry for the number of possible sessions.

Zero sessions possible

Zero sessions possible are recorded where a dual registered pupil has all their previous attendance (term or half term) for which attendance data is collected at the other registration. For example, where a dual registered pupil has all the attendance at his / her subsidiary registration, the main registration would have zero sessions possible recorded for that period in the census.

Pupils aged 4 years

For pupils aged 4 years, the recorded number of sessions possible are those they are expected to attend and will vary from pupil to pupil and from school to school. Attendance code ‘X’ (non-compulsory school age absence - not counted in possible attendances) is used for sessions when a 4-year-old is not expected to attend – for example, those attending part-time.

Sessions missed due to authorised absence

Authorised absence is an absence that has been authorised by a teacher or other authorised representative of the school. This includes where a parent has provided a satisfactory explanation, for example, illness. Schools can retrospectively authorise an absence.

Sessions missed due to unauthorised absence

Unauthorised absence is an absence without permission from a teacher or other authorised representative of the school. This includes all unexplained or unjustified absences; for example, arriving late for school after the register has closed.

It does not apply to pupils of non-compulsory school age (those aged 4 years).

Pupil absence and attendance codes

This relates to authorised or unauthorised absences for the pupil. Schools will be aware of the full range of absence and attendance codes, which include values for attendance and for approved education activities, as these codes are used by schools MIS when recording pupil attendance.

For pupils aged 4 years, schools are not obliged to use individual absence and attendance codes. If schools do not wish to use these codes, then they should just provide the total number of absences for the attendance period by recording these as sessions missed due to authorised absence. Absences recorded for 4-year-olds will not be treated as ‘authorised’ or ‘unauthorised’ and instead will be reported, and published, as overall absence.

Find a pupil attendance code.

Number of sessions missed

The number of sessions missed for each specified reason for absence. Schools that use electronic registration that is not integrated with their main MIS, or record attendances in paper registers, will manually calculate the number of sessions missed and add to their census return.

Summer half term

Study leave should be used sparingly and only granted to year 11 pupils during public examinations. As study leave is unsupervised, schools must record it as an authorised absence. Study leave is no longer applicable once examinations are concluded.

The official school leaving date is the last Friday in June of the school year in which a child reaches age 16. This means that year 11 pupils must remain on the school roll until Friday 26 June 2020 and you must record their attendance to this date.

Where pupils were born on or after 1999-09-01, they must remain in some form of education or training until their 18th birthday.

Attendance data for the second half of the summer term in respect of pupils aged 15 years old is not published in any national statistics.

Persistent absence methodology

Schools are judged against a persistent absence rate of 10%, and pupils are identified as persistently absent based upon their individual absence level.

Further information on persistent absence methodology is available in the guide to absence statistics.

Formally, if a pupil’s individual overall absence rate is greater than or equal to 10%, they will be classified as a persistent absentee [a pupil’s individual overall absence divided by a pupil’s individual possible sessions] multiplied by 100 must be greater than or equal to 10%.

Post 16 data [used for funding]

Post 16 specific data is made up of a combination of pupil / student level and learning aim data items.

Interactive post-16 school census tool

An updated interactive tool to support the return of accurate post-16 school census data is available. Some schools risk not getting the funding they should because of inaccurate data.

The tool will help schools understand:

  • how their data is used to calculate their post-16 funding
  • how common data errors affect their funding

Business managers and staff responsible for preparing and submitting the autumn school census return will find it useful.

The tool is in an Excel workbook; please ensure that macros are enabled so that the workbook functions properly.

In addition, there are several ESFA post 16 reports available on the COLLECT portal to help institutions return accurate data

Post-16 student data [used for funding]

Recording of planned hours [used for funding]

We need this data for both on and off roll students.

The planned hours the student intends to study are recorded in these fields:

  • planned learning hours (delivery of qualifications)
  • planned employability, enrichment and pastoral house (for all eligible non-qualification activity)

It is the annual planned hours (and not the actual hours studied within the year) that are returned. Returning no planned hours for a 16 to 19 funded student will negatively impact funding. Information on recording planned hours is available on GOV.UK.

All planned hours data are collected and returned by the school that holds the student’s ‘main’ registration. Where a student is dual registered, the school with the ‘main’ registration makes the return.

Planned learning hours [used for funding]

We need this data for both on and off roll students.

The planned learning hours field records the total planned hours, for the student for the current academic year, spent on 16 to 19 funded qualifications only. The value you record is the number of hours as planned at the start of the programme. If the number of planned hours changes later in the year, schools do not need to update the census.

More detailed information on recording planned hours is available on GOV.UK and in the funding regulations guidance.

Planned employability, enrichment and pastoral hours [used for funding]

We need this data for both on and off roll students.

The planned employability, enrichment and pastoral hours field records the total planned hours for the student for the current teaching year.

The value you record is the number of hours planned at the start of the programme.

In most cases, planned hours should not change. Please see the ‘changes to planned hours’ section in the rates and formula guidance for circumstances under which they can.

More detailed information on recording planned hours is available on GOV.UK and in the funding regulations guidance.

Planned learning hours and planned employability, enrichment and pastoral hours – previous year [used for funding]

We need this data for both on and off roll students.

From autumn 2019, the previous year’s planned hours will be collected for all post 16 students who were on roll in the previous academic year and in national curriculum year 12 or above, including those who started at the school after the previous autumn census day.

This will allow institutions to:

  • correct errors in the previous year’s return
  • record information related to the previous year for pupils who started after census day

This information will be collected in the fields:

  • planned learning hours previous year
  • planned employability, enrichment and pastoral hours previous year

For students who were on roll at the time of the previous autumn census, the fields will be automatically populated by your MIS provider using value in systems from the last autumn census return. These fields can be added or corrected, where appropriate, so previous year data is complete and accurate.

Planned hours data should not be changed to reflect actual hours, except in very limited circumstances.

Please see the ‘changes to planned hours’ section in the rates and formula guidance for further information.

Maths and English condition of funding [used for funding]

Students must study maths and/or English as part of their programme in each academic year. This applies to students:

  • aged 16 to 18 and 19 to 25 with an education, health and care (EHC) plan who do not hold a GCSE grade 9 to 4, A* to C (a standard pass grade) or equivalent qualification in these subjects
  • doing a programme of 150 hours or more, which started on or after 1 August 2014

Maths and/or English study is a condition of funding. We will remove funding for students who do not meet the condition.

More information on the condition of funding is available on GOV.UK.

You must complete the following fields:

  • maths/ English GCSE highest prior attainment
  • maths / English GCSE funding exemption

Maths and English GCSE prior attainment [used for funding]

We need this data for both on and off roll students.

The highest GCSE prior attainment (grade achieved) for each student is recorded for maths and English. The grade is used to determine whether a student is required to undertake an approved maths and / or English GCSE or another qualification in order to meet the maths and English condition of funding.

Find a maths and English prior attainment code.

Maths and English GCSE prior attainment – previous year [used for funding]

We need this data for both on and off roll students.

From autumn 2019, the highest prior attainment for the student in the previous academic year will also be collected for all post 16 students who were on roll in the previous academic year and in national curriculum year 12 or above, including those who started at the school after the previous autumn census day.

This will allow institutions to:

  • correct errors in the previous year’s return
  • record information related to the previous year for pupils who started after census day
  • record where the pupil’s status has changed between years

For students who were on roll at the time of the previous autumn census, the fields will be automatically populated by your MIS provider using value in systems from the last autumn census return. These fields can be added or corrected, where appropriate, so previous year data is complete and accurate.

If the student achieves a maths and/or English GCSE during the year, this field does not need to be updated until the start of the following teaching year.

Maths and English GCSE funding exemption [used for funding]

We need this data for both on and off roll students.

The exemptions field records whether the student is exempt from the condition of funding, or whether they have prior attainment that meets the condition of funding by holding UK or overseas equivalent qualifications.

There are only 2 exemptions to the condition of funding:

  • the student has SEN and / or disability, an EHC plan and is assessed as not able to study GCSE or stepping stone qualifications: code ‘L’
  • the student’s overseas qualification is equivalent to GCSE ‘9’ to ‘4’, ‘A*’ to ‘C’ code ‘O’

Students who hold an equivalent UK qualification are recorded with code ‘U’.

From Autumn 2019, students holding a pass grade in functional skills level 2 maths and/or English should be recorded with code ‘F’.

To reduce burdens, systems should default to ‘N’ (no exemption).

From August 2019, students with a prior attainment of a grade 2 or below in maths and/or English can study towards a pass in functional skills level 2 or they can still study towards a GCSE grade 4 to 9. Once they have achieved functional skills, there is no requirement to undertake further maths or English qualifications to meet the condition of funding. Those with a grade 3 must still study GCSE only.

Maths and English GCSE prior attainment year group [used for funding]

We need this data for both on and off roll students.

The census records whether a student has achieved maths and/or English GCSEs at grades ‘9’ to ‘4’, ‘A*’ to ‘C’ by the end of year 11 in the field maths and English GCSE prior attainment year group. This is used to determine whether a student is eligible for block 2 disadvantage funding.

Find a maths and English GCSE prior attainment year group code.

More information on disadvantage block 2 funding is in the funding rates and formula guidance.

Post-16 students who are in full-time employment [used for funding]

We need this data for on roll students.

Under the raising the participation age (RPA) policy post-16 students must be in full-time education/training unless they are in full-time employment (20 hours or more per week). More information on RPA is available on GOV.UK.

Where a young person’s employment hours vary, we consider employment of an average of 40 or more hours over a 2-week period as meeting the requirement. Part-time work (for example a weekend or evening job) is not affected by these requirements. This field indicates students who are in full-time employment and are therefore eligible for part-time education/training.

Post-16 learning aims [used for funding]

We need this data for both on and off roll students.

Secondary schools with sixth forms, all-through schools, pupil referral units, alternative provision academies including free schools, city technology colleges and academies (including free schools) must return this module.

Where a school does not have a sixth form this information is not collected. Learning aims data is used by the Education and Skills Funding Agency (ESFA) to calculate funding allocations.

Whilst students at other schools (such as special schools or middle-deemed secondary schools) may undertake learning aims, information about those learning aims are not collected as part of the school census.

Schools must only include post 16 data, including learning aims for those students who have (or had at the time of the learning aims) current or main registration at the school. For dual registered students, funding is allocated to the main school. All post 16 data including learning aims for dual registered students must be returned by the school that holds the student’s main registration (the main school returns the learning aims being taken at both the main and subsidiary schools). Subsidiary schools do not submit learning aims in respect of students with subsidiary registration.

Re-sits and re-takes

A re-sit occurs when an examination is taken again but the student does not attend regular lessons for the course (attendance at revision classes may occur). Information in relation to re-sits is not required for the purposes of this collection and therefore must not be returned by schools.

A re-take occurs when a student is retaking a complete qualification, including attendance at regular classes, and this will be treated in the same manner as any other course and recorded as a new learning aim. For a student for whom the maths and English condition of funding applies, in order to compliant with the funding conditions they must be re-taking a English and/or maths qualification. Unless the reasons for the student re-taking are exceptional because of circumstances outside either the student’s or school’s control – or to undertake the mandatory re-take of Maths and/or English qualification - it must not be included in planned hours as it will not be funded.

Learning aims to be included [used for funding]

Learning aims are returned in the autumn school census for any students who:

  • were on roll at the school at any point between 2019-08-01 and census day
  • were in actual national curriculum year group 12 or above in that period, regardless of their age
  • the school wishes to claim 16 to 19 funding from the ESFA for

Learning aims that were taken in the previous academic year are collected for any students who:

  • have been on roll in the school at any point between 2018-08-01 and 2019-07-31
  • were in actual national curriculum year group 12 or above in that period, regardless of their age
  • the school wishes to claim 16 to 19 funding from the ESFA for

This may include students who have left school prior to the autumn census day.

For information on which students are eligible for 16 to 19 funding, see the ESFA’s funding regulations guidance.

With the exception of GCSE maths and English leading to a ‘9’ to ‘4’, ‘A*’to ‘C’ grade for those students who have yet to attain that level, resits and retakes are generally not eligible for funding and must not be included as aims or in the planned hours recorded. Further guidance on re-takes and re-sits is in the funding regulations guidance.

Where students move between year groups during an academic year, it may not be possible for a school’s MIS to automatically identify the appropriate students or learning aims that need to be included in the school census return. In such cases, advice should be sought from the software provider and the school may need to make its own judgements according to the criteria set out above to decide whether the student and the learning aims should be included in the school census return.

Processes for recording learning aims] [used for funding]

Prior to or at the start of the academic year

Before recording details of learning aims for individual students, we recommend that schools produce a list of the qualifications that they will be providing. This school list will then be used for allocating specific learning aims to students. This list should only contain qualifications that are valid for the academic year in question (qualification validity dates are shown in QWS and LARS) as invalid qualifications can result in negative impacts on your 16 to 19 funding.

Each qualification in the school list is identified by:

  • a qualification number (QN)
  • a subject classification code (SCC)
  • a learning aim start date (the date the learning activities for the qualification will start for each student – students may have differing start dates for the same learning aim)
  • a learning aim planned end date (the date the learning activities for the qualification are planned to end for each student – students may have differing end dates for the same learning aim)

‘Learning activities’ includes any examination or other method of assessment.

Schools will need to use the QN Web Services website (QWS) to identify the correct QN and SCC for each learning aim.

QNs are available for the overall International Baccalaureate (IB) and for each component (subject) qualification. When students take the full IB, schools must record the QN for the whole qualification, and not the QNs for the individual components. When students are only taking components of the IB, but not the whole qualification, schools must return the QNs for those components.

The IB Organisation also offer the International Baccalaureate career-related certificate. This can include components from other awarding organisations. Schools return the overall QN, along with the QNs for components offered by non-IB awarding organisations.

At the start of the academic year

At the beginning of the academic year, schools enter details for each learning aim undertaken by a student, using the school list described above. This includes those courses starting in the current and those continuing from the previous academic year(s).

Schools identify and record the core learning aim (the principal or most important qualification) for students undertaking a vocational study programme. There is one core aim per student, per academic year. There is more information on the core aim on GOV.UK and in the funding rates and formula guidance.

Throughout the academic year

Throughout the academic year, schools update the actual end date and status of the learning aim as appropriate.

When the learning aim status is continuing (the default value), the learning aim actual end date is left blank. When the student has completed, withdrawn or transferred from the learning aim, the learning aim actual end date reflects the date the status changed.

For the autumn school census

Schools must ensure that records are up to date and include all learning aims in scope.

Performance measures for all qualifications are calculated according to the planned end date. Where a student continues their study beyond the planned end date entered at the start of the learning aim, schools must not change the planned end date.

Learning aims submitted in error

Any learning aims that were active at any point during the current or previous academic year – that have been submitted in error during a previous census must not be returned in the current census.

In such situations, schools are required to keep their local management information system up to date with the correct learning aims information with only the correct learning aims being returned in the next census. See example below for further details.

Example ‘A’: correcting the recording of an incorrect learning aim in a previous census

During the 2018 autumn school census, the following learning aim was submitted as being undertaken during the 2016 to 2017 academic year:

  • qualification number equals Z9999999
  • subject classification code equals 1234
  • learning aim start date equals 2018-09-01
  • learning aim planned end date equals 2019-07-31
  • learning aim actual end date equals NULL (as aim not completed as at 2018 autumn census)
  • learning aim status equals ‘1’ - the learner is continuing or intending to continue the learning activities leading to the learning aim

Following completion of the 2018 autumn census, the school subsequently discovered that they recorded the incorrect subject classification code for this learning aim – this should be 4321 rather than 1234.

To correct this error the school must update the learning aim in their system with the correct details (either by amending the existing aim or by deleting the incorrect aim and creating a new one) and only the correct aim must be returned in the following census.

In this example, the correct aim was completed on 2019-07-31 and therefore the following information would be returned in the 2019 autumn census:

  • qualification number equals Z9999999
  • subject classification code equals 4321
  • learning aim start date equals 2018-09-01
  • learning aim planned end date equals 2019-06-310
  • learning aim actual end date equals 2019-07-31
  • learning aim status equals ‘2’ - the learner has completed the learning activities leading to the learning aim

Example ‘B’: correcting the recording of a learning aim that was never started by the student

During the 2018 autumn school census, the following learning aim was submitted as being undertaken during the 2018 to 2019 academic year:

  • qualification number equals Z9999999
  • subject classification code equals 1234
  • learning aim start date equals 2018-09-01
  • learning aim planned end date equals 2019-07-31
  • learning aim actual end date equals NULL (as aim not completed as at 2018 autumn census)
  • learning aim status equals ‘1’ - the learner is continuing or intending to continue the learning activities leading to the learning aim

Following completion of the 2018 autumn census, the school subsequently discovered that they incorrectly recorded the learning aim, as the student did not start the course.

To correct this error the school must delete the learning aim in their system and ensure that only the correct aims are returned in the following census.

As the autumn census drives funding it is important that this amendment is made before the final submission of the autumn return. Failing to correct this error may also affect the school’s combined completion/attainment and retention measures.

Qualification numbers and subject classification codes [used for funding]

We need this data for both on and off roll students.

Every course leading to a qualification that is funded for schools in England has a qualification number (QN) and subject classification code (SCC).

You can find a list of QNs (with associated data) on the QN Web Services (QWS) website. Schools must only return valid qualification numbers and should check they have the latest version downloaded to their MIS.

SCCs identify pathways within a qualification. Some qualifications use different discount codes / subject classification codes for KS4 and for post-16. The discount codes on GOV.UK will show the KS4 code and the post-16 code. This may be useful if your MIS is trying to match awarding organisation data to learning aims data.

If this causes you any difficulty, you should contact your software supplier. They should be able to advise on the best course of action. If in doubt, use the QWS discount code.

QN validity

Qualifications are available for a limited period. The ESFA list of qualifications approved for funding 14 to 19 is a downloadable list of qualifications that the Secretary of State for Education has approved for teaching to young people. Each qualification has an approval start date and an approval end date listed, along with the certification end date set by the awarding organisation.

QWS also lists approval start and end dates. Students must not start on any course after the approval end date has passed, unless they are re-sitting the course. For re-sits, the final assessment or examination must be taken before the certification end date.

When schools want to use a QN that has an approval end date in the near future, they must check with awarding organisations to find out whether the qualification is being extended or replaced.

Some qualifications are approved on the ESFA list of qualifications approved for funding 14 to 19 but are not eligible for 16 to 19 funding. You can check which qualifications are valid for funding using the Learning Aims Reference Service (LARS). Qualifications valid for ESFA 16 to 19 funding have their availability showing under the category ‘16-19 ESFA‘.

If you come across discrepancies that prevent you from correctly returning data in the census, please use the service request form to report these.

Learning aim start date [used for funding]

We need this data for both on and off roll students.

The date the student began the learning activity. This must not be later than census day. When a student has no learning aim start date, this will affect funding.

Learning aim planned end date [used for funding]

We need this data for both on and off roll students.

The planned end date is the date the student plans to complete the learning aim. If the student completes the learning aim before or after this date, you must not change the planned end date. You should only change the planned end date to correct a recording error.

The planned end date must not be more than 5 years after the start date.

Learning aim actual end date [used for funding]

We need this data for both on and off roll students.

The date that the student completed the learning activities or the date they withdrew or transferred from the learning activities.

Unless a student has completed, withdrawn or transferred to another learning aim prior to census day, you should leave this blank.

If you provide an actual end date, the learning aim status cannot be continuing (code ‘1’).

If the learning aim status is anything other than continuing (code ‘1’) this date must be completed.

Learning aim status [used for funding]

We need this data for both on and off roll students.

This gives the status of the learning aim at the time of the autumn census. There are 4 possible values.

Code Description
1 Learner is continuing or intending to continue the learning activities leading to the learning aim.
2 Learner has completed the learning activities leading to the learning aim.
3 Learner has withdrawn from the learning activities leading to the learning aim.
4 Learner has transferred to a new learning aim. That is, the learner has withdrawn from this learning aim and has started studying for another learning aim within the same provider.

Core aim [used for funding]

We need this data for both on and off roll students.

In this field, we need the core aim within a vocational 16 to 19 funded study programme only. If a student follows an academic programme, schools must not record a core aim.

More information on choosing a core aim is available on GOV.UK and in the funding rates and formula guidance.

Sub-contracting partner UKPRN

We need this data for both on and off roll students.

The sub-contracting partner UKPRN is recorded for all learning aims that are sub-contracted to a third-party organisation where the education provision will be paid for with ESFA 16 to 19 funding through a contractual arrangement.

Schools must record the UK provider registration number (UKPRN) against the learning aim(s) that are sub-contracted to the partner organisation.

Learning aim withdrawal reason

We need this data for both on and off roll students.

You should select the reason that most closely matches the reason for the student leaving the course. You can only select one reason.

Find a withdrawal reason code.

Unless a student has withdrawn from the learning aim prior to census day, the learning aim withdrawal reason is left blank.

Traineeships [used for funding]

We need this data for both on and off roll students.

Traineeships are programmes that prepare young people for employment so that they are able to progress successfully to apprenticeships or other sustainable jobs. If a traineeship programme includes work experience that must be the core aim. Further guidance on traineeships is available on GOV.UK.

The traineeship indicator is set against each of the student’s learning aims. The default is set to ‘false’ (or ‘0’), and any learning aim that is part of a traineeship programme is recorded as ‘true’ (or ‘1’).

Where learning aims from a previous academic year contribute to a traineeship, you do not need to flag them retrospectively.

Recording A levels

Linear A-levels were introduced in August 2015 for a number of subject areas. The AS is decoupled from the A-level, which means that AS marks will not count towards the A-level. Learners do not need to enter for an AS level in order to pursue a subject to A-level. More information on reformed A-levels is available on GOV.UK.

With linear qualifications, schools can choose between 3 approaches.

A learner studying for an A-level who does not intend to sit the AS-level: the school records the A-level for the first year with a learning aim planned end date reflecting the planned 2-year length of the course. For example, for a student starting an A-level in September 2019 the start date will be 2019-09-01 and the planned end date will be 2021-07-31.

A learner planning to take the AS-level as well as for the A-level: the school records the AS-level for the first year with a learning aim planned end date reflecting the planned one-year length of the course. For example, for a student starting an AS-level in September 2019 the start date will be 2019-09-01 and the planned end date will be 2020-07-31. When the learner goes on to the A-level in 2020, the school must record the A-level as a one-year course (the start date will be 2020-09-01 and the planned end date will be 2021-07-31).

A learner who is only planning to complete the AS-level: the school records the AS-level with a start date of 2019-09-01 and a planned end date of 2020-07-31. If the learner decides to go on to do the A-level as well, the A-level must be recorded in 2020, as in the scenario above.

In all cases, providers must accurately record the learning aim that a learner is working towards.

There is no funding implication. 16 to 19 funding is based on the planned hours for the student’s programme each year. As long as the planned hours accurately record the student’s planned activity, the funding will be correct.

Transfers and withdrawals

Where a learner changes the AS or A-level learning aim that they are working towards, or withdraws from the learning aim, this must be recorded in the usual way on the school census.

Recording industry placements [used for funding]

Industry placements will form an integral part of the T Level programme from 2020. Students will be unable to complete the T Level, unless they have undertaken an industry placement.

Some schools will be in receipt of industry placement capacity and delivery fund to help deliver external industry placements in preparation for the introduction of T Levels.

Funding requirements

For schools in receipt of industry placement capacity and delivery fund, placements must meet the following criteria to count for funding:

  • the student must be following a level 2 or level 3 programme
  • the student must be full-time (bands 5 or 4A)
  • the student must follow a vocational programme that is not based around applied general qualifications (such as BTECs)
  • the placement must be a single, continuous, placement (at the same employer) of at least 45 days duration and a minimum of 315 hours
  • the industry placement must be occupationally specific to the course the student is undertaking
  • the placement must be with an external employer

Recording industry placements

Schools record industry placements using one of the 16 industry placement learning aims. These record the number of hours in the work placement.

Industry placement Number of hours in placement
Band 1 315 to 329
Band 2 330 to 344
Band 3 345 to 359
Band 4 360 to 374
Band 5 375 to 389
Band 6 390 to 404
Band 7 405 to 419
Band 8 420 to 434
Band 9 435 to 449
Band 10 450 to 464
Band 11 465 to 479
Band 12 480 to 494
Band 13 495 plus

Qualification numbers are available in QWS to allow the recording of industry placements.

All-through schools

School email address

The email address for official communications must be present and include the character ‘@’. The email address you provide, must be for an account that is used on a regular basis and one that the head teacher has access to, such as, ‘head@’ or ‘office@’. This would not normally be an email address that identifies a particular individual by name. We may use this email address for future correspondence.

Unique pupil number (UPN) [used for funding]

We need this data for both on and off roll pupils.

The UPN is a 13-character code in the format Annnnnnnnnnnn that identifies each pupil.

You should not calculate it manually as the UPN would either be:

  • generated by your management information system (MIS)
  • transferred from another school in a common transfer file (CTF)

A UPN in the format of ‘AnnnnnnnnnnnA’ is a temporary UPN that you should only use as an interim measure. For further information see UPN policy and practice guidance.

Unique learner number (ULN) [used for funding]

We need this data for both on and off roll pupils.

ULNs are mandatory for all pupils on roll aged 14 and over on census day and for pupils no longer on roll who were aged 14 as at their leaving date.

ULNs are assigned to pupils aged 14 or over in publicly funded education and training.

The learning records service (LRS) allocates this number.

If you need to get a ULN, verify a ULN or make minor updates to a student’s data, you should send a partial CTF from your MIS to the LRS using School to School (S2S). You will get a CTF back via S2S with the requested ULNs.

Schools should check with their software supplier if their MIS interacts directly with the LRS system via its application-programming interface (API).

Pupil’s former UPN

We need this data for both on and off roll pupils.

Where a pupil is adopted, a new unique pupil number (UPN) is issued with no link or reference made to their former UPN. You must not add the previous UPN for an adopted pupil in this field.

Where a non-adopted pupil has held another UPN whilst at your school (such as a temporary UPN was allocated, but replaced by a permanent one), you should add the temporary UPN.

Pupil identifiers

You should include in full for each pupil their:

  • surname - the pupil’s full legal surname, as the school believes it to be (schools are not expected to have verified this from a birth certificate or other legal document)
  • forename - in full do not use a shortened or familiar version
  • middle names - in full do not use a shortened or familiar version (leave blank if the pupil doesn’t have a middle name)
  • preferred surname (if applicable for on roll pupils)
  • former surname (if applicable)
  • date of birth - in YYYY-MM-DD format

Gender

We need this data for both on and off roll pupils.

The gender of the pupil in the format of ‘M’ (male) or ‘F’ (female).

You should record gender according to the wishes of the parent and / or pupil.

Individuals are free to change the way their gender is recorded. There is no requirement from us for any legal change or gender recognition certificate and it remains open for the school to amend the gender of any pupil, within their own MIS, at any time.

Language code [used for funding]

We require data on language for all pupils. The school must not ascribe a specific language to the pupil. This information must come from the parent / guardian or pupil.

You should only use codes ENB (not known but believed to be English) and OTB (not known but believed to be other than English) where all the following conditions apply:

  • pupil’s first language is not known with absolute certainty
  • parents have not responded to enquiries
  • school can judge with a high degree of confidence whether the pupil’s language is English or not

Where a parent / guardian or pupil declines to provide a first language, you should record it as ‘REF’ (refused).

Where a pupil’s first language is other than English - that is: where the pupil has been exposed to a language other than English during early development and continues to be exposed to this language in the home or in the community - schools may record specific languages from the extended language codes or continue to use the codes used in CBDS.

Find a language code.

Free school meal eligibility [used for funding]

We need this data for on roll pupils.

To minimise the impact of the rollout of universal credit and the introduction of a net-earned income threshold to determine eligibility for free school meals, transitional arrangements have been put in place to ensure that no pupil loses a meal as a result of these changes.

Transitional protections ensure that any pupil in receipt of free school meals on 31 March 2018 or after, should continue to receive free school meals until the end of the universal credit roll out period, and then until their phase of education ends. This covers until at least Summer 2023 and applies even if their circumstances change and they would no longer meet the eligibility criteria.

You should not enter end dates unless:

  • a parent has said that they do not wish the child to be recorded as eligible for free school meals and receive a free school meal
  • a pupil transfers from another UK country – their non-English free school meals must have an end date
  • a parent notifies the school that their support under the Immigration & Asylum Act 1999 or the pension credit has ended

We use the following 3 data items to collect this information:

  • free school meal eligibility start date
  • free school meal eligibility end date
  • country of UK (this will be system generated and will not require any data entry by schools)

Collection periods

2019 autumn school census started on or before 2019-10-03, where the free school meal end date is either not present or between 2019-05-17 and 2019-10-03 (inclusive)
2020 spring school census started on or before 2020-01-16, where the free school meal end date is either not present or between 2019-10-04 and 2020-01-16 (inclusive)
2020 summer school census started on or before 2020-05-21 where the free school meals end date is either not present or between 2020-01-17 and 2020-05-21 (inclusive)

Where schools have free school meals eligibility flagged for a pupil in their systems, they must ensure their systems include a free school meal start date ready for collection in census and transfer in common transfer files.

You can return multiple free school meals eligibility start and end dates falling within the periods above where applicable.

For example, a pupil had been eligible for free school meals from 1 September until 31 October in a school in Wales and moved to a school in England and claimed eligibility from the 1 November.

For the first period of eligibility enter:

  • free school meal eligibility start date of 2019-09-01 and ‘FSM’ eligibility end date of 2019-10-31 UK country code must be recorded as ‘WLS’

For the second period of eligibility enter:

  • free school meal eligibility start date of 2019-11-01 and no ‘FSM’ eligibility end date, UK country code must be blank or recorded as ‘ENG’

Eligibility for free school meals

Schools should record periods of free school meals eligibility for pupils where a claim has been made by them or on their behalf and either:

  • the relevant local authority / school has confirmed that they are entitled to free school meals
  • the relevant local authority / school has seen the necessary documentation (that confirms entitlement to free school meals

The Education (School Lunches) (Prescribed Requirements) (England) Order 2003 describes an additional requirement for children who have not attained compulsory school age but receive education in a maintained setting. Such children must be registered pupils and be ‘receiving education both before and after the lunch period’ before being eligible for free school meals.

It is not necessary for schools / local authorities to calculate a family‘s annual taxable income. HM Revenue and Customs (HMRC) perform this income calculation and this figure is used to determine free school meal entitlement.

Free school meals eligibility checking service

The free school meals (FSM) eligibility checking service streamlines the FSM eligibility checking process for both local authorities and parents.

Academies are not able to access the service directly. Some academies ask their local authority (often for a fee) to check eligibility via the eligibility checking service on their behalf. The service available, and its cost, varies between local authorities.

School lunches taken [used for funding]

We need this data for on roll pupils.

This data item records whether an infant pupil has taken a school lunch on census day. This may include packed lunches provided by the school to children on school trips.

This data item is collected each term from all schools with an appropriate age range and for the following pupils regardless of whether they are eligible for free school meals:

  • all pupils on roll on census day in reception (NCYearActual equals ‘R’)
  • all pupils on roll on census day in year 1 (NCYearActual equals ‘1’)
  • all pupils on roll on census day in year 2 (NCYearActual equals ‘2’)
  • all pupils on roll on census day aged 4 to 6 not following the national curriculum (NCYearActual equals ‘X’ and pupil born between 2012-09-01 and 2015-08-31 inclusive)

We collect this data each term from all schools and use it to allocate universal infant free school meal funding.

This field may be defaulted to ‘true’ within school systems, to minimise the burden of data entry by schools.

Youth support services agreement

There is a legal requirement under the Education and Skills Act 2008 for schools to pass information on request to the youth support service for pupils in or approaching the age of 13.

The information which schools are required to provide consists of:

  • the names and addresses of pupils and their parents (must be provided to the youth support service)
  • the date of birth of the pupil
  • other information relevant to the provision of youth support services (optional)

Parents – or pupils themselves if aged 16 or over – have the right to object to any information (over and above name, address and date of birth) being shared with the local authority or provider of youth support services. As part of the schools’ privacy notice, you must advise parents / pupils of their right to object. Suggested wording for privacy notices is available in the privacy notice model documents.

You should return the youth support services agreement for all pupils who are aged 12 and above (as at 2019-08-31). If it is not completed the system will default to ‘unsought’.

If the value of ‘No’ is recorded, information beyond name, address and date of birth cannot be shared with the youth support service as the parent and/or pupil has successfully exercised their right to object to the data being shared.

Find a code to indicate youth support.

Service children in education indicator [used for funding]

We collect the service child in education indicator for all pupils on roll on census day.

You must only record this information if it has come from the parent / guardian and / or child. Valid codes are:

  • ‘Y’ (yes)
  • ‘N’(no)
  • ‘R’ (refused)
  • ‘U’ (unknown) to indicate no response given or other reason for no information

This field defaults to ‘N’ so you only need to change it for entries for children from service families.

It is essential that you record this data item correctly on the school census as we use this to determine the pupil premium allocations for schools.

A ‘service child’ has parent(s) – or person(s) with exercising parental responsibility – who is / are service personnel serving:

  • in regular HM Forces military units
  • in full commitment as part of the full-time reserve service
  • in the armed forces of another nation and stationed in England

Reserve units are not classed as the regular armed forces and such pupils are not recorded as service children on the school census. However, where a reserve soldier is acting in a full-time capacity, this is classified as regular service.

The service children indicator is only relevant to children whose parents are designated as personal category 1 or 2. All parents will be aware of their personal category.

Funded entitlement hours [used for funding]

Funded entitlement hours record, for eligible pupils aged 2, 3 and 4 years, the total number of free entitlement to early education funded hours in education provision (following the learning and development requirements of the early years foundation stage) at the school. This information is provided by all schools with relevant age children on roll on census day: except for city technology colleges and non-maintained special schools.

All children become eligible for funded early education from the term following a child’s third birthday irrespective of background or family circumstances (the universal entitlement). A specified subset of disadvantaged 2 year olds also become eligible from the term following a child’s second birthday. Local authorities will confirm which children meet the eligibility criteria should schools not know. Some 3 and 4-year-olds are also eligible for up to an additional 15 hours per week – the extended entitlement.

The table below shows the dates of birth and year groups of children for whom funded entitlement hours are required. Where a child falls into the cohorts listed below but is not in receipt of any funding via the funded early education entitlements, a value of zero is recorded for funded entitlement hours.

Data collected via the spring census is used by us to determine the early years block of the dedicated schools grant allocation that we provide to local authorities to fund their early years providers.

Although not used centrally by us for funding allocations, funded entitlement hours from the autumn and summer census may be used locally by local authorities for funding early education.

Funded entitlement hours contain only the hours the pupil is in education provision and following the learning and development requirements of the early years foundation stage. Such education will follow our statutory guidance for local authorities on early education and childcare and excludes any hours where the pupils are not receiving education or any additional hours that are funded by other means (such as the parent).

Census Date of birth ranges and school type / pupil national curriculum year group Maximum funded entitlement hours
Autumn 2019 Born between 2015-09-01 and 2017-08-31 (inclusive) - all relevant schools and year groups 15 hours
Autumn 2019 Born between 2014-09-01 and 2015-08-31 (inclusive) for pupils in national curriculum year groups ‘E1’, ‘E2’, ‘N1’ and ‘N2’ only 15 hours
Spring 2020 Born between 2015-09-01 and 2017-12-31 (inclusive) - all relevant schools and year groups 15 hours
Spring 2020 Born between 2014-09-01 and 2015-08-31 (inclusive) for pupils in national curriculum year groups ‘E1’, ‘E2’, ‘N1’ and ‘N2’ only 15 hours
Summer 2020 Born between 2015-09-01 and 2018-03-31 (inclusive) - all relevant schools and year groups 15 hours
Summer 2020 Born between 2014-09-01 and 2015-08-31 (inclusive) for pupils in national curriculum year groups ‘E1’, ‘E2’, ‘N1’ and ‘N2’ only 15 hours

Pupils aged 4 at the start of the academic year in ‘reception’ and above are funded as full-time equivalent pupils via the schools block of the dedicated schools grant and therefore funded entitlement hours are not relevant or required for those pupils, as they are not funded via the free entitlement.

For dual registered pupils, record the funded entitlement hours spent in education at each school. The main registration records funded hours in education at the main registration, with the subsidiary recording funded hours in education at the subsidiary registration.

It is important that the funded entitlement hours recorded on the census accurately reflect the hours at the setting to 2 decimal places. It should be noted that this is a decimal of hours and therefore does not record hours and minutes. For example, where a pupil has:

  • 10 and a half hours, this is recorded as 10.50
  • 10 hours and 20 minutes, this is recorded as 10.33 and so on

Extended funded entitlement hours [used for funding]

Extended funded entitlement hours are collected for 3 and 4 year old children, with working parents, who are in education provision (that is, following the learning and development requirements of the early years foundation stage) at the school and on roll on census day.

As with the funded entitlement hours, extended funded entitlement hours become available – where the parent has a valid 30-hour code – from the term following a child’s 3rd birthday until they reach compulsory school age.

Extended funded entitlement hours are available for pupils aged three and those pupils aged four who are in year groups ‘E1’, ‘E2’, ‘N1’ or ‘N2’ only.

This data item is not collected from city technology colleges and non-maintained special schools.

Pupils who are in ‘reception’ (or above) are not recorded as receiving the extended funded entitlement as they are in full time education.

As with funded entitlement hours, extended funded entitlement hours are recorded to 2 decimal places and it should be noted that this is a decimal of hours and therefore does not record hours and minutes. For example, where a pupil has:

  • 10 and a half hours, this is recorded as 10.50
  • 10 hours and 40 minutes, this is recorded as 10.67 of extended funded entitlement hours per week (up to a maximum of 15 hours)

Where a child is in receipt of extended funded entitlement hours, the maximum funded entitlement hours allowable is 15 hours. The extended funded entitlement hours field must not include any funded entitlement hours.

30-hour code indicator

The 30-hour code indicator is an 11-digit integer that is required for pupils who claim extended funded entitlement hours. As with the extended funded entitlement hours field, this applies to all 3 year olds and those pupils aged 4 in year groups ‘E1’, ‘E2’, ‘N1’ and ‘N2’ only, who are on roll on census day.

This data item is not collected from city technology colleges and non-maintained special schools.

The code confirms the eligibility of working parents to receive the 15 extended funded entitlement hours funding. This is particularly important as parents may split this entitlement between 2 providers.

The code, once issued, remains fixed and refers to a single parent / child combination -where a parent has two children, each child will have their own code. However, when the school is presented with the code by the parent, the school must confirm the code’s validity with their local authority.

Where a child transfers school, the local authority must be informed of the transfer.

Foster children are eligible for 30 hours free childcare in certain circumstances. Foster parents do not apply for the extended funded entitlement through the childcare service due to the additional eligibility checking steps required. The 30-hour code indicator will be issued by the local authority to the foster parents. Providers will still check the code in the same way as for any other parent taking up 30 hours. It should be noted that although it will still be an 11-digit code, it will begin with a different number to HMRC issued codes. This is to allow local management of the reconfirmation process. Further information about 30 hours free childcare is available in our statutory guidance for local authorities on early education and childcare and our early years entitlements operational guidance.

Disability access fund indicator [used for funding]

The disability access fund (DAF) indicator records whether a 3 or 4 year old child is in receipt of DAF from the local authority.

This data item is not collected from city technology colleges and non-maintained special schools.

Receipt of this funding entitles the child (whilst they are 3 or 4 years of age) to a fixed amount of funding per year from the disability access fund, which is paid direct to the establishment.

To be eligible for disability access funding, the child must be in receipt of:

  • disability living allowance (DLA) and
  • the universal 15 hours entitlement

Pupils who are aged 4 as at the 31 August in reception and above, who are funded via the schools’ block of the dedicated schools grant, are not eligible for DAF funding. Further information on the DAF is available in the early years national funding formula (EYNFF) operational guidance.

The DAF indicator should only be returned for eligible children within the date of birth range, and year groups, outlined below who are on roll on census day.

Census Date of birth ranges and school type / pupil national curriculum year group
Autumn 2019 Born between 2015-09-01 and 2016-08-31 (inclusive) all relevant schools and year groups
Autumn 2019 Born between 2014-09-01 and 2015-08-31 (inclusive) for pupils in national curriculum year groups E1, E2, N1 and N2 only
Spring 2020 Born between 2015-09-01 and 2016-12-31 (inclusive) all relevant schools and year groups
Spring 2020 Born between 2014-09-01 and 2015-08-31 (inclusive) for pupils in national curriculum year groups E1, E2, N1 and N2 only
Summer 2020 Born between 2015-09-01 and 2017-03-31 (inclusive) all relevant schools and year groups
Summer 2020 Born between 2014-09-01 and 2015-08-31 (inclusive) for pupils in national curriculum year groups E1, E2, N1 and N2 only

This indicator should default to ‘0’ or ‘false’ to require a positive input from schools.

Hours at setting [used for funding]

This data item records for pupils aged 2, 3 and 4 years old, the total number of hours they spent in education provision (that is, following the learning and development requirements of the early years foundation stage) at the school irrespective of who funded the hours. It is the total of:

  • any hours funded under the free early education entitlements
  • plus, any hours funded under extended funded entitlement (for working parents)
  • plus, any additional hours of education funded from other sources such as parents

This data item is not collected from city technology colleges and non-maintained special schools.

This information will allow us to monitor the hours attended at maintained settings on the same basis as private / voluntary / independent provision.

For dual registered pupils, record the actual hours attending each school. The main registration records the hours in education at the main registration. The subsidiary registration records the hours in education at the subsidiary registration.

Hours at setting records the hours in education to 2 decimal places (that is, where a pupil has 10 and a-half-hours, for example, this is recorded as 10.50, with 10 and three-quarter hours being 10.75).

Top-up funding indicator [used for funding]

We are using the top-up funding indicator in the new high needs national funding formula that has been introduced to calculate high needs funding allocation from 2019 to 2020. In addition, we use this indicator for research purposes and to provide bench marking information to local areas.

This is a true / false flag to indicate those pupils on roll for whom the school receives, on census day, high-needs top-up funding - either from a local authority or, in the case of a PRU / AP, a local authority or another school.

Top-up funding is paid outside a maintained school’s budget share or academy’s general annual grant and relates to a pupil or student identified as requiring additional support, which costs more than a specified threshold. In many cases, the period for which top-up funding is paid may not be defined but the top-up funding will – as with the SEN provision to which it relates – be subject to periodic review.

Usually, but not always, the pupils for whom a primary or secondary mainstream school receives top-up funding are those with an education, health and care (EHC) plan. Sometimes local authorities may also provide support for pupils with code ‘K’ - SEN support.

Sometimes, terminology other than high needs top-up funding is used locally. Schools should check with the local authority if they are in doubt about whether payments received from a local authority are high needs top-up funding.

The specified cost threshold for additional SEN support varies according to the type of provision. For primary and secondary mainstream schools and academies, the threshold is £6,000 per pupil per annum in all cases.

Top-up funding is paid in respect of individual pupils whose additional support costs more than this and is for the excess costs over the threshold. However, in the case of all special schools, special academies, special free schools, PRU / AP, the funding they receive is £10,000 per place, and the top-up funding will be for the costs incurred by the school in providing additional support in excess of this funding.

Because the full cost of places in special schools, special academies and special free schools, PRU / AP usually exceeds £10,000, these types of schools will normally receive top-up funding for most, if not all, of the pupils in the school.

Post looked after arrangements [used for funding]

As part of the government’s adoption reform programme we are considering a range of information that will help to inform thinking in relation to post-adoption support. Very little is known about the attainment of children adopted from care because they automatically get a new UPN and we want to have better information, collected via this data item on a voluntary basis, to feed into that process.

Post looked after arrangements collects information regarding children, who – on census day – have left local authority care in England and Wales through adoption, a special guardianship order, a residence order or a child arrangements order. Children who have left care under one of the measures listed above will be eligible for the post looked after element of the pupil premium.

It is for those with parental responsibility (adoptive parents, special guardians and carers of former looked after children on residence / child arrangements orders) to decide if they wish to self-declare their children’s status to schools. Schools should ensure parents and carers are aware of this and that this information is collected to help ensure that the designated teacher for previously looked after children can support those children and the school can attract pupil premium funding to support this cohort. Parents are to provide supporting evidence, for example, a photocopy of the adoption order, and confirm that their child was previously in care in England or Wales.

Parents may conceal sensitive information (for example the name of the birth parents) should they wish.

Schools are reminded that this is particularly sensitive data and of the ongoing need for confidentiality. Schools should ensure that, as for other pupil level data items, they comply with their responsibilities with respect to GDPR when processing this data.

Schools record the information using the following codes. Only one of the values will apply to each pupil and a school’s MIS should provide a default value of N – not declared.

Code Description
‘N’ Not declared
‘A’ Ceased to be looked after through adoption
‘G’ Ceased to be looked after through a special guardianship order (SGO)
‘R’ Ceased to be looked after through a residence order (RO)
‘C’ Ceased to be looked after through a child arrangements order (CAO)

Pupil enrolment status [used for funding]

The pupil enrolment status is recorded within the schools management information system (MIS) using one of the registration codes supplied. It is important that each pupil recorded within the school census be assigned a correct enrolment status. This ensures the pupil is correctly registered at a school in line with the pupil registration regulations.

Pupils recorded as ‘G’ – guest (not a pupil at the school) will not be included in the census return.

The MIS will automatically default the value of this field to ‘C’ - current (single registration at this school).

Sample scenarios of pupil enrolment status are provided to assist, but please note that many of these scenarios will not apply to PRU / AP.

Schools will be aware of the advice on school attendance. Schools should be mindful of the advice on school attendance with respect to dual registration.

Find a code to indicate pupil enrolment status.

Managed moves

Where a pupil is on a managed move, the pupil will be dual registered at the original school and the receiving school. The financial arrangements between the schools are a matter for their mutual agreement, but it is important to be able to identify pupils in this situation.

While the pupil is on a managed move:

  • the original school maintains the pupil’s record with an enrolment status of ‘M’ (current main - dual registration)
  • the receiving school maintains the pupil’s record with an enrolment status of ‘S’ (current subsidiary - dual registration)

When the pupil has ceased to attend one of the schools, that school will, with the agreement of the other school, delete the pupil from the register.

Traveller pupils

A traveller pupil may attend another school during periods when his / her parent(s) is / are travelling in the course of trade or business. To help ensure continuity of education for traveller children, it is expected that the child should attend school elsewhere when their family is travelling and be dual registered at that school and the school which the pupil would normally attend when not travelling.

While the pupil is attending another school:

  • the ordinary school of attendance maintains the pupil’s record with an enrolment status of ‘M’ (current main - dual registration)
  • the receiving school maintains the pupil’s record with an enrolment status of ‘S’ (current subsidiary - dual registration)

Family units

In many areas, early education is being provided in schools whose proprietors also provide wider childcare and / or family support services. Often, the proprietor wishes to maintain a single management information system for all the children it serves and, equally often, it is the school management information system that is used for this purpose.

When submitting information for census purposes, it is important to distinguish between those children who are receiving early education and those who are receiving other services. For:

  • children receiving early education, the school maintains the pupil’s record with an enrolment status of ‘C’ (current - single registration at this school)
  • children receiving childcare provision but not early education the school, maintains the child’s record with an enrolment status of ‘G’ (guest - not a pupil at the school)

Specialised units

In some local authority areas, units have been established in schools to deliver specialised education services for pupils from schools in an extended area, not just the school in which the unit is located. These units often provide support for pupils with special educational needs requirements, commonly with those children who have visual or hearing impairments or have speech and language difficulties.

For a pupil who is receiving education in a specialised unit at another school:

  • the ordinary school of attendance maintains the pupil’s record with an enrolment status of ‘M’ (current main - dual registration)
  • the school in which the unit is located maintains the pupil’s record with an enrolment status of ‘S’ (current subsidiary - dual registration)

Inclusion classes

For pupils with special educational needs, ‘inclusion classes’ have been established where pupils who are registered at a special school are taught in classes located in a mainstream school’s premises. Education is provided, either wholly or partly, by teachers from the special school. These classes are satellite classes of the special school and should not be treated as classes of the mainstream school.

When a pupil is attending an inclusion class:

  • the special school maintains the pupil’s record with an enrolment status of ‘C’ (current - single registration at this school)
  • the mainstream school, maintains the pupil’s record with an enrolment status of ‘G’ (guest - not a pupil at the school)

External candidates

Occasionally, adults are registered at a school for them to enter an examination and, perhaps, receive some level of tuition towards this aim. In such cases the providing school maintains the adult’s record with an enrolment status of ‘G’ (guest - not a pupil at the school).

Approved educational activity

Some schools have registered pupils who attend approved educational activity. An approved educational activity is either: an activity that takes place outside the school premises which is of an educational nature, approved by the school and supervised by someone authorised by the school; or attendance at another school at which the pupil is registered (as set out in regulation 6(4) of the Education (Pupil Registration) (England) Regulations 2006).

When the pupil is attending an approved activity outside the school premises (not at another school) the pupil should be recorded with an enrolment status of ‘C’ (current - single registration at this school).

When the pupil is attending another school, they will be dual registered:

  • the ordinary school of attendance maintains the pupil’s record with an enrolment status of ‘M’ (current main - dual registration)
  • the other school maintains the pupil’s record with an enrolment status of ‘S’ (current subsidiary - dual registration)

Dual registered pupils - hospital special schools

Pupils attending a hospital special school are recorded on the register where they are in education. They are not recorded where they attend the hospital for:

  • hospital check ups
  • day surgery
  • any other form of medical appointment
  • an operation

Where a pupil is registered at a mainstream school and receives education at the hospital special school, the pupil will be dual registered:

  • the mainstream school maintains the pupil’s record with an enrolment status of ‘M’ (current main - dual registration)
  • the hospital special school maintains the pupil’s record with an enrolment status of ‘S’ (current subsidiary - dual registration)

Where a pupil is originally solely registered at the hospital special school and then also begins to attend a mainstream school as part of a reintegration programme, the pupil will be dual registered with the hospital special school holding the ‘main registration’ and the mainstream school holding the subsidiary registration.

Overseas / exchange pupils

Pre-16 overseas or exchange pupils on the school register on census day recorded with an enrolment status of ‘G’ (guest - not a pupil at the school) are not included on the school census returns.

For post-16 overseas or exchange pupils, some students, who are not citizens of the UK or citizens of a European Economic Area (EEA) country, may be eligible to receive public funding. The funding regulations provide full rules that determine which overseas students can be funded.

For post-16 students, there is a distinction between ‘overseas’ and ‘home’ students:

  • overseas students are not eligible to receive public funding and may be charged fees
  • home students are eligible to receive public funding and therefore cannot be charged fees

Overseas students are those students who have tier 4 (student) visas, where receipt of public funds would constitute a breach of the terms of their immigration permission.

For exchange students, the school must be able to evidence that a pupil who would otherwise have attended the school has ‘moved in exchange’ to balance the non-British student attending the school on exchange. If there is a genuine exchange in place, the school can receive funding for the exchange student – with the exception of students with tier 4 visas.

As with pre-16 pupils, post-16 overseas or exchange pupils on the school register on census day are recorded with an enrolment status of ‘G’ (guest - not a pupil at the school) and not included on the school census returns.

Class type

We need this data for on roll pupils.

Denotes a class as a designated nursery class. A nursery class is one designated by the local authority - any class not designated by the local authority is counted as an “other” (code ‘O’) class even if it contains nursery-age pupils.

Pupil date of entry [used for funding]

We need this data for both on and off roll pupils.

This is the latest date of entry to the current school.

Pupils who transfer from nursery to reception in the same school are not given new entry dates.

Pupils entering year 12 and above from the same school are not removed from the admissions register and are not given a new entry date.

Where a new school replaces an existing school and retains the existing establishment number of the predecessor school, information is returned as if they were a continuing school (they return historic data for the preceding term(s) before conversion). Where this occurs, the date of arrival in school (the entry date) for pupils remains the date at which the pupil joined the original establishment.

Where a new school has been formed as a result of a merger and the establishment number from one of the predecessor schools has been retained, then historic attendance and exclusion data is only returned for those pupils who attended the predecessor school for which the establishment number has been retained.

For example, if the merger was a junior and an infant school and the newly merged school retains the establishment number of the junior school then only those pupils who previously attended the junior school are required to return the attendance and exclusion data from the previous term(s). All the pupils from the predecessor infant school must be provided with a new entry date.

Where a new school opens with a new establishment number all pupils are given a new entry date (the day that they start at the new school) and consequently any historical exclusions and attendance data from predecessor school is not returned for the new establishment. It is important that schools which have a 6th form return historical learning aims from the predecessor school.

Pupil date of leaving

We need this data for off roll pupils.

The date the pupil left the current school. This identifies pupils who are no longer on the school’s roll.

Pupil’s actual national curriculum year on leaving

The year group in which the pupil was taught for the majority of their time, irrespective of their chronological age, at the date they left the school.

This data is only required from secondary schools with sixth form pupils who left the school prior to the autumn census day and they are submitting post-16 learning aims information about.

Part-time indicator [used for funding]

We need this data for both on and off roll pupils.

This indicates whether a pupil is part-time in education. We consider a pupil full-time where they are in education for 10 sessions per week. A pupil who attends for 9 (or fewer) sessions is part-time. It does not indicate that a pupil is part-time at one or more establishments.

For children in receipt of funded early education (those following the learning and development requirements of the early years foundation stage), a child should only be recorded as full-time where they attend education for 10 sessions per week irrespective of the number of funded and / or extended childcare hours.

Compulsory school-age pupils on a part-time timetable are recorded as full-time with the appropriate absence code used for the sessions they do not attend.

Pupil boarder indicator [used for funding]

We need this data for both on and off roll pupils.

Indicates whether a pupil is a boarder. The MIS automatically defaults the value of this field to ‘N’ - not a boarder.

Pupil’s actual national curriculum year group [used for funding]

We need this data for on roll pupils.

The year group in which the pupil is taught for the majority of their time, irrespective of their chronological age.

Children turning 2 years old fall into the ‘E2’ year group. If they are recorded on the school’s admission register and in receipt of education, they must be included in the census return.

We do not expect any younger children who fall into the ‘E1’ year group to be in receipt of education and should not be on the school’s admissions register. If you need to record children in ‘E1’ within your MIS, you should not include them in your census.

Find a national curriculum year group code.

Pupil’s actual national curriculum year on leaving

We need this data for off roll pupils.

The year group in which the pupil was taught for the majority of their time, irrespective of their chronological age, at the date they left the school.

This data is only required from secondary schools with sixth forms, for pupils whom:

  • left the school prior to the autumn census date and
  • post-16 learning aims data is being submitted

Pupil SEN provision

The Children and Families Act 2014 replaced Statements of Educational Need (SEN statements) with ‘Education, Health and Care plans’ (EHC plans).

SEN provision is collected for all pupils on roll on census day using the following codes:

  • ‘E’ (education, health and care plan) or
  • ‘K’ (SEN support)

SEN provision at the time of any exclusion will also be collected in all school census collections.

Find a code to indicate pupil SEN provision.

Member of SEN unit [used for funding]

We need this data for on roll pupils.

This field identifies pupils with SEN who are members of an SEN unit. SEN units are special provisions within a mainstream school where the pupils with SEN are taught mainly within separate classes.

Units:

  • are designated by the local authority specifically for making SEN provision, and sometimes accommodate pupils registered at other schools on a part-time basis
  • receive funding of £6,000 or £10,000 per place, and usually top-up funding for the excess costs of additional support required by individual pupils
  • cater for a specific type or types of SEN (for example autistic spectrum disorders)
  • are usually for pupils with an education, health and care (EHC) plan (but may also provide support for pupils with code ‘K’ - SEN support)

Schools and academies should only use this indicator where the SEN unit has been formally recognised as such by the local authority where the school is located.

Most pupils placed in units will be on an Education, Health and Care plan. It is unlikely that a child would be placed in a unit and also receive support from resourced provision, but a school could have resourced provision for one type of need and a unit for another.

Member of resourced provision indicator [used for funding]

We need this data for on roll pupils.

This field identifies pupils who receive support for their type of SEN from a specialist-resourced provision.

Resourced provisions are places that are reserved at a mainstream school for pupils with a specific type of SEN, taught mainly within mainstream classes, but requiring a base and some specialist facilities around the school.

Resourced provisions:

  • are designated by the local authority specifically for making this kind of SEN provision
  • receive funding of £6,000 or £10,000 per place, and usually top-up funding for the excess costs of additional support required by individual pupils
  • cater for a specific area or areas of SEN (for example specific learning difficulties)
  • are usually for pupils with an education, health and care (EHC) plan - but could include pupils with code ‘K’ (SEN support)

Schools and academies should only use this indicator where the resourced provision has been formally recognised as such by the local authority where the school is located.

Most pupils placed in units will be on an Education, Health and Care plan. It is unlikely that a child would be placed in a unit and also receive support from resourced provision, but a school could have resourced provision for one type of need and a unit for another.

Exclusions

This module contains information on the exclusion records of a pupil. From autumn 2019, data will be collected one term in arrears.

We need this data for both on and off roll pupils.

All items in the pupil identifiers module (except preferred surname) are collected for those pupils no longer on roll but for whom the exclusions module is collected.

Census Exclusions
Autumn 2019 All exclusions with start dates between 2019-01-01 and 2019-08-31
Spring 2020 All exclusions with start dates between 2019-09-01 and 2019-12-31
Summer 2020 All exclusions with start dates between 2020-01-01 and 2020-04-12 (Easter Sunday)

Whilst these dates do not represent real term dates, they will ensure that the vast majority of exclusions for the autumn (terms 1 and 2 for schools with 6 terms) and spring (terms 3 and 4 for schools with 6 terms) terms are picked up for the majority of schools.

Where schools do not use a module in their MIS that records exclusions data, items are to be manually calculated for each pupil and manually added to the census return.

Exclusion category

We need this data for both on and off roll pupils.

For each exclusion, this indicates the type of exclusion:

  • fixed period
  • permanent

Find an exclusion category code.

Exclusion reason

We need this data for both on and off roll pupils.

Some MIS allow schools to enter more than one reason for any exclusion and so they can record a main as well as a secondary reason(s) for any exclusion. For the census, we only need the main reason.

Exclusion reason Description
Bullying verbal, physical, homophobic bullying, cyber bullying
Damage including damage to school or personal property belonging to any member of the school community arson, graffiti, vandalism
Drug and alcohol related alcohol abuse, drug dealing, inappropriate use of prescribed drugs, possession of illegal drugs, smoking, substance abuse
Persistent disruptive behaviour challenging behaviour, disobedience, persistent violation of school rules
Physical assault against adult obstruction and jostling, violent behaviour, wounding
Physical assault against pupil fighting, obstruction and jostling, violent behaviour, wounding
Racist abuse derogatory racist statements, racist bullying, racist graffiti, racist taunting and harassment, swearing that can be attributed to racist characteristics
Sexual misconduct lewd behaviour, sexual abuse, sexual assault, sexual bullying, sexual graffiti, sexual harassment
Theft selling and dealing in stolen property, stealing from local shops on a school outing, stealing personal property (adult or pupil), stealing school property
Verbal abuse/threatening behaviour against adult aggressive behaviour, carrying an offensive weapon, homophobic abuse and harassment, swearing, threatened violence, verbal intimidation
Verbal abuse/threatening behaviour against pupil aggressive behaviour, carrying an offensive weapon, homophobic abuse and harassment, swearing, threatened violence, verbal intimidation

Find an exclusion reason code.

Exclusion start date

We need this data for both on and off roll pupils.

The exclusion start date reflects the date that the head teacher asked the pupil to leave the school. We expect you to have completed all appeals procedures by the time of the return, so only exclusions that have been upheld will be included.

Actual number of sessions excluded from

We need this data for both on and off roll pupils.

For each fixed period exclusion, you should record the actual number of sessions for which the exclusion is in effect.

For fixed period exclusions, each full school day counts as 2 sessions - a half school day counts as 1 session.

You should count exclusions that go across 2 census collection periods as 1 exclusion in the first collection period.

Exclusion sessions only cover the number of sessions the pupil is expected to be at the school. A fixed period exclusion can be discontinuous which means that there can be days between the start and finish dates of the exclusion that are not included as part of the exclusion.

Where a pupil is dual registered, exclusion sessions are not recorded for the day(s) they are attending the other organisation.

For example, a pupil is excluded for 6 sessions starting on a Monday. However, the pupil is registered with another provider on the Wednesday – where no exclusion is in place. This means the pupil is excluded from the school for sessions on Monday, Tuesday and Thursday. The other provider would record the pupil’s attendance on the Wednesday separately.

For the sessions where the school have agreed that the pupil is not attending, you should record these as ‘authorised absence’ and not record the pupil as excluded for these sessions.

For example, a pupil has been excluded for 8 sessions starting on a Tuesday. However, the pupil already has authorised absence for Friday and Monday afternoons. This means the pupil is excluded for all sessions on Tuesday, Wednesday and Thursday, as well as the morning sessions on Friday and Monday.

You should not record exclusions sessions for the day(s) when the pupil is attending an approved educational activity.

For example, a year 10 pupil has been excluded for 6 sessions starting on a Wednesday. However, the pupil attends work experience on a Thursday from which they are not excluded. This means the pupil is excluded from the school for sessions on Wednesday, Friday and Monday.

Days on which there is a planned school closure do not count towards an exclusion.

For example, a pupil has been excluded from a school for 4 sessions starting on a Friday, but the school plans to be closed on the Monday for an INSET day. This means the pupil’s exclusion will include 2 sessions on the following Tuesday, rather than the Monday.

SEN provision at the time of the exclusion

We need this data for both on and off roll pupils.

For each exclusion record returned, the SEN provision at the time of the exclusion must be included:

  • ‘E’ (education, health and care plan)
  • ‘K’ (SEN support)

Exclusion review

Exclusions that have been overturned by the governing body are not counted in national statistics. However, from the 2019 to 2020 academic year, information regarding reviews of head teachers decisions to exclude (which includes the governing board’s review and independent review panels (IRPs)) that occurred in the previous term are to be reported via the school census in the case of permanent exclusions only.

We require this information for both on and off roll pupils.

The first collection of this data will take place in the spring 2020 census for any reviews that took place in the previous autumn term.

No information about the governing board’s review or independent review panels should be returned for fixed period exclusions.

The final result of the review of the decision to exclude must be returned. Where the exclusion review has been undertaken by both the governing board and IRP, only the final outcome is to be recorded on the census. Please do not include each stage of exclusion review that took place. For example, where an exclusion was upheld by the initial governing board’s review, but was later reviewed by the IRP, only the result of the IRP’s consideration should be recorded.

Exclusion review date

We need this data for both on and off roll pupils.

The exclusion review date reflects the date of the exclusion review - the date that the final outcome was decided.

Exclusion review result

We need this data for both on and off roll pupils.

You should only return the final outcome of the exclusion review.

Code Exclusion review result
A Exclusion upheld by initial governing board (confirmed)
B Exclusion upheld by governing board after independent review panel recommended governing board to reconsider reinstatement
C Exclusion upheld by governing board after independent review panel directed governing board to reconsider reinstatement
D Exclusion upheld by independent review panel (confirmed)
E Pupil accepted reinstatement after initial governing board
F Pupil accepted offer of reinstatement after independent review panel recommended governing board to reconsider reinstatement
G Pupil accepted offer of reinstatement after independent review panel directed governing board to reconsider reinstatement
H Pupil declined reinstatement after initial governing board
J Pupil declined offer of reinstatement after independent review panel recommended governing board to reconsider reinstatement
K Pupil declined offer of reinstatement after independent review panel directed governing board to reconsider reinstatement

Exclusion reinstatement date

We need this data for both on and off roll pupils.

The exclusion reinstatement date reflects the date the excluded pupil was reinstated at the school following the governing board or IRP’s review of the decision to exclude.

SEN expert requested

We need this data for both on and off roll pupils.

Further to the outcome of a review of the decision to exclude, in the case of an IRP, schools must record if a SEN expert was requested during the review. This should be recorded as ‘Y’ if requested and ‘N’ if not requested.

Home information

We only collect this information if the ‘pupil address type’ is ‘C’ (current) and the pupil is on roll on census day.

Schools can provide us with their addresses in the format their MIS holds the data:

  • BS7666 address format
  • SAON, PAON, post town or other address item
  • address line 1 to 5

Every format requires a postcode.

We expect schools to provide a valid home address for most of their pupils (including boarding pupils).

You should record boarding pupils from abroad using their ‘home’ address as their residence during term time, which may be the school’s address.

If a child has multiple addresses (where the child lives with both parents at different stages of the week) you should supply both addresses.

Whilst every effort must be made to obtain these pupil details, if it is possible to get the address, you should leave these fields blank or add a partial address and ignore the validation errors.

Postcode [used for funding]

The postcode, mandatory for both BS7666 and address line format, is allocated by the post office to identify a group of postal delivery points.

Unique property reference number

A unique property reference number (UPRN) is a unique integer identifier for every address in Great Britain. The UPRN is a voluntary data item which you may choose to return alongside the full address (in either BS7666 or address line structure).

We do not expect schools to collect, or look up, the UPRN and instead this will be automatically populated within your school system when entering addresses if the OS AddressBase database is used as a reference.

BS7666 format: SAON the secondary addressable object name (SAON), refers to the flat, apartment name, number, or other sub-division of a dwelling.

BS7666 format: PAON the primary addressable object name (PAON), refers to the dwelling name and / or number.

BS7666 format: street refers to the street name / description. Validation will result in a query where there is a dwelling name / number but no street. If the address legitimately has no street, the query is ignored.

BS7666 format: locality refers to a neighbourhood, suburb, district, village, estate, settlement, or parish that may form part of a town, or stands in its own right within the context of an administrative area. Where an industrial estate contains streets, it is defined as a locality in its own right.

BS7666 format: town refers to:

  • a city or town that is not an administrative area
  • a suburb of an administrative area that does not form part of another town
  • a London district

BS7666 format: administrative area refers to a geographic area that may be the highest-level local administrative area for example:

  • county
  • unitary authority

BS7666 format: post town is assigned by the post office, based on the area sorting office.

Termly attendance

The termly report by all schools on attendance – excluding nursery schools who are not required to submit any attendance data via the school census, even where they have pupils aged 4 or 5 years.

Information for a pupil’s attendance during the term preceding the census is collected termly. This may include information for pupils who left the school prior to census day.

Information for each census should be included for pupils who were:

  • for the autumn 2019 census, aged between 4 and 15 as at 2018-08-31 (where date of birth falls between 2002-09-01 and 2013-08-31)
  • for the spring 2020 and summer 2020 censuses, aged 4 to 15 as at 2019-08-31 (where date of birth falls between 2003-09-01 and 2015-08-31)
  • on the school roll for at least one session during the specified term

Attendance data is only required for non-boarder pupils (where pupil boarder indicator is equal to ‘N’).

Collection periods

The period covered by the termly attendance module is from the start of the autumn term (from 1 August) up to, and including, the Sunday before the late spring bank holiday.

Collection Dates
Autumn 2019 Summer term 2018-19 absence data is collected from Easter Monday 2019-04-22 to the Sunday 2019-05-26 before the late spring bank holiday
Autumn 2019 Summer second half-term attendance is collected from the late spring bank holiday Monday 2019-05-27 to 2019-07-31
Spring 2020 Autumn term 2019-20 absence data is collected from 2019-08-01 to 2019-12-31
Summer 2020 Spring term 2019-20 absence data is collected from 2020-01-01 to Easter Sunday 2020-04-12

For schools that use the electronic registration module on their MIS, the census extracts the relevant data for each pupil for each attendance period (term or half term).

Schools that use an electronic registration system that is not integrated with their main MIS (or record attendances in paper registers) extract the relevant data for each pupil included in the census, according to the dates for the appropriate attendance period, and manually add this data to the census return. In this case, absence reporting by reason is not required and schools report on the number of authorised and unauthorised absences for each pupil.

Schools should seek advice from the supplier of their main MIS on how to add data manually for the census return.

Dual registered pupils

To avoid the double counting of attendance and absence for pupils who are registered at more than one school (referred to as ‘dual registered’).

Each school will:

  • record the attendance and absence for the sessions the pupil is required to attend at their school
  • use code ‘D’ (dual registered at another educational establishment) to record all the sessions that the pupil is due to attend at the other school

Attendance code ‘D’ is not collected in the school census, as it is not counted as a possible session.

The number of ‘sessions possible’ for a dual registered pupil against the main school should exclude those when the pupil is due to attend the subsidiary school and vice versa.

Pupils unable to attend school due to exceptional circumstances – code ‘Y’

Attendance code ‘Y’ (unable to attend due to exceptional circumstances – not counted in possible attendances) is collected in the school census but is not counted as part of possible sessions.

Schools will use code ‘Y’ to record the sessions where a pupil is unable to attend because:

  • the school site, or part of it, is closed due to an unavoidable cause
  • the transport provided by the school or a local authority is not available, and their home is not within walking distance
  • a local or national emergency has resulted in widespread disruption to travel, preventing the pupil from attending school

This code can also be used where a pupil is unable to attend because the pupil is in custody and detained for a period of less than 4 months. If the school has evidence from the place of custody that the pupil is attending educational activities then they can record those sessions as code B (present at approved educational activity).

Sessions possible

This records the number of sessions possible for the attendance period (term or half term). There are 2 sessions for each school day (morning and afternoon).

Every pupil aged 4 to 15 (excluding boarders) at the previous 31 August who was on the school roll for at least one session during the specified attendance period (term or half term) should have an entry for the number of possible sessions.

Zero sessions possible

Zero sessions possible are recorded where a dual registered pupil has all their previous attendance (term or half term) for which attendance data is collected at the other registration. For example, where a dual registered pupil has all the attendance at his / her subsidiary registration, the main registration would have zero sessions possible recorded for that period in the census.

Pupils aged 4 years

For pupils aged 4 years, the recorded number of sessions possible are those they are expected to attend and will vary from pupil to pupil and from school to school. Attendance code ‘X’ (non-compulsory school age absence - not counted in possible attendances) is used for sessions when a 4-year-old is not expected to attend – for example, those attending part-time.

Sessions missed due to authorised absence

Authorised absence is an absence that has been authorised by a teacher or other authorised representative of the school. This includes where a parent has provided a satisfactory explanation, for example, illness.

Schools can retrospectively authorise an absence.

Sessions missed due to unauthorised absence

Unauthorised absence is an absence without permission from a teacher or other authorised representative of the school. This includes all unexplained or unjustified absences; for example, arriving late for school after the register has closed.

It does not apply to pupils of non-compulsory school age (those aged 4 years).

Pupil absence and attendance codes

This relates to authorised or unauthorised absences for the pupil. Schools will be aware of the full range of absence and attendance codes, which include values for attendance and for approved education activities, as these codes are used by schools MIS when recording pupil attendance.

For pupils aged 4 years, schools are not obliged to use individual absence and attendance codes. If schools do not wish to use these codes, then they should just provide the total number of absences for the attendance period by recording these as sessions missed due to authorised absence. Absences recorded for 4-year-olds will not be treated as ‘authorised’ or ‘unauthorised’ and instead will be reported, and published, as overall absence.

Find a pupil attendance code.

Number of sessions missed

The number of sessions missed for each specified reason for absence. Schools that use electronic registration that is not integrated with their main MIS, or record attendances in paper registers, will manually calculate the number of sessions missed and add to their census return.

Summer half term

Study leave should be used sparingly and only granted to year 11 pupils during public examinations. As study leave is unsupervised, schools must record it as an authorised absence. Study leave is no longer applicable once examinations are concluded.

The official school leaving date is the last Friday in June of the school year in which a child reaches age 16. This means that year 11 pupils must remain on the school roll until Friday 26 June 2020 and you must record their attendance to this date.

Where pupils were born on or after 1999-09-01, they must remain in some form of education or training until their 18th birthday.

Attendance data for the second half of the summer term in respect of pupils aged 15 years old is not published in any national statistics.

Persistent absence methodology

Schools are judged against a persistent absence rate of 10%, and pupils are identified as persistently absent based upon their individual absence level.

Further information on persistent absence methodology is available in the guide to absence statistics.

Formally, if a pupil’s individual overall absence rate is greater than or equal to 10%, they will be classified as a persistent absentee [a pupil’s individual overall absence divided by a pupil’s individual possible sessions] multiplied by 100 must be greater than or equal to 10%.

Post 16 data [used for funding]

Post 16 specific data is made up of a combination of pupil / student level and learning aim data items.

Interactive post-16 school census tool

An updated interactive tool to support the return of accurate post-16 school census data is available. Some schools risk not getting the funding they should because of inaccurate data.

The tool will help schools understand:

  • how their data is used to calculate their post-16 funding
  • how common data errors affect their funding

Business managers and staff responsible for preparing and submitting the autumn school census return will find it useful.

The tool is in an Excel workbook; please ensure that macros are enabled so that the workbook functions properly.

In addition, there are several ESFA post 16 reports available on the COLLECT portal to help institutions return accurate data

Post-16 student data [used for funding]

Recording of planned hours [used for funding]

We need this data for both on and off roll students.

The planned hours the student intends to study are recorded in these fields:

  • planned learning hours (delivery of qualifications)
  • planned employability, enrichment and pastoral house (for all eligible non-qualification activity)

It is the annual planned hours (and not the actual hours studied within the year) that are returned. Returning no planned hours for a 16 to 19 funded student will negatively impact funding. Information on recording planned hours is available on GOV.UK.

All planned hours data are collected and returned by the school that holds the student’s ‘main’ registration. Where a student is dual registered, the school with the ‘main’ registration makes the return.

Planned learning hours [used for funding]

We need this data for both on and off roll students.

The planned learning hours field records the total planned hours, for the student for the current academic year, spent on 16 to 19 funded qualifications only. The value you record is the number of hours as planned at the start of the programme. If the number of planned hours changes later in the year, schools do not need to update the census.

More detailed information on recording planned hours is available on GOV.UK and in the funding regulations guidance.

Planned employability, enrichment and pastoral hours [used for funding]

We need this data for both on and off roll students.

The planned employability, enrichment and pastoral hours field records the total planned hours for the student for the current teaching year.

The value you record is the number of hours planned at the start of the programme.

In most cases, planned hours should not change. Please see the ‘changes to planned hours’ section in the rates and formula guidance for circumstances under which they can.

More detailed information on recording planned hours is available on GOV.UK and in the funding regulations guidance.

Planned learning hours and planned employability, enrichment and pastoral hours – previous year [used for funding]

We need this data for both on and off roll students.

From autumn 2019, the previous year’s planned hours will be collected for all post 16 students who were on roll in the previous academic year and in national curriculum year 12 or above, including those who started at the school after the previous autumn census day.

This will allow institutions to:

  • correct errors in the previous year’s return
  • record information related to the previous year for pupils who started after census day

This information will be collected in the fields:

  • planned learning hours previous year
  • planned employability, enrichment and pastoral hours previous year

For students who were on roll at the time of the previous autumn census, the fields will be automatically populated by your MIS provider using value in systems from the last autumn census return. These fields can be added or corrected, where appropriate, so previous year data is complete and accurate.

Planned hours data should not be changed to reflect actual hours, except in very limited circumstances.

Please see the ‘changes to planned hours’ section in the rates and formula guidance for further information.

Maths and English condition of funding [used for funding]

Students must study maths and/or English as part of their programme in each academic year. This applies to students:

  • aged 16 to 18 and 19 to 25 with an education, health and care (EHC) plan who do not hold a GCSE grade 9 to 4, A* to C (a standard pass grade) or equivalent qualification in these subjects
  • doing a programme of 150 hours or more, which started on or after 1 August 2014

Maths and/or English study is a condition of funding. We will remove funding for students who do not meet the condition.

More information on the condition of funding is available on GOV.UK.

You must complete the following fields:

  • maths/ English GCSE highest prior attainment
  • maths / English GCSE funding exemption

Maths and English GCSE prior attainment [used for funding]

We need this data for both on and off roll students.

The highest GCSE prior attainment (grade achieved) for each student is recorded for maths and English. The grade is used to determine whether a student is required to undertake an approved maths and / or English GCSE or another qualification in order to meet the maths and English condition of funding.

Find a maths and English prior attainment code.

Maths and English GCSE prior attainment – previous year [used for funding]

We need this data for both on and off roll students.

From autumn 2019, the highest prior attainment for the student in the previous academic year will also be collected for all post 16 students who were on roll in the previous academic year and in national curriculum year 12 or above, including those who started at the school after the previous autumn census day.

This will allow institutions to:

  • correct errors in the previous year’s return
  • record information related to the previous year for pupils who started after census day
  • record where the pupil’s status has changed between years

For students who were on roll at the time of the previous autumn census, the fields will be automatically populated by your MIS provider using value in systems from the last autumn census return. These fields can be added or corrected, where appropriate, so previous year data is complete and accurate.

If the student achieves a maths and/or English GCSE during the year, this field does not need to be updated until the start of the following teaching year.

Maths and English GCSE funding exemption [used for funding]

We need this data for both on and off roll students.

The exemptions field records whether the student is exempt from the condition of funding, or whether they have prior attainment that meets the condition of funding by holding UK or overseas equivalent qualifications.

There are only 2 exemptions to the condition of funding:

  • the student has SEN and / or disability, an EHC plan and is assessed as not able to study GCSE or stepping stone qualifications: code ‘L’
  • the student’s overseas qualification is equivalent to GCSE ‘9’ to ‘4’, ‘A*’ to ‘C’ code ‘O’

Students who hold an equivalent UK qualification are recorded with code ‘U’.

From Autumn 2019, students holding a pass grade in functional skills level 2 maths and/or English should be recorded with code ‘F’.

To reduce burdens, systems should default to ‘N’ (no exemption).

From August 2019, students with a prior attainment of a grade 2 or below in maths and/or English can study towards a pass in functional skills level 2 or they can still study towards a GCSE grade 4 to 9. Once they have achieved functional skills, there is no requirement to undertake further maths or English qualifications to meet the condition of funding. Those with a grade 3 must still study GCSE only.

Maths and English GCSE prior attainment year group [used for funding]

We need this data for both on and off roll students.

The census records whether a student has achieved maths and/or English GCSEs at grades ‘9’ to ‘4’, ‘A*’ to ‘C’ by the end of year 11 in the field maths and English GCSE prior attainment year group. This is used to determine whether a student is eligible for block 2 disadvantage funding.

Find a maths and English GCSE prior attainment year group code.

More information on disadvantage block 2 funding is in the funding rates and formula guidance.

Post-16 students who are in full-time employment [used for funding]

We need this data for on roll students.

Under the raising the participation age (RPA) policy post-16 students must be in full-time education/training unless they are in full-time employment (20 hours or more per week). More information on RPA is available on GOV.UK.

Where a young person’s employment hours vary, we consider employment of an average of 40 or more hours over a 2-week period as meeting the requirement. Part-time work (for example a weekend or evening job) is not affected by these requirements. This field indicates students who are in full-time employment and are therefore eligible for part-time education/training.

Post-16 learning aims [used for funding]

We need this data for both on and off roll students.

Secondary schools with sixth forms, all-through schools, pupil referral units, alternative provision academies including free schools, city technology colleges and academies (including free schools) must return this module.

Where a school does not have a sixth form this information is not collected. Learning aims data is used by the Education and Skills Funding Agency (ESFA) to calculate funding allocations.

Whilst students at other schools (such as special schools or middle-deemed secondary schools) may undertake learning aims, information about those learning aims are not collected as part of the school census.

Schools must only include post 16 data, including learning aims for those students who have (or had at the time of the learning aims) current or main registration at the school. For dual registered students, funding is allocated to the main school. All post 16 data including learning aims for dual registered students must be returned by the school that holds the student’s main registration (the main school returns the learning aims being taken at both the main and subsidiary schools). Subsidiary schools do not submit learning aims in respect of students with subsidiary registration.

Re-sits and re-takes

A re-sit occurs when an examination is taken again but the student does not attend regular lessons for the course (attendance at revision classes may occur). Information in relation to re-sits is not required for the purposes of this collection and therefore must not be returned by schools.

A re-take occurs when a student is retaking a complete qualification, including attendance at regular classes, and this will be treated in the same manner as any other course and recorded as a new learning aim. For a student for whom the maths and English condition of funding applies, in order to compliant with the funding conditions they must be re-taking a English and/or maths qualification. Unless the reasons for the student re-taking are exceptional because of circumstances outside either the student’s or school’s control – or to undertake the mandatory re-take of Maths and/or English qualification - it must not be included in planned hours as it will not be funded.

Learning aims to be included [used for funding]

Learning aims are returned in the autumn school census for any students who:

  • were on roll at the school at any point between 2019-08-01 and census day
  • were in actual national curriculum year group 12 or above in that period, regardless of their age
  • the school wishes to claim 16 to 19 funding from the ESFA for

Learning aims that were taken in the previous academic year are collected for any students who:

  • have been on roll in the school at any point between 2018-08-01 and 2019-07-31
  • were in actual national curriculum year group 12 or above in that period, regardless of their age
  • the school wishes to claim 16 to 19 funding from the ESFA for

This may include students who have left school prior to the autumn census day.

For information on which students are eligible for 16 to 19 funding, see the ESFA’s funding regulations guidance.

With the exception of GCSE maths and English leading to a ‘9’ to ‘4’, ‘A*’to ‘C’ grade for those students who have yet to attain that level, resits and retakes are generally not eligible for funding and must not be included as aims or in the planned hours recorded. Further guidance on re-takes and re-sits is in the funding regulations guidance.

Where students move between year groups during an academic year, it may not be possible for a school’s MIS to automatically identify the appropriate students or learning aims that need to be included in the school census return. In such cases, advice should be sought from the software provider and the school may need to make its own judgements according to the criteria set out above to decide whether the student and the learning aims should be included in the school census return.

Processes for recording learning aims] [used for funding]

Prior to or at the start of the academic year

Before recording details of learning aims for individual students, we recommend that schools produce a list of the qualifications that they will be providing. This school list will then be used for allocating specific learning aims to students. This list should only contain qualifications that are valid for the academic year in question (qualification validity dates are shown in QWS and LARS) as invalid qualifications can result in negative impacts on your 16 to 19 funding.

Each qualification in the school list is identified by:

  • a qualification number (QN)
  • a subject classification code (SCC)
  • a learning aim start date (the date the learning activities for the qualification will start for each student – students may have differing start dates for the same learning aim)
  • a learning aim planned end date (the date the learning activities for the qualification are planned to end for each student – students may have differing end dates for the same learning aim)

‘Learning activities’ includes any examination or other method of assessment.

Schools will need to use the QN Web Services website (QWS) to identify the correct QN and SCC for each learning aim.

QNs are available for the overall International Baccalaureate (IB) and for each component (subject) qualification. When students take the full IB, schools must record the QN for the whole qualification, and not the QNs for the individual components. When students are only taking components of the IB, but not the whole qualification, schools must return the QNs for those components.

The IB Organisation also offer the International Baccalaureate career-related certificate. This can include components from other awarding organisations. Schools return the overall QN, along with the QNs for components offered by non-IB awarding organisations.

At the start of the academic year

At the beginning of the academic year, schools enter details for each learning aim undertaken by a student, using the school list described above. This includes those courses starting in the current and those continuing from the previous academic year(s).

Schools identify and record the core learning aim (the principal or most important qualification) for students undertaking a vocational study programme. There is one core aim per student, per academic year. There is more information on the core aim on GOV.UK and in the funding rates and formula guidance.

Throughout the academic year

Throughout the academic year, schools update the actual end date and status of the learning aim as appropriate.

When the learning aim status is continuing (the default value), the learning aim actual end date is left blank. When the student has completed, withdrawn or transferred from the learning aim, the learning aim actual end date reflects the date the status changed.

For the autumn school census

Schools must ensure that records are up to date and include all learning aims in scope.

Performance measures for all qualifications are calculated according to the planned end date. Where a student continues their study beyond the planned end date entered at the start of the learning aim, schools must not change the planned end date.

Learning aims submitted in error

Any learning aims that were active at any point during the current or previous academic year – that have been submitted in error during a previous census must not be returned in the current census.

In such situations, schools are required to keep their local management information system up to date with the correct learning aims information with only the correct learning aims being returned in the next census. See example below for further details.

Example ‘A’: correcting the recording of an incorrect learning aim in a previous census

During the 2018 autumn school census, the following learning aim was submitted as being undertaken during the 2016 to 2017 academic year:

  • qualification number equals Z9999999
  • subject classification code equals 1234
  • learning aim start date equals 2018-09-01
  • learning aim planned end date equals 2019-07-31
  • learning aim actual end date equals NULL (as aim not completed as at 2018 autumn census)
  • learning aim status equals ‘1’ - the learner is continuing or intending to continue the learning activities leading to the learning aim

Following completion of the 2018 autumn census, the school subsequently discovered that they recorded the incorrect subject classification code for this learning aim – this should be 4321 rather than 1234.

To correct this error the school must update the learning aim in their system with the correct details (either by amending the existing aim or by deleting the incorrect aim and creating a new one) and only the correct aim must be returned in the following census.

In this example, the correct aim was completed on 2019-07-31 and therefore the following information would be returned in the 2019 autumn census:

  • qualification number equals Z9999999
  • subject classification code equals 4321
  • learning aim start date equals 2018-09-01
  • learning aim planned end date equals 2019-06-310
  • learning aim actual end date equals 2019-07-31
  • learning aim status equals ‘2’ - the learner has completed the learning activities leading to the learning aim

Example ‘B’: correcting the recording of a learning aim that was never started by the student

During the 2018 autumn school census, the following learning aim was submitted as being undertaken during the 2018 to 2019 academic year:

  • qualification number equals Z9999999
  • subject classification code equals 1234
  • learning aim start date equals 2018-09-01
  • learning aim planned end date equals 2019-07-31
  • learning aim actual end date equals NULL (as aim not completed as at 2018 autumn census)
  • learning aim status equals ‘1’ - the learner is continuing or intending to continue the learning activities leading to the learning aim

Following completion of the 2018 autumn census, the school subsequently discovered that they incorrectly recorded the learning aim, as the student did not start the course.

To correct this error the school must delete the learning aim in their system and ensure that only the correct aims are returned in the following census.

As the autumn census drives funding it is important that this amendment is made before the final submission of the autumn return. Failing to correct this error may also affect the school’s combined completion/attainment and retention measures.

Qualification numbers and subject classification codes [used for funding]

We need this data for both on and off roll students.

Every course leading to a qualification that is funded for schools in England has a qualification number (QN) and subject classification code (SCC).

You can find a list of QNs (with associated data) on the QN Web Services (QWS) website. Schools must only return valid qualification numbers and should check they have the latest version downloaded to their MIS.

SCCs identify pathways within a qualification. Some qualifications use different discount codes / subject classification codes for KS4 and for post-16. The discount codes on GOV.UK will show the KS4 code and the post-16 code. This may be useful if your MIS is trying to match awarding organisation data to learning aims data.

If this causes you any difficulty, you should contact your software supplier. They should be able to advise on the best course of action. If in doubt, use the QWS discount code.

QN validity

Qualifications are available for a limited period. The ESFA list of qualifications approved for funding 14 to 19 is a downloadable list of qualifications that the Secretary of State for Education has approved for teaching to young people. Each qualification has an approval start date and an approval end date listed, along with the certification end date set by the awarding organisation.

QWS also lists approval start and end dates. Students must not start on any course after the approval end date has passed, unless they are re-sitting the course. For re-sits, the final assessment or examination must be taken before the certification end date.

When schools want to use a QN that has an approval end date in the near future, they must check with awarding organisations to find out whether the qualification is being extended or replaced.

Some qualifications are approved on the ESFA list of qualifications approved for funding 14 to 19 but are not eligible for 16 to 19 funding. You can check which qualifications are valid for funding using the Learning Aims Reference Service (LARS). Qualifications valid for ESFA 16 to 19 funding have their availability showing under the category ‘16-19 ESFA‘.

If you come across discrepancies that prevent you from correctly returning data in the census, please use the service request form to report these.

Learning aim start date [used for funding]

We need this data for both on and off roll students.

The date the student began the learning activity. This must not be later than census day. When a student has no learning aim start date, this will affect funding.

Learning aim planned end date [used for funding]

We need this data for both on and off roll students.

The planned end date is the date the student plans to complete the learning aim. If the student completes the learning aim before or after this date, you must not change the planned end date. You should only change the planned end date to correct a recording error.

The planned end date must not be more than 5 years after the start date.

Learning aim actual end date [used for funding]

We need this data for both on and off roll students.

The date that the student completed the learning activities or the date they withdrew or transferred from the learning activities.

Unless a student has completed, withdrawn or transferred to another learning aim prior to census day, you should leave this blank.

If you provide an actual end date, the learning aim status cannot be continuing (code ‘1’).

If the learning aim status is anything other than continuing (code ‘1’) this date must be completed.

Learning aim status [used for funding]

We need this data for both on and off roll students.

This gives the status of the learning aim at the time of the autumn census. There are 4 possible values.

Code Description
1 Learner is continuing or intending to continue the learning activities leading to the learning aim.
2 Learner has completed the learning activities leading to the learning aim.
3 Learner has withdrawn from the learning activities leading to the learning aim.
4 Learner has transferred to a new learning aim. That is, the learner has withdrawn from this learning aim and has started studying for another learning aim within the same provider.

Core aim [used for funding]

We need this data for both on and off roll students.

In this field, we need the core aim within a vocational 16 to 19 funded study programme only. If a student follows an academic programme, schools must not record a core aim.

More information on choosing a core aim is available on GOV.UK and in the funding rates and formula guidance.

Sub-contracting partner UKPRN

We need this data for both on and off roll students.

The sub-contracting partner UKPRN is recorded for all learning aims that are sub-contracted to a third-party organisation where the education provision will be paid for with ESFA 16 to 19 funding through a contractual arrangement.

Schools must record the UK provider registration number (UKPRN) against the learning aim(s) that are sub-contracted to the partner organisation.

Learning aim withdrawal reason

We need this data for both on and off roll students.

You should select the reason that most closely matches the reason for the student leaving the course. You can only select one reason.

Find a withdrawal reason code.

Unless a student has withdrawn from the learning aim prior to census day, the learning aim withdrawal reason is left blank.

Traineeships [used for funding]

We need this data for both on and off roll students.

Traineeships are programmes that prepare young people for employment so that they are able to progress successfully to apprenticeships or other sustainable jobs. If a traineeship programme includes work experience that must be the core aim. Further guidance on traineeships is available on GOV.UK.

The traineeship indicator is set against each of the student’s learning aims. The default is set to ‘false’ (or ‘0’), and any learning aim that is part of a traineeship programme is recorded as ‘true’ (or ‘1’).

Where learning aims from a previous academic year contribute to a traineeship, you do not need to flag them retrospectively.

Recording A levels

Linear A-levels were introduced in August 2015 for a number of subject areas. The AS is decoupled from the A-level, which means that AS marks will not count towards the A-level. Learners do not need to enter for an AS level in order to pursue a subject to A-level. More information on reformed A-levels is available on GOV.UK.

With linear qualifications, schools can choose between 3 approaches.

A learner studying for an A-level who does not intend to sit the AS-level: the school records the A-level for the first year with a learning aim planned end date reflecting the planned 2-year length of the course. For example, for a student starting an A-level in September 2019 the start date will be 2019-09-01 and the planned end date will be 2021-07-31.

A learner planning to take the AS-level as well as for the A-level: the school records the AS-level for the first year with a learning aim planned end date reflecting the planned one-year length of the course. For example, for a student starting an AS-level in September 2019 the start date will be 2019-09-01 and the planned end date will be 2020-07-31. When the learner goes on to the A-level in 2020, the school must record the A-level as a one-year course (the start date will be 2020-09-01 and the planned end date will be 2021-07-31).

A learner who is only planning to complete the AS-level: the school records the AS-level with a start date of 2019-09-01 and a planned end date of 2020-07-31. If the learner decides to go on to do the A-level as well, the A-level must be recorded in 2020, as in the scenario above.

In all cases, providers must accurately record the learning aim that a learner is working towards.

There is no funding implication. 16 to 19 funding is based on the planned hours for the student’s programme each year. As long as the planned hours accurately record the student’s planned activity, the funding will be correct.

Transfers and withdrawals

Where a learner changes the AS or A-level learning aim that they are working towards, or withdraws from the learning aim, this must be recorded in the usual way on the school census.

Recording industry placements [used for funding]

Industry placements will form an integral part of the T Level programme from 2020. Students will be unable to complete the T Level, unless they have undertaken an industry placement.

Some schools will be in receipt of industry placement capacity and delivery fund to help deliver external industry placements in preparation for the introduction of T Levels.

Funding requirements

For schools in receipt of industry placement capacity and delivery fund, placements must meet the following criteria to count for funding:

  • the student must be following a level 2 or level 3 programme
  • the student must be full-time (bands 5 or 4A)
  • the student must follow a vocational programme that is not based around applied general qualifications (such as BTECs)
  • the placement must be a single, continuous, placement (at the same employer) of at least 45 days duration and a minimum of 315 hours
  • the industry placement must be occupationally specific to the course the student is undertaking
  • the placement must be with an external employer

Recording industry placements

Schools record industry placements using one of the 16 industry placement learning aims. These record the number of hours in the work placement.

Industry placement Number of hours in placement
Band 1 315 to 329
Band 2 330 to 344
Band 3 345 to 359
Band 4 360 to 374
Band 5 375 to 389
Band 6 390 to 404
Band 7 405 to 419
Band 8 420 to 434
Band 9 435 to 449
Band 10 450 to 464
Band 11 465 to 479
Band 12 480 to 494
Band 13 495 plus

Qualification numbers are available in QWS to allow the recording of industry placements.

Special schools

School email address

The email address for official communications must be present and include the character ‘@’. The email address you provide, must be for an account that is used on a regular basis and one that the head teacher has access to, such as, ‘head@’ or ‘office@’. This would not normally be an email address that identifies a particular individual by name. We may use this email address for future correspondence.

Unique pupil number (UPN) [used for funding]

We need this data for both on and off roll pupils.

The UPN is a 13-character code in the format Annnnnnnnnnnn that identifies each pupil.

You should not calculate it manually as the UPN would either be:

  • generated by your management information system (MIS)
  • transferred from another school in a common transfer file (CTF)

A UPN in the format of ‘AnnnnnnnnnnnA’ is a temporary UPN that you should only use as an interim measure. For further information see UPN policy and practice guidance.

Unique learner number (ULN) [used for funding]

We need this data for both on and off roll pupils.

ULNs are mandatory for all pupils on roll aged 14 and over on census day and for pupils no longer on roll who were aged 14 as at their leaving date.

ULNs are assigned to pupils aged 14 or over in publicly funded education and training.

The learning records service (LRS) allocates this number.

If you need to either get a ULN, verify a ULN or make minor updates to a student’s data, you should send a partial CTF from your MIS to LRS using School to School (S2S). You will get a CTF back via S2S with the requested ULNs.

Schools should check with their software supplier if their MIS interacts directly with the LRS system via its application-programming interface (API).

Pupil’s former UPN

We need this data for both on and off roll pupils.

Where a pupil is adopted, a new unique pupil number (UPN) is issued with no link or reference made to their former UPN. You must not add the previous UPN for an adopted pupil in this field.

Where a non-adopted pupil has held another UPN whilst at your school (such as a temporary UPN was allocated, but replaced by a permanent one), you should add the temporary UPN.

Pupil identifiers

You should include in full for each pupil their:

  • surname - the pupil’s full legal surname, as the school believes it to be (schools are not expected to have verified this from a birth certificate or other legal document)
  • forename - in full do not use a shortened or familiar version
  • middle names - in full do not use a shortened or familiar version (leave blank if the pupil doesn’t have a middle name)
  • preferred surname (if applicable for on roll pupils)
  • former surname (if applicable)
  • date of birth - in YYYY-MM-DD format

Gender

We need this data for both on and off roll pupils.

The gender of the pupil in the format of ‘M’ (male) or ‘F’ (female).

Gender should be self-declared and recorded according to the wishes of the parent and / or pupil.

Individuals are free to change the way their gender is recorded. There is no requirement from the department for any legal change or gender recognition certificate and it remains open for the school to amend the gender of any pupil, within their own MIS, at any time.

Language code [used for funding]

We require data on language for all pupils. The school must not ascribe a specific language to the pupil. This information must come from the parent / guardian or pupil.

You should only use codes ENB (not known but believed to be English) and OTB (not known but believed to be other than English) where all the following conditions apply:

  • pupil’s first language is not known with absolute certainty
  • parents have not responded to enquiries
  • school can judge with a high degree of confidence whether the pupil’s language is English or not

Where a parent / guardian or pupil declines to provide a first language, you should record it as ‘REF’ (refused).

Where a pupil’s first language is other than English - that is: where the pupil has been exposed to a language other than English during early development and continues to be exposed to this language in the home or in the community - schools may record specific languages from the extended language codes or continue to use the codes used in CBDS.

Find a language code.

Free school meal eligibility [used for funding]

We need this data for on roll pupils.

To minimise the impact of the rollout of universal credit and the introduction of a net-earned income threshold to determine eligibility for free school meals, transitional arrangements have been put in place to ensure that no pupil loses a meal as a result of these changes.

Transitional protections ensure that any pupil in receipt of free school meals on 31 March 2018 or after, should continue to receive free school meals until the end of the universal credit roll out period, and then until their phase of education ends. This covers until at least Summer 2023, and applies even if their circumstances change and they would no longer meet the eligibility criteria.

You should not enter end dates unless:

  • a parent has said that they do not wish the child to be recorded as eligible for free school meals and receive a free school meal
  • a pupil transfers from another UK country – their non-English free school meals must have an end date
  • a parent notifies the school that their support under the Immigration & Asylum Act 1999 or the pension credit has ended

We use the following 3 data items to collect this information:

  • free school meal eligibility start date
  • free school meal eligibility end date
  • country of UK (this will be system generated and will not require any data entry by schools)

Collection periods

2019 autumn school census started on or before 2019-10-03, where the free school meal end date is either not present or between 2019-05-17 and 2019-10-03 (inclusive)
2020 spring school census started on or before 2020-01-16, where the free school meal end date is either not present or between 2019-10-04 and 2020-01-16 (inclusive)
2020 summer school census started on or before 2020-05-21 where the free school meals end date is either not present or between 2020-01-17 and 2020-05-21 (inclusive)

Where schools have free school meals eligibility flagged for a pupil in their systems, they must ensure their systems include a free school meal start date ready for collection in census and transfer in common transfer files.

You can return multiple free school meals eligibility start and end dates falling within the periods above where applicable.

For example, a pupil had been eligible for free school meals from 1 September until 31 October in a school in Wales and moved to a school in England and claimed eligibility from the 1 November.

For the first period of eligibility enter:

  • free school meal eligibility start date of 2019-09-01 and ‘FSM’ eligibility end date of 2019-10-31 UK country code must be recorded as ‘WLS’

For the second period of eligibility enter:

  • free school meal eligibility start date of 2019-11-01 and no ‘FSM’ eligibility end date, UK country code must be blank or recorded as ‘ENG’

Eligibility for free school meals

Schools should record periods of free school meals eligibility for pupils where a claim has been made by them or on their behalf and either:

  • the relevant local authority / school has confirmed that they are entitled to free school meals
  • the relevant local authority / school has seen the necessary documentation (that confirms entitlement to free school meals

It is not necessary for schools / local authorities to calculate a family‘s annual taxable income. HM Revenue and Customs (HMRC) perform this income calculation and this figure is used to determine free school meal entitlement.

Free school meals eligibility checking service

The free school meals (FSM) eligibility checking service streamlines the FSM eligibility checking process for both local authorities and parents.

Academies are not able to access the service directly. Some academies ask their local authority (often for a fee) to check eligibility via the eligibility checking service on their behalf. The service available, and its cost, varies between local authorities.

School lunches taken [used for funding]

We need this data for on roll pupils.

This data item records whether an infant pupil has taken a school lunch on census day. This may include packed lunches provided by the school to children on school trips.

This data item is collected each term from all schools with an appropriate age range and for the following pupils regardless of whether they are eligible for free school meals:

  • all pupils on roll on census day in reception (NCYearActual equals ‘R’)
  • all pupils on roll on census day in year 1 (NCYearActual equals ‘1’)
  • all pupils on roll on census day in year 2 (NCYearActual equals ‘2’)
  • all pupils on roll on census day aged 4 to 6 not following the national curriculum (NCYearActual equals ‘X’ and pupil born between 2012-09-01 and 2015-08-31 inclusive)

We collect this data each term from all schools and use it to allocate universal infant free school meal funding.

This field may be defaulted to ‘true’ within school systems, to minimise the burden of data entry by schools.

Youth support services agreement

There is a legal requirement under the Education and Skills Act 2008 for schools to pass information on request to the youth support service for pupils in or approaching the age of 13.

The information which schools are required to provide consists of:

  • the names and addresses of pupils and their parents (must be provided to the youth support service)
  • the date of birth of the pupil
  • other information relevant to the provision of youth support services (optional)

Parents – or pupils themselves if aged 16 or over – have the right to object to any information (over and above name, address and date of birth) being shared with the local authority or provider of youth support services. As part of the schools’ privacy notice, you must advise parents / pupils of their right to object. Suggested wording for privacy notices is available in the privacy notice model documents.

You should return the youth support services agreement for all pupils who are aged 12 and above (as at 2019-08-31). If it is not completed the system will default to ‘unsought’.

If the value of ‘No’ is recorded, information beyond name, address and date of birth cannot be shared with the youth support service as the parent and/or pupil has successfully exercised their right to object to the data being shared.

Find a code to indicate youth support.

Service children in education indicator [used for funding]

We collect the service child in education indicator for all pupils on roll on census day.

You must only record this information if it has come from the parent / guardian and/or child. Valid codes are:

  • ‘Y’ (yes)
  • ‘N’(no)
  • ‘R’ (refused)
  • ‘U’ (unknown) to indicate no response given or other reason for no information

This field defaults to ‘N’ so you only need to change it for entries for children from service families.

It is essential that you record this data item correctly on the school census as we use this to determine the pupil premium allocations for schools.

A ‘service child’ has parent(s) – or person(s) with exercising parental responsibility – who is / are service personnel serving:

  • in regular HM Forces military units
  • in full commitment as part of the full-time reserve service
  • in the armed forces of another nation and stationed in England

Reserve units are not classed as the regular armed forces and such pupils are not recorded as service children on the school census. However, where a reserve soldier is acting in a full-time capacity, this is classified as regular service.

The service children indicator is only relevant to children whose parents are designated as personal category 1 or 2. All parents will be aware of their personal category.

Funded entitlement hours [used for funding]

Funded entitlement hours record, for eligible pupils aged 2, 3 and 4 years, the total number of free entitlement to early education funded hours in education provision (following the learning and development requirements of the early years foundation stage) at the school. This information is provided by all schools with relevant age children on roll on census day: except for city technology colleges and non-maintained special schools.

All children become eligible for funded early education from the term following a child’s third birthday irrespective of background or family circumstances (the universal entitlement). A specified subset of disadvantaged 2 year olds also become eligible from the term following a child’s second birthday. Local authorities will confirm which children meet the eligibility criteria should schools not know. Some 3 and 4-year-olds are also eligible for up to an additional 15 hours per week – the extended entitlement.

The table below shows the dates of birth and year groups of children for whom funded entitlement hours are required. Where a child falls into the cohorts listed below but is not in receipt of any funding via the funded early education entitlements, a value of zero is recorded for funded entitlement hours.

Data collected via the spring census is used by us to determine the early years block of the dedicated schools grant allocation that we provide to local authorities to fund their early years providers. Although not used centrally by us for funding allocations, funded entitlement hours from the autumn and summer census may be used locally by local authorities for funding early education.

Funded entitlement hours contain only the hours the pupil is in education provision and following the learning and development requirements of the early years foundation stage. Such education will follow our statutory guidance for local authorities on early education and childcare and excludes any hours where the pupils are not receiving education or any additional hours that are funded by other means (such as the parent).

Census Date of birth ranges and school type / pupil national curriculum year group Maximum funded entitlement hours
Autumn 2019 Born between 2015-09-01 and 2017-08-31 (inclusive) - all relevant schools and year groups 15 hours
Autumn 2019 Born between 2014-09-01 and 2015-08-31 (inclusive) for pupils in national curriculum year groups ‘E1’, ‘E2’, ‘N1’ and ‘N2’ only 15 hours
Spring 2020 Born between 2015-09-01 and 2017-12-31 (inclusive) - all relevant schools and year groups 15 hours
Spring 2020 Born between 2014-09-01 and 2015-08-31 (inclusive) for pupils in national curriculum year groups ‘E1’, ‘E2’, ‘N1’ and ‘N2’ only 15 hours
Summer 2020 Born between 2015-09-01 and 2018-03-31 (inclusive) - all relevant schools and year groups 15 hours
Summer 2020 Born between 2014-09-01 and 2015-08-31 (inclusive) for pupils in national curriculum year groups ‘E1’, ‘E2’, ‘N1’ and ‘N2’ only 15 hours

Pupils aged 4 at the start of the academic year in ‘reception’ and above are funded as full-time equivalent pupils via the schools block of the dedicated schools grant and therefore funded entitlement hours are not relevant or required for those pupils, as they are not funded via the free entitlement.

For dual registered pupils, record the funded entitlement hours spent in education at each school. The main registration records funded hours in education at the main registration, with the subsidiary recording funded hours in education at the subsidiary registration.

It is important that the funded entitlement hours recorded on the census accurately reflect the hours at the setting to 2 decimal places. It should be noted that this is a decimal of hours and therefore does not record hours and minutes. For example, where a pupil has:

  • 10 and a half hours, this is recorded as 10.50
  • 10 hours and 20 minutes, this is recorded as 10.33 and so on

Extended funded entitlement hours [used for funding]

Extended funded entitlement hours are collected for 3 and 4 year old children, with working parents, who are in education provision (that is, following the learning and development requirements of the early years foundation stage) at the school and on roll on census day.

This data item is not collected from city technology colleges and non-maintained special schools.

As with the funded entitlement hours, extended funded entitlement hours become available – where the parent has a valid 30-hour code – from the term following a child’s 3rd birthday until they reach compulsory school age.

Extended funded entitlement hours are available for pupils aged three and those pupils aged four who are in year groups ‘E1’, ‘E2’, ‘N1’ or ‘N2’ only.

Pupils who are in ‘reception’ (or above) are not recorded as receiving the extended funded entitlement as they are in full time education.

As with funded entitlement hours, extended funded entitlement hours are recorded to 2 decimal places and it should be noted that this is a decimal of hours and therefore does not record hours and minutes. For example, where a pupil has:

  • 10 and a half hours, this is recorded as 10.50
  • 10 hours and 40 minutes, this is recorded as 10.67 of extended funded entitlement hours per week (up to a maximum of 15 hours)

Where a child is in receipt of extended funded entitlement hours, the maximum funded entitlement hours allowable is 15 hours. The extended funded entitlement hours field must not include any funded entitlement hours.

30-hour code indicator

The 30-hour code indicator is an 11-digit integer that is required for pupils who claim extended funded entitlement hours. As with the extended funded entitlement hours field, this applies to all 3 year olds and those pupils aged 4 in year groups ‘E1’, ‘E2’, ‘N1’ and ‘N2’ only, who are on roll on census day.

This data item is not collected from city technology colleges and non-maintained special schools.

The code confirms the eligibility of working parents to receive the 15 extended funded entitlement hours funding. This is particularly important as parents may split this entitlement between 2 providers.

The code, once issued, remains fixed and refers to a single parent / child combination -where a parent has two children, each child will have their own code. However, when the school is presented with the code by the parent, the school must confirm the code’s validity with their local authority.

Where a child transfers school, the local authority must be informed of the transfer.

Foster children are eligible for 30 hours free childcare in certain circumstances. Foster parents do not apply for the extended funded entitlement through the childcare service due to the additional eligibility checking steps required. The 30-hour code indicator will be issued by the local authority to the foster parents. Providers will still check the code in the same way as for any other parent taking up 30 hours. It should be noted that although it will still be an 11-digit code, it will begin with a different number to HMRC issued codes. This is to allow local management of the reconfirmation process. Further information about 30 hours free childcare is available in our statutory guidance for local authorities on early education and childcare and our early years entitlements operational guidance.

Disability access fund indicator [used for funding]

The disability access fund (DAF) indicator records whether a 3 or 4 year old child is in receipt of DAF from the local authority.

This data item is not collected from city technology colleges and non-maintained special schools.

Receipt of this funding entitles the child (whilst they are 3 or 4 years of age) to a fixed amount of funding per year from the disability access fund, which is paid direct to the establishment.

To be eligible for disability access funding, the child must be in receipt of:

  • disability living allowance (DLA) and
  • the universal 15 hours entitlement

Pupils who are aged 4 as at the 31 August in reception and above, who are funded via the schools’ block of the dedicated schools grant, are not eligible for DAF funding. Further information on the DAF is available in the early years national funding formula (EYNFF) operational guidance.

The DAF indicator should only be returned for eligible children within the date of birth range, and year groups, outlined below who are on roll on census day.

Census Date of birth ranges and school type / pupil national curriculum year group
Autumn 2019 Born between 2015-09-01 and 2016-08-31 (inclusive) all relevant schools and year groups
Autumn 2019 Born between 2014-09-01 and 2015-08-31 (inclusive) for pupils in national curriculum year groups E1, E2, N1 and N2 only
Spring 2020 Born between 2015-09-01 and 2016-12-31 (inclusive) all relevant schools and year groups
Spring 2020 Born between 2014-09-01 and 2015-08-31 (inclusive) for pupils in national curriculum year groups E1, E2, N1 and N2 only
Summer 2020 Born between 2015-09-01 and 2017-03-31 (inclusive) all relevant schools and year groups
Summer 2020 Born between 2014-09-01 and 2015-08-31 (inclusive) for pupils in national curriculum year groups E1, E2, N1 and N2 only

This indicator should default to ‘0’ or ‘false’ to require a positive input from schools.

Hours at setting [used for funding]

This data item records for pupils aged 2, 3 and 4 years old, the total number of hours they spent in education provision (that is, following the learning and development requirements of the early years foundation stage) at the school irrespective of who funded the hours. It is the total of:

  • any hours funded under the free early education entitlements
  • plus, any hours funded under extended funded entitlement (for working parents)
  • plus, any additional hours of education funded from other sources such as parents

This data item is not collected from city technology colleges and non-maintained special schools.

This information will allow us to monitor the hours attended at maintained settings on the same basis as private / voluntary / independent provision.

For dual registered pupils, record the actual hours attending each school. The main registration records the hours in education at the main registration. The subsidiary registration records the hours in education at the subsidiary registration.

Hours at setting records the hours in education to 2 decimal places (that is, where a pupil has 10 and a-half-hours, for example, this is recorded as 10.50, with 10 and three-quarter hours being 10.75).

Top-up funding indicator [used for funding]

We are using the top-up funding indicator in the new high needs national funding formula that has been introduced to calculate high needs funding allocation from 2019 to 2020. In addition, we use this indicator for research purposes and to provide bench marking information to local areas.

This is a true / false flag to indicate those pupils on roll for whom the school receives, on census day, high-needs top-up funding - either from a local authority or, in the case of a PRU / AP, a local authority or another school.

Top-up funding is paid outside a maintained school’s budget share or academy’s general annual grant and relates to a pupil or student identified as requiring additional support, which costs more than a specified threshold. In many cases, the period for which top-up funding is paid may not be defined but the top-up funding will - as with the SEN provision to which it relates - be subject to periodic review.

Usually, but not always, the pupils for whom a primary or secondary mainstream school receives top-up funding are those with an education, health and care (EHC) plan. Sometimes local authorities may also provide support for pupils with code ‘K’ - SEN support.

Sometimes, terminology other than high needs top-up funding is used locally. Schools should check with the local authority if they are in doubt about whether payments received from a local authority are high needs top-up funding.

The specified cost threshold for additional SEN support varies according to the type of provision. For primary and secondary mainstream schools and academies, the threshold is £6,000 per pupil per annum in all cases.

Top-up funding is paid in respect of individual pupils whose additional support costs more than this and is for the excess costs over the threshold. However, in the case of all special schools, special academies, special free schools, PRU / AP, the funding they receive is £10,000 per place, and the top-up funding will be for the costs incurred by the school in providing additional support in excess of this funding.

Because the full cost of places in special schools, special academies and special free schools, PRU / AP usually exceeds £10,000, these types of schools will normally receive top-up funding for most, if not all, of the pupils in the school.

Post looked after arrangements [used for funding]

As part of the government’s adoption reform programme we are considering a range of information that will help to inform thinking in relation to post-adoption support. Very little is known about the attainment of children adopted from care because they automatically get a new UPN and we want to have better information, collected via this data item on a voluntary basis, to feed into that process.

Post looked after arrangements collects information regarding children, who – on census day – have left local authority care in England and Wales through adoption, a special guardianship order, a residence order or a child arrangements order. Children who have left care under one of the measures listed above will be eligible for the post looked after element of the pupil premium.

It is for those with parental responsibility (adoptive parents, special guardians and carers of former looked after children on residence / child arrangements orders) to decide if they wish to self-declare their children’s status to schools. Schools should ensure parents and carers are aware of this and that this information is collected to help ensure that the designated teacher for previously looked after children can support those children and the school can attract pupil premium funding to support this cohort. Parents are to provide supporting evidence, for example, a photocopy of the adoption order, and confirm that their child was previously in care in England or Wales.

Parents may conceal sensitive information (for example the name of the birth parents) should they wish.

Schools are reminded that this is particularly sensitive data and of the ongoing need for confidentiality. Schools should ensure that, as for other pupil level data items, they comply with their responsibilities with respect to GDPR when processing this data.

Schools record the information using the following codes. Only one of the values will apply to each pupil and a school’s MIS should provide a default value of N – not declared.

Code Description
‘N’ Not declared
‘A’ Ceased to be looked after through adoption
‘G’ Ceased to be looked after through a special guardianship order (SGO)
‘R’ Ceased to be looked after through a residence order (RO)
‘C’ Ceased to be looked after through a child arrangements order (CAO)

Pupil enrolment status [used for funding]

The pupil enrolment status is recorded within the schools management information system (MIS) using one of the registration codes supplied. It is important that each pupil recorded within the school census be assigned a correct enrolment status. This ensures the pupil is correctly registered at a school in line with the pupil registration regulations.

Pupils recorded as ‘G’ – guest (not a pupil at the school) will not be included in the census return.

The MIS will automatically default the value of this field to ‘C’ - current (single registration at this school).

Sample scenarios of pupil enrolment status are provided to assist, but please note that many of these scenarios will not apply to PRU / AP.

Schools will be aware of the advice on school attendance. Schools should be mindful of the advice on school attendance with respect to dual registration.

Find a code to indicate pupil enrolment status.

Managed moves

Where a pupil is on a managed move, the pupil will be dual registered at the original school and the receiving school. The financial arrangements between the schools are a matter for their mutual agreement, but it is important to be able to identify pupils in this situation.

While the pupil is on a managed move:

  • the original school maintains the pupil’s record with an enrolment status of ‘M’ (current main - dual registration)
  • the receiving school maintains the pupil’s record with an enrolment status of ‘S’ (current subsidiary - dual registration)

When the pupil has ceased to attend one of the schools, that school will, with the agreement of the other school, delete the pupil from the register.

Traveller pupils

A traveller pupil may attend another school during periods when his / her parent(s) is / are travelling in the course of trade or business. To help ensure continuity of education for traveller children, it is expected that the child should attend school elsewhere when their family is travelling and be dual registered at that school and the school which the pupil would normally attend when not travelling.

While the pupil is attending another school:

  • the ordinary school of attendance maintains the pupil’s record with an enrolment status of ‘M’ (current main - dual registration)
  • the receiving school maintains the pupil’s record with an enrolment status of ‘S’ (current subsidiary - dual registration)

Family units

In many areas, early education is being provided in schools whose proprietors also provide wider childcare and / or family support services. Often, the proprietor wishes to maintain a single management information system for all the children it serves and, equally often, it is the school management information system that is used for this purpose.

When submitting information for census purposes, it is important to distinguish between those children who are receiving early education and those who are receiving other services. For:

  • children receiving early education, the school maintains the pupil’s record with an enrolment status of ‘C’ (current - single registration at this school)
  • children receiving childcare provision but not early education the school, maintains the child’s record with an enrolment status of ‘G’ (guest - not a pupil at the school)

Specialised units

In some local authority areas, units have been established in schools to deliver specialised education services for pupils from schools in an extended area, not just the school in which the unit is located. These units often provide support for pupils with special educational needs requirements, commonly with those children who have visual or hearing impairments or have speech and language difficulties.

For a pupil who is receiving education in a specialised unit at another school:

  • the ordinary school of attendance maintains the pupil’s record with an enrolment status of ‘M’ (current main - dual registration)
  • the school in which the unit is located maintains the pupil’s record with an enrolment status of ‘S’ (current subsidiary - dual registration)

Inclusion classes

For pupils with special educational needs, ‘inclusion classes’ have been established where pupils who are registered at a special school are taught in classes located in a mainstream school’s premises. Education is provided, either wholly or partly, by teachers from the special school. These classes are satellite classes of the special school and should not be treated as classes of the mainstream school.

When a pupil is attending an inclusion class:

  • the special school maintains the pupil’s record with an enrolment status of ‘C’ (current - single registration at this school)
  • the mainstream school, maintains the pupil’s record with an enrolment status of ‘G’ (guest - not a pupil at the school)

External candidates

Occasionally, adults are registered at a school for them to enter an examination and, perhaps, receive some level of tuition towards this aim. In such cases the providing school maintains the adult’s record with an enrolment status of ‘G’ (guest - not a pupil at the school).

Approved educational activity

Some schools have registered pupils who attend approved educational activity. An approved educational activity is either: an activity that takes place outside the school premises which is of an educational nature, approved by the school and supervised by someone authorised by the school; or attendance at another school at which the pupil is registered (as set out in regulation 6(4) of the Education (Pupil Registration) (England) Regulations 2006).

When the pupil is attending an approved activity outside the school premises (not at another school) the pupil should be recorded with an enrolment status of ‘C’ (current - single registration at this school).

When the pupil is attending another school, they will be dual registered:

  • the ordinary school of attendance maintains the pupil’s record with an enrolment status of ‘M’ (current main - dual registration)
  • the other school maintains the pupil’s record with an enrolment status of ‘S’ (current subsidiary - dual registration)

Dual registered pupils - hospital special schools

Pupils attending a hospital special school are recorded on the register where they are in education. They are not recorded where they attend the hospital for:

  • hospital check ups
  • day surgery
  • any other form of medical appointment
  • an operation

Where a pupil is registered at a mainstream school and receives education at the hospital special school, the pupil will be dual registered:

  • the mainstream school maintains the pupil’s record with an enrolment status of ‘M’ (current main - dual registration)
  • the hospital special school maintains the pupil’s record with an enrolment status of ‘S’ (current subsidiary - dual registration)

Where a pupil is originally solely registered at the hospital special school and then also begins to attend a mainstream school as part of a reintegration programme, the pupil will be dual registered with the hospital special school holding the ‘main registration’ and the mainstream school holding the subsidiary registration.

Overseas / exchange pupils

Pre-16 overseas or exchange pupils on the school register on census day recorded with an enrolment status of ‘G’ (guest - not a pupil at the school) are not included on the school census returns.

For post-16 overseas or exchange pupils, some students, who are not citizens of the UK or citizens of a European Economic Area (EEA) country, may be eligible to receive public funding. The funding regulations provide full rules that determine which overseas students can be funded.

For post-16 students, there is a distinction between ‘overseas’ and ‘home’ students:

  • overseas students are not eligible to receive public funding and may be charged fees
  • home students are eligible to receive public funding and therefore cannot be charged fees

Overseas students are those students who have tier 4 (student) visas, where receipt of public funds would constitute a breach of the terms of their immigration permission.

For exchange students, the school must be able to evidence that a pupil who would otherwise have attended the school has ‘moved in exchange’ to balance the non-British student attending the school on exchange. If there is a genuine exchange in place, the school can receive funding for the exchange student – with the exception of students with tier 4 visas.

As with pre-16 pupils, post-16 overseas or exchange pupils on the school register on census day are recorded with an enrolment status of ‘G’ (guest - not a pupil at the school) and not included on the school census returns.

Pupil date of entry [used for funding]

We need this data for both on and off roll pupils.

This is the latest date of entry to the current school.

Pupils who transfer from nursery to reception in the same school are not given new entry dates.

Pupils entering year 12 and above from the same school are not removed from the admissions register and are not given a new entry date.

Where a new school replaces an existing school and retains the existing establishment number of the predecessor school, information is returned as if they were a continuing school (they return historic data for the preceding term(s) before conversion). Where this occurs, the date of arrival in school (the entry date) for pupils remains the date at which the pupil joined the original establishment. However, it is important that schools which have a 6th form return historical learning aims from the predecessor school.

Where a new school has been formed as a result of a merger and the establishment number from one of the predecessor schools has been retained, then historic attendance and exclusion data is only returned for those pupils who attended the predecessor school for which the establishment number has been retained.

For example, if the merger was a junior and an infant school and the newly merged school retains the establishment number of the junior school then only those pupils who previously attended the junior school are required to return the attendance and exclusion data from the previous term(s). All the pupils from the predecessor infant school must be provided with a new entry date.

Where a new school opens with a new establishment number all pupils are given a new entry date (the day that they start at the new school) and consequently any historical exclusions and attendance data from predecessor school is not returned for the new establishment.

Pupil date of leaving

We need this data for off roll pupils.

The date the pupil left the current school. This identifies pupils who are no longer on the school’s roll.

Part-time indicator [used for funding]

We need this data for both on and off roll pupils.

This indicates whether a pupil is part-time in education. We consider a pupil full-time where they are in education for 10 sessions per week. A pupil who attends for 9 (or fewer) sessions is part-time. It does not indicate that a pupil is part-time at one or more establishments.

For children in receipt of funded early education (those following the learning and development requirements of the early years foundation stage), a child should only be recorded as full-time where they attend education for 10 sessions per week irrespective of the number of funded and / or extended childcare hours.

Compulsory school-age pupils on a part-time timetable are recorded as full-time with the appropriate absence code used for the sessions they do not attend.

Pupil boarder indicator [used for funding]

We need this data for both on and off roll pupils.

Indicates whether a pupil is a boarder. The MIS automatically defaults the value of this field to ‘N’ - not a boarder.

Find a code to indicate pupils who board.

Pupil’s actual national curriculum year group [used for funding]

We need this data for on roll pupils.

The year group in which the pupil is taught for the majority of their time, irrespective of their chronological age.

Children turning 2 years old fall into the ‘E2’ year group. If they are recorded on the school’s admission register and in receipt of education, they must be included in the census return.

We do not expect any younger children who fall into the ‘E1’ year group to be in receipt of education and should not be on the school’s admissions register. If you need to record children in ‘E1’ within your MIS, you should not include them in your census.

Find a national curriculum year group code.

Pupil SEN provision

The Children and Families Act 2014 replaced Statements of Educational Need (SEN statements) with ‘Education, Health and Care plans’ (EHC plans).

SEN provision is collected for all pupils on roll on census day using the following codes:

  • ‘E’ (education, health and care plan) or
  • ‘K’ (SEN support)

SEN provision at the time of any exclusion will also be collected in all school census collections.

Find a code to indicate pupil SEN provision.

Exclusions

This module contains information on the exclusion records of a pupil. From autumn 2019, data will be collected one term in arrears.

We need this data for both on and off roll pupils.

All items in the pupil identifiers module (except preferred surname) are collected for those pupils no longer on roll but for whom the exclusions module is collected.

Census Exclusions
Autumn 2019 All exclusions with start dates between 2019-01-01 and 2019-08-31
Spring 2020 All exclusions with start dates between 2019-09-01 and 2019-12-31
Summer 2020 All exclusions with start dates between 2020-01-01 and 2020-04-12 (Easter Sunday)

Whilst these dates do not represent real term dates, they will ensure that the vast majority of exclusions for the autumn (terms 1 and 2 for schools with 6 terms) and spring (terms 3 and 4 for schools with 6 terms) terms are picked up for the majority of schools.

Where schools do not use a module in their MIS that records exclusions data, items are to be manually calculated for each pupil and manually added to the census return.

Exclusion category

We need this data for both on and off roll pupils.

For each exclusion, this indicates the type of exclusion:

  • fixed period
  • permanent

Find an exclusion category code.

Exclusion reason

We need this data for both on and off roll pupils.

Some MIS allow schools to enter more than one reason for any exclusion and so they can record a main as well as a secondary reason(s) for any exclusion. For the census, we only need the main reason.

Exclusion reason Description
Bullying verbal, physical, homophobic bullying, cyber bullying
Damage including damage to school or personal property belonging to any member of the school community arson, graffiti, vandalism
Drug and alcohol related alcohol abuse, drug dealing, inappropriate use of prescribed drugs, possession of illegal drugs, smoking, substance abuse
Persistent disruptive behaviour challenging behaviour, disobedience, persistent violation of school rules
Physical assault against adult obstruction and jostling, violent behaviour, wounding
Physical assault against pupil fighting, obstruction and jostling, violent behaviour, wounding
Racist abuse derogatory racist statements, racist bullying, racist graffiti, racist taunting and harassment, swearing that can be attributed to racist characteristics
Sexual misconduct lewd behaviour, sexual abuse, sexual assault, sexual bullying, sexual graffiti, sexual harassment
Theft selling and dealing in stolen property, stealing from local shops on a school outing, stealing personal property (adult or pupil), stealing school property
Verbal abuse/threatening behaviour against adult aggressive behaviour, carrying an offensive weapon, homophobic abuse and harassment, swearing, threatened violence, verbal intimidation
Verbal abuse/threatening behaviour against pupil aggressive behaviour, carrying an offensive weapon, homophobic abuse and harassment, swearing, threatened violence, verbal intimidation

Find an exclusion reason code.

Exclusion start date

We need this data for both on and off roll pupils.

The exclusion start date reflects the date that the head teacher asked the pupil to leave the school. We expect you to have completed all appeals procedures by the time of the return, so only exclusions that have been upheld will be included.

Actual number of sessions excluded from

We need this data for both on and off roll pupils.

For each fixed period exclusion, you should record the actual number of sessions for which the exclusion is in effect.

For fixed period exclusions, each full school day counts as 2 sessions - a half school day counts as 1 session.

You should count exclusions that go across 2 census collection periods as 1 exclusion in the first collection period.

Exclusion sessions only cover the number of sessions the pupil is expected to be at the school. A fixed period exclusion can be discontinuous which means that there can be days between the start and finish dates of the exclusion that are not included as part of the exclusion.

Where a pupil is dual registered, exclusion sessions are not recorded for the day(s) they are attending the other organisation.

For example, a pupil is excluded for 6 sessions starting on a Monday. However, the pupil is registered with another provider on the Wednesday – where no exclusion is in place. This means the pupil is excluded from the school for sessions on Monday, Tuesday and Thursday. The other provider would record the pupil’s attendance on the Wednesday separately.

For the sessions where the school have agreed that the pupil is not attending, you should record these as ‘authorised absence’ and not record the pupil as excluded for these sessions.

For example, a pupil has been excluded for 8 sessions starting on a Tuesday. However, the pupil already has authorised absence for Friday and Monday afternoons. This means the pupil is excluded for all sessions on Tuesday, Wednesday and Thursday, as well as the morning sessions on Friday and Monday.

You should not record exclusions sessions for the day(s) when the pupil is attending an approved educational activity.

For example, a year 10 pupil has been excluded for 6 sessions starting on a Wednesday. However, the pupil attends work experience on a Thursday from which they are not excluded. This means the pupil is excluded from the school for sessions on Wednesday, Friday and Monday.

Days on which there is a planned school closure do not count towards an exclusion.

For example, a pupil has been excluded from a school for 4 sessions starting on a Friday, but the school plans to be closed on the Monday for an INSET day. This means the pupil’s exclusion will include 2 sessions on the following Tuesday, rather than the Monday.

SEN provision at the time of the exclusion

We need this data for both on and off roll pupils.

For each exclusion record returned, the SEN provision at the time of the exclusion must be included:

  • ‘E’ (education, health and care plan)
  • ‘K’ (SEN support)

Exclusion review

Exclusions that have been overturned by the governing body are not counted in national statistics. However, from the 2019 to 2020 academic year, information regarding reviews of head teachers decisions to exclude (which includes the governing board’s review and independent review panels (IRPs)) that occurred in the previous term are to be reported via the school census in the case of permanent exclusions only.

We require this information for both on and off roll pupils.

The first collection of this data will take place in the spring 2020 census for any reviews that took place in the previous autumn term.

No information about the governing board’s review or independent review panels should be returned for fixed period exclusions.

The result of the review of the decision to exclude must be returned. Where the exclusion review has been undertaken by both the governing board and IRP, only the final outcome is to be recorded on the census. Please do not include each stage of exclusion review that took place. For example, where an exclusion was upheld by the initial governing board’s review, but was later reviewed by the IRP, only the result of the IRP’s consideration should be recorded.

Exclusion review date

We need this data for both on and off roll pupils.

The exclusion review date reflects the date of the exclusion review - the date that the final outcome was decided.

Exclusion review result

We need this data for both on and off roll pupils.

You should only return the final outcome of the exclusion review.

Code Exclusion review result
A Exclusion upheld by initial governing board (confirmed)
B Exclusion upheld by governing board after independent review panel recommended governing board to reconsider reinstatement
C Exclusion upheld by governing board after independent review panel directed governing board to reconsider reinstatement
D Exclusion upheld by independent review panel (confirmed)
E Pupil accepted reinstatement after initial governing board
F Pupil accepted offer of reinstatement after independent review panel recommended governing board to reconsider reinstatement
G Pupil accepted offer of reinstatement after independent review panel directed governing board to reconsider reinstatement
H Pupil declined reinstatement after initial governing board
J Pupil declined offer of reinstatement after independent review panel recommended governing board to reconsider reinstatement
K Pupil declined offer of reinstatement after independent review panel directed governing board to reconsider reinstatement

Exclusion reinstatement date

We need this data for both on and off roll pupils.

The exclusion reinstatement date reflects the date the excluded pupil was reinstated at the school following the governing board or IRP’s review of the decision to exclude.

SEN expert requested

We need this data for both on and off roll pupils.

Further to the outcome of a review of the decision to exclude, in the case of an IRP, schools must record if a SEN expert was requested during the review. This should be recorded as ‘Y’ if requested and ‘N’ if not requested.

Home information

We only collect this information if the ‘pupil address type’ is ‘C’ (current) and the pupil is on roll on census day.

Schools can provide us with their addresses in the format their MIS holds the data:

  • BS7666 address format
  • SAON, PAON, post town or other address item
  • address line 1 to 5

Every format requires a postcode.

We expect schools to provide a valid home address for most of their pupils (including boarding pupils).

You should record boarding pupils from abroad using their ‘home’ address as their residence during term time, which may be the school’s address.

If a child has multiple addresses (where the child lives with both parents at different stages of the week) you should supply both addresses.

Whilst every effort must be made to obtain these pupil details, if it is possible to get the address, you should leave these fields blank or add a partial address and ignore the validation errors.

Postcode [used for funding]

The postcode, mandatory for both BS7666 and address line format, is allocated by the post office to identify a group of postal delivery points.

Unique property reference number

A unique property reference number (UPRN) is a unique integer identifier for every address in Great Britain.

The UPRN is a voluntary data item which you may choose to return alongside the full address (in either BS7666 or address line structure).

We do not expect schools to collect, or look up, the UPRN and instead this will be automatically populated within your school system when entering addresses if the OS AddressBase database is used as a reference.

BS7666 format: SAON the secondary addressable object name (SAON), refers to the flat, apartment name, number, or other sub-division of a dwelling.

BS7666 format: PAON the primary addressable object name (PAON), refers to the dwelling name and / or number.

BS7666 format: street refers to the street name / description. Validation will result in a query where there is a dwelling name / number but no street. If the address legitimately has no street, the query is ignored.

BS7666 format: locality refers to a neighbourhood, suburb, district, village, estate, settlement, or parish that may form part of a town, or stands in its own right within the context of an administrative area. Where an industrial estate contains streets, it is defined as a locality in its own right.

BS7666 format: town refers to:

  • a city or town that is not an administrative area
  • a suburb of an administrative area that does not form part of another town
  • a London district

BS7666 format: administrative area refers to a geographic area that may be the highest-level local administrative area for example:

  • county
  • unitary authority

BS7666 format: post town is assigned by the post office, based on the area sorting office.

Termly attendance

The termly report by all schools on attendance – excluding nursery schools who are not required to submit any attendance data via the school census, even where they have pupils aged 4 or 5 years.

Information for a pupil’s attendance during the term preceding the census is collected termly. This may include information for pupils who left the school prior to census day.

Information for each census should be included for pupils who were:

  • for the autumn 2019 census, aged between 4 and 15 as at 2018-08-31 (where date of birth falls between 2002-09-01 and 2013-08-31)
  • for the spring 2020 and summer 2020 censuses, aged 4 to 15 as at 2019-08-31 (where date of birth falls between 2003-09-01 and 2015-08-31)
  • on the school roll for at least one session during the specified term

Attendance data is only required for non-boarder pupils (where pupil boarder indicator is equal to ‘N’).

Collection periods

The period covered by the termly attendance module is from the start of the autumn term (from 1 August) up to, and including, the Sunday before the late spring bank holiday.

Collection Dates
Autumn 2019 Summer term 2018-19 absence data is collected from Easter Monday 2019-04-22 to the Sunday 2019-05-26 before the late spring bank holiday
Autumn 2019 Summer second half-term attendance is collected from the late spring bank holiday Monday 2019-05-27 to 2019-07-31
Spring 2020 Autumn term 2019-20 absence data is collected from 2019-08-01 to 2019-12-31
Summer 2020 Spring term 2019-20 absence data is collected from 2020-01-01 to Easter Sunday 2020-04-12

For schools that use the electronic registration module on their MIS, the census extracts the relevant data for each pupil for each attendance period (term or half term).

Schools that use an electronic registration system that is not integrated with their main MIS (or record attendances in paper registers) extract the relevant data for each pupil included in the census, according to the dates for the appropriate attendance period, and manually add this data to the census return. In this case, absence reporting by reason is not required and schools report on the number of authorised and unauthorised absences for each pupil.

Schools should seek advice from the supplier of their main MIS on how to add data manually for the census return.

Dual registered pupils

To avoid the double counting of attendance and absence for pupils who are registered at more than one school (referred to as ‘dual registered’).

Each school will:

  • record the attendance and absence for the sessions the pupil is required to attend at their school
  • use code ‘D’ (dual registered at another educational establishment) to record all the sessions that the pupil is due to attend at the other school

Attendance code ‘D’ is not collected in the school census, as it is not counted as a possible session.

The number of ‘sessions possible’ for a dual registered pupil against the main school should exclude those when the pupil is due to attend the subsidiary school and vice versa.

Pupils unable to attend school due to exceptional circumstances – code ‘Y’

Attendance code ‘Y’ (unable to attend due to exceptional circumstances – not counted in possible attendances) is collected in the school census but is not counted as part of possible sessions.

Schools will use code ‘Y’ to record the sessions where a pupil is unable to attend because:

  • the school site, or part of it, is closed due to an unavoidable cause
  • the transport provided by the school or a local authority is not available, and their home is not within walking distance
  • a local or national emergency has resulted in widespread disruption to travel, preventing the pupil from attending school

This code can also be used where a pupil is unable to attend because the pupil is in custody and detained for a period of less than 4 months. If the school has evidence from the place of custody that the pupil is attending educational activities then they can record those sessions as code B (present at approved educational activity).

Sessions possible

This records the number of sessions possible for the attendance period (term or half term). There are 2 sessions for each school day (morning and afternoon).

Every pupil aged 4 to 15 (excluding boarders) at the previous 31 August who was on the school roll for at least one session during the specified attendance period (term or half term) should have an entry for the number of possible sessions.

Zero sessions possible

Zero sessions possible are recorded where a dual registered pupil has all their previous attendance (term or half term) for which attendance data is collected at the other registration. For example, where a dual registered pupil has all the attendance at his / her subsidiary registration, the main registration would have zero sessions possible recorded for that period in the census.

Pupils aged 4 years

For pupils aged 4 years, the recorded number of sessions possible are those they are expected to attend and will vary from pupil to pupil and from school to school. Attendance code ‘X’ (non-compulsory school age absence - not counted in possible attendances) is used for sessions when a 4-year-old is not expected to attend – for example, those attending part-time.

Sessions missed due to authorised absence

Authorised absence is an absence that has been authorised by a teacher or other authorised representative of the school. This includes where a parent has provided a satisfactory explanation, for example, illness. Schools can retrospectively authorise an absence.

Sessions missed due to unauthorised absence

Unauthorised absence is an absence without permission from a teacher or other authorised representative of the school. This includes all unexplained or unjustified absences; for example, arriving late for school after the register has closed.

It does not apply to pupils of non-compulsory school age (those aged 4 years).

Pupil absence and attendance codes

This relates to authorised or unauthorised absences for the pupil. Schools will be aware of the full range of absence and attendance codes, which include values for attendance and for approved education activities, as these codes are used by schools MIS when recording pupil attendance.

For pupils aged 4 years, schools are not obliged to use individual absence and attendance codes. If schools do not wish to use these codes, then they should just provide the total number of absences for the attendance period by recording these as sessions missed due to authorised absence. Absences recorded for 4-year-olds will not be treated as ‘authorised’ or ‘unauthorised’ and instead will be reported, and published, as overall absence.

Find a pupil attendance code.

Number of sessions missed

The number of sessions missed for each specified reason for absence. Schools that use electronic registration that is not integrated with their main MIS, or record attendances in paper registers, will manually calculate the number of sessions missed and add to their census return.

Summer half term

Study leave should be used sparingly and only granted to year 11 pupils during public examinations. As study leave is unsupervised, schools must record it as an authorised absence. Study leave is no longer applicable once examinations are concluded.

The official school leaving date is the last Friday in June of the school year in which a child reaches age 16. This means that year 11 pupils must remain on the school roll until Friday 26 June 2020 and you must record their attendance to this date.

Where pupils were born on or after 1999-09-01, they must remain in some form of education or training until their 18th birthday.

Attendance data for the second half of the summer term in respect of pupils aged 15 years old is not published in any national statistics.

Persistent absence methodology

Schools are judged against a persistent absence rate of 10%, and pupils are identified as persistently absent based upon their individual absence level.

Further information on persistent absence methodology is available in the guide to absence statistics.

Formally, if a pupil’s individual overall absence rate is greater than or equal to 10%, they will be classified as a persistent absentee [a pupil’s individual overall absence divided by a pupil’s individual possible sessions] multiplied by 100 must be greater than or equal to 10%.

Pupil referral units

School email address

The email address for official communications must be present and include the character ‘@’. The email address you provide, must be for an account that is used on a regular basis and one that the head teacher has access to, such as, ‘head@’ or ‘office@’. This would not normally be an email address that identifies a particular individual by name. We may use this email address for future correspondence.

Unique pupil number (UPN) [used for funding]

We need this data for both on and off roll pupils.

The UPN is a 13-character code in the format Annnnnnnnnnnn that identifies each pupil.

You should not calculate it manually as the UPN would either be:

  • generated by your management information system (MIS)
  • transferred from another school in a common transfer file (CTF)

A UPN in the format of ‘AnnnnnnnnnnnA’ is a temporary UPN that you should only use as an interim measure. For further information see UPN policy and practice guidance.

Unique learner number (ULN) [used for funding]

We need this data for both on and off roll pupils.

ULNs are mandatory for all pupils on roll aged 14 and over on census day and for pupils no longer on roll who were aged 14 as at their leaving date.

ULNs are assigned to pupils aged 14 or over in publicly funded education and training.

The learning records service (LRS) allocates this number.

If you need to either get a ULN or verify a ULN or make minor updates to a student’s data, you should send a partial CTF from your MIS to LRS using School to School (S2S). You will get a CTF back via S2S with the requested ULNs.

Schools should check with their software supplier if their MIS interacts directly with the LRS system via its application-programming interface (API).

Pupil’s former UPN

We need this data for both on and off roll pupils.

Where a pupil is adopted, a new unique pupil number (UPN) is issued with no link or reference made to their former UPN. You must not add the previous UPN for an adopted pupil in this field. We need this data for both on and off roll pupils.

Where a non-adopted pupil has held another UPN whilst at your school (such as a temporary UPN was allocated, but replaced by a permanent one), you should add the temporary UPN.

Pupil identifiers

You should include in full for each pupil their:

  • surname - the pupil’s full legal surname, as the school believes it to be (schools are not expected to have verified this from a birth certificate or other legal document)
  • forename - in full do not use a shortened or familiar version
  • middle names - in full do not use a shortened or familiar version (leave blank if the pupil doesn’t have a middle name)
  • preferred surname (if applicable for on roll pupils)
  • former surname (if applicable)
  • date of birth - in YYYY-MM-DD format

Gender

We need this data for both on and off roll pupils.

The gender of the pupil in the format of ‘M’ (male) or ‘F’ (female).

You should record gender according to the wishes of the parent and / or pupil.

Individuals are free to change the way their gender is recorded. There is no requirement from us for any legal change or gender recognition certificate and it remains open for the school to amend the gender of any pupil, within their own MIS, at any time.

Language code [used for funding]

We require data on language for all pupils. The school must not ascribe a specific language to the pupil. This information must come from the parent / guardian or pupil.

You should only use codes ENB (not known but believed to be English) and OTB (not known but believed to be other than English) where all the following conditions apply:

  • pupil’s first language is not known with absolute certainty
  • parents have not responded to enquiries
  • school can judge with a high degree of confidence whether the pupil’s language is English or not

Where a parent / guardian or pupil declines to provide a first language, you should record it as ‘REF’ (refused).

Where a pupil’s first language is other than English - that is: where the pupil has been exposed to a language other than English during early development and continues to be exposed to this language in the home or in the community - schools may record specific languages from the extended language codes or continue to use the codes used in CBDS.

Find a language code.

Free school meal eligibility [used for funding]

We need this data for on roll pupils.

To minimise the impact of the rollout of universal credit and the introduction of a net-earned income threshold to determine eligibility for free school meals, transitional arrangements have been put in place to ensure that no pupil loses a meal as a result of these changes.

Transitional protections ensure that any pupil in receipt of free school meals on 31 March 2018 or after, should continue to receive free school meals until the end of the universal credit roll out period, and then until their phase of education ends. This covers until at least Summer 2023 and applies even if their circumstances change and they would no longer meet the eligibility criteria.

You should not enter end dates unless:

  • a parent has said that they do not wish the child to be recorded as eligible for free school meals and receive a free school meal
  • a pupil transfers from another UK country – their non-English free school meals must have an end date
  • a parent notifies the school that their support under the Immigration & Asylum Act 1999 or the pension credit has ended

We use the following 3 data items to collect this information:

  • free school meal eligibility start date
  • free school meal eligibility end date
  • country of UK (this will be system generated and will not require any data entry by schools)

Collection periods

2019 autumn school census started on or before 2019-10-03, where the free school meal end date is either not present or between 2019-05-17 and 2019-10-03 (inclusive)
2020 spring school census started on or before 2020-01-16, where the free school meal end date is either not present or between 2019-10-04 and 2020-01-16 (inclusive)
2020 summer school census started on or before 2020-05-21 where the free school meals end date is either not present or between 2020-01-17 and 2020-05-21 (inclusive)

Where schools have free school meals eligibility flagged for a pupil in their systems, they must ensure their systems include a free school meal start date ready for collection in census and transfer in common transfer files.

You can return multiple free school meals eligibility start and end dates falling within the periods above where applicable.

For example, a pupil had been eligible for free school meals from 1 September until 31 October in a school in Wales and moved to a school in England and claimed eligibility from the 1 November.

For the first period of eligibility enter:

  • free school meal eligibility start date of 2019-09-01 and ‘FSM’ eligibility end date of 2019-10-31 UK country code must be recorded as ‘WLS’

For the second period of eligibility enter:

  • free school meal eligibility start date of 2019-11-01 and no ‘FSM’ eligibility end date, UK country code must be blank or recorded as ‘ENG’

Eligibility for free school meals

Schools should record periods of free school meals eligibility for pupils where a claim has been made by them or on their behalf and either:

  • the relevant local authority / school has confirmed that they are entitled to free school meals
  • the relevant local authority / school has seen the necessary documentation (that confirms entitlement to free school meals

It is not necessary for schools / local authorities to calculate a family‘s annual taxable income. HM Revenue and Customs (HMRC) perform this income calculation and this figure is used to determine free school meal entitlement.

Free school meals eligibility checking service

The free school meals (FSM) eligibility checking service streamlines the FSM eligibility checking process for both local authorities and parents.

Academies are not able to access the service directly. Some academies ask their local authority (often for a fee) to check eligibility via the eligibility checking service on their behalf. The service available, and its cost, varies between local authorities.

School lunches taken [used for funding]

We need this data for on roll pupils.

This data item records whether an infant pupil has taken a school lunch on census day. This may include packed lunches provided by the school to children on school trips.

This data item is collected each term from all schools with an appropriate age range and for the following pupils regardless of whether they are eligible for free school meals:

  • all pupils on roll on census day in reception (NCYearActual equals ‘R’)
  • all pupils on roll on census day in year 1 (NCYearActual equals ‘1’)
  • all pupils on roll on census day in year 2 (NCYearActual equals ‘2’)
  • all pupils on roll on census day aged 4 to 6 not following the national curriculum (NCYearActual equals ‘X’ and pupil born between 2012-09-01 and 2015-08-31 inclusive)

We collect this data each term from all schools and use it to allocate universal infant free school meal funding.

This field may be defaulted to ‘true’ within school systems, to minimise the burden of data entry by schools.

Youth support services agreement

There is a legal requirement under the Education and Skills Act 2008 for schools to pass information on request to the youth support service for pupils in or approaching the age of 13.

The information which schools are required to provide consists of:

  • the names and addresses of pupils and their parents (must be provided to the youth support service)
  • the date of birth of the pupil
  • other information relevant to the provision of youth support services (optional)

Parents – or pupils themselves if aged 16 or over – have the right to object to any information (over and above name, address and date of birth) being shared with the local authority or provider of youth support services. As part of the schools’ privacy notice, you must advise parents / pupils of their right to object. Suggested wording for privacy notices is available in the privacy notice model documents.

You should return the youth support services agreement for all pupils who are aged 12 and above (as at 2019-08-31). If it is not completed the system will default to ‘unsought’.

If the value of ‘No’ is recorded, information beyond name, address and date of birth cannot be shared with the youth support service as the parent and/or pupil has successfully exercised their right to object to the data being shared.

Find a code to indicate youth support.

Service children in education indicator [used for funding]

We collect the service child in education indicator for all pupils on roll on census day.

You must only record this information if it has come from the parent / guardian and / or child. Valid codes are:

  • ‘Y’ (yes)
  • ‘N’(no)
  • ‘R’ (refused)
  • ‘U’ (unknown) to indicate no response given or other reason for no information

This field defaults to ‘N’ so you only need to change it for entries for children from service families.

It is essential that you record this data item correctly on the school census as we use this to determine the pupil premium allocations for schools.

A ‘service child’ has parent(s) – or person(s) with exercising parental responsibility – who is / are service personnel serving:

  • in regular HM Forces military units
  • in full commitment as part of the full-time reserve service
  • in the armed forces of another nation and stationed in England

Reserve units are not classed as the regular armed forces and such pupils are not recorded as service children on the school census. However, where a reserve soldier is acting in a full-time capacity, this is classified as regular service.

The service children indicator is only relevant to children whose parents are designated as personal category 1 or 2. All parents will be aware of their personal category.

Funded entitlement hours [used for funding]

Funded entitlement hours record, for eligible pupils aged 2, 3 and 4 years, the total number of free entitlement to early education funded hours in education provision (following the learning and development requirements of the early years foundation stage) at the school. This information is provided by all schools with relevant age children on roll on census day, except for city technology colleges and non-maintained special schools.

All children become eligible for funded early education from the term following a child’s third birthday irrespective of background or family circumstances (the universal entitlement). A specified subset of disadvantaged 2 year olds also become eligible from the term following a child’s second birthday. Local authorities will confirm which children meet the eligibility criteria should schools not know. Some 3 and 4-year-olds are also eligible for up to an additional 15 hours per week – the extended entitlement.

The table below shows the dates of birth and year groups of children for whom funded entitlement hours are required. Where a child falls into the cohorts listed below but is not in receipt of any funding via the funded early education entitlements, a value of zero is recorded for funded entitlement hours.

Data collected via the spring census is used by us to determine the early years block of the dedicated schools grant allocation that we provide to local authorities to fund their early years providers.

Although not used centrally by us for funding allocations, funded entitlement hours from the autumn and summer census may be used locally by local authorities for funding early education.

Funded entitlement hours contain only the hours the pupil is in education provision and following the learning and development requirements of the early years foundation stage. Such education will follow our statutory guidance for local authorities on early education and childcare and excludes any hours where the pupils are not receiving education or any additional hours that are funded by other means (such as the parent).

Census Date of birth ranges and school type / pupil national curriculum year group Maximum funded entitlement hours
Autumn 2019 Born between 2015-09-01 and 2017-08-31 (inclusive) - all relevant schools and year groups 15 hours
Autumn 2019 Born between 2014-09-01 and 2015-08-31 (inclusive) for pupils in national curriculum year groups ‘E1’, ‘E2’, ‘N1’ and ‘N2’ only 15 hours
Spring 2020 Born between 2015-09-01 and 2017-12-31 (inclusive) - all relevant schools and year groups 15 hours
Spring 2020 Born between 2014-09-01 and 2015-08-31 (inclusive) for pupils in national curriculum year groups ‘E1’, ‘E2’, ‘N1’ and ‘N2’ only 15 hours
Summer 2020 Born between 2015-09-01 and 2018-03-31 (inclusive) - all relevant schools and year groups 15 hours
Summer 2020 Born between 2014-09-01 and 2015-08-31 (inclusive) for pupils in national curriculum year groups ‘E1’, ‘E2’, ‘N1’ and ‘N2’ only 15 hours

Pupils aged 4 at the start of the academic year in ‘reception’ and above are funded as full-time equivalent pupils via the schools block of the dedicated schools grant and therefore funded entitlement hours are not relevant or required for those pupils, as they are not funded via the free entitlement.

For dual registered pupils, record the funded entitlement hours spent in education at each school. The main registration records funded hours in education at the main registration, with the subsidiary recording funded hours in education at the subsidiary registration.

It is important that the funded entitlement hours recorded on the census accurately reflect the hours at the setting to 2 decimal places. It should be noted that this is a decimal of hours and therefore does not record hours and minutes. For example, where a pupil has:

  • 10 and a half hours, this is recorded as 10.50
  • 10 hours and 20 minutes, this is recorded as 10.33 and so on

Extended funded entitlement hours [used for funding]

Extended funded entitlement hours are collected for 3 and 4 year old children, with working parents, who are in education provision (that is, following the learning and development requirements of the early years foundation stage) at the school and on roll on census day.

This data item is not collected from city technology colleges and non-maintained special schools.

As with the funded entitlement hours, extended funded entitlement hours become available – where the parent has a valid 30-hour code – from the term following a child’s third birthday until they reach compulsory school age.

Extended funded entitlement hours are available for pupils aged three and those pupils aged 4 who are in year groups ‘E1’, ‘E2’, ‘N1’ or ‘N2’ only.

Pupils who are in ‘reception’ (or above) are not recorded as receiving the extended funded entitlement as they are in full time education.

As with funded entitlement hours, extended funded entitlement hours are recorded to 2 decimal places and it should be noted that this is a decimal of hours and therefore does not record hours and minutes. For example, where a pupil has:

  • 10 and a half hours, this is recorded as 10.50
  • 10 hours and 40 minutes, this is recorded as 10.67 of extended funded entitlement hours per week (up to a maximum of 15 hours)

Where a child is in receipt of extended funded entitlement hours, the maximum funded entitlement hours allowable is 15 hours. The extended funded entitlement hours field must not include any funded entitlement hours.

30-hour code indicator

The 30-hour code indicator is an 11-digit integer that is required for pupils who claim extended funded entitlement hours. As with the extended funded entitlement hours field, this applies to all 3 year olds and those pupils aged 4 in year groups ‘E1’, ‘E2’, ‘N1’ and ‘N2’ only who are on roll on census day.

This data item is not collected from city technology colleges and non-maintained special schools.

The code confirms the eligibility of working parents to receive the 15 extended funded entitlement hours funding. This is particularly important as parents may split this entitlement between 2 providers.

The code, once issued, remains fixed and refers to a single parent / child combination -where a parent has 2 children, each child will have their own code. However, when the school is presented with the code by the parent, the school must confirm the code’s validity with their local authority.

Where a child transfers school, the local authority must be informed of the transfer.

Foster children are eligible for 30 hours free childcare in certain circumstances. Foster parents do not apply for the extended funded entitlement through the Childcare Service due to the additional eligibility checking steps required. The 30-hour code indicator will be issued by the local authority to the foster parents. Providers will still check the code in the same way as for any other parent taking up 30 hours. It should be noted that although it will still be an 11-digit code, it will begin with a different number to HMRC issued codes. This is to allow local management of the reconfirmation process. Further information about 30 hours free childcare is available in our statutory guidance for local authorities on early education and childcare and our early years entitlements operational guidance.

Disability access fund indicator [used for funding]

The disability access fund (DAF) indicator records whether a 3 or 4 year old child is in receipt of DAF from the local authority.

This data item is not collected from city technology colleges and non-maintained special schools.

Receipt of this funding entitles the child (whilst they are 3 or 4 years of age) to a fixed amount of funding per year from the disability access fund, which is paid direct to the establishment.

To be eligible for disability access funding, the child must be in receipt of:

  • disability living allowance (DLA) and
  • the universal 15 hours entitlement

Pupils who are aged 4 as at the 31 August in reception and above, who are funded via the schools’ block of the dedicated schools grant, are not eligible for DAF funding. Further information on the DAF is available in the early years national funding formula (EYNFF) operational guidance.

The DAF indicator should only be returned for eligible children within the date of birth range, and year groups, outlined below who are on roll on census day.

Census Date of birth ranges and school type / pupil national curriculum year group
Autumn 2019 Born between 2015-09-01 and 2016-08-31 (inclusive) all relevant schools and year groups
Autumn 2019 Born between 2014-09-01 and 2015-08-31 (inclusive) for pupils in national curriculum year groups E1, E2, N1 and N2 only
Spring 2020 Born between 2015-09-01 and 2016-12-31 (inclusive) all relevant schools and year groups
Spring 2020 Born between 2014-09-01 and 2015-08-31 (inclusive) for pupils in national curriculum year groups E1, E2, N1 and N2 only
Summer 2020 Born between 2015-09-01 and 2017-03-31 (inclusive) all relevant schools and year groups
Summer 2020 Born between 2014-09-01 and 2015-08-31 (inclusive) for pupils in national curriculum year groups E1, E2, N1 and N2 only

This indicator should default to ‘0’ or ‘false’ to require a positive input from schools.

Hours at setting [used for funding]

This data item records for pupils aged 2, 3 and 4 years old, the total number of hours they spent in education provision (that is, following the learning and development requirements of the early years foundation stage) at the school irrespective of who funded the hours. It is the total of:

  • any hours funded under the free early education entitlements
  • plus, any hours funded under extended funded entitlement (for working parents)
  • plus, any additional hours of education funded from other sources such as parents

This data item is not collected from city technology colleges and non-maintained special schools.

This information will allow us to monitor the hours attended at maintained settings on the same basis as private / voluntary / independent provision.

For dual registered pupils, record the actual hours attending each school. The main registration records the hours in education at the main registration. The subsidiary registration records the hours in education at the subsidiary registration.

Hours at setting records the hours in education to 2 decimal places (that is, where a pupil has 10 and a-half-hours, for example, this is recorded as 10.50, with 10 and three-quarter hours being 10.75).

Top-up funding indicator [used for funding]

We are using the top-up funding indicator in the new high needs national funding formula that has been introduced to calculate high needs funding allocation from 2019 to 2020. In addition, we use this indicator for research purposes and to provide bench marking information to local areas.

This is a true / false flag to indicate those pupils on roll for whom the school receives, on census day, high-needs top-up funding - either from a local authority or, in the case of a PRU / AP, a local authority or another school.

Top-up funding is paid outside a maintained school’s budget share or academy’s general annual grant and relates to a pupil or student identified as requiring additional support, which costs more than a specified threshold. In many cases, the period for which top-up funding is paid may not be defined but the top-up funding will – as with the SEN provision to which it relates – be subject to periodic review.

Usually, but not always, the pupils for whom a primary or secondary mainstream school receives top-up funding are those with an education, health and care (EHC) plan. Sometimes local authorities may also provide support for pupils with code ‘K’ - SEN support.

Sometimes, terminology other than high needs top-up funding is used locally. Schools should check with the local authority if they are in doubt about whether payments received from a local authority are high needs top-up funding.

The specified cost threshold for additional SEN support varies according to the type of provision. For primary and secondary mainstream schools and academies, the threshold is £6,000 per pupil per annum in all cases.

Top-up funding is paid in respect of individual pupils whose additional support costs more than this and is for the excess costs over the threshold. However, in the case of all special schools, special academies, special free schools, PRU / AP, the funding they receive is £10,000 per place, and the top-up funding will be for the costs incurred by the school in providing additional support in excess of this funding.

Because the full cost of places in special schools, special academies and special free schools, PRU / AP usually exceeds £10,000, these types of schools will normally receive top-up funding for most, if not all, of the pupils in the school.

Post looked after arrangements [used for funding]

As part of the government’s adoption reform programme we are considering a range of information that will help to inform thinking in relation to post-adoption support. Very little is known about the attainment of children adopted from care because they automatically get a new UPN and we want to have better information, collected via this data item on a voluntary basis, to feed into that process.

Post looked after arrangements collects information regarding children, who – on census day – have left local authority care in England and Wales through adoption, a special guardianship order, a residence order or a child arrangements order. Children who have left care under one of the measures listed above will be eligible for the post looked after element of the pupil premium.

It is for those with parental responsibility (adoptive parents, special guardians and carers of former looked after children on residence / child arrangements orders) to decide if they wish to self-declare their children’s status to schools. Schools should ensure parents and carers are aware of this and that this information is collected to help ensure that the designated teacher for previously looked after children can support those children and the school can attract pupil premium funding to support this cohort. Parents are to provide supporting evidence, for example, a photocopy of the adoption order, and confirm that their child was previously in care in England or Wales.

Parents may conceal sensitive information (for example the name of the birth parents) should they wish.

Schools are reminded that this is particularly sensitive data and of the ongoing need for confidentiality. Schools should ensure that, as for other pupil level data items, they comply with their responsibilities with respect to GDPR when processing this data.

Schools record the information using the following codes. Only one of the values will apply to each pupil and a school’s MIS should provide a default value of N – not declared.

Code Description
‘N’ Not declared
‘A’ Ceased to be looked after through adoption
‘G’ Ceased to be looked after through a special guardianship order (SGO)
‘R’ Ceased to be looked after through a residence order (RO)
‘C’ Ceased to be looked after through a child arrangements order (CAO)

Pupil enrolment status [used for funding]

The pupil enrolment status is recorded within the schools management information system (MIS) using one of the registration codes supplied. It is important that each pupil recorded within the school census be assigned a correct enrolment status. This ensures the pupil is correctly registered at a school in line with the pupil registration regulations.

Pupils recorded as ‘G’ – guest (not a pupil at the school) will not be included in the census return.

The MIS will automatically default the value of this field to ‘C’ - current (single registration at this school).

Sample scenarios of pupil enrolment status are provided to assist, but please note that many of these scenarios will not apply to PRU / AP.

Schools will be aware of the advice on school attendance. Schools should be mindful of the advice on school attendance with respect to dual registration.

Find a code to indicate pupil enrolment status.

Managed moves

Where a pupil is on a managed move, the pupil will be dual registered at the original school and the receiving school. The financial arrangements between the schools are a matter for their mutual agreement, but it is important to be able to identify pupils in this situation.

While the pupil is on a managed move:

  • the original school maintains the pupil’s record with an enrolment status of ‘M’ (current main - dual registration)
  • the receiving school maintains the pupil’s record with an enrolment status of ‘S’ (current subsidiary - dual registration)

When the pupil has ceased to attend one of the schools, that school will, with the agreement of the other school, delete the pupil from the register.

Traveller pupils

A traveller pupil may attend another school during periods when his / her parent(s) is / are travelling in the course of trade or business. To help ensure continuity of education for traveller children, it is expected that the child should attend school elsewhere when their family is travelling and be dual registered at that school and the school which the pupil would normally attend when not travelling.

While the pupil is attending another school:

  • the ordinary school of attendance maintains the pupil’s record with an enrolment status of ‘M’ (current main - dual registration)
  • the receiving school maintains the pupil’s record with an enrolment status of ‘S’ (current subsidiary - dual registration)

Family units

In many areas, early education is being provided in schools whose proprietors also provide wider childcare and / or family support services. Often, the proprietor wishes to maintain a single management information system for all the children it serves and, equally often, it is the school management information system that is used for this purpose.

When submitting information for census purposes, it is important to distinguish between those children who are receiving early education and those who are receiving other services. For:

  • children receiving early education, the school maintains the pupil’s record with an enrolment status of ‘C’ (current - single registration at this school)
  • children receiving childcare provision but not early education the school, maintains the child’s record with an enrolment status of ‘G’ (guest - not a pupil at the school)

Specialised units

In some local authority areas, units have been established in schools to deliver specialised education services for pupils from schools in an extended area, not just the school in which the unit is located. These units often provide support for pupils with special educational needs requirements, commonly with those children who have visual or hearing impairments or have speech and language difficulties.

For a pupil who is receiving education in a specialised unit at another school:

  • the ordinary school of attendance maintains the pupil’s record with an enrolment status of ‘M’ (current main - dual registration)
  • the school in which the unit is located maintains the pupil’s record with an enrolment status of ‘S’ (current subsidiary - dual registration)

Inclusion classes

For pupils with special educational needs, ‘inclusion classes’ have been established where pupils who are registered at a special school are taught in classes located in a mainstream school’s premises. Education is provided, either wholly or partly, by teachers from the special school. These classes are satellite classes of the special school and should not be treated as classes of the mainstream school.

When a pupil is attending an inclusion class:

  • the special school maintains the pupil’s record with an enrolment status of ‘C’ (current - single registration at this school)
  • the mainstream school, maintains the pupil’s record with an enrolment status of ‘G’ (guest - not a pupil at the school)

External candidates

Occasionally, adults are registered at a school for them to enter an examination and, perhaps, receive some level of tuition towards this aim. In such cases the providing school maintains the adult’s record with an enrolment status of ‘G’ (guest - not a pupil at the school).

Approved educational activity

Some schools have registered pupils who attend approved educational activity. An approved educational activity is either: an activity that takes place outside the school premises which is of an educational nature, approved by the school and supervised by someone authorised by the school; or attendance at another school at which the pupil is registered (as set out in regulation 6(4) of the Education (Pupil Registration) (England) Regulations 2006).

When the pupil is attending an approved activity outside the school premises (not at another school) the pupil should be recorded with an enrolment status of ‘C’ (current - single registration at this school).

When the pupil is attending another school, they will be dual registered:

  • the ordinary school of attendance maintains the pupil’s record with an enrolment status of ‘M’ (current main - dual registration)
  • the other school maintains the pupil’s record with an enrolment status of ‘S’ (current subsidiary - dual registration)

Dual registered pupils - hospital special schools

Pupils attending a hospital special school are recorded on the register where they are in education. They are not recorded where they attend the hospital for:

  • hospital check ups
  • day surgery
  • any other form of medical appointment
  • an operation

Where a pupil is registered at a mainstream school and receives education at the hospital special school, the pupil will be dual registered:

  • the mainstream school maintains the pupil’s record with an enrolment status of ‘M’ (current main - dual registration)
  • the hospital special school maintains the pupil’s record with an enrolment status of ‘S’ (current subsidiary - dual registration)

Where a pupil is originally solely registered at the hospital special school and then also begins to attend a mainstream school as part of a reintegration programme, the pupil will be dual registered with the hospital special school holding the ‘main registration’ and the mainstream school holding the subsidiary registration.

Overseas / exchange pupils

Pre-16 overseas or exchange pupils on the school register on census day recorded with an enrolment status of ‘G’ (guest - not a pupil at the school) are not included on the school census returns.

For post-16 overseas or exchange pupils, some students, who are not citizens of the UK or citizens of a European Economic Area (EEA) country, may be eligible to receive public funding. The funding regulations provide full rules that determine which overseas students can be funded.

For post-16 students, there is a distinction between ‘overseas’ and ‘home’ students:

  • overseas students are not eligible to receive public funding and may be charged fees
  • home students are eligible to receive public funding and therefore cannot be charged fees

Overseas students are those students who have tier 4 (student) visas, where receipt of public funds would constitute a breach of the terms of their immigration permission.

For exchange students, the school must be able to evidence that a pupil who would otherwise have attended the school has ‘moved in exchange’ to balance the non-British student attending the school on exchange. If there is a genuine exchange in place, the school can receive funding for the exchange student – with the exception of students with tier 4 visas.

As with pre-16 pupils, post-16 overseas or exchange pupils on the school register on census day are recorded with an enrolment status of ‘G’ (guest - not a pupil at the school) and not included on the school census returns.

Pupil date of entry [used for funding]

We need this data for both on and off roll pupils.

This is the latest date of entry to the current school.

Pupils entering year 12 and above from the same school are NOT removed from the admissions register and are not given a new entry date.

Where a new school replaces an existing school and retains the existing establishment number of the predecessor school, information is returned as if they were a continuing school (they return historic data for the preceding term(s) before conversion). Where this occurs, the date of arrival in school (the entry date) for pupils remains the date at which the pupil joined the original establishment.

Where a new school has been formed as a result of a merger and the establishment number from one of the predecessor schools has been retained, then historic attendance and exclusion data is only returned for those pupils who attended the predecessor school for which the establishment number has been retained.

For example, if the merger was a junior and an infant school and the newly merged school retains the establishment number of the junior school then only those pupils who previously attended the junior school are required to return the attendance and exclusion data from the previous term(s). All the pupils from the predecessor infant school must be provided with a new entry date.

Where a new school opens with a new establishment number all pupils are given a new entry date (the day that they start at the new school) and consequently any historical exclusions and attendance data from predecessor school is not returned for the new establishment. However, it is important that schools which have a 6th form return historical learning aims from the predecessor school.

Pupil date of leaving

We need this data for off roll pupils.

The date the pupil left the current school. This identifies pupils who are no longer on the school’s roll.

Part-time indicator [used for funding]

We need this data for both on and off roll pupils.

This indicates whether a pupil is part-time in education. We consider a pupil full-time where they are in education for 10 sessions per week. A pupil who attends for 9 (or fewer) sessions is part-time. It does not indicate that a pupil is part-time at one or more establishments.

For children in receipt of funded early education (those following the learning and development requirements of the early years foundation stage), a child should only be recorded as full-time where they attend education for 10 sessions per week irrespective of the number of funded and / or extended childcare hours.

Compulsory school-age pupils on a part-time timetable are recorded as full-time with the appropriate absence code used for the sessions they do not attend.

Pupil boarder indicator [used for funding]

We need this data for both on and off roll pupils.

Indicates whether a pupil is a boarder. The MIS automatically defaults the value of this field to ‘N’ - not a boarder.

Find a code to indicate pupils who board.

Pupil’s actual national curriculum year group [used for funding]

We need this data for on roll pupils.

The year group in which the pupil is taught for the majority of their time, irrespective of their chronological age.

Children turning 2 years old fall into the ‘E2’ year group. If they are recorded on the school’s admission register and in receipt of education, they must be included in the census return.

We do not expect any younger children who fall into the ‘E1’ year group to be in receipt of education and should not be on the school’s admissions register. If you need to record children in ‘E1’ within your MIS, you should not include them in your census.

Find a national curriculum year group code.

Pupil’s actual national curriculum year on leaving

We need this data for off roll pupils.

The year group in which the pupil was taught for the majority of their time, irrespective of their chronological age, at the date they left the school.

This data is only required from secondary schools with sixth forms, for pupils whom:

  • left the school prior to the autumn census date and
  • post-16 learning aims data is being submitted

Pupil SEN provision

The Children and Families Act 2014 replaced Statements of Educational Need (SEN statements) with ‘Education, Health and Care plans’ (EHC plans).

SEN provision is collected for all pupils on roll on census day using the following codes:

  • ‘E’ (education, health and care plan) or
  • ‘K’ (SEN support)

SEN provision at the time of any exclusion will also be collected in all school census collections.

Find a code to indicate pupil SEN provision.

Exclusions

This module contains information on the exclusion records of a pupil. From autumn 2019, data will be collected one term in arrears.

We need this data for both on and off roll pupils.

All items in the pupil identifiers module (except preferred surname) are collected for those pupils no longer on roll but for whom the exclusions module is collected.

Census Exclusions
Autumn 2019 All exclusions with start dates between 2019-01-01 and 2019-08-31
Spring 2020 All exclusions with start dates between 2019-09-01 and 2019-12-31
Summer 2020 All exclusions with start dates between 2020-01-01 and 2020-04-12 (Easter Sunday)

Whilst these dates do not represent real term dates, they will ensure that the vast majority of exclusions for the autumn (terms 1 and 2 for schools with 6 terms) and spring (terms 3 and 4 for schools with 6 terms) terms are picked up for the majority of schools.

Where schools do not use a module in their MIS that records exclusions data, items are to be manually calculated for each pupil and manually added to the census return.

Exclusion category

We need this data for both on and off roll pupils.

For each exclusion, this indicates the type of exclusion:

  • fixed period
  • permanent

Find an exclusion category code.

Exclusion reason

We need this data for both on and off roll pupils.

Some MIS allow schools to enter more than one reason for any exclusion and so they can record a main as well as a secondary reason(s) for any exclusion. For the census, we only need the main reason.

Exclusion reason Description
Bullying verbal, physical, homophobic bullying, cyber bullying
Damage including damage to school or personal property belonging to any member of the school community arson, graffiti, vandalism
Drug and alcohol related alcohol abuse, drug dealing, inappropriate use of prescribed drugs, possession of illegal drugs, smoking, substance abuse
Persistent disruptive behaviour challenging behaviour, disobedience, persistent violation of school rules
Physical assault against adult obstruction and jostling, violent behaviour, wounding
Physical assault against pupil fighting, obstruction and jostling, violent behaviour, wounding
Racist abuse derogatory racist statements, racist bullying, racist graffiti, racist taunting and harassment, swearing that can be attributed to racist characteristics
Sexual misconduct lewd behaviour, sexual abuse, sexual assault, sexual bullying, sexual graffiti, sexual harassment
Theft selling and dealing in stolen property, stealing from local shops on a school outing, stealing personal property (adult or pupil), stealing school property
Verbal abuse/threatening behaviour against adult aggressive behaviour, carrying an offensive weapon, homophobic abuse and harassment, swearing, threatened violence, verbal intimidation
Verbal abuse/threatening behaviour against pupil aggressive behaviour, carrying an offensive weapon, homophobic abuse and harassment, swearing, threatened violence, verbal intimidation

Find an exclusion reason code.

Exclusion start date

We need this data for both on and off roll pupils.

The exclusion start date reflects the date that the head teacher asked the pupil to leave the school. We expect you to have completed all appeals procedures by the time of the return, so only exclusions that have been upheld will be included.

Actual number of sessions excluded from

We need this data for both on and off roll pupils.

For each fixed period exclusion, you should record the actual number of sessions for which the exclusion is in effect.

For fixed period exclusions, each full school day counts as 2 sessions - a half school day counts as 1 session.

You should count exclusions that go across 2 census collection periods as 1 exclusion in the first collection period.

Exclusion sessions only cover the number of sessions the pupil is expected to be at the school. A fixed period exclusion can be discontinuous which means that there can be days between the start and finish dates of the exclusion that are not included as part of the exclusion.

Where a pupil is dual registered, exclusion sessions are not recorded for the day(s) they are attending the other organisation.

For example, a pupil is excluded for 6 sessions starting on a Monday. However, the pupil is registered with another provider on the Wednesday – where no exclusion is in place. This means the pupil is excluded from the school for sessions on Monday, Tuesday and Thursday. The other provider would record the pupil’s attendance on the Wednesday separately.

For the sessions where the school have agreed that the pupil is not attending, you should record these as ‘authorised absence’ and not record the pupil as excluded for these sessions.

For example, a pupil has been excluded for 8 sessions starting on a Tuesday. However, the pupil already has authorised absence for Friday and Monday afternoons. This means the pupil is excluded for all sessions on Tuesday, Wednesday and Thursday, as well as the morning sessions on Friday and Monday.

You should not record exclusions sessions for the day(s) when the pupil is attending an approved educational activity.

For example, a year 10 pupil has been excluded for 6 sessions starting on a Wednesday. However, the pupil attends work experience on a Thursday from which they are not excluded. This means the pupil is excluded from the school for sessions on Wednesday, Friday and Monday.

Days on which there is a planned school closure do not count towards an exclusion.

For example, a pupil has been excluded from a school for 4 sessions starting on a Friday, but the school plans to be closed on the Monday for an INSET day. This means the pupil’s exclusion will include 2 sessions on the following Tuesday, rather than the Monday.

SEN provision at the time of the exclusion

We need this data for both on and off roll pupils.

For each exclusion record returned, the SEN provision at the time of the exclusion must be included:

  • ‘E’ (education, health and care plan)
  • ‘K’ (SEN support)

Exclusion review

Exclusions that have been overturned by the governing body are not counted in national statistics. However, from the 2019 to 2020 academic year, information regarding reviews of head teachers decisions to exclude (which includes the governing board’s review and independent review panels (IRPs)) that occurred in the previous term are to be reported via the school census in the case of permanent exclusions only.

We require this information for both on and off roll pupils.

The first collection of this data will take place in the spring 2020 census for any reviews that took place in the previous autumn term.

No information about the governing board’s review or independent review panels should be returned for fixed period exclusions.

The result of the review of the decision to exclude must be returned. Where the exclusion review has been undertaken by both the governing board and IRP, only the final outcome is to be recorded on the census. Please do not include each stage of exclusion review that took place. For example, where an exclusion was upheld by the initial governing board’s review, but was later reviewed by the IRP, only the result of the IRP’s consideration should be recorded.

Exclusion review date

We need this data for both on and off roll pupils.

The exclusion review date reflects the date of the exclusion review - the date that the final outcome was decided.

Exclusion review result

We need this data for both on and off roll pupils.

You should only return the final outcome of the exclusion review.

Code Exclusion review result
A Exclusion upheld by initial governing board (confirmed)
B Exclusion upheld by governing board after independent review panel recommended governing board to reconsider reinstatement
C Exclusion upheld by governing board after independent review panel directed governing board to reconsider reinstatement
D Exclusion upheld by independent review panel (confirmed)
E Pupil accepted reinstatement after initial governing board
F Pupil accepted offer of reinstatement after independent review panel recommended governing board to reconsider reinstatement
G Pupil accepted offer of reinstatement after independent review panel directed governing board to reconsider reinstatement
H Pupil declined reinstatement after initial governing board
J Pupil declined offer of reinstatement after independent review panel recommended governing board to reconsider reinstatement
K Pupil declined offer of reinstatement after independent review panel directed governing board to reconsider reinstatement

Exclusion reinstatement date

We need this data for both on and off roll pupils.

The exclusion reinstatement date reflects the date the excluded pupil was reinstated at the school following the governing board or IRP’s review of the decision to exclude.

SEN expert requested

We need this data for both on and off roll pupils.

Further to the outcome of a review of the decision to exclude, in the case of an IRP, schools must record if a SEN expert was requested during the review. This should be recorded as ‘Y’ if requested and ‘N’ if not requested.

Home information

We only collect this information if the ‘pupil address type’ is ‘C’ (current) and the pupil is on roll on census day.

Schools can provide us with their addresses in the format their MIS holds the data:

  • BS7666 address format
  • SAON, PAON, post town or other address item
  • address line 1 to 5

Every format requires a postcode.

We expect schools to provide a valid home address for most of their pupils (including boarding pupils).

You should record boarding pupils from abroad using their ‘home’ address as their residence during term time, which may be the school’s address.

If a child has multiple addresses (where the child lives with both parents at different stages of the week) you should supply both addresses.

Whilst every effort must be made to obtain these pupil details, if it is possible to get the address, you should leave these fields blank or add a partial address and ignore the validation errors.

Postcode [used for funding]

The postcode, mandatory for both BS7666 and address line format, is allocated by the post office to identify a group of postal delivery points.

Unique property reference number

A unique property reference number (UPRN) is a unique identifier for every address in Great Britain.

The UPRN is a voluntary data item which you may choose to return alongside the full address (in either BS7666 or address line structure).

We do not expect schools to collect, or look up, the UPRN and instead this will be automatically populated within your school system when entering addresses if the OS AddressBase database is used as a reference.

BS7666 format: SAON This refers to the flat, apartment name, number, or other sub-division of a dwelling.

BS7666 format: PAON This refers to the dwelling name and / or number.

BS7666 format: street The street name / description. Validation will result in a query where there is a dwelling name / number but no street. If the address legitimately has no street, the query is ignored.

BS7666 format: locality The locality name refers to a neighbourhood, suburb, district, village, estate, settlement, or parish that may form part of a town, or stands in its own right within the context of an administrative area. Where an industrial estate contains streets, it is defined as a locality in its own right.

BS7666 format: town The town name refers to:

  • a city or town that is not an administrative area
  • a suburb of an administrative area that does not form part of another town
  • a London district

BS7666 format: administrative area A geographic area that may be the highest-level local administrative area for example:

  • county
  • unitary authority

BS7666 format: post town Assigned by the post office, based on the area sorting office.

Termly attendance

The termly report by all schools on attendance – excluding nursery schools who are not required to submit any attendance data via the school census, even where they have pupils aged 4 or 5 years.

Information for a pupil’s attendance during the term preceding the census is collected termly. This may include information for pupils who left the school prior to census day.

Information for each census should be included for pupils who were:

  • for the autumn 2019 census, aged between 4 and 15 as at 2018-08-31 (where date of birth falls between 2002-09-01 and 2013-08-31)
  • for the spring 2020 and summer 2020 censuses, aged 4 to 15 as at 2019-08-31 (where date of birth falls between 2003-09-01 and 2015-08-31)
  • on the school roll for at least one session during the specified term

Attendance data is only required for non-boarder pupils (where pupil boarder indicator is equal to ‘N’).

Collection periods

The period covered by the termly attendance module is from the start of the autumn term (from 1 August) up to, and including, the Sunday before the late spring bank holiday.

Collection Dates
Autumn 2019 Summer term 2018-19 absence data is collected from Easter Monday 2019-04-22 to the Sunday 2019-05-26 before the late spring bank holiday
Autumn 2019 Summer second half-term attendance is collected from the late spring bank holiday Monday 2019-05-27 to 2019-07-31
Spring 2020 Autumn term 2019-20 absence data is collected from 2019-08-01 to 2019-12-31
Summer 2020 Spring term 2019-20 absence data is collected from 2020-01-01 to Easter Sunday 2020-04-12

For schools that use the electronic registration module on their MIS, the census extracts the relevant data for each pupil for each attendance period (term or half term).

Schools that use an electronic registration system that is not integrated with their main MIS (or record attendances in paper registers) extract the relevant data for each pupil included in the census, according to the dates for the appropriate attendance period, and manually add this data to the census return. In this case, absence reporting by reason is not required and schools report on the number of authorised and unauthorised absences for each pupil.

Schools should seek advice from the supplier of their main MIS on how to add data manually for the census return.

Dual registered pupils

To avoid the double counting of attendance and absence for pupils who are registered at more than one school (referred to as ‘dual registered’).

Each school will:

  • record the attendance and absence for the sessions the pupil is required to attend at their school
  • use code ‘D’ (dual registered at another educational establishment) to record all the sessions that the pupil is due to attend at the other school

Attendance code ‘D’ is not collected in the school census, as it is not counted as a possible session.

The number of ‘sessions possible’ for a dual registered pupil against the main school should exclude those when the pupil is due to attend the subsidiary school and vice versa.

Pupils unable to attend school due to exceptional circumstances – code ‘Y’

Attendance code ‘Y’ (unable to attend due to exceptional circumstances – not counted in possible attendances) is collected in the school census but is not counted as part of possible sessions.

Schools will use code ‘Y’ to record the sessions where a pupil is unable to attend because:

  • the school site, or part of it, is closed due to an unavoidable cause
  • the transport provided by the school or a local authority is not available, and their home is not within walking distance
  • a local or national emergency has resulted in widespread disruption to travel, preventing the pupil from attending school

This code can also be used where a pupil is unable to attend because the pupil is in custody and detained for a period of less than 4 months. If the school has evidence from the place of custody that the pupil is attending educational activities then they can record those sessions as code B (present at approved educational activity).

Sessions possible

This records the number of sessions possible for the attendance period (term or half term). There are 2 sessions for each school day (morning and afternoon).

Every pupil aged 4 to 15 (excluding boarders) at the previous 31 August who was on the school roll for at least one session during the specified attendance period (term or half term) should have an entry for the number of possible sessions.

Zero sessions possible

Zero sessions possible are recorded where a dual registered pupil has all their previous attendance (term or half term) for which attendance data is collected at the other registration. For example, where a dual registered pupil has all the attendance at his / her subsidiary registration, the main registration would have zero sessions possible recorded for that period in the census.

Pupils aged 4 years

For pupils aged 4 years, the recorded number of sessions possible are those they are expected to attend and will vary from pupil to pupil and from school to school. Attendance code ‘X’ (non-compulsory school age absence - not counted in possible attendances) is used for sessions when a 4-year-old is not expected to attend – for example, those attending part-time.

Sessions missed due to authorised absence

Authorised absence is an absence that has been authorised by a teacher or other authorised representative of the school. This includes where a parent has provided a satisfactory explanation, for example, illness.

Schools can retrospectively authorise an absence.

Sessions missed due to unauthorised absence

Unauthorised absence is an absence without permission from a teacher or other authorised representative of the school. This includes all unexplained or unjustified absences; for example, arriving late for school after the register has closed.

It does not apply to pupils of non-compulsory school age (those aged 4 years).

Pupil absence and attendance codes

This relates to authorised or unauthorised absences for the pupil. Schools will be aware of the full range of absence and attendance codes, which include values for attendance and for approved education activities, as these codes are used by schools MIS when recording pupil attendance.

For pupils aged 4 years, schools are not obliged to use individual absence and attendance codes. If schools do not wish to use these codes, then they should just provide the total number of absences for the attendance period by recording these as sessions missed due to authorised absence. Absences recorded for 4-year-olds will not be treated as ‘authorised’ or ‘unauthorised’ and instead will be reported, and published, as overall absence.

Find a pupil attendance code.

Number of sessions missed

The number of sessions missed for each specified reason for absence. Schools that use electronic registration that is not integrated with their main MIS, or record attendances in paper registers, will manually calculate the number of sessions missed and add to their census return.

Summer half term

Study leave should be used sparingly and only granted to year 11 pupils during public examinations. As study leave is unsupervised, schools must record it as an authorised absence. Study leave is no longer applicable once examinations are concluded.

The official school leaving date is the last Friday in June of the school year in which a child reaches age 16. This means that year 11 pupils must remain on the school roll until Friday 26 June 2020 and you must record their attendance to this date.

Where pupils were born on or after 1999-09-01, they must remain in some form of education or training until their 18th birthday.

Attendance data for the second half of the summer term in respect of pupils aged 15 years old is not published in any national statistics.

Persistent absence methodology

Schools are judged against a persistent absence rate of 10%, and pupils are identified as persistently absent based upon their individual absence level.

Further information on persistent absence methodology is available in the guide to absence statistics.

Formally, if a pupil’s individual overall absence rate is greater than or equal to 10%, they will be classified as a persistent absentee [a pupil’s individual overall absence divided by a pupil’s individual possible sessions] multiplied by 100 must be greater than or equal to 10%.

Post 16 data [used for funding]

Post 16 specific data is made up of a combination of pupil / student level and learning aim data items.

Interactive post-16 school census tool

An updated interactive tool to support the return of accurate post-16 school census data is available. Some schools risk not getting the funding they should because of inaccurate data.

The tool will help schools understand:

  • how their data is used to calculate their post-16 funding
  • how common data errors affect their funding

Business managers and staff responsible for preparing and submitting the autumn school census return will find it useful.

The tool is in an Excel workbook; please ensure that macros are enabled so that the workbook functions properly.

In addition, there are several ESFA post 16 reports available on the COLLECT portal to help institutions return accurate data

Post-16 student data [used for funding]

Recording of planned hours [used for funding]

We need this data for both on and off roll students.

The planned hours the student intends to study are recorded in these fields:

  • planned learning hours (delivery of qualifications)
  • planned employability, enrichment and pastoral house (for all eligible non-qualification activity)

It is the annual planned hours (and not the actual hours studied within the year) that are returned. Returning no planned hours for a 16 to 19 funded student will negatively impact funding. Information on recording planned hours is available on GOV.UK.

All planned hours data are collected and returned by the school that holds the student’s ‘main’ registration. Where a student is dual registered, the school with the ‘main’ registration makes the return.

Planned learning hours [used for funding]

We need this data for both on and off roll students.

The planned learning hours field records the total planned hours, for the student for the current academic year, spent on 16 to 19 funded qualifications only. The value you record is the number of hours as planned at the start of the programme. If the number of planned hours changes later in the year, schools do not need to update the census.

More detailed information on recording planned hours is available on GOV.UK and in the funding regulations guidance.

Planned employability, enrichment and pastoral hours [used for funding]

We need this data for both on and off roll students.

The planned employability, enrichment and pastoral hours field records the total planned hours for the student for the current teaching year.

The value you record is the number of hours planned at the start of the programme.

In most cases, planned hours should not change. Please see the ‘changes to planned hours’ section in the rates and formula guidance for circumstances under which they can.

More detailed information on recording planned hours is available on GOV.UK and in the funding regulations guidance.

Planned learning hours and planned employability, enrichment and pastoral hours – previous year [used for funding]

We need this data for both on and off roll students.

From autumn 2019, the previous year’s planned hours will be collected for all post 16 students who were on roll in the previous academic year and in national curriculum year 12 or above, including those who started at the school after the previous autumn census day.

This will allow institutions to:

  • correct errors in the previous year’s return
  • record information related to the previous year for pupils who started after census day

This information will be collected in the fields:

  • planned learning hours previous year
  • planned employability, enrichment and pastoral hours previous year

For students who were on roll at the time of the previous autumn census, the fields will be automatically populated by your MIS provider using value in systems from the last autumn census return. These fields can be added or corrected, where appropriate, so previous year data is complete and accurate.

Planned hours data should not be changed to reflect actual hours, except in very limited circumstances.

Please see the ‘changes to planned hours’ section in the rates and formula guidance for further information.

Maths and English condition of funding [used for funding]

Students must study maths and/or English as part of their programme in each academic year. This applies to students:

  • aged 16 to 18 and 19 to 25 with an education, health and care (EHC) plan who do not hold a GCSE grade 9 to 4, A* to C (a standard pass grade) or equivalent qualification in these subjects
  • doing a programme of 150 hours or more, which started on or after 1 August 2014

Maths and/or English study is a condition of funding. We will remove funding for students who do not meet the condition.

More information on the condition of funding is available on GOV.UK.

You must complete the following fields:

  • maths/ English GCSE highest prior attainment
  • maths / English GCSE funding exemption

Maths and English GCSE prior attainment [used for funding]

We need this data for both on and off roll students.

The highest GCSE prior attainment (grade achieved) for each student is recorded for maths and English. The grade is used to determine whether a student is required to undertake an approved maths and / or English GCSE or another qualification in order to meet the maths and English condition of funding.

Find a maths and English prior attainment code.

Maths and English GCSE prior attainment – previous year [used for funding]

We need this data for both on and off roll students.

From autumn 2019, the highest prior attainment for the student in the previous academic year will also be collected for all post 16 students who were on roll in the previous academic year and in national curriculum year 12 or above, including those who started at the school after the previous autumn census day.

This will allow institutions to:

  • correct errors in the previous year’s return
  • record information related to the previous year for pupils who started after census day
  • record where the pupil’s status has changed between years

For students who were on roll at the time of the previous autumn census, the fields will be automatically populated by your MIS provider using value in systems from the last autumn census return. These fields can be added or corrected, where appropriate, so previous year data is complete and accurate.

If the student achieves a maths and/or English GCSE during the year, this field does not need to be updated until the start of the following teaching year.

Maths and English GCSE funding exemption [used for funding]

We need this data for both on and off roll students.

The exemptions field records whether the student is exempt from the condition of funding, or whether they have prior attainment that meets the condition of funding by holding UK or overseas equivalent qualifications.

There are only 2 exemptions to the condition of funding:

  • the student has SEN and / or disability, an EHC plan and is assessed as not able to study GCSE or stepping stone qualifications: code ‘L’
  • the student’s overseas qualification is equivalent to GCSE ‘9’ to ‘4’, ‘A*’ to ‘C’ code ‘O’

Students who hold an equivalent UK qualification are recorded with code ‘U’.

From Autumn 2019, students holding a pass grade in functional skills level 2 maths and/or English should be recorded with code ‘F’.

To reduce burdens, systems should default to ‘N’ (no exemption).

From August 2019, students with a prior attainment of a grade 2 or below in maths and/or English can study towards a pass in functional skills level 2 or they can still study towards a GCSE grade 4 to 9. Once they have achieved functional skills, there is no requirement to undertake further maths or English qualifications to meet the condition of funding. Those with a grade 3 must still study GCSE only.

Maths and English GCSE prior attainment year group [used for funding]

We need this data for both on and off roll students.

The census records whether a student has achieved maths and/or English GCSEs at grades ‘9’ to ‘4’, ‘A*’ to ‘C’ by the end of year 11 in the field maths and English GCSE prior attainment year group. This is used to determine whether a student is eligible for block 2 disadvantage funding.

Find a maths and English GCSE prior attainment year group code.

More information on disadvantage block 2 funding is in the funding rates and formula guidance.

Post-16 students who are in full-time employment [used for funding]

We need this data for on roll students.

Under the raising the participation age (RPA) policy post-16 students must be in full-time education/training unless they are in full-time employment (20 hours or more per week). More information on RPA is available on GOV.UK.

Where a young person’s employment hours vary, we consider employment of an average of 40 or more hours over a 2-week period as meeting the requirement. Part-time work (for example a weekend or evening job) is not affected by these requirements. This field indicates students who are in full-time employment and are therefore eligible for part-time education/training.

Post-16 learning aims [used for funding]

We need this data for both on and off roll students.

Secondary schools with sixth forms, all-through schools, pupil referral units, alternative provision academies including free schools, city technology colleges and academies (including free schools) must return this module.

Where a school does not have a sixth form this information is not collected. Learning aims data is used by the Education and Skills Funding Agency (ESFA) to calculate funding allocations.

Whilst students at other schools (such as special schools or middle-deemed secondary schools) may undertake learning aims, information about those learning aims are not collected as part of the school census.

Schools must only include post 16 data, including learning aims for those students who have (or had at the time of the learning aims) current or main registration at the school. For dual registered students, funding is allocated to the main school. All post 16 data including learning aims for dual registered students must be returned by the school that holds the student’s main registration (the main school returns the learning aims being taken at both the main and subsidiary schools). Subsidiary schools do not submit learning aims in respect of students with subsidiary registration.

Re-sits and re-takes

A re-sit occurs when an examination is taken again but the student does not attend regular lessons for the course (attendance at revision classes may occur). Information in relation to re-sits is not required for the purposes of this collection and therefore must not be returned by schools.

A re-take occurs when a student is retaking a complete qualification, including attendance at regular classes, and this will be treated in the same manner as any other course and recorded as a new learning aim. For a student for whom the maths and English condition of funding applies, in order to compliant with the funding conditions they must be re-taking a English and/or maths qualification. Unless the reasons for the student re-taking are exceptional because of circumstances outside either the student’s or school’s control – or to undertake the mandatory re-take of Maths and/or English qualification - it must not be included in planned hours as it will not be funded.

Learning aims to be included [used for funding]

Learning aims are returned in the autumn school census for any students who:

  • were on roll at the school at any point between 2019-08-01 and census day
  • were in actual national curriculum year group 12 or above in that period, regardless of their age
  • the school wishes to claim 16 to 19 funding from the ESFA for

Learning aims that were taken in the previous academic year are collected for any students who:

  • have been on roll in the school at any point between 2018-08-01 and 2019-07-31
  • were in actual national curriculum year group 12 or above in that period, regardless of their age
  • the school wishes to claim 16 to 19 funding from the ESFA for

This may include students who have left school prior to the autumn census day.

For information on which students are eligible for 16 to 19 funding, see the ESFA’s funding regulations guidance.

With the exception of GCSE maths and English leading to a ‘9’ to ‘4’, ‘A*’to ‘C’ grade for those students who have yet to attain that level, resits and retakes are generally not eligible for funding and must not be included as aims or in the planned hours recorded. Further guidance on re-takes and re-sits is in the funding regulations guidance.

Where students move between year groups during an academic year, it may not be possible for a school’s MIS to automatically identify the appropriate students or learning aims that need to be included in the school census return. In such cases, advice should be sought from the software provider and the school may need to make its own judgements according to the criteria set out above to decide whether the student and the learning aims should be included in the school census return.

Processes for recording learning aims] [used for funding]

Prior to or at the start of the academic year

Before recording details of learning aims for individual students, we recommend that schools produce a list of the qualifications that they will be providing. This school list will then be used for allocating specific learning aims to students. This list should only contain qualifications that are valid for the academic year in question (qualification validity dates are shown in QWS and LARS) as invalid qualifications can result in negative impacts on your 16 to 19 funding.

Each qualification in the school list is identified by:

  • a qualification number (QN)
  • a subject classification code (SCC)
  • a learning aim start date (the date the learning activities for the qualification will start for each student – students may have differing start dates for the same learning aim)
  • a learning aim planned end date (the date the learning activities for the qualification are planned to end for each student – students may have differing end dates for the same learning aim)

‘Learning activities’ includes any examination or other method of assessment.

Schools will need to use the QN Web Services website (QWS) to identify the correct QN and SCC for each learning aim.

QNs are available for the overall International Baccalaureate (IB) and for each component (subject) qualification. When students take the full IB, schools must record the QN for the whole qualification, and not the QNs for the individual components. When students are only taking components of the IB, but not the whole qualification, schools must return the QNs for those components.

The IB Organisation also offer the International Baccalaureate career-related certificate. This can include components from other awarding organisations. Schools return the overall QN, along with the QNs for components offered by non-IB awarding organisations.

At the start of the academic year

At the beginning of the academic year, schools enter details for each learning aim undertaken by a student, using the school list described above. This includes those courses starting in the current and those continuing from the previous academic year(s).

Schools identify and record the core learning aim (the principal or most important qualification) for students undertaking a vocational study programme. There is one core aim per student, per academic year. There is more information on the core aim on GOV.UK and in the funding rates and formula guidance.

Throughout the academic year

Throughout the academic year, schools update the actual end date and status of the learning aim as appropriate.

When the learning aim status is continuing (the default value), the learning aim actual end date is left blank. When the student has completed, withdrawn or transferred from the learning aim, the learning aim actual end date reflects the date the status changed.

For the autumn school census

Schools must ensure that records are up to date and include all learning aims in scope.

Performance measures for all qualifications are calculated according to the planned end date. Where a student continues their study beyond the planned end date entered at the start of the learning aim, schools must not change the planned end date.

Learning aims submitted in error

Any learning aims that were active at any point during the current or previous academic year – that have been submitted in error during a previous census must not be returned in the current census.

In such situations, schools are required to keep their local management information system up to date with the correct learning aims information with only the correct learning aims being returned in the next census. See example below for further details.

Example ‘A’: correcting the recording of an incorrect learning aim in a previous census

During the 2018 autumn school census, the following learning aim was submitted as being undertaken during the 2016 to 2017 academic year:

  • qualification number equals Z9999999
  • subject classification code equals 1234
  • learning aim start date equals 2018-09-01
  • learning aim planned end date equals 2019-07-31
  • learning aim actual end date equals NULL (as aim not completed as at 2018 autumn census)
  • learning aim status equals ‘1’ - the learner is continuing or intending to continue the learning activities leading to the learning aim

Following completion of the 2018 autumn census, the school subsequently discovered that they recorded the incorrect subject classification code for this learning aim – this should be 4321 rather than 1234.

To correct this error the school must update the learning aim in their system with the correct details (either by amending the existing aim or by deleting the incorrect aim and creating a new one) and only the correct aim must be returned in the following census.

In this example, the correct aim was completed on 2019-07-31 and therefore the following information would be returned in the 2019 autumn census:

  • qualification number equals Z9999999
  • subject classification code equals 4321
  • learning aim start date equals 2018-09-01
  • learning aim planned end date equals 2019-06-310
  • learning aim actual end date equals 2019-07-31
  • learning aim status equals ‘2’ - the learner has completed the learning activities leading to the learning aim

Example ‘B’: correcting the recording of a learning aim that was never started by the student

During the 2018 autumn school census, the following learning aim was submitted as being undertaken during the 2018 to 2019 academic year:

  • qualification number equals Z9999999
  • subject classification code equals 1234
  • learning aim start date equals 2018-09-01
  • learning aim planned end date equals 2019-07-31
  • learning aim actual end date equals NULL (as aim not completed as at 2018 autumn census)
  • learning aim status equals ‘1’ - the learner is continuing or intending to continue the learning activities leading to the learning aim

Following completion of the 2018 autumn census, the school subsequently discovered that they incorrectly recorded the learning aim, as the student did not start the course.

To correct this error the school must delete the learning aim in their system and ensure that only the correct aims are returned in the following census.

As the autumn census drives funding it is important that this amendment is made before the final submission of the autumn return. Failing to correct this error may also affect the school’s combined completion/attainment and retention measures.

Qualification numbers and subject classification codes [used for funding]

We need this data for both on and off roll students.

Every course leading to a qualification that is funded for schools in England has a qualification number (QN) and subject classification code (SCC).

You can find a list of QNs (with associated data) on the QN Web Services (QWS) website. Schools must only return valid qualification numbers and should check they have the latest version downloaded to their MIS.

SCCs identify pathways within a qualification. Some qualifications use different discount codes / subject classification codes for KS4 and for post-16. The discount codes on GOV.UK will show the KS4 code and the post-16 code. This may be useful if your MIS is trying to match awarding organisation data to learning aims data.

If this causes you any difficulty, you should contact your software supplier. They should be able to advise on the best course of action. If in doubt, use the QWS discount code.

QN validity

Qualifications are available for a limited period. The ESFA list of qualifications approved for funding 14 to 19 is a downloadable list of qualifications that the Secretary of State for Education has approved for teaching to young people. Each qualification has an approval start date and an approval end date listed, along with the certification end date set by the awarding organisation.

QWS also lists approval start and end dates. Students must not start on any course after the approval end date has passed, unless they are re-sitting the course. For re-sits, the final assessment or examination must be taken before the certification end date.

When schools want to use a QN that has an approval end date in the near future, they must check with awarding organisations to find out whether the qualification is being extended or replaced.

Some qualifications are approved on the ESFA list of qualifications approved for funding 14 to 19 but are not eligible for 16 to 19 funding. You can check which qualifications are valid for funding using the Learning Aims Reference Service (LARS). Qualifications valid for ESFA 16 to 19 funding have their availability showing under the category ‘16-19 ESFA‘.

If you come across discrepancies that prevent you from correctly returning data in the census, please use the service request form to report these.

Learning aim start date [used for funding]

We need this data for both on and off roll students.

The date the student began the learning activity. This must not be later than census day. When a student has no learning aim start date, this will affect funding.

Learning aim planned end date [used for funding]

We need this data for both on and off roll students.

The planned end date is the date the student plans to complete the learning aim. If the student completes the learning aim before or after this date, you must not change the planned end date. You should only change the planned end date to correct a recording error.

The planned end date must not be more than 5 years after the start date.

Learning aim actual end date [used for funding]

We need this data for both on and off roll students.

The date that the student completed the learning activities or the date they withdrew or transferred from the learning activities.

Unless a student has completed, withdrawn or transferred to another learning aim prior to census day, you should leave this blank.

If you provide an actual end date, the learning aim status cannot be continuing (code ‘1’).

If the learning aim status is anything other than continuing (code ‘1’) this date must be completed.

Learning aim status [used for funding]

We need this data for both on and off roll students.

This gives the status of the learning aim at the time of the autumn census. There are 4 possible values.

Code Description
1 Learner is continuing or intending to continue the learning activities leading to the learning aim.
2 Learner has completed the learning activities leading to the learning aim.
3 Learner has withdrawn from the learning activities leading to the learning aim.
4 Learner has transferred to a new learning aim. That is, the learner has withdrawn from this learning aim and has started studying for another learning aim within the same provider.

Core aim [used for funding]

We need this data for both on and off roll students.

In this field, we need the core aim within a vocational 16 to 19 funded study programme only. If a student follows an academic programme, schools must not record a core aim.

More information on choosing a core aim is available on GOV.UK and in the funding rates and formula guidance.

Sub-contracting partner UKPRN

We need this data for both on and off roll students.

The sub-contracting partner UKPRN is recorded for all learning aims that are sub-contracted to a third-party organisation where the education provision will be paid for with ESFA 16 to 19 funding through a contractual arrangement.

Schools must record the UK provider registration number (UKPRN) against the learning aim(s) that are sub-contracted to the partner organisation.

Learning aim withdrawal reason

We need this data for both on and off roll students.

You should select the reason that most closely matches the reason for the student leaving the course. You can only select one reason.

Find a withdrawal reason code.

Unless a student has withdrawn from the learning aim prior to census day, the learning aim withdrawal reason is left blank.

Traineeships [used for funding]

We need this data for both on and off roll students.

Traineeships are programmes that prepare young people for employment so that they are able to progress successfully to apprenticeships or other sustainable jobs. If a traineeship programme includes work experience that must be the core aim. Further guidance on traineeships is available on GOV.UK.

The traineeship indicator is set against each of the student’s learning aims. The default is set to ‘false’ (or ‘0’), and any learning aim that is part of a traineeship programme is recorded as ‘true’ (or ‘1’).

Where learning aims from a previous academic year contribute to a traineeship, you do not need to flag them retrospectively.

Recording A levels

Linear A-levels were introduced in August 2015 for a number of subject areas. The AS is decoupled from the A-level, which means that AS marks will not count towards the A-level. Learners do not need to enter for an AS level in order to pursue a subject to A-level. More information on reformed A-levels is available on GOV.UK.

With linear qualifications, schools can choose between 3 approaches.

  1. A learner studying for an A-level who does not intend to sit the AS-level: the school records the A-level for the first year with a learning aim planned end date reflecting the planned 2-year length of the course. For example, for a student starting an A-level in September 2019 the start date will be 2019-09-01 and the planned end date will be 2021-07-31.

  2. A learner planning to take the AS-level as well as for the A-level: the school records the AS-level for the first year with a learning aim planned end date reflecting the planned one-year length of the course. For example, for a student starting an AS-level in September 2019 the start date will be 2019-09-01 and the planned end date will be 2020-07-31. When the learner goes on to the A-level in 2020, the school must record the A-level as a one-year course (the start date will be 2020-09-01 and the planned end date will be 2021-07-31).

  3. A learner who is only planning to complete the AS-level: the school records the AS-level with a start date of 2019-09-01 and a planned end date of 2020-07-31. If the learner decides to go on to do the A-level as well, the A-level must be recorded in 2020, as in the scenario above.

In all cases, providers must accurately record the learning aim that a learner is working towards.

There is no funding implication. 16 to 19 funding is based on the planned hours for the student’s programme each year. As long as the planned hours accurately record the student’s planned activity, the funding will be correct.

Transfers and withdrawals

Where a learner changes the AS or A-level learning aim that they are working towards, or withdraws from the learning aim, this must be recorded in the usual way on the school census.

Recording industry placements [used for funding]

Industry placements will form an integral part of the T Level programme from 2020. Students will be unable to complete the T Level, unless they have undertaken an industry placement.

Some schools will be in receipt of industry placement capacity and delivery fund to help deliver external industry placements in preparation for the introduction of T Levels.

Funding requirements

For schools in receipt of industry placement capacity and delivery fund, placements must meet the following criteria to count for funding:

  • the student must be following a level 2 or level 3 programme
  • the student must be full-time (bands 5 or 4A)
  • the student must follow a vocational programme that is not based around applied general qualifications (such as BTECs)
  • the placement must be a single, continuous, placement (at the same employer) of at least 45 days duration and a minimum of 315 hours
  • the industry placement must be occupationally specific to the course the student is undertaking
  • the placement must be with an external employer

Recording industry placements

Schools record industry placements using one of the 16 industry placement learning aims. These record the number of hours in the work placement.

Industry placement Number of hours in placement
Band 1 315 to 329
Band 2 330 to 344
Band 3 345 to 359
Band 4 360 to 374
Band 5 375 to 389
Band 6 390 to 404
Band 7 405 to 419
Band 8 420 to 434
Band 9 435 to 449
Band 10 450 to 464
Band 11 465 to 479
Band 12 480 to 494
Band 13 495 plus

Qualification numbers are available in QWS to allow the recording of industry placements.

Early years

Schools with funded onsite early years provision make their return via either the school census or the early years census, but not both.

Registered pupils of a school (2, 3 and 4-year-olds depending on the statutory age range of the school)

Enter these children on the school census.

Children (aged 2, 3 and 4) who attend a separate Ofsted registered PVI provider on a school site

Enter these children on the early years census.

Children attending provision provided by the school governing body under Section 27 of the Education Act 2002 - s27 (governor run) or provision which is run / managed by an academy or academy trust under charitable objectives

Enter registered pupils of the school on the school census (can include 2 year olds if the school’s statutory age range covers 2-year-olds).

Enter children who are not registered pupils of the school on the early years census.

However, if a child’s free entitlement is split between more than one place, they may appear on the 2 different censuses depending on where and how the pupil is registered.

We would expect that local authority contacts cross-check their early years census and school census returns where possible to ensure there are no duplicates before submission.

Ministry of Defence schools

We would like these schools to complete the census, but they do not have to.

Registered independent schools

These schools do not complete the census. They complete the school level annual school census instead.

General hospital schools

These schools do not complete the census. They complete the school level annual school census instead.

Alternative provision

Alternative provision should be recorded on the school census if it takes place in:

  • a pupil referral unit
  • an alternative provision academy
  • an alternative provision free school
  • an early years setting (private, voluntary and independent)

Separate requirements and guides are issued for the early years census and alternative provision census.