1.5a. How common is it for schools to actively prevent the admission of certain groups, such as pupils with SEND or those from particular religions, despite statutory requirements? What are the reasons for this?
Background
Inclusion focuses on understanding the challenges and protective factors that influence inclusion, belonging, and fair access to high-quality education and care. We want to explore what works in practice to support children, young people and learners who face the highest barriers. This includes looking at the approaches that have the greatest impact on their achievement, wellbeing and long-term outcomes. It involves examining effective strategies for multi-agency collaboration, early identification and action in response to identified needs, and adapting provision to meet diverse challenges. We are interested in finding out how high-quality inclusive practice is shaped by local context. We also want to see where providers show exceptional practice and strong outcomes across all the areas we regulate and inspect.
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Related UKRI funded projects
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DfE-Inclusion and the academisation of English secondary schools:trends in the placement of pupils with significant SEN and those permanently excluded
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 ov...
Funded by: ESRC
Lead research organisation: UNIVERSITY OF EXETER
Why might this be relevant?
The project specifically analyzes the trends in the placement of pupils with significant SEN and those permanently excluded in English secondary schools, addressing the question fully with expertise in the area.
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The political economies of school exclusion and their consequences
The main aim of PolESE is to develop a multi-disciplinary understanding of the political economies and consequences of school exclusion across the UK. There are great differences in the rates of permanent school exclusio...
Funded by: ESRC
Lead research organisation: University of Oxford
Why might this be relevant?
The project focuses on the political economies and consequences of school exclusion across the UK, providing a comprehensive understanding of the issue with expertise in various disciplines.
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Ibali: storying new discourses of educational inclusion/exclusion in the UK, Nigeria and South Africa
"The story is our escort; without it, we are blind" (Chinua Achebe) UNESCO's 2020 Global Education Report on inclusion states that progress on ensuring all children have a positive and productive education is ...
Funded by: AHRC
Lead research organisation: The Open University
Why might this be relevant?
The project explores new discourses of educational inclusion/exclusion in the UK, Nigeria, and South Africa, which partially aligns with the question by examining experiences of inclusion/exclusion in education systems.