Is there evidence of inequality in the provision, level, and timing of SEND provision in English primary schools?

Delays and inequalities in access to Special Educational Needs and Disability (SEND) provision in early childhood are likely to alter children’s social and education trajectories long-term. Effective policy solutions require robust evidence on the timing, duration, and contexts in which children with early indicators of need can access SEND provision.

We conducted a longitudinal study of 983,652 singleton children born in England in 2006-08 using ECHILD, a database containing linked hospital and state-funded school records. Nearly 16% of the study population had recorded SEND provision in Year 1 (age 5/6 years; 14.1% SEN Support, provided to children with less severe difficulties; 1.7% Education and Health Care Plan (EHCP), intended for those with more severe difficulties). SEN Support was more prevalent among males, those with pre-existing chronic health conditions and characterised by disadvantage and low Early Year Foundation Stage profile (EYFSP) scores. EHCP followed similar patterns but associations with disadvantage were weaker. Voluntary and academy sponsor-led schools were less likely to provide EHCPs, once known imbalances in pupil intake were accounted for.

Children entering state-funded education in nursery had higher prevalence of SEND provision throughout primary school than later entrants. EHCP increased gradually while SEN Support rose slowly, peaking at Year 2 (age 6/7 years) and then flattening. Children clustered into four trajectories of SEND provision from Year 1 to 6 labelled “ Never ”, “ Stable-High ”, “ Decreasing ” and “ Increasing”. Those in the “ Never ” trajectory (77%) tended to live in income advantaged areas, had lower levels of chronic health conditions and higher EYFSP scores than peers. Children in the “ Increasing ” (i.e. delayed) trajectory were more likely to attend academy sponsor-led schools.

Results suggest that there are inequalities in type and timing of SEND provision that are associated with school governance.