SEND identification: what's causing inconsistencies?

Research has shown that inconsistencies in approaches to identifying SEND in schools is leading to inequalities in provision, prompting calls for training in child development and SEND to become a mandatory part of initial teacher training. We explore the issue

A recent report by the Education Policy Institute has highlighted the inequalities that exist in SEND support across schools in England and the role that different approaches to identifying SEND plays. As such, it has recommended that training in child development and SEND becomes a mandatory part of initial teacher training.

The report, funded by the Nuffield Foundation, highlights several factors that make it difficult for pupils’ needs to be assessed consistently. This includes the fragmentation of the school system, prolonged school absences, language barriers, and living in disadvantaged areas.

The factors at play

The report finds that inconsistencies amongst primary and secondary schools in approaches to identifying SEND is a major driver in a child’s chances of receiving support. This was to the extent that the school attended was more important than anything about the individual child in explaining who was identified with SEND. This amounts to a lottery whereby SEND is identified or not according to which school a child attends.

The report found that pupils attending academy schools or living in the most academised areas were less likely to be identified as having SEND compared with other similar pupils. This may be due to under-identification, fewer SEND pupils enrolling in academies, academies meeting needs without formal identification, or delays in EHCP assessments due to reduced local authority capacity.

Meanwhile, local authorities had a limited impact on SEND identification, accounting for just four per cent of the variation in the use of primary Education, Health and Care Plans (EHCPs), and two per cent in secondary EHCPs, which entitle children to specific individual support.

Pupils whose needs were hidden, because of absence from school or frequent school moves, were less likely to be recognised as having SEND in primary school. Children who faced language barriers because English is not their first language also had a lesser chance of being identified with SEND compared with otherwise similar children.

Girls were less likely than boys to be identified with SEMH needs in secondary school, despite similar chances of having a behavioural or emotional disorder.

Children with the lowest Personal, Social, and Emotional Development (PSED) scores at age five were 100 times more likely to receive an EHCP during primary school, highlighting PSED as a critical early indicator for SEND and suggesting that national PSED assessments should be introduced in early Key Stage 2 and early secondary school. Meanwhile summer born children had greater odds of being identified as having SEND.

Prioritise training

To improve the quality and consistency of SEND identification, the report recommends that the government should prioritise training in child development and different types of SEND, making it a mandatory part of initial teacher training and early career development. It should also be prioritised in development for experienced teachers. Such training is not currently part of the core content framework requirements.

In response to the differences in identification for summer-born children and boys, the report recommend that awareness is promoted among school staff of the importance of considering the progress children are making over time, as well as their current ability and behaviour, and of how SEND can manifest differently in girls.

The report also suggests that research should be conducted into the recording practices of schools, as well as why there are lower rates of SEND identification for children attending academies, including the causes and consequences.

Children living in poverty

SEND identification is closely linked to deprivation at individual, school, and neighbourhood levels. The report found that children living in the most deprived eighth of neighbourhoods had 300 times the odds of children in the least deprived eighth of neighbourhoods of being identified for SEN Support and 76 times the odds of receiving an EHCP.

An effective cross-government strategy to reduce child poverty should therefore be the government’s priority.

Frequently absent or moving pupils

As the report found that pupils who are absent from school or who are frequent movers are less likely to be recognised as having SEND in primary school, it recommends that better information-sharing systems should be established between schools, local authorities and CAMHS services. This is so they share the evidence gathered in SEND assessments when a child moves schools or is seen by CAMHS.

Extending PSED assessments

The National Curriculum Review should consider introducing Personal, Social and Emotional Development (PSED) assessments in early Key Stage 2 and early secondary school, as age five PSED assessments are key predictors of which children later receive an EHCP. However, there is currently no universal national assessment of PSED after age five.

Funding is needed

Paul Whiteman, general secretary at school leaders’ union NAHT, advocates for improved teacher training in identification of SEND, but urges schools to be properly funded to address the issue. Paul said: “Early identification of special educational needs is vital - the sooner additional needs are spotted, the sooner support can be put in place, and this needs to start pre-school.

“However, family support services including children’s centres, which played an important role in children’s social development and timely identification of needs, were scaled back dramatically following cuts under the previous government.

“Local authorities have been forced to raise thresholds for support both in the early years and upwards, and there are increasing concerns about the lower levels of language development in nursery and school starters. This is compounded by shortages of specialist staff like speech and language therapists and education psychologists, which impact the speed and type of support which can be provided. “Schools work hard to plug the gaps, and identify and meet pupils’ needs, but they too are hamstrung by shortages of funding and staff expertise.

“When schools and families struggle to access appropriate support, this may impact on behaviour and attendance - this should be seen as an opportunity to identify needs and examine what can be done across services to meet them.”

Paul Whiteman added: “NAHT has long called for improved teacher training in identification of SEND and more efficient referrals for support – as well as better information sharing between services, and reform and much greater investment to ensure provision reflects children’s needs and is not rationed depending on the funding available.”

Read the report here