Secondary schools in England with high academic performance are taking in significantly fewer pupils with special educational needs and disabilities (Send) compared to the average comprehensive school. According to a recent study by the Sutton Trust, these top schools are admitting half as many disadvantaged pupils with Send as the average comprehensive. The research also found that 36% fewer pupils with Send are being accepted by these schools than those living in their catchment area.
The Sutton Trust's findings suggest that the top schools may be employing a deliberate strategy to boost their academic performance and finances. The study's authors argue that this approach amounts to further social segregation of the school system, exacerbating the challenges faced by low-income families whose children also have Send needs. The report highlights the need for school leaders to take a more inclusive approach, and for the government to address the underlying issues that prevent this from happening.
The Sutton Trust's findings have serious implications for Nigerian students who may be considering applying to top English schools. The exclusion of disadvantaged pupils with Send from these schools risks perpetuating social inequality and limiting opportunities for these students. It is essential that the government takes concrete steps to address this issue and promote greater inclusivity in the school system.
