Top Schools Accused of Discouraging Special Needs Applications
New research suggests a concerning trend: some of Australia’s top-performing schools may be actively discouraging applications from children with special educational needs and disabilities (SEND). The findings, stemming from a poll of over 2,000 headteachers, indicate that a significant portion of educators believe certain schools are attempting to deter families with SEND children from applying.
The survey, conducted by the Sutton Trust, revealed that 41 per cent of headteachers suspect that some schools in their vicinity are employing tactics to “put off” parents of SEND pupils. This practice, the report suggests, could be a deliberate strategy to maintain high academic results and avoid compromising their standing in school league tables.
Key Findings on SEND Admissions in High-Performing Schools:
- Lower Admission Rates: The research highlights a disparity in SEND student admissions. The top 500 schools, based on academic results, have an average SEND admission rate of 14.8 per cent. In contrast, the average comprehensive school admits 17.6 per cent of students with SEND.
- Discrepancy with Catchment Areas: Crucially, the rate of SEND admissions at these top-tier schools is 1.1 percentage points lower than the rate of SEND students residing within their respective catchment areas. This suggests that schools might not be reflecting the demographic needs of the communities they serve.
The report states that senior leaders perceive some schools may be finding ways to dissuade parents of SEND pupils from applying. In an environment of high accountability and league table rankings, some institutions may be concerned that students with SEND could negatively impact their perceived performance. Consequently, these schools might be inclined to admit fewer SEND students.
Furthermore, parents of children with SEND may be hesitant to apply to schools that have developed a reputation for being overly strict or lacking in inclusivity. This perception can create a barrier to entry for vulnerable students.
A Crisis in SEND Funding and Support:
These findings emerge against a backdrop of a national crisis in SEND funding. Many schools are struggling to provide the necessary additional staff and resources to adequately support students with special educational needs. This underfunding exacerbates the challenges faced by both students and educators.
In response to these issues, the Labour party recently proposed a £4 billion funding package aimed at enhancing SEND training and specialist support for schools. The goal is to alleviate the burden on families who are often forced to engage in lengthy and stressful legal battles with local councils to secure essential funding for their children.
Broader Concerns of Social Segregation:
Nick Harrison, Chief Executive of the Sutton Trust, expressed deep concern over the findings. He described the situation as “appalling,” noting that the lower proportion of SEND pupils in top-performing schools compared to their catchment areas contributes to further social segregation within the education system. This risks entrenching a “double disadvantage” for low-income families whose children also have SEND needs. Harrison emphasised that in many instances, schools appear to be actively discouraging applications from these students.
He attributed the lack of bolder action on inclusivity in part to “long-term underfunding,” which hinders heads from fully embracing inclusive practices.
Low-Income Families Also Affected:
The report also sheds light on another concerning trend: top schools appear to be under-recruiting pupils from low-income families. Research indicates that the top 500 state secondary schools, on average, admit 5.1 percentage points fewer pupils eligible for free school meals than reside in their catchment areas. This further suggests a pattern of selective admissions that may not align with the broader community’s needs.
Reactions and Government Response:
Daniel Kebede, General Secretary of the National Education Union, labelled the situation as “unjust.” He noted that the practice of some schools suggesting “the school down the road can meet your child’s needs better than us” has been a persistent issue for years. Kebede stressed the need for all schools to be adequately resourced to facilitate inclusion, acknowledging the recent Inclusion Grant as a positive step, but deeming it insufficient to make a significant impact.
A spokesperson for the Department for Education stated that “every child deserves a brilliant education, and schools should serve their communities, not select from them.” They declared it “completely unacceptable” for disadvantaged children or those with SEND to be excluded or discouraged from applying, vowing government action to put a stop to this.
The government is backing this commitment with £3.7 billion allocated towards creating more specialist places, establishing inclusion bases in every secondary school, and strengthening accountability measures. This includes clamping down on off-rolling, tightening oversight of pupil movement, and working with Ofsted to ensure schools are held accountable for their admissions practices.
