High-SEND schools: Understanding the uneven distribution of pupils with SEND across England’s mainstream schools
13 November 2025
This interim report presents emerging insights into the uneven distribution of pupils with special educational needs and disabilities (SEND) across mainstream schools in England. It draws on analysis of National Pupil Database data and interviews with 10 local authority (LA) staff, as part of a project funded by the Nuffield Foundation.
The uneven distribution matters because schools with disproportionately high numbers of pupils with SEND may face increased pressures on staffing, funding and access to specialist support. At the same time, higher concentrations of need can prompt schools to invest in staff training, strengthen systems and build closer relationships with specialist services, enhancing their capacity to support pupils with SEND.
These findings offer a system-level picture of current patterns rather than firm explanations of why they occur or what they imply. Further evidence will be gathered through a large-scale survey of school leaders and in-depth interviews with staff and parents. The final report, bringing together all evidence, will be published in summer 2026.
Key Findings
- Primary schools in 2024/25 with the highest rates of pupils with Education, Health and Care Plans (EHCPs) - legally binding plans for pupils with the most significant and complex special educational needs - had, on average, six times as many pupils with EHCPs as those with the lowest rates; in secondary schools, the difference was around fivefold.
- More than half of pupils with EHCPs (56 per cent) are now educated in mainstream schools, up from 49 per cent in 2015/16, with the sharpest rise in primary settings.
- Primary and secondary schools with the highest rates of pupils with any form of SEND have more than twice the proportion of pupils with SEND as those with the lowest rates. This includes pupils with EHCPs and those receiving SEN Support, which is additional help for pupils who do not have an EHCP.
- LA staff reported that parental choice and accountability pressures shape these patterns. Families often seek out schools known for inclusive practice, while performance concerns can deter some schools from admitting pupils with additional needs.