Disadvantaged pupils with SEND effectively shut out of high performing schools

A new report, Selective Inclusion, from the Sutton Trust highlights the growing link between special educational needs and disabilities (SEND) and socio-economic disadvantage in school admissions and highlights the scale of change needed if the Government is to deliver its vision for more children with SEND to be educated in mainstream schools.

The research shows that the highest-attaining schools admit just half as many disadvantaged pupils with SEND as the average comprehensive, and 35% fewer than live in their own catchment areas. Yet pupils with SEND who are not eligible for free school meals are not under-represented, underlining the role that disadvantage plays in who gets access to opportunity.

Responding to the report, Ellen Broomé, CEO of the British Dyslexia Association, said:

“This report shows very clearly that SEND and disadvantage cannot be looked at separately. Who gets identified, who gets support, and who gets into the highest performing schools, is still too often determined by family income. 

“The Sutton Trust’s findings mirror our own research on SEND and disadvantage. Dyslexia is not a medical condition and there is no national pathway to assessment, meaning identification often depends on whether families can afford private assessment. The result is a stark divide: around 90% of children from higher-income households are diagnosed, compared with just 43% from lower-income households. Girls are less likely to be identified, as are children with English as an Additional Language and those in more disadvantaged schools.

“In theory, support should be based on need, not on whether a child has a diagnosis. But in reality, a diagnosis is often the gateway to support. And that means children from poorer families are less likely to get the help they need. 

“The SEND reforms offer a real opportunity to fix this, but only if government tackles the structural barriers in the system – including admissions, accountability, and access to specialist support. Without that, we risk talking about inclusion while the system continues to exclude the most disadvantaged children. Only by addressing these systemic issues can we build an education system that enables all children — regardless of background or individual needs — to achieve and thrive at school.”