New analysis by NFER has
highlighted the uneven spread of pupils with special educational
needs and disabilities (SEND) across mainstream schools in
England, which is potentially leaving some schools under greater
strain.
This uneven spread matters because schools with
disproportionately high levels of pupils with SEND may face
particular pressures on staffing, funding and access to
specialist support. At the same time, these schools may also be
better placed to develop greater expertise and capacity in
supporting pupils with SEND, because higher concentrations of
need could prompt schools to invest in staff training, strengthen
internal systems, and build stronger relationships with
specialist services.
The findings come ahead of the delayed schools white paper, now
expected early next year, which is set to outline the
Government's SEND reform ambitions.
The NFER report, funded by the Nuffield Foundation, finds that
more than half (56 per cent) of pupils with Education, Health and
Care Plans (EHCPs) - legally binding documents for pupils with
the most significant and complex special educational needs - are
now educated in mainstream schools, up from 49 per cent in
2015/16, with the fastest growth in primary settings.
In 2024/25, primary schools with the highest rate[1] of pupils with
EHCPs, had, on average, six times as many as those with the
lowest rate. A similar pattern is seen among secondary schools,
where those with the highest rate of pupils with EHCPs had around
five times as many as those with the fewest.
Primary and secondary schools with the highest rate of pupils
with any form of SEND (including both pupils with EHCPs and SEN
Support) have, on average, more than twice the proportion of
pupils with SEND as those with the fewest. SEN Support refers to
the extra help provided in school for children with special
educational needs who do not have an EHCP.
The research team identified two groups of schools with higher
proportions of pupils with SEND. The first group includes schools
with above-average proportions of pupils with EHCPs compared with
their local area and nationally, referred to as ‘high EHCP
schools'. The second group includes schools with
higher-than-expected proportions of pupils with EHCPs and/or SEN
Support. We call these ‘high-any-SEND schools'.
While ‘high EHCP schools' and ‘high-any-SEND schools' are broadly
similar to other schools, there are some notable differences in
the pupils they serve and their outcomes. Both groups are more
likely to draw from more disadvantaged communities, and have
lower average test scores than other schools. This is
particularly the case for ‘high-any-SEND schools'.
These are interim findings based on an analysis of administrative
school data from the Department for Education's National Pupil
Database. The interim report also explores Local Authority (LA)
perspectives, examining the factors LAs believe are shaping this
uneven spread of pupils with SEND and its consequences. These
insights reflect LAs' statutory responsibilities and system-level
perspective.
Local Authority interviews highlighted that:
- Schools with resourced provision or SEN units – dedicated
classes or groups within a school for pupils with specific SEND –
may demonstrate stronger expertise and inclusive practice, but
these settings can also attract additional pupils with EHCPs,
further increasing demand on resources.
- Variations in school identification practices, parental
choice and school ethos contribute to the clustering of pupils
with SEND in particular schools.
- Parental choice influences which schools pupils with SEND
attend. Some families are drawn to schools known for inclusive
practices, while others avoid those perceived as less supportive.
- Accountability pressures also play a part. In some areas,
performance concerns were reported to discourage schools from
admitting pupils with SEND.
Commenting on the research, , Principal Investigator and
Senior Research Manager at NFER, said:
“Our latest findings show the uneven spread of pupils with SEND
across mainstream schools risks creating significant pressures on
those with the highest intakes of SEND students. These schools
are often working tirelessly to provide inclusive education but
may be facing growing financial and operational challenges.
“As the Government prepares its delayed schools white paper,
these schools are likely to be most affected by any future
reforms. The evidence underscores the need to take decisive
action to create a fairer, more sustainable SEND system – one
that supports inclusive schools rather than working against them
- and ensures every child receives the right help in the right
setting.”
Alice Reeves, Research Grants and Programmes Manager at
the Nuffield Foundation, said:
“This report makes clear that the huge increase in the number of
children with SEND over recent years has impacted some schools
much more than others. The uneven spread of pupils with SEND has
multiple drivers, including inconsistent admissions and
identification practices, which the second phase of the research
will further illuminate.
The Government must recognise and address these issues to achieve
greater inclusion in mainstream schools.”
Further evidence will be gathered through a large-scale survey of
primary and secondary school leaders, alongside in-depth
interviews with school staff and parents. The full project
report, which will explore these patterns in more depth and
provide further evidence to inform policy and practice, will be
published next summer.
[1] Rates
reflect comparisons between schools in the top 25% and bottom 25%
for the proportion of pupils with an EHCP.
