New research confirms children and young people with additional needs are not evenly supported across the education system

The latest research into SEND provision in England has confirmed what many schools, practitioners and families have experienced for years: children and young people with additional needs are not evenly supported across the education system.

A new report from the National Foundation for Educational Research (NFER) highlights the growing concentration of pupils with Special Educational Needs and Disabilities (SEND) in a relatively small number of mainstream schools.

The findings reveal stark differences between schools. Primary schools with the highest proportion of pupils with Education, Health and Care Plans (EHCPs) have, on average, six times as many pupils with EHCPs as those with the lowest proportion. In secondary schools, the difference is around fivefold.

The report also found that more than half of pupils with EHCPs are now educated in mainstream settings, rising from 49 per cent in 2015/16 to 56 per cent today.

Researchers warn that this uneven distribution creates significant pressures for schools already working hard to be inclusive. Staffing pressures, stretched budgets and limited access to specialist services are all intensified when high levels of need are concentrated within particular settings.

At the same time, the report points to a wider systemic issue. Families often seek schools known for strong inclusive practice, while accountability pressures and performance concerns may discourage some schools from admitting pupils with additional needs.

For many professionals working across early help, education and family support services, the findings will come as little surprise. Inclusive schools frequently become the settings carrying the greatest responsibility, while others develop less experience and capacity in supporting SEND.

The research arrives at a critical time as the Government prepares further SEND reforms and renewed discussion around inclusion in mainstream education. Sector leaders continue to stress that meaningful inclusion cannot happen without sufficient funding, workforce development, specialist support and fairer admissions practices.

The report serves as an important reminder that inclusion must be a shared responsibility across the whole education system — not something carried disproportionately by a small number of schools.

You can read the full report from NFER here.