Imagine two schools. The first welcomes pupils with a wide range of needs. It invests in specialist training, adapts its curriculum, works persistently with families and continues supporting children when attendance, behaviour or progress become difficult. The second protects its results more carefully. It discourages certain admissions, applies rigid policies and quietly allows pupils who do not “fit its model” to move elsewhere. Which school does our education system make it easier to call successful? This is the uncomfortable question at the heart of the current SEND reform. Become a member for unlimited access to Schools Week Our members enjoy early access to exclusive content and in-depth articles before anyone else. Get expert journalism, experience fewer ads, and unlock a growing range of member benefits. subscribe If you have an account, please login. Sign in