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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?

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  • Tammy Campbell

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.

Suggested Citation

  • Tammy Campbell, 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?," CASE Papers /223, Centre for Analysis of Social Exclusion, LSE.
    • Handle: RePEc:cep:sticas:/223
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    File URL: https://sticerd.lse.ac.uk/dps/case/cp/casepaper223.pdf
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    References listed on IDEAS

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    1. Claire Crawford & Lorraine Dearden & Ellen Greaves, 2014. "The drivers of month-of-birth differences in children's cognitive and non-cognitive skills," Journal of the Royal Statistical Society Series A, Royal Statistical Society, vol. 177(4), pages 829-860, October.
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    JEL classification:

    • I24 - Health, Education, and Welfare - - Education - - - Education and Inequality
    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education

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