New research has uncovered a troubling trend in the education sector, with schools reportedly 'actively discouraging' applications from children with special educational needs and disabilities (SEND) over fears they could negatively impact academic results. A comprehensive poll of more than 2,000 headteachers across the United Kingdom found that 41 per cent believe some schools in their local areas are deliberately trying to 'put off' families if their child has SEND.
Deliberate Strategy to Exclude SEND Pupils
The survey, conducted by the Sutton Trust, suggests that headteachers may be making the exclusion of special needs pupils a 'deliberate strategy' to maintain competitive standings. According to the charity's report, some top-performing schools appear to be engaging in this practice specifically to avoid 'compromising their standing' in results league tables, which are heavily scrutinised by parents and policymakers alike.
Statistical Evidence of Under-Representation
The data reveals a significant disparity in SEND admittance rates. The top 500 schools in terms of academic results have an average SEND admittance rate of just 14.8 per cent, compared to 17.6 per cent at the average comprehensive school. Even more concerning, the rate at these top schools is 1.1 percentage points lower than the rate in their own catchment areas, indicating they are not fully representing their local communities.
The report states: 'Senior leaders feel that some schools may be finding ways to put off parents of pupils with SEND from applying to their school. In the context of high accountability and league tables, some schools may feel concerned that pupils with SEND may compromise their standings and therefore look to take fewer pupils with SEND.'
National Funding Crisis Exacerbates Problem
This situation unfolds against the backdrop of a national crisis in SEND funding, with many schools struggling to provide the extra staff and resources necessary to properly cater for SEND pupils' needs. The chronic underfunding has created an environment where schools feel pressured to prioritise league table performance over inclusivity.
Nick Harrison, chief executive of the Sutton Trust, expressed strong condemnation: 'It's appalling that many of the top performing schools take in a lower proportion of SEND pupils than live in their catchment area. This amounts to further social segregation of the school system, and risks entrenching the double disadvantage faced by low-income families whose children also have SEND needs.'
Political Responses and Proposed Solutions
Last month, the Labour Party unveiled plans to inject an additional £4 billion in funding specifically for SEND training and specialist support in schools, aiming to prevent families from having to launch legal battles against local councils to access necessary resources. Meanwhile, the current government has pledged £3.7 billion to create more specialist places and inclusion bases in every secondary school.
A Department for Education spokesman stated: 'Every child deserves a brilliant education, and schools should serve their communities, not select from them. It is completely unacceptable that disadvantaged children or those with SEND are being shut out or discouraged from applying – and this government will put a stop to it.'
Broader Implications for Educational Equality
The research also uncovered that top schools appear to be under-recruiting pupils from low-income families. The top 500 state secondaries on average take in 5.1 percentage points fewer pupils eligible for free school meals than actually live in their catchment areas, suggesting a broader pattern of social segregation beyond just SEND exclusion.
Daniel Kebede, general secretary of the National Education Union, commented: 'This is unjust. The use of the line by some schools of 'the school down the road can meet your child's needs better than us' has been an issue for years. All schools need the resources to make inclusion possible.'
The polling was conducted by Teacher Tapp, with additional analysis drawing on the National Pupil Database, providing a robust evidence base for these concerning findings about how accountability measures may be inadvertently creating barriers to inclusive education.
