Campbell, Tammy (2021) Special Educational Needs and Disabilities within the English primary school system: what can disproportionalities by season of birth contribute to understanding processes behind attributions and (lack of) provisions? CASEpapers (CASE 223). Centre for Analysis of Social Exclusion, London School of Economics and Political Science, London, UK.
![[img]](http://eprints.lse.ac.uk/style/images/fileicons/text.png) |
Text
- Published Version
Download (942kB) |
Abstract
This working paper uses de-identified National Pupil Database records spanning 2008 – 2018 (N children=6 million+) to map disproportionalities by birth season and gender in attributions of levels of Special Educational Needs and Disabilities (SENDs) and ascriptions of SEND types. It also maps disparities in attribution to Reception children of an Early Years Foundation Stage Profile (EYFSP) ‘Good Level of Development’ and to Year 1 children the status of ‘meeting expectations’ in the Phonics Screening Check. It lays the foundation for more detailed work towards understanding the processes behind birth month disproportionalities in attributions of SENDs, and implications of these for the function of the school and SEND systems. Summer-born children, particularly boys, are much more likely to be attributed both ‘higher’ and ‘lower’-level SEND by the end of their primary school career, and there are also stark inequalities in the types of SEND ascribed to boys and girls born across the year. Alongside this, there are extremely pronounced disparities by birth season and gender in EYFSP and Phonics screening assessments at the beginning of primary school. In the context of findings here, previous research and theory, and indications of a widening over time in gaps between autumn-born girls and summer-born boys, this paper hypothesises that rigid, prescriptive ‘expectations’ and ‘standards’ within the primary education system result in summer-born children disproportionately being denoted with SEND: and that therefore to some extent the system produces – and then fails to meet – the needs of children with SEND. The current SEND system is characterised as riddled with ‘nightmares’ and ‘dashed hopes’ (House of Commons Education Committee, 2019); this paper begins to contribute to scrutinising the workings of the system overall and factors that produce inequalities, inefficiencies, insufficiencies.
| Item Type: | Monograph (Discussion Paper) |
|---|---|
| Official URL: | https://sticerd.lse.ac.uk/CASE/_new/publications/ |
| Additional Information: | © 2021 The Author |
| Divisions: | Social Policy Centre for Analysis of Social Exclusion |
| Subjects: | H Social Sciences > HC Economic History and Conditions H Social Sciences > HV Social pathology. Social and public welfare. Criminology |
| JEL classification: | I - Health, Education, and Welfare > I2 - Education > I21 - Analysis of Education I - Health, Education, and Welfare > I2 - Education > I20 - General |
| Date Deposited: | 08 Feb 2024 15:24 |
| Last Modified: | 08 Feb 2024 15:24 |
| URI: | http://eprints.lse.ac.uk/id/eprint/121529 |
Actions (login required)
 |
View Item |
Download Statistics
Download Statistics