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Data Provider: Welsh Government Experimental Statistics Teachers (headcount) disability status and sector
Sex 1[Filter]
[Collapse]School medium type[Filtered]
School medium type 1[Filter]
Disability 1
Sector 1
[Collapse]TotalClick here to sortTotal
Click here to sortYesClick here to sortNoClick here to sortInformation not obtainedClick here to sortRefusedClick here to sortUnknown
[Collapse]All schools40049,2401,700845.The data item is not applicable52,185
All schoolsNursery schoolsNursery: age under 5..The data item is not applicable60.The data item is not applicable.The data item is not applicable.The data item is not applicable60
Primary schoolsPrimary: ages 3/4 to 10.14524,235415280.The data item is not applicable25,080
Middle schoolsMiddle: ages 3/4 to 16/18.203,16585*Numbers greater than zero but less than five..The data item is not applicable3,275
Secondary schoolsSecondary: ages 11 to 16/18.22019,6351,070415.The data item is not applicable21,340
Special schoolsSpecial schools, both day and boarding, provide education for children with Special Educational Needs who cannot be educated satisfactorily in mainstream schools.151,63050135.The data item is not applicable1,825
Pupil Referral Units*Numbers greater than zero but less than five.51575*Numbers greater than zero but less than five..The data item is not applicable600



Teachers (headcount) disability status

Last update

July 2024 July 2024

Next update

July 2025 (provisional)

Publishing organisation

Welsh Government

Source 1

School Workforce Annual Census

Contact email


Experimental statistics

Lowest level of geographical disaggregation


Geographical coverage


Languages covered

English and Welsh

Data licensing

You may use and re-use this data free of charge in any format or medium, under the terms of the Open Government License - see

General description

The data covers different aspects of the school workforce in Wales, using the data collected from the School Workforce Annual Census (SWAC).

Data collection and calculation

School's data are derived from the School Workforce Annual Census (SWAC) returns in November each year. In 2019, there were 4 schools out of 1,502 (99.7% return rate) that did not submit a SWAC school return. For these schools the total number of staff was estimated using a scaling factor derived by comparing staff headcount numbers returned in SWAC and the Pupil Level Annual School Census (PLASC) by schools with similar characteristics within the same local authority. The estimated figures for the missing schools have been recorded as ‘unknown’ for breakdowns by specific characteristics (e.g. sex, age).

Frequency of publication


Data reference periods

From 2019/20 onwards.

Users, uses and context

As SWAC is an individual level collection there may be instances where a workforce member is recorded against multiple roles within the same school or in multiple schools. For local authority staff headcount, as part of the linking and aggregation process, those teachers with more than one role (e.g. working part-time in two schools) have their information combined into one record for each local authority they appear in, recorded against the highest grade for that individual.
For Wales level headcount, the same rationale is applied where teachers with more than one role (e.g. working part-time in two schools) but in different local authorities have their information combined into one record, recorded against the highest grade for the individual.
For this reason, where information is published by local authority the sum of local authorities may not equal to the Wales figure published.

Due to changes to calculation of headcounts for 2020, figures for 2019 are not directly comparable to future years figures. See our 'School Workforce Census Results' statistical release and accompanying ‘School Workforce Annual Census: Background Information’ for further detail.

Rounding applied

* = numbers greater than zero but less than five. Teacher numbers have been rounded to the nearest 5.


SWAC; teachers; Disability; Sex; Sector

Statistical quality

The information collected from 2019 to 2023 have not undergone a formal final validation period. However, various stages of automated validation and sense-checking are built into the process to ensure a high quality of data to inform policy making. A final validation period is being considered to be introduced for future collections for schools and LAs to review the information they return, and re-submit their data where errors are identified prior to publication.