{ "title": "School years don’t wait for paperwork", "publication": "2026-11-01", "version": 2, "charts": [ { "kind": "line", "title": "HOW OFTEN DOES\nTHE PLAN ARRIVE ON TIME?", "series": [ { "label": "Plans within 20 weeks", "points": [ { "x": 2019, "y": 60.4, "label": "2019" }, { "x": 2020, "y": 58.0, "label": "2020" }, { "x": 2021, "y": 59.9, "label": "2021" }, { "x": 2022, "y": 49.2, "label": "2022" }, { "x": 2023, "y": 50.3, "label": "2023" }, { "x": 2024, "y": 46.4, "label": "2024" }, { "x": 2025, "y": 46.1, "label": "2025" } ] } ], "unit": "%", "footer": "England • 2019–2025 • new education, health and care plans, ages 0–25; exceptions excluded.", "breaks": [], "sources": [ { "sha256": "e2d2c5ea166426072a3aea5d03bddd0fbdcf3498c115aaba24d9457232455a2c", "url": "https://explore-education-statistics.service.gov.uk/find-statistics/education-health-and-care-plans", "note": "" } ] }, { "kind": "bars", "title": "DO PARENTS\nEXPECT TO BE HEARD?", "rows": [ { "label": "Primary parents", "value": 80.36491350005603 }, { "label": "Secondary parents", "value": 72.23322435690702 } ], "unit": "%", "footer": "England • May–Jun 2025 • parents in mainstream state schools, n=2,832; not all have a child with special needs.", "survey": true, "sources": [ { "sha256": "84eaa66c56f0dd0fb7a36bc7939f51df3a0d51f33ac82d3831e7da36e8717442", "url": "https://www.gov.uk/government/publications/parent-pupil-and-learner-voice-omnibus-surveys-for-2024-to-2025/parent-pupil-and-learner-voice-may-2025", "note": "" }, { "url": "https://www.gov.uk/government/publications/parent-pupil-and-learner-voice-omnibus-surveys-for-2024-to-2025/parent-pupil-and-learner-voice-may-2025", "retrieved": "2026-11-01", "sha256": "f633b21eee0504d354b3a281aa44a614654091fc6a805db3d46f6efba3c33612", "method": "DfE parent survey, England mainstream school parents, 21 May–13 June 2025, base 2,832. Confidence the school listens about possible special educational needs: primary 80.36%, secondary 72.23%. Respondents are not necessarily parents of children with SEND. Confidence is not evidence of delivered provision." } ] }, { "kind": "line", "title": "MISSING SCHOOL\nMEANS MISSING LEARNING", "series": [ { "label": "Persistent absence", "points": [ { "x": 2006, "y": 19.3, "label": "2006/07" }, { "x": 2007, "y": 18.5, "label": "2007/08" }, { "x": 2008, "y": 18.5, "label": "2008/09" }, { "x": 2009, "y": 17.4, "label": "2009/10" }, { "x": 2010, "y": 16.3, "label": "2010/11" }, { "x": 2011, "y": 13.5, "label": "2011/12" }, { "x": 2012, "y": 13.6, "label": "2012/13" }, { "x": 2013, "y": 10.7, "label": "2013/14" }, { "x": 2014, "y": 11.0, "label": "2014/15" }, { "x": 2015, "y": 10.5, "label": "2015/16" }, { "x": 2016, "y": 10.8, "label": "2016/17" }, { "x": 2017, "y": 11.2, "label": "2017/18" }, { "x": 2018, "y": 10.9, "label": "2018/19" }, { "x": 2020, "y": 12.1, "label": "2020/21" }, { "x": 2021, "y": 22.5, "label": "2021/22" }, { "x": 2022, "y": 21.2, "label": "2022/23" }, { "x": 2023, "y": 20.0, "label": "2023/24" }, { "x": 2024, "y": 18.1, "label": "2024/25" } ] } ], "unit": "%", "footer": "England • 2006/07–2024/25 • from 2015/16: missing ≥10%; earlier thresholds differ.", "breaks": [ 2015, 2020, 2021 ], "sources": [ { "sha256": "261e6eb231a08c935cde64f4ddf80355980269d22ed36db1ae838ac1a20f1e77", "url": "https://explore-education-statistics.service.gov.uk/", "note": "" } ] }, { "kind": "bars", "title": "THE GAP WITHIN\nTHE SAME SYSTEM", "rows": [ { "label": "Disadvantaged pupils", "value": 27.5 }, { "label": "Other pupils", "value": 54.3 } ], "unit": "%", "footer": "England • 2025/26 provisional • grade 5+ in both English and maths; gap 26.8 percentage points.", "sources": [ { "url": "https://explore-education-statistics.service.gov.uk/find-statistics/key-stage-4-performance/2025-26", "note": "2025/26 provisional 27.5% / 54.3%; 2024/25 final 25.8% /53.1%; differences 26.8/27.3 points. See retained initial-series research/education.md and published DfE tables." } ] }, { "kind": "bars", "title": "A SMALLER GAP.\nSTILL A LARGE ONE.", "rows": [ { "label": "2018/19", "value": 25.2 }, { "label": "2024/25 final", "value": 27.3 }, { "label": "2025/26 provisional", "value": 26.8 } ], "unit": " points", "footer": "England • difference in strong English-and-maths pass rates, not the disadvantage gap index.", "sources": [ { "url": "https://explore-education-statistics.service.gov.uk/find-statistics/key-stage-4-performance/2025-26", "note": "2025/26 provisional 27.5% / 54.3%; 2024/25 final 25.8% /53.1%; differences 26.8/27.3 points. See retained initial-series research/education.md and published DfE tables." } ] }, { "kind": "dots", "title": "G7 MATHS SCORES:\nCONTEXT, NOT A LEAGUE", "rows": [ { "label": "Canada*", "value": 496.9478944357039, "se": 1.5618041791862418, "highlight": false }, { "label": "France", "value": 473.9444184205984, "se": 2.4889736450946547, "highlight": false }, { "label": "Germany", "value": 474.82645390785706, "se": 3.0648044725406103, "highlight": false }, { "label": "Italy", "value": 471.2594754762866, "se": 3.0933882304626166, "highlight": false }, { "label": "Japan", "value": 535.5793059957158, "se": 2.9338277779405133, "highlight": false }, { "label": "UK*", "value": 488.9750850657636, "se": 2.217951134425657, "highlight": true }, { "label": "US*", "value": 464.88804301212303, "se": 4.0067230940460865, "highlight": false } ], "unit": "points", "footer": "PISA 2022 • age 15 • approximate 95% error bars. * Canada, UK, US: sampling cautions; not school-quality rankings.", "survey": true, "sources": [ { "url": "https://stat.link/xmrlsh", "note": "OECD PISA 2022 Table I.B1.2.1. Mathematics points, age 15. Alphabetical comparisons, not ordinal rankings. Canada, UK and US have sampling cautions. Error bars are approximate 95%: mean ±1.96 standard errors; sampling bias is not covered.", "sha256": "65f9d87ecb303b01894f35f4984ace3f0a53e63be5a85091b99e5d4eccb29d3d" } ] } ], "publishedCases": [ { "label": "Delayed education and support — Ombudsman decision, 2025", "url": "https://www.lgo.org.uk/decisions/education/special-educational-needs/24-021-977" } ], "interpretation": "Survey feelings, measured outcomes and individual published cases are distinct evidence. Connections are not quantified causal effects. Historical dates and methodological breaks are retained. Builder checks are not independent analytical assurance." }