Top English Schools Admit Half as Many Disadvantaged Send Pupils as Average Comprehensives
New research from the Sutton Trust has uncovered a stark disparity in the admission rates of pupils with special educational needs and disabilities (Send), particularly those from low-income backgrounds, into England's top-performing state schools. The study reveals that the top 500 secondary schools take in half as many disadvantaged Send pupils as the average comprehensive, suggesting a potential deliberate strategy to boost academic results and financial standing.
Significant Underrepresentation in Catchment Areas
Polling data indicates that these high-attaining schools admit 36% fewer disadvantaged Send pupils than reside in their local catchment areas. This exclusion exacerbates social segregation within the education system, disproportionately affecting families facing dual challenges of poverty and Send requirements. Nick Harrison, chief executive of the Sutton Trust, condemned the situation, stating it risks entrenching disadvantage and highlights systemic failures in school inclusivity.
School Leaders Point to Deliberate Strategies
The Sutton Trust's survey of over 2,200 primary and secondary school leaders found that 41% believe some schools actively discourage applications from Send pupils, with this figure rising to 50% among leaders in schools with high Send populations. Factors influencing this include reputations for Send provision (63%), inclusivity (55%), and parental perceptions of behaviour management (32%). For instance, schools perceived as strict may be avoided in favour of more accommodating alternatives.
Funding and Resource Shortfalls Undermine Inclusivity
The report builds on earlier findings showing top comprehensives have fewer children eligible for free school meals than national and local averages. School leaders identified critical resource gaps: 66% called for more teachers or teaching assistants, 58% sought specialist support like speech therapy, and 28% demanded better training. Additionally, one in four leaders in high-Send schools advocated for greater recognition of inclusion in Ofsted inspections and league tables.
Calls for Government Action and Reform
The Sutton Trust urges the government to reward schools that successfully manage challenging intakes, rather than penalising them in accountability measures. It emphasises the need for increased funding, teacher recruitment, and specialist training to support Send reforms. Margaret Mulholland of the Association of School and College Leaders noted the uneven Send provision across schools, stressing that access to resources is crucial for the success of inclusive education policies.
Government Response and Commitments
A Department for Education spokesperson affirmed that every child deserves a quality education and denounced the exclusion of disadvantaged or Send pupils. The government has pledged £3.7 billion to create more specialist places, inclusion bases in every secondary school, and stronger accountability measures, including clamping down on off-rolling and enhancing oversight of pupil movements.
