A recent article by membership organisation Natspec, raises critical questions about the direction of proposed SEND reforms. Central to the debate is a key assumption made by the Department for Education (DfE) in its proposals: that mainstream education delivers better outcomes than specialist provision for students with special educational needs and disabilities (SEND).
However, both existing research and our own data from our specialist setting, Moor House School & College, suggest that this assumption deserves closer scrutiny.
Are Academic Outcomes Really Better in Mainstream Settings?
As highlighted by Natspec, comparing outcomes between SEND students in mainstream and specialist settings is inherently complex. Placement decisions are not random – they are shaped by the nature and severity of a student’s needs, which are themselves strong predictors of academic and social outcomes.
This issue is particularly evident in the DfE’s recent report on GCSE outcomes for pupils with Education, Health and Care Plans (EHCPs). The report concludes that SEND students in mainstream schools achieve better GCSE results than those in specialist settings. However, this conclusion is based on a very selective sample.
Under closer inspection, it’s clear the study uses Key Stage 2 SATs scores as a proxy for need severity and excludes students without SATs data. Yet approximately 8% of pupils do not take these tests because they are working below the level of assessment – many of whom are likely to have more complex needs. By excluding this group, the study overlooks a significant portion of the SEND population.
Moreover, the report itself acknowledges that its findings may not apply to students with the most profound and complex needs. In fact, only 22% of pupils with an EHCP met the criteria for inclusion in the analysis. This means the conclusions are based on a relatively small subgroup of SEND students with moderate needs, leaving 78% unrepresented, including 92% of the students with SEND who were attending special schools.
In summary, this study is only about SEND students with moderate needs and it does not provide any insights about the remaining 78% of SEND students whose needs are so severe that they were already significantly below national academic standards at the end of KS2 and/or unable to take at least one Maths and/or English GCSE.
Clearly the claim that mainstream education leads to better academic outcomes cannot be generalised across the full spectrum of SEND learners based on the quoted study.
Does Mainstream Education Lead to Better Employment Outcomes?
Another assumption underpinning current reform proposals is that mainstream education improves employability for SEND students. Our own alumni data challenges this view.
At Moor House School & College, we support students with severe, life-long language disorders. Of those former students surveyed, just 1% were unemployed (N=65, aged 20–70+). Among recent leavers aged 16–24, only 4% were classified as not in employment, education, or training (NEET). These figures are in stark contrast to national averages of 5% unemployment and 12% NEET.
This is particularly significant given that young people with SEND are estimated to be 80% more likely to be NEET than their peers. While direct comparisons with similarly profiled students from mainstream settings are not available, our data demonstrates that specialist education when tailored effectively, can lead to strong employment outcomes.
Beyond Academics and Employment: What Outcomes Matter?
Perhaps the most important question raised by Natspec’s article is not about which setting performs better, but about how we define success for SEND learners.
Should academic attainment and employment rates be the primary measures of success? Or should we take a broader view?
Feedback from our former students suggests the latter; they consistently highlight the importance of feeling understood, supported, and accepted. One former student reflected:
“I went to mainstream school until I was 14, and I found it very hard to make friends and access education. When I arrived at Moor House, they helped me to understand how to work with my disability.”
The Value of Specialist Education
In specialist settings like this, students benefit from shared experiences and individualised support for language and communication needs. They develop essential self-advocacy, social and independence skills.
While these outcomes may not always be captured in exam results or employment statistics, they are fundamental to long-term wellbeing. They also have wider societal implications, including potential reductions in health and social care needs.
Our alumni data reinforces this broader perspective:
- All respondents reported a positive overall experience.
- The vast majority felt well prepared for employment, relationships, and independent living.
- Only 4% were dissatisfied with their social lives.
- Over half participated in organised social groups such as sports clubs or interest-based communities.
- Just 4% reported overall dissatisfaction with life or a negative outlook on the future.
These findings suggest that specialist education can produce well-rounded individuals who are equipped to thrive not just academically or economically, but socially and emotionally.
A More Balanced Perspective
The success of these outcomes lies in the ability of specialist settings to deliver highly individualised support. Such tailored provision may be difficult to replicate in mainstream environments, where resources and expertise are often stretched.
This is not to argue against mainstream inclusion, but to caution against a one-size-fits-all approach. SEND learners are a diverse group, and their education should reflect that diversity.
As policymakers consider the future of SEND provision, it is essential that decisions are grounded in a full and informed understanding of the evidence, and in a broader definition of what it means for a young person to succeed.
For more information about the alumni research in this article, please contact our Outreach Manager, Freyja Westwood at westwoodf@moorhouseschool.co.uk or for more information about Moor House School & College, visit our website.