Top State Schools Admit Half as Many Disadvantaged Send Pupils as Average Comprehensives
New research from the Sutton Trust has uncovered a stark disparity in admissions, revealing that the top 500 secondary schools in England take in half as many disadvantaged pupils with special educational needs and disabilities (Send) as the average comprehensive school. This pattern suggests a potential deliberate strategy by some schools to boost academic grades and improve financial standings by controlling their intakes.
Significant Underrepresentation in High-Achieving Schools
The study found that pupils with Send, particularly those from low-income backgrounds, are significantly less likely to attend top-performing state schools, even when such institutions are located in their local areas. Polling data indicates that these elite schools admit 36% fewer disadvantaged Send pupils than reside in their catchment areas, exacerbating social segregation within the education system.
Nick Harrison, chief executive of the Sutton Trust, expressed strong criticism, stating, "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." He noted that in many cases, schools appear to actively discourage applications from Send pupils, though he acknowledged the complex challenges of assessments, incentives, and chronic underfunding that hinder inclusivity efforts.
School Leaders' Perceptions and Systemic Barriers
The Sutton Trust's polling of over 2,200 primary and secondary school leaders revealed that 41% believe some schools deliberately discourage applications from Send pupils, with this figure rising to 50% among leaders in schools with high Send populations. Key factors influencing recruitment include differing reputations for Send provision (63%) and inclusivity (55%), as well as parental perceptions of a school's approach to behavior (32%). For instance, schools perceived as strict may be seen as unsuitable for pupils with additional needs compared to more accommodating alternatives.
This report builds on previous research showing that the 500 highest-performing comprehensives have fewer children eligible for free school meals than national and local averages. Additionally, the polling highlighted resource shortages, with 66% of school leaders calling for more teachers or teaching assistants to support Send pupils, 58% requesting increased specialist support like speech and language services, and 28% advocating for better training. One in four leaders in high-Send schools urged greater recognition of inclusion in inspections and league tables.
Calls for Reform and Government Response
The Sutton Trust is urging the government to reward and celebrate schools that excel with challenging intakes, rather than penalizing them in Ofsted inspections and league tables. They also emphasize the need for Send reforms to be backed by enhanced funding, teacher recruitment, specialist support, and training for mainstream schools.
Margaret Mulholland, Send and inclusion specialist at the Association of School and College Leaders, commented, "This research highlights the uneven nature of current Send provision, where schools with a reputation for strong Send support can quickly attract a disproportionate number of pupils. Ensuring all schools have access to necessary funding, resources, and expertise is crucial for the success of government Send reforms and optimal support for all pupils."
A Department for Education spokesperson responded, "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." The department cited a £3.7 billion investment to create more specialist places, inclusion bases in every secondary school, and stronger accountability measures, including clamping down on off-rolling and tightening oversight of pupil movement.
