A study from the Education Policy Institute (EPI), funded by the Nuffield Foundation, highlights significant inconsistencies in how children with special educational needs and disabilities (SEND) across England are identified and supported.
Children living in the most disadvantaged areas of the country are less likely to be formally recognised as having SEND than similar pupils in more affluent areas, highlighting how there is a “rationing of support” in many areas of high need, research shows.
The report also notes that many vulnerable pupils are more likely to be subject to SEND “under-identification”.
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