School and pupil census

The school census is a statutory return which takes place during each term and covers all maintained schools, academies, free schools and pupil referral units.

Census dates for 2025-2026

• Autumn 2025: Census Date: 2 October 2025 (submit by 3 October 2025)
• Spring 2026: Census Date: 15 January 2026 (submit by 16 January 2026)
• Summer 2026: Census Date: 21 May 2026 (submit by 22 May 2026)

Schools are required to upload, cleanse and submit their census return file directly onto the Department of Education COLLECT website on or before the above 'submit by' date. However, while the 'submit by' day is the final deadline, please can returns be uploaded as soon as possible after the census date.

If you are unable to submit your return by this date you must inform the intelligence and analytics team, email [email protected].

Important - errors and queries

Even though your management information system (MIS) indicates there are no errors or queries you may still have errors or queries in COLLECT. You should upload your file to COLLECT as early as possible and check for any unexpected errors or queries, to allow time to resolve them before the census approval deadline.

All errors must be resolved. All queries must be investigated and resolved with appropriate notepad entries where necessary. This is the area of Census where most problems occur, so please refer to the 'Dealing with errors and queries' section on the  page.

Guidance

• Preparation and readiness for school census (PDF, 720 KB)
• DfE website

Important Dates:

LA Maintained Schools

Must upload and submit to COLLECT no later than Friday 22 May 2026. Any LA Maintained school that cannot meet this deadline must email the Insight & Analytics Team (I&A) at [email protected]. It is requested that schools submit their data as soon as they can after the Census day on Thursday 21 May 2026 so we can begin work on any errors or queries to resolve in time for the approvals deadline on Wednesday 17 June 2026. As well as being the final submission deadline, this is also a deadline for us to get the data approved by.

Academies

Please note that the Local Authority (LA) is not able to see or assist with your School Census. Academies with any questions relating to completing the school census should contact the DfE (Department of Education) Helpdesk via DfE Data Collections Service Request Form
 

Why is this Census Important?

The census is a key source of data used to calculate schools' funding. It is essential that all schools complete the census accurately and in a timely manner to ensure they are funded correctly. Failure to do so could result in a school missing out on funding to which it is entitled or receiving more funding than it is due and having to repay any overpayment.

DfE Sign in

Please remember to check you can login to COLLECT before Census day, using the following link: https://services.signin.education.gov.uk/  

Help and guidance from Department of Education

The Department of Education (DfE) produce a comprehensive web-based manual for the school census. These web pages include general guidance, recommended notepad entries and technical specifications which are all located on their help pages here: Complete the school census (opens new window).

If you have a query about data collections, use the DfE data collections service request form (opens new window).

Management Information System (MIS)

Most software providers will have their own guidance documents to assist you in running the school census module and producing the XML file.

For any issues relating to your MIS, contact your provider directly as the census team can't provide support for your system.

Dealing with errors and queries

After uploading your return, you must check to see if there are any errors and queries on your return. This must be checked within COLLECT, even if your MIS does not show any errors or queries. To check for errors and queries you will need to open your return and select the 'all errors' button.

The DfE will not approve any returns where there are unresolved errors and queries.

The majority of errors require data to be amended and a new file uploaded. For queries, generally if correct, a notepad entry will need to be added. Both the DfE and the local authority produce documents advising the correct wording for each query. Use these documents as the DfE may reject notes without the correct wording.

Get guidance on checking your data (opens new window) on the DfE website.

DfE Sign-in (formerly Secure Access)

This is the same system used to access Get Information About Pupils (GIAP), Get Information About Schools (GIAS), and School to School (s2s) and you will now use this to access the COLLECT portal to submit your census file.

Further guidance

If you have referred to the DfE guidance documents and you still need help, email [email protected] and a member of the team will get back to you as soon as possible.

School census guidance for Norfolk schools on the SEND provision and type

Decoding the school census regarding SEN provision and type.

Aim

• To provide locally agreed guidance of special educational need (SEN) provision and type for the purpose of the school census and school SEN records, ensuring a consistent approach is taken by all mainstream primary and secondary schools.

What is the school census?

The school census collects information from primary schools, secondary schools, special schools, maintained nurseries and academies and pupil referral units three times a year. Generally the information includes pupil's background details, special educational needs, free school meals eligibility, as well as educational history.

Collecting this data develops a picture of the education sector, including how well it is performing. It also helps determine core school funding, which pupils attract pupil premium, support for disadvantaged students, universal infant free school meals funding and free early years entitlement allocations.

Census dates

There are autumn, spring and summer returns. Data on pupil SEN provision is collected in each census.

Opening and return dates can be found at Complete the school census - Census dates - Guidance - GOV.UK.

SEN-related information collected

The census collects the following information in relation to SEN:

Pupil SEN type

• As described above, the primary need - and, where appropriate, any secondary need - is recorded.
• There is no requirement for a pupil to have a specialist assessment to be recorded in the main SEN types

Suggested good practice for recording SEN provision and type

While there is no statutory requirement for schools to have a SEN register, the Code of Practice (2015) does state that:

• "Every school is required to identify and address the SEN of the pupils that the support." 6.2
• "Where it is decided that a pupil does have SEN, the decision should be recorded in the school records and the pupil's parents must be formally informed that special educational provision is being made." 6.43

Good practice is for schools to keep an up-to-date SEN record or register, which should align to the census information data that is collected. It is the responsibility of the SENCo to maintain up to date records and make any changes to the SEN register. There is no standardised format for a SEN register, however it should provide a clear overview of information about the children and young people (CYP) identified as having special educational needs within a setting. A SEND register should support the SENCo, and other leaders, to:

• Share relevant and useful information with staff
• Analyse patterns and trends across the school or within year groups/phases
• Plan effectively to meet the needs of pupils
• Identify key areas for staff CPD
• Inform the effective deployment of staff
• Highlight key areas for monitoring

The following principles are seen as good practice and relate directly to the Code of Practice (2015)

• According to the Code of Practice (2015), "a pupil has SEN where their learning difficulty or disability calls for special educational provision, namely provision different from or additional to that normally available to pupils of the same age." A pupil should therefore only be added to the SEN register where their needs are persistent and require targeted or enhanced provision.
• CYP receiving targeted interventions should not automatically be placed on the SEN register. Many children will require short bursts of intervention to support their learning. This does not necessarily mean they have a SEN e.g. a child that has missed a lot of school and has significant gaps in their phonics knowledge may be receiving a targeted phonics intervention, but this does not necessarily mean they have a literacy difficulty.
• A CYP may be placed on the SEN register with or without a formal diagnosis, however there should be a robust identification of need, involving parents, the child or young person, class teacher, SENCo and other professionals where appropriate. SENCos should be knowledgeable and equipped to identify need (not diagnose conditions) using a wide range of screening tools and other assessment indicators (e.g. data, observation, discussion).
• A diagnosis does not automatically mean a CYP should be placed on the SEN register. They should only be added if their needs require them to have provision that is 'different from or additional to' the universal offer.
• Pupils with a medical diagnosis/need, who have no associated SEN, do not need to be on the school's SEN register. Schools should consider other ways to record this information and ensure their needs are well understood by all staff e.g. Individual Health Care Plans.
• Schools should have a clear process for identifying the needs of pupils, which should be set out in the SEND policy and SEN Information Report.
• Identification should be an ongoing process, and schools should have a robust graduated response in place following the cycle of assess, plan, do, review.
• Families, as well as the young person, should be involved in the process of identifying need and in planning and reviewing the provision in place to meet these needs.
• When categorising a CYP according to their primary area of need, SENCos should adopt a 'best fit' approach, based on their knowledge of the CYP, in collaboration with the family and any other professionals involved.
• The primary area of need should reflect the area in which the CYP requires the most support. This may change over time.
• It is important to remember that labels are useful in some ways, every child is an individual and their needs will be different. Therefore, it is important that we have fully identified the range of needs associated with a CYP.
• The INDES will support with providing a more holistic picture of individual need.
• The SEN register should be a fluid list whereby children move both on and off, recognising that needs may change overtime. This should always be discussed with class teachers and parents, who must be formally notified when their child is added to (or removed from) the SEN register.
• There should be regular (at least termly) review of the SEN register by the SENDCo and any changes should be clearly communicated to staff and parents.
• While the SENDCo is responsible for the SEND Register, some schools rely on administrative / support staff maintaining the register using information provided to them. In these circumstances, SENDCos are encouraged to ensure there is clear understanding of the definitions, policy and practice for the register. Ultimately, it is the responsibility of the Headteacher to authorise the school census.

English as an additional language (EAL)

This is not classed as a special educational need or disability (SEND). The census collects pupil information, including for pupils with EAL.

Transitions between schools

When children and young people transition into schools, if they were previously identified on the SEND Register (SEND Type and Provision, eg receiving SEN Support), it may be useful to maintain this to ensure they have sufficient support as they start in the school, until more up to date information on needs is gathered (See Section 6.57 of SEND Code of Practice 2015).

The census: top-up funding

A true/false flag to indicate CYP on roll for whom the school receives, on census day, high-needs top-up (Element 3) funding.

For primary and secondary mainstream schools and academies, the top-up funding indicator in the census should only be set for individual pupils whose total costs exceed £10,000 (including the basic budget element of £4,000 plus £6,000 SEN) and for whom your school has received Element 3 high-needs top-up funding to help with the excess costs for that child.

As Norfolk moves to a cohort-based approach to Element 3 funding from September 2025, schools are expected to use the Graduated Provision Map (GPM) tool to plan and record provision strategically across universal, targeted, and enhanced levels. As part of this process, schools should identify individual children and young people (CYP) whose provision costs exceed £6,000 and ensure the "top-up funding" flag is ticked for these pupils. 

The census: alternative provision

Alternative provision (AP) is full- or part-time education arranged by:

• Local authorities, either directly or working with schools, for pupils who, because of permanent exclusion, illness or other reasons, would not otherwise receive suitable education
• Schools for pupils to improve their behaviour off-site, or during a suspension

AP is not an out of school activity arranged in addition to a full-time education, including activities arranged primarily for recreational purposes or for SEN support. Nor is it educational home learning resources provided by a school for the pupils at home. AP settings provide education for pupils who do not go to a mainstream school or special school full time.

The Census: member of SEN unit

SEN units are special provisions within a mainstream school where the pupils with SEN are taught within separate classes for at least half of their time.

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.

This applies to CYP attending an SRB (specialist resource base) or SHIP (specialist hub of inclusive practice).

Checklist for SENDCos

1.    Schedule time for data review before each census submission is due (autumn, spring, summer)

2.    Review the SEND 'Register' to ensure it reflects current needs and support levels

• Pupils should only be added if they require 'additional and different' provision beyond what is ordinarily available
• Ensure all pupils receiving SEN Support or with EHCPs are correctly listed
• Ensure pupils with EHCPs are flagged correctly, especially if newly issued or ceased

3.    For the spring census, review and update SEN Provision Codes

• Confirm primary and secondary needs are accurately recorded (e.g., ASD, SEMH, SLCN).

4.    Refer to the guidance above to identify "Avoid overuse of the category NSA"

5.    Coordinate with the admin team

• Verify that pupil data in the MIS matches your SEND records

This content was written in September 2025 using DfE Guidance, as well as specialist input from Norfolk SEND teams. The guidance will be reviewed annually to ensure any updates are made available to schools.

Source: Complete the school census - Guidance - GOV.UK.

New data items

• No new data items.

Existing data items

• Data item N00763 (Learner Funding and Monitoring (FAM) Type) - the linking code set CS 130 has been created to record English and maths minimum hours.
• Data item N00764 (Learner Funding and Monitoring (FAM) Type Code) - the linking code set CS117 has been updated to record English and maths minimum hours.
• Expanded hours (N00787) has been amended to allow up to 30 hours to be claimed, following the policy change from September 2025.

Deleted data items

• Information about traineeships will be discontinued from Autumn 2025. 

Further Changes

The DfE has advised that due to an increase in preventable mistakes which impact funding two new validation checks have been introduced.

Report Query

A new query will trigger if the relevant reports for your school phase or type have not been run, the query will trigger until all relevant reports have been run. These COLLECT reports should be run the day following submission and checked to ensure that data submitted is correct, the query will clear the day following all reports being run.

DupUPNRprt Error

This error will trigger if the return has unresolved duplicates which impact funding allocations. The return will not be authorised until the error has been resolved. Please note if the return has been previously authorised and a duplicate UPN is introduced at any point during the 'live' collection the return status will revert to 'approved'

As these reports run overnight, the validation will also be run overnight and therefore the errors will not be apparent until the following day.

For extended checklist see separate document called Preparation and Readiness for School Census Summer 2026 (PDF, 720 KB)

Further Guidance:

This document is intended to be read in conjunction with the separate Quick Guide and Supporting Guidance Document. If you cannot find the answer to your question within these documents, further guidance produced by the DfE can be found here: DfE Census Guidance for Schools

• If you still require help, please contact [email protected] and a member of the team will get back to you as soon as possible.
• Any issues relating to your MIS software, please contact your provider directly as the LA cannot advise regarding this. Software providers normally issue guidance to help in the preparation of your census file - we strongly recommend you read this.