Academisation of Schools in England and Placements of Pupils With Special Educational Needs: An Analysis of Trends, 2011–2017

Abstract

This paper aims to examine the changes in school composition in England from 2011 to 2017 by school type and school phase; the speed of academisation by region; and the changes in the proportions of pupils with special educational needs (SEN) at SEN Support and EHC Plan levels overall. We analyse publicly available school level data from the National Pupil Database (NPD) to document two simultaneous trends in English education between 2011 and 2017. First, we observe an increasing percentage of the schools that have become Academies, especially in the secondary mainstream sector, but also among primary schools, special schools and pupil referral units. Second, we document a decreasing percentage of pupils who were classified as having SEN. While the decrease happened across all types of schools, it was particularly steep in Sponsored Academies. This evidence does not necessarily imply that the academisation of English schools has had a negative effect on the inclusion of pupils with SEN. However, the findings have significance to provide the basis for a more in-depth analysis of these trends and the causal effects of academisation involving individual and school level analyses. They can also inform national and local policy review of how pupils are identified as having SEN and in the context of international moves toward greater inclusive education.

Warnock 40 Years on: The Development of Special Educational Needs Since the Warnock Report and Implications for the Future

“…Over 70% of secondary schools and over a quarter of primary schools, have become academies, which are state schools funded directly by the Department for Education (DfE) in England, but outside LA control, and under a system of regional commissioners. For a discussion see Black et al (2019), this Research Topic. Groupings of academies have developed as Multi-Academy Trusts (MATs).…”

“…The analysis by Black et al (2019) indicates that the proportion of students with SEN in Academies (which now make up about two thirds of secondary schools) has reduced at a faster rate than LA maintained schools since 2012 1 . However, proportions of students with SEN (at the levels of severity of either SEN support or having statement/Education Health and Care (EHC) plan) in Academies are marginally greater than in maintained schools.…”

“…Both Lamb (2019) and Norwich (2019) and a number of other contributors to the Research Topic relate their discussions of the existing systems to inclusion policy. Inclusion is an important driver of current policy, not only in the UK but also internationally (UNICEF, 2007), although it is important to keep in mind that there was a period from 2010 in England when the Coalition Government of the Conservative and Liberal parties, developed policies which played down or, at least in part, actively opposed the development of inclusion.…”

From the Warnock Report (1978) to an Education Framework Commission: A Novel Contemporary Approach to Educational Policy Making for Pupils With Special Educational Needs/Disabilities

“…Academies now form into Multi-Academy Trusts (MATs) with member schools which may be geographically dispersed. Though Academies have to take account of the SEND Code of Practice, there have been concerns that Academies might have less commitment to the rights of pupils with SEN/disabilities (Black et al, 2019). Figure 1 also shows the interdependence of the SEN system with the National Curriculum and assessment arrangements [(Department for Education (DfE), 2014)] and Ofsted accountability.…”

A Picture of Special Educational Needs in England–An Overview

“…Since its introduction by Warnock in 1978, the term "SEN" has been qualified as a characteristic that differs by degree, the one in five likely to require "special educational provision, " and the 2% requiring special educational provision beyond that normally available in the ordinary school (Warnock and Norwich, 2010). As Black et al (2019) explain "from 2001 to 2014, there were three levels of SEN: School Action; School Action Plus (both of which were identified by school staff); and Statement, which involved a legally based record of provision identified by a multiprofessional team that took into account parental views" (p. 3). In 2014, approximately 20% of pupils were identified as having SEN at one of these three levels.…”