A postcode lottery of SEND provision? Analysing and explaining variability in the education of children with SEND since the Children and Families Act

SEND 规定的邮政编码抽奖？

• 批准号: ES/X001431/1
• 负责人: Francisco Azpitarte
• 金额: $ 26.54万
• 依托单位: Loughborough University
• 依托单位国家: 英国
• 项目类别: Research Grant
• 财政年份: 2023
• 资助国家: 英国
• 起止时间: 2023 至 无数据
• 项目状态: 未结题
• 来源: https://gtr.ukri.org/projects?ref=ES%2FX001431%2F1
• 关键词: postcode; lottery; SEND; provision; Analysing

Despite education reforms, children with Special Educational Needs and Disabilities (SEND) in England continue to experience multiple disadvantages in education. They have higher rates of absence and risk of permanent and fixed school exclusions (Graham et al. 2019; DfE, 2016) and often perform worse than their peers in educational attainments from the early years to post-16 education (DfE, 2021). These inequalities are associated with negative outcomes later in life disproportionally affecting children with SEND including ill health, unemployment, and imprisonment (O'Brien, 2016). The 2014 Children and Families Act (2014CFA) currently regulates the provision of education for children with SEND in England. Largely inspired by the vision of the Warnock Committee (Dept. for Education & Science, 1978), this policy presumes that most children with SEND should be educated in mainstream schools. The Act places new responsibilities on Local Authorities (LA) around the early identification of SEND, the co-production of policies with families, and the integration of services (2014CFA). Placing the responsibilities for enacting the legislation with LAs opens possibilities for divergent practice, experiences and outcomes at the LA level - a postcode lottery, as identified in policy reports (House of Commons, 2020) and our pilot study (Azpitarte and Holt, 2022).This project will investigate recent trends and spatial disparities within and between LAs in school provision and educational outcomes of children with SEND. Geography is central to the evaluation of SEND policies as LAs in England have a central role in SEND provision including key statuary responsibilities throughout the SEND process. Evidence from Ofsted inspections suggests a postcode lottery with many LAs failing to meet the needs of children with SEND (Ofsted, 2021). The purpose of this research is to gain insights into extent, drivers, and implications of the postcode lottery for children's education. There is a lack of systematic research about the spatial differences in SEND provision and outcomes. The project will address the evidence gap in three ways. First, it will map out spatial disparities in inclusion and school segregation within and between LAs of children with SEND looking at school arrangements at different stages of their education. Consistent with trends towards the marketisation of education, recent years have seen an increasing academisation of the school sector and a rise in the proportion of children with SEND attending special schools. As shown in Black et al. (2019), the academisation of schools in England has been far from uniform across space which may have important implications for education of children with SEND. Secondly, the project will study spatial disparities in the educational attainments of children with SEND throughout their compulsory education. Despite the focus on outcomes in the 2014CFA, little is known yet about its consequences for children's outcomes. The project will fill that gap by investigating spatial variability in assessment participation, educational attainment, and school exclusion of children with SEND looking at variation at the pupil, school, and LA levels. The project will improve our understanding of the drivers of the postcode lottery in SEND provision and outcomes by evaluating the influence of pupil, school, and LA level demographic and socioeconomic characteristics in explaining the variability between schools within LAs, and between LAs. The project will evaluate the extent of the postcode lottery by looking at how the effect of characteristics such as the primary needs of children and SEND support varies between schools and LAs. This will allow us to discern the extent to which variation at different levels can be explained by differences in characteristics pointing to the role of variation in LA SEND policies and practice in driving spatial variability in SEND provision and outcomes.

尽管进行了教育改革，但英格兰有特殊教育需要和残疾的儿童在教育方面仍然面临多种不利因素。他们有更高的缺勤率和永久和固定学校排斥的风险（Graham等人，2019; DfE，2016），并且从早年到16岁后教育的教育程度通常比同龄人差（DfE，2021）。这些不平等与日后生活中的负面结果有关，这些负面结果会对SEND儿童产生不良影响，包括健康状况不佳，失业和监禁（奥布莱恩，2016）。2014年《儿童和家庭法》（2014 CFA）目前规定了英格兰为有SEND的儿童提供教育。受沃诺克委员会（部门）愿景的启发，教育与科学，1978年），这项政策假定大多数有SEND的儿童应该在主流学校接受教育。该法案赋予地方当局新的责任，即及早发现有严重残疾的儿童，与家庭共同制定政策，以及整合服务（2014年《儿童福利法》）。将颁布立法的责任交给地方当局，为地方当局一级的不同做法、经验和结果提供了可能性-正如政策报告所指出的，这是一种邮政编码抽签（下议院，2020年）和我们的试点研究（阿兹皮塔特和霍尔特，2022年）本项目将调查最近的趋势和地区内和地区之间在学校提供和儿童教育成果方面的空间差异，发送。地理位置是评估SEND政策的核心，因为英格兰的LA在SEND提供中发挥着核心作用，包括整个SEND过程中的关键统计责任。来自Ofsted检查的证据表明，许多LAs的邮政编码彩票未能满足SEND儿童的需求（Ofsted，2021）。本研究的目的是深入了解邮政编码彩票对儿童教育的影响程度、驱动因素和影响。目前缺乏系统的研究空间差异的SEND提供和结果。该项目将以三种方式解决证据差距问题。首先，它将绘制出有特殊教育需求儿童的地方当局内部和之间在包容和学校隔离方面的空间差异，并研究其教育不同阶段的学校安排。与教育市场化的趋势相一致，近年来，学校部门的规模不断扩大，有特殊教育需求的儿童在特殊学校的比例也有所上升。如Black等人（2019年）所示，英格兰学校的重新定位在空间上远非统一，这可能对SEND儿童的教育产生重要影响。第二，该项目将研究有特殊教育需求儿童在整个义务教育期间受教育程度的空间差异。尽管《2014年综合行动框架》的重点是结果，但人们对其对儿童结果的影响知之甚少。该项目将填补这一空白，通过调查空间变异的评估参与，教育程度和学校排斥的儿童与SEND看在学生，学校和LA水平的变化。该项目将通过评估学生，学校和洛杉矶水平的人口和社会经济特征的影响，以提高我们对邮政编码彩票在SEND提供和结果中的驱动因素的理解，以解释LA内学校之间的差异，以及LA之间的差异。该项目将评估邮政编码抽签的程度，方法是研究儿童的基本需求和SEND支持等特征的影响如何在学校和地方之间变化。这将使我们能够辨别不同层次的变化在多大程度上可以解释为指向LA SEND政策和实践中的变化在驱动SEND提供和结果的空间变异性方面的作用的特征差异。