1.5b. How do admissions practices affect access for vulnerable groups and overall school diversity?
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.
Next steps
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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 focuses on analyzing the impact of admissions practices on vulnerable groups in secondary schools, aligning with the question's inquiry.
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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?
While the project explores inclusion and exclusion in education systems, it does not directly address admissions practices and their impact on vulnerable groups in schools.
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DFE: The unequal representation of ethnic minorities for different types of special educational needs: Extent, causes and consequences
Representative research in the US has established that Black students are substantially more likely to be identified with Special Educational Needs (SEN) than the majority White group. The only nationally representative ...
Funded by: ESRC
Lead research organisation: University of Oxford
Why might this be relevant?
The project investigates the unequal representation of ethnic minorities in special educational needs, which is related to the broader topic of school diversity but does not directly address admissions practices for vulnerable groups.