A sizeable minority of children and young people in England face a significant range of vulnerabilities and disadvantages. These include those already known to children’s social care, children in need, those eligible for free school meals (FSM) because of low family income, those with SEND, in particular those who have an Education, Health and Care (EHC) plans and those who attend Alternative Provision. Given the human, economic and social cost of poor performance in this area, we are seeking evidence on the best ways to improve outcomes for these children and young people, before issues become acute and require more significant intervention
If you would like to discuss previous, ongoing or potential research into any of the areas in this document, please contact research.engagement@education.gov.uk.
This question was published as part of the set of ARIs in this document:
Understanding Children's Lives and Outcomes, led by Morag Treanor and Fiona Mitchell, will provide new insights to help better understand and deliver the best possible outcomes for children, utilising existing datasets n...
Funded by: ESRC
Lead research organisation: University of Edinburgh
Partially answers the question by focusing on educational exclusions and kinship care, but does not directly address SEND or AP.
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 an...
Funded by: ESRC
Lead research organisation: Loughborough University
Fully answers the question by analyzing the variability in education for children with SEND in England.
The 2017 Lancet Series, Advancing Early Childhood Development: From Science to Scale, estimated that 43% of children under 5 years in LMICs (250m children), were at risk of not reaching their potential because they had s...
Funded by: GCRF
Lead research organisation: University of Oxford
Partially addresses the question by focusing on global data for young children's learning and development, but does not specifically address SEND or AP.