The uneven distribution of pupils with SEND in mainstream schools

This project will investigate the uneven distribution of pupils with special educational needs and disabilities (SEND) across mainstream schools in England.

Why this project is important

In England, pupils with SEND are disproportionately concentrated in a small number of schools, especially secondary schools. This applies both to those who have an Education, Health and Care Plan (EHCP) – half of whom attend mainstream schools – and those without an EHCP who receive some SEND support in school. However, there is limited evidence on what drives this distribution or its effect on pupils, families, and schools.

What it will involve

The project consists of four strands:

1. Analysis of the National Pupil Database (NPD) to investigate the current and recent distribution of pupils with SEND and develop definitions of ‘High SEND’ and ‘Low SEND’ schools. The team will also explore the factors driving the considerably higher rates of school moves among pupils with SEND, and the role that in-year moves may play in driving pupils with SEND to be concentrated in certain schools.
2. Ten exploratory interviews with local authorities with uneven distributions of pupils with SEND across schools to explore the drivers and implications of this clustering and their perceptions of how the schools in their areas identify pupils as having SEND.
3. Ten case studies of High SEND schools – five primary, five secondary. Each will involve about 12 interviews with a mixture of school/trust/LA staff, parents of Year 7 pupils, and senior leaders from neighbouring schools.
4. A survey of leaders in all High SEND schools in England plus a comparison sample of Low SEND schools, to explore differences in the support offered to pupils with SEND, key barriers to schools meeting need, and perceived impacts on pupils.

How it will make a difference

Findings will be shared with key stakeholders, including policymakers, teachers, and school leaders. The research team aim to inform the development of Government policy on SEND, school funding and accountability, as well as practice changes, to create a fairer and more inclusive education system.