Parent, pupil and learner voice: September 2024
Published 28 April 2025
Applies to England
漏 Crown copyright 2025
This publication is licensed under the terms of the Open 바카라 사이트 Licence v3.0 except where otherwise stated. To view this licence, visit or write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gov.uk.
Where we have identified any third party copyright information you will need to obtain permission from the copyright holders concerned.
This publication is available at /government/publications/parent-pupil-and-learner-voice-omnibus-surveys-for-2024-to-2025/parent-pupil-and-learner-voice-september-2024
Introduction
The Department for Education (DfE) commissioned Verian (formerly known as Kantar Public) to recruit and maintain a panel of Parents, Pupils and Learners in England, known as the Parent, Pupil and Learner Voice (PPLV). The PPLV is designed to collect robust evidence to help the Department for Education understand the perspectives of parents, carers, pupils and learners. This allows us to make more effective policy.
The PPLV works as a series of short surveys across the academic year, covering a range of new and longstanding policy issues. This report is about the findings from the September 2024 survey wave of the PPLV.
Methodology
The PPLV survey is answered by secondary school pupils (years 7 to 13), learners in further education (years 12 and 13) and parents of primary, secondary and special school pupils (years 1 to 11) who have agreed to participate in short, regular research surveys on topical education issues. We select parents and pupils randomly using records from the National Pupil Database (NPD) and invite them to take part in an online survey. For the first survey of the academic year, we send invitation letters to households. For other surveys in that same academic year, we send the invitation by email and text message to the parents and pupils who agreed to join the panel in the first survey.
Mid-way through the academic year, we randomly select pupils and learners in years 12 and 13 and invite them to join the panel in the same way. We select learners (those studying in a college setting) from the Individualised Learner Record (ILR) and we select pupils (those studying in a school setting) from the NPD.
We ran a survey between 30 September and 28 October. The respondents were:
| Audience | Responses |
|---|---|
| Primary school parents | 1366 |
| Secondary school parents | 1979 |
| Special school parents | 822 |
| Secondary pupils | 3402 |
Questions with fewer than 30 responses (before weighting) are not included in this report. Complete findings can be found in the published data tables, which include more detail on how different groups answered each question.
The report makes some comparisons to previous surveys conducted in previous academic years, for example the Parent, pupil and learner panel omnibus surveys for 2022 to 2023. These comparisons are helpful to understand how trends may be changing. However, the survey methodology changes over time and so comparisons to previous years are not as reliable as survey findings within each academic year. We introduced parents of pupils attending special schools in the 2023 to 2024 academic year, so any comparisons from previous academic years do not include these audiences.
In this report we round figures to the nearest whole number. We do not describe 0% and 100% as 바카라 사이트榥one바카라 사이트� and 바카라 사이트榓ll바카라 사이트� because figure rounding may mean this is not accurate. For instance, 100% may be 99.6% of respondents, rounded to the nearest whole number. Unless otherwise stated, when we refer to the 바카라 사이트榓verage바카라 사이트� we are reporting the arithmetic mean.
Further information on the survey methodology is available in the accompanying technical report.
Topics covered in this survey
The survey included questions about:
- attendance at school
- perceptions of fairness in society
- school uniform policies and costs
- home to school transport
- confidence in the SEND system
- wellbeing support
- mental health and wellbeing
Attendance at school
We asked pupils and parents how often they or their child had attended school in the past 2 weeks of term time.
Figure 1: How often pupils have attended school in the past 2 weeks of term, as reported by pupils or by their parents
| Audience | Every weekday | Most weekdays | Some weekdays | Not at all | Total |
|---|---|---|---|---|---|
| Pupils | 83% | 14% | 2% | 1% | 100% |
| Parents | 89% | 9% | 2% | 1% | 100% |
Base: All pupils (n = 3402) and parents (n = 4167). Data table reference = 바카라 사이트渁ttendance_pupils바카라 사이트�.
The percentage of pupils reporting that they had attended school everyday or most days over the previous 2 weeks was similar to when we have asked previously in March 2024 (95%) and December 2023 (95%). The percentage of parents reporting that their child had attended school every day or most days over the previous 2 weeks was also similar to when we asked this question previously in March 2024 (97%) and December 2023 (97%).
Illness was the most common reason given by both parents (68%) and pupils (70%) for not having attended school everyday in the past 2 weeks of term time. The second most common reason given was anxiety or mental health problems by both parents (26%) and pupils (23%).
We asked parents and pupils who said that they or their child had not attended school due to anxiety or mental health problems which factors had contributed to this.
Parents most commonly said:
- worries about lessons and learning (55%)
- general worries not about anything in particular (52%)
- worries about getting on with teachers (44%)
Pupils most commonly said:
- worries about lessons and learning (48%)
- general worries not about anything in particular (39%)
- worries about other pupils behaviour (39%)
Perceptions of fairness in society
We asked pupils a series of questions relating to their perception of fairness in society. Pupils were given a statement and had to respond with the extent they agreed or disagreed with it.
Figure 2: Pupils perceptions of fairness in society
| Statement | Strongly agree | Agree | Neither agree nor disagree | Disagree | Strongly disagree | Don바카라 사이트檛 know | Total |
|---|---|---|---|---|---|---|---|
| Everyone has a fair chance to go as far as their talent and hard work can take them | 32% | 46% | 12% | 7% | 2% | 1% | 100% |
| A person바카라 사이트檚 background influences their outcomes in life | 13% | 34% | 25% | 18% | 7% | 2% | 100% |
| When I am older, I will have a better life than my parents have now | 13% | 24% | 44% | 5% | 1% | 14% | 100% |
Base: All pupils (n = 3402). Data table reference = 바카라 사이트渓ifestyle_fairchance바카라 사이트�, 바카라 사이트渓ifestyle_background바카라 사이트�, 바카라 사이트渓ifestyle_parents바카라 사이트�.
School uniform policies and costs
We asked parents if, during the last 12 months, their child바카라 사이트檚 school had notified them that it had revised or is revising its school uniform policy. A minority of primary (16%), secondary (31%) and special school (13%) parents said that they had been notified that their child바카라 사이트檚 school had revised its school uniform policy. In addition, 3% of primary, 4% of secondary and 1% of special school parents said they had been notified that their child바카라 사이트檚 school is in the process of revising its school uniform policy.
Among parents whose child바카라 사이트檚 school had updated its school uniform policy in the past year, we asked what changes had been made.
Figure 3: What changes have been made to school uniform policy in the past year
| Response | Primary | Secondary | Special |
|---|---|---|---|
| Reduced the number of compulsory uniform items with specific branding (e.g. school logos) | 33% | 24% | 19% |
| The school now allows more uniform items to be purchased from cheaper outlets (e.g. supermarkets) | 32% | 14% | 22% |
| The school now offers a second-hand uniform scheme | 23% | 23% | 13% |
| Increased the number of compulsory uniform items with specific branding (e.g. school logos) | 9% | 21% | 10% |
| Reduced the number of items that can only be purchased from the school바카라 사이트檚 suppliers | 13% | 13% | 7% |
| Increased the number of items that can only be purchased from the school바카라 사이트檚 suppliers | 4% | 11% | 4% |
| The school now promotes another organisation바카라 사이트檚 second-hand scheme | 5% | 4% | 0% |
| Other | 28% | 24% | 20% |
| Don바카라 사이트檛 know | 11% | 15% | 29% |
Base: Parents who said that their child바카라 사이트檚 school had updated its school uniform policy in the last 12 months (n = 1103). Data table reference = 바카라 사이트渟chooluniform_policychanges바카라 사이트�.
Finally, we also asked parents how worried they were about being able to afford school uniform and school sports or PE kit for this academic year.
Figure 4: Parents바카라 사이트� degree of worry about affording school uniform, sports or PE kit this academic year
| Phase | Very worried | Quite worried | Not very worried | Not at all worried | Prefer not to say | Not applicable | Total |
|---|---|---|---|---|---|---|---|
| Primary | 6% | 22% | 40% | 30% | 1% | 1% | 100% |
| Secondary | 11% | 27% | 36% | 23% | 2% | 1% | 100% |
| Special | 7% | 21% | 39% | 28% | 2% | 4% | 100% |
Base: All parents (n = 4097). Data table reference = 바카라 사이트渟chooluniform_worry바카라 사이트�.
Home to school transport
We asked parents what the main way their child usually travels to school is.
Figure 5: Main ways children usually travel to school according to parents
| Response | Primary | Secondary | Special |
|---|---|---|---|
| Walk/cycle/scoot | 55% | 45% | 4% |
| Free transport provided by Transport for London (Only asked to Parents based in London) | 1% | 5% | 1% |
| Free transport, pass or allowance paid for by the council / local authority | 1% | 8% | 71% |
| Car, e.g. someone drives them to school | 40% | 25% | 19% |
| Taxi paid for by parent/guardian | 1% | 0% | 0% |
Base: All parents (n = 4167). Data table reference = 바카라 사이트渟chooltransport_means바카라 사이트�. Other, Not applicable and Don바카라 사이트檛 know options are not charted.
We also asked parents to what extent they agreed or disagreed that access to transport was a barrier that prevented their child attending their preferred choice of school. Access to transport was defined in the survey as how individuals reach and use transportation services, considering factors like affordability, geographical closeness and physical accessibility
Figure 6: Whether parents agree or disagree that access to transport is a barrier that prevented their child attending their preferred school choice
| Phase | Strongly agree | Agree | Neither agree nor disagree | Disagree | Strongly disagree | Total |
|---|---|---|---|---|---|---|
| Primary | 2% | 3% | 16% | 24% | 55% | 100% |
| Secondary | 2% | 8% | 21% | 27% | 42% | 100% |
| Special | 4% | 7% | 25% | 31% | 33% | 100% |
Base: All parents (n = 4167). Data table reference = 바카라 사이트渟chooltransport_barrier바카라 사이트�.
In addition, a large majority of primary (86%) secondary (86%) and special school (88%) parents said they have access to the school transport they need for getting to and from school.
For parents who said their child did not have access to the transport they need, we asked why this was.
Figure 7: Reasons why children do not have access to the transport they need to get to and from school
| Response | Primary | Secondary | Special |
|---|---|---|---|
| They can바카라 사이트檛 reasonably walk/cycle/scoot to school because of their special educational needs, disability or mobility problem | 9% | 13% | 60% |
| They attend a school that is too far for them to walk/cycle/scoot | 33% | 39% | 38% |
| They attend a school where the route isn바카라 사이트檛 safe for them to walk/cycle/scoot | 16% | 20% | 21% |
| I (or other parent) am unable to transport them to and from school | 5% | 14% | 12% |
| Other reason | 22% | 22% | 15% |
| Don바카라 사이트檛 know | 36% | 14% | 6% |
Base: Parents who said that their child does not have access to the transport they need to get to and from school (n = 385). Data table reference = 바카라 사이트渟chooltransport_whynoaccess바카라 사이트�.
We also asked parents how frequently in the past 12 months have transport problems affected their child바카라 사이트檚 ability to get to school (that is, their child was very late or unable to attend that day). The majority of parents (73%) said that transport problems had never affected their child바카라 사이트檚 ability to get to school. Of those parents who reported any such problems, the regularity varied but was mostly once or twice a year.
Figure 8: Frequency of transport problems affecting children ability to get to school, among parents who reported any such problems in the last year
| Phase | At least every week | At least every month | At least termly | Once or twice a year | Total |
|---|---|---|---|---|---|
| Primary | 8% | 13% | 16% | 62% | 100% |
| Secondary | 14% | 19% | 16% | 52% | 100% |
| Special | 9% | 14% | 19% | 59% | 100% |
Base: Parents who said their child had experienced transport problems in the last year (n = 1485). Data table reference = 바카라 사이트渟chooltransport_problemoften바카라 사이트�.
Confidence in the SEND system
We asked parents of pupils with SEND how confident they are that their child바카라 사이트檚 school is able to support their child바카라 사이트檚 special educational needs or disability.
Figure 9: Parent confidence in school support for their child바카라 사이트檚 special educational need or disability
| Audience | Very confident | Fairly confident | Not very confident | Not at all confident | Total |
|---|---|---|---|---|---|
| Parents | 22% | 40% | 18% | 13% | 100% |
Base: Parents of children with SEND (n = 2102). 바카라 사이트淒on바카라 사이트檛 know바카라 사이트� and 바카라 사이트淧refer not to say바카라 사이트� not charted. Data table reference = 바카라 사이트渟endsystem_confident바카라 사이트�.
These results are similar to when we asked the same question in February 2024, when 56% of parents of children with SEND said they were very or fairly confident that their child바카라 사이트檚 school is able to support their child바카라 사이트檚 needs or disabilities, and 35% said they were not very or not at all confident.
For parents who were not very or not at all confident that their child바카라 사이트檚 school is able to support their special educational needs or disabilities, we asked what, if anything, would increase their confidence.
Figure 10: Factors that could increase parental confidence in their schools ability to support their child바카라 사이트檚 special educational need or disability
| Response | Percentage |
|---|---|
| Additional SEND training for teachers and school staff | 61% |
| Access to support from specialists | 54% |
| In classroom and/or out of classroom support from teaching assistants | 49% |
| Additional communication from the school about your child바카라 사이트檚 needs | 29% |
| A greater focus on pupil wellbeing and culture of inclusion | 22% |
| Changes to whole school policies/approaches to behaviour management | 22% |
| Physical changes to the school environment | 8% |
| Additional resources for physical disabilities | 6% |
| Other | 3% |
| None of the above | 2% |
| Don바카라 사이트檛 know | 4% |
| Prefer not to say | 1% |
Base: Parents of children with SEND who were not at all or not very confident that their child바카라 사이트檚 school is able to support their child바카라 사이트檚 special educational needs or disabilities (n = 1321). Data table reference = 바카라 사이트渟endsystem_increaseconfidence바카라 사이트�.
For parents of pupils in special schools specifically, we asked what, if anything, mainstream schools could do to improve their provision for children with special educational needs or disabilities.
Figure 11: Parents바카라 사이트� views on how mainstream schools could improve provision for children with special educational needs or disabilities
| Response | Percentage |
|---|---|
| Additional SEND training for teachers and school staff | 72% |
| Access to support from specialists | 57% |
| In classroom and/or out of classroom support from teaching assistants | 40% |
| Changes to whole school policies/approaches to behaviour management | 26% |
| A greater focus on pupil wellbeing and culture of inclusion | 21% |
| Additional communication from the school about a child바카라 사이트檚 needs | 15% |
| Physical changes to the school environment | 13% |
| Additional resources for physical disabilities | 12% |
| Don바카라 사이트檛 know | 6% |
| None of the above | 3% |
| Other | 2% |
Base: Parents of children in special schools (n = 822). 바카라 사이트淧refer not to say바카라 사이트� not charted. Data table reference = 바카라 사이트渟endsystem_improvement바카라 사이트�.
Wellbeing support
About half of parents (52%), and the majority of pupils (80%), were aware of mental health and wellbeing support available through their or their child바카라 사이트檚 school or college.
A higher proportion of parents said they were aware of mental health and wellbeing support available than when we last asked parents this question in June 2023 (49%) and in February 2022 (42%). A higher proportion of pupils also said they were aware of this support than when we last asked pupils in June 2023 (77%) and November 2022 (73%).
We asked parents aware of mental health and wellbeing support at their child바카라 사이트檚 school to what extent the support is helpful.
Figure 12: Whether parents agree or disagree that the mental health and wellbeing support provided by their child바카라 사이트檚 school is helpful
| Phase | Strongly agree | Agree | Neither agree nor disagree | Disagree | Strongly Disagree | Don바카라 사이트檛 know | Total |
|---|---|---|---|---|---|---|---|
| Primary | 38% | 45% | 12% | 2% | 1% | 3% | 100% |
| Secondary | 25% | 51% | 14% | 4% | 2% | 4% | 100% |
| Special | 59% | 34% | 4% | 2% | 1% | 1% | 100% |
Base: Parents who said they were aware of any mental health and wellbeing support at their child바카라 사이트檚 school (n = 2198). Data table reference = 바카라 사이트渨ellbeingsupport_support바카라 사이트�.
Among those aware of the mental health and wellbeing support available at the school, 31% of parents and 29% of pupils said they or their child had made use of this type of support. When last asked, in June 2023, more parents (35%) and pupils (32%) said they had made use of mental health and wellbeing support available.
We asked pupils to what extent the support provided was helpful or, if they had not used it, to what extent the support would be helpful.
Figure 13: Whether pupils agree or disagree that the mental health and wellbeing support provided by their school was or would be helpful
| Audience | Strongly agree | Agree | Neither agree nor disagree | Disagree | Strongly Disagree | Don바카라 사이트檛 know | Total |
|---|---|---|---|---|---|---|---|
| Pupils had used the support | 18% | 44% | 23% | 8% | 3% | 4% | 100% |
| Pupils who had not used the support | 17% | 45% | 23% | 7% | 1% | 7% | 100% |
Base: Pupils who said they had used the mental health and wellbeing support provided by their school (n = 1045). Pupils who said they had not used the mental health and wellbeing support provided by their school (n = 1410). Data table reference = 바카라 사이트渨ellbeingsupport_mh_helpfulused바카라 사이트�, 바카라 사이트渨ellbeingsupport_mh_helpfulnotused바카라 사이트�.
We also asked parents whether there are staff in their child바카라 사이트檚 school that theit child would feel confident talking to about their child바카라 사이트檚 mental health.
Figure 14: Whether parents agree or disagree that there are staff in their child바카라 사이트檚 school that their child can go to talk about their mental health
| Phase | Strongly agree | Agree | Neither agree nor disagree | Disagree | Strongly Disagree | Don바카라 사이트檛 know | Total |
|---|---|---|---|---|---|---|---|
| Primary | 40% | 42% | 10% | 3% | 2% | 3% | 100% |
| Secondary | 23% | 39% | 19% | 8% | 3% | 8% | 100% |
| Special | 47% | 37% | 9% | 3% | 1% | 2% | 100% |
Base: All parents (n = 4167). Data table reference = 바카라 사이트渨ellbeingsupport_staff바카라 사이트�.
We asked pupils how comfortable, if at all, they would feel speaking to adults in their school or college about their mental health.
Figure 15: How comfortable students feel speaking to adults in their school or college about their mental health
| Audience | Very comfortable | Fairly comfortable | Not very comfortable | Not at all comfortable | Don바카라 사이트檛 know | Total |
|---|---|---|---|---|---|---|
| Pupils | 11% | 46% | 27% | 11% | 4% | 100% |
Base: All Pupils (n = 3402). Data table reference = 바카라 사이트渨ellbeingsupport_comfortable바카라 사이트�.
We asked pupils to what extent they agreed or disagreed that they knew enough about how to look after their own mental health, and the extent they agree or disagree that their school or college teaches them how to look after their mental health.
Figure 16: Extent pupils agree or disagree that they know enough, and are taught how, to look after their mental health
| Question | Strongly agree | Agree | Neither agree nor disagree | Disagree | Strongly Disagree | Don바카라 사이트檛 know | Total |
|---|---|---|---|---|---|---|---|
| I know enough to look after my own mental health | 22% | 48% | 18% | 7% | 1% | 4% | 100% |
| My school or college teaches me how to look after my mental health | 20% | 46% | 18% | 9% | 4% | 3% | 100% |
Base: All Pupils (n = 3402). Data table reference = 바카라 사이트渨ellbeingsupport_mh_know바카라 사이트�, 바카라 사이트渨ellbeingsupport_mh_teach바카라 사이트�.
We also asked pupils what extent they agreed or disagreed that teachers and staff at their school or college have time to help pupils with their mental health.
Figure 17: Extent to which pupils agree or disagree that teachers and staff at their school or college have time to help pupils with their mental health
| Audience | Strongly agree | Agree | Neither agree nor disagree | Disagree | Strongly Disagree | Don바카라 사이트檛 know | Total |
|---|---|---|---|---|---|---|---|
| Pupils | 15% | 42% | 21% | 11% | 4% | 7% | 100% |
Base: All Pupils (n = 3402). Data table reference = 바카라 사이트渨ellbeingsupport_mh_time바카라 사이트�.
Finally, we asked parents about their confidence in looking after their child바카라 사이트檚 mental health.
Figure 18: Extent to which parents agree or disagree that they are confident in looking after their child바카라 사이트檚 mental health
| Audience | Strongly agree | Agree | Neither agree nor disagree | Disagree | Strongly Disagree | Don바카라 사이트檛 know | Total |
|---|---|---|---|---|---|---|---|
| Parents | 42% | 43% | 10% | 4% | 0% | 1% | 100% |
Base: All parents (n = 4167). Data table reference = 바카라 사이트渨ellbeingsupport_confident바카라 사이트�.
Mental health and wellbeing
We asked pupils a series of questions about personal wellbeing validated by the Office for National Statistics (ONS). These questions are known as the and are answered using a scale from 0 to 10. For happiness, life satisfaction, and sense of things you do in life being worthwhile, a higher score is indicative of better personal wellbeing. For anxiety, a lower score is indicative of better personal wellbeing.
In the September 2024 survey, average scores for pupils for each personal wellbeing measure were:
| Wellbeing measure | Average score |
|---|---|
| Happiness | 7.1 |
| Life satisfaction | 7.3 |
| Worthwhile | 7.4 |
| Anxiety | 3.2 |
Base: All pupils (n = 3402). Data table references = 바카라 사이트渨ellbeing_anxious바카라 사이트�; 바카라 사이트渨ellbeing_happy바카라 사이트�; 바카라 사이트渨ellbeing_worthwhile바카라 사이트�; 바카라 사이트渨ellbeing_satisfied바카라 사이트�.
Across previous academic years, the average scores for pupils바카라 사이트� wellbeing measures were:
| Wave | Happiness | Life satisfaction | Worthwhile | Anxiety |
|---|---|---|---|---|
| 2024-09 | 7.1 | 7.3 | 7.4 | 3.2 |
| 2024-05 | 6.5 | 6.8 | 6.9 | 4.3 |
| 2024-03 | 6.4 | 6.5 | 6.6 | 4.4 |
| 2023-12 | 7.0 | 7.1 | 7.2 | 3.3 |
| 2023-03 | 6.4 | 6.4 | 6.5 | 3.9 |
| 2023-02 | 6.3 | 5.9 | 6.2 | 4.3 |
| 2022-11 | 6.6 | 6.9 | 6.9 | 4.0 |
| 2022-09 | 7.0 | 7.2 | 7.3 | 3.5 |
Base: All pupils (n = 3402).Bases refer to most recent data: see previous reports for base sizes at each data point. Data table references = 바카라 사이트渨ellbeing_anxious바카라 사이트�; 바카라 사이트渨ellbeing_happy바카라 사이트�; 바카라 사이트渨ellbeing_worthwhile바카라 사이트�; 바카라 사이트渨ellbeing_satisfied바카라 사이트�.
In the September 2024 survey, average scores for parents바카라 사이트� views on their child바카라 사이트檚 personal wellbeing were:
| Wellbeing measure | Average score |
|---|---|
| Happiness | 8.2 |
| Anxiety | 2.5 |
Base: All parents (n = 4167). Data table references = 바카라 사이트渨ellbeing_anxious바카라 사이트�, 바카라 사이트渨ellbeing_happy바카라 사이트�.
Across previous academic years, the average scores for parents바카라 사이트� views on their child바카라 사이트檚 personal wellbeing were:
| Wave | Happiness | Anxiety |
|---|---|---|
| 2024-09 | 8.2 | 2.5 |
| 2024-05 | 7.9 | 2.8 |
| 2024-03 | 7.9 | 2.7 |
| 2023-12 | 8.2 | 2.4 |
| 2022-09 | 8.6 | 2.2 |
Base: All parents (n = 4167). Bases refer to most recent data: see previous reports for base sizes at each data point.Data table references = 바카라 사이트渨ellbeing_anxious바카라 사이트�, 바카라 사이트渨ellbeing_happy바카라 사이트�.
We also asked pupils how often they felt lonely.
Figure 19: How often pupils feel lonely
| Audience | Hardly ever or never | Some of the time | Often | Prefer not to say | Total |
|---|---|---|---|---|---|
| Pupils | 45% | 39% | 12% | 3% | 100% |
Base: All Pupils (n = 3402). Data table reference = 바카라 사이트渨ellbeing_lonely바카라 사이트�.
The percentage of pupils who said they often felt lonely was lower when we last asked this question on May 2024 (15%) and March 2024 (19%), but similar to when we asked in December 2023 (13%).
Glossary of terms
Individualised Learner Record (ILR): The primary data collection about further education and work-based learning in England. It is requested from learning providers in England바카라 사이트檚 further education system.
National Pupil Database (NPD): A register data set of all pupils in state schools in England, compiled by the Department for Education. It contains attainment data as children progress through school, as well as information on pupil background, absences and exclusions from school.
Special Educational Needs and Disability (SEND): A child or young person has SEND if they have a learning difficulty or disability which calls for special educational provision to be made for them. A child of compulsory school age or a young person has a learning difficulty or disability if they:
- have a significantly greater difficulty in learning than the majority of others of the same age
- have a disability which prevents or hinders them from making use of facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions.
Some children and young people who have SEND may also have a disability under the Equality Act 2010 바카라 사이트� that is 바카라 사이트�바카라 사이트 physical or mental impairment which has a long-term and substantial adverse effect on their ability to carry out normal day-to-day activities바카라 사이트�. Where a disabled child or young person requires special educational provision, they will also be covered by the SEND definition.
Special schools: Schools which provide an education for children with a special educational need or disability. Almost all pupils in special schools have an education, health and care plan (EHCP), which are plans for children and young people aged up to 25 who need more support than is available through special educational needs support. EHC plans identify educational, health and social needs and set out the additional support to meet those needs.