DfE-Inclusion and the academisation of English secondary schools:trends in the placement of pupils with significant SEN and those permanently excluded

该项目旨在分析有关学生和学校的国家数据集(国家学生数据库)，以探索一些弱势学生通过中学的途径。我们感兴趣的是比较一段时间(2003-2015)的趋势，重点是：-有特殊教育需要的学生在7年级入学，并在以后的几年里离开-所有学生永久地被排除在中学之外。在过去的30年里，连续30年的英国政府在英格兰的教育方面有两项主要的政策举措。提高学术标准一直是第一项倡议的重点，导致以评估为主导的国家课程；国家测试和结果比较；以及制定更多面向市场的学校模式。这反映了公共服务政策的更广泛的发展，以更多样化和更自主的提供和更多的用户选择来取代一些国家提供的服务。学院是由工党政府创建的，目的是应对一直以来“失败”的学校问题。保守党/自由民主党联盟以此为基础，在更大的规模上建立了学院和免费学校。一个不太重要的趋势是，在普通学校而不是特殊学校为更多有特殊教育需要(SEN)的学生提供服务，并在普通学校培养为这些学生提供服务的能力--这被称为全纳教育运动。然而，最近有关有特殊教育需要的学童的法例加强了选择和多元化模式，强调家长有更多选择和提供更多元化的课程，例如透过免费学校政策倡议设立更多特殊学校。转换学院(最自治的类型)有显著特殊教育需求的学生的比例最低，受赞助的学院(需要转换，由外部赞助商管理)具有显著的特殊教育需求的比例最高，而保留的学校(仍然是地方政府学校)的百分比介于这两个水平之间。我们认为，中学转变为学院的政策以及对提高学校标准的关注可能随着时间的推移改变了普通学校中易受伤害的学生(有特殊教育需要的学生和那些遭受永久排斥的学生)的模式。我们项目的具体目的是检验更大的学校自主权和多样性是否与普通中学较低的入学率以及更多的独立特殊学校和替代学位有关。目标1：从学生、学校和地方当局(LA)层面分析来自NPD的关于进入和离开主流中学的学生的中学数据。目标2：探索自收集学生水平数据以来有特殊教育需求儿童的典型教育路线。目的3：考察学校自主性和多样性是否与普通中学的就读率较低有关，从而与特殊学校和替代性学校的就读率较高有关。目标4：考察弱势学生在学习水平上的教育轨迹与学习水平上的学业程度的差异。如果存在差异，我们将研究可能影响差异的LAS的特征。通过确定从主流学校到特殊学校的路线/替代方案，我们希望找出一些因素，解释从学校到特殊学校的路线与典型的路线有显著差异。这是为了使我们能够了解影响弱势学生教育经历的学生、学校和LA因素。该项目将支持原始证据知情的政策制定，并将成为在国际上采取行动加强包容性教育的背景下能够而且需要在国际上进行的那种研究的典范。

This project aims to analyse a national dataset (the National Pupil Database) about pupils and schools to explore the routes some vulnerable pupils take through secondary schools. We are interested in comparing trends over time (2003-2015) with a focus on:-pupils with SEN that enter at year 7 and exit during later years-all pupils permanently excluded from secondary schools.Over the past 30 years consecutive UK governments have had 2 main policy initiatives regarding schooling in England. Raising academic standards has been the focus of the first initiative, leading to an assessment-led national curriculum; national testing and comparison of results; and developing a more market-orientated model of schooling. This reflected a wider development in public service policy, to replace some state provision by more diversity and autonomy of provision and more user choice. Academies were created by the Labour government to respond to the issues of persistently 'failing' schools. The Conservative/Lib Dem coalition built on this to introduce academies and free schools on a much larger scale.A lesser though nevertheless important trend was providing for more pupils with special educational needs (SEN) in ordinary rather than special schools and building capacity in ordinary schools to provide for these pupils - what has been called the inclusive education movement. However, the most recent legislation relating to pupils with SEN reinforces the choice and diversity model in emphasising more parental choice and offering more diversity of provision, for example more special schools established through the free school policy initiative.There are now a range of school types, each with a different level of autonomy. Converter Academies (the most autonomous of the types) had the lowest percentage of pupils with significant SEN, the sponsored Academies (required to convert, governed by outside sponsor) had the highest percentage with significant SEN, while maintained schools (remaining as local authority schools) had percentages between these levels.We think the policy of secondary schools changing into academies and a focus on raising standards in school may have changed the patterns over time of vulnerable pupils (those with SEN as well as those who experience permanent exclusions) in ordinary schools. The specific aim of our project is to examine whether greater school autonomy and diversity is related to lower placements in ordinary secondary schools and thus greater separate special school and alternative provision placements.Objective 1: to analyse secondary data from the NPD at a pupil, school and local authority (LA) level, regarding pupils that enter and exit mainstream secondary schools.Objective 2: to explore the typical educational routes of children with SEN over time since pupil level data was collected. To find out if there is any variation in educational routes by different areas of SEN.Objective 3: to examine whether greater school autonomy and diversity is related to lower placements in ordinary secondary schools and thus greater separate special school and alternative provision placements.Objective 4: to examine variations in the educational trajectories of vulnerable pupils at a LA level associated with the extent of acadamisation at a LA level. If there are differences we will examine the characteristics of the LAs that may influence the variations.By identifying routes from mainstream schools to special schools/alternative provision we hope to identify some factors that explain significant divergence from typical routes through school. This is to enable us to understand pupil, school and LA factors that influence the educational experiences of vulnerable pupils. The project will support original evidence informed policy making and will act as a model of the kind of research that can and needs to be done internationally in the context of international moves towards greater inclusive education.