This dataset shows numbers and percentages of pupils on roll in Lincolnshire schools who have Special Educational Needs (SEN). Indicators are included to show whether the outcome is in the form of Support (SEN-K) or an Education, Health and Care Plan (SEN-E). The dataset covers current and main pupils on the roll of schools in Lincolnshire, and includes Gender breakouts. Pupils are allocated to geographical areas (such as Wards and NHS Clinical Commissioning Groups) based on home address. Figures shown in the data as ‘Out of County’ represent pupils not resident within the Lincolnshire administrative boundary. Those are included in the Lincolnshire total. Data is suppressed where appropriate 5 persons and below (which may be shown as zero or by missing data). That and any unmatched postcodes may mean numbers for small areas might not add up exactly to figures shown for larger areas. Data is from the Schools Census and shows a snapshot in January and is updated annually. Data source: Lincolnshire County Council Children's Services. For any enquiries about this publication contact: schoolcensus@lincolnshire.gov.uk

Primary, secondary and special schools: persistent absentees and permanent exclusions for pupils with Special Educational Needs (SEN) at School Action, School Action Plus and with statements Source: Department for Children Schools and Families (DCSF) Publisher: Department for Children Schools and Families (DCSF) Geographies: County/Unitary Authority, Government Office Region (GOR), National Geographic coverage: England Time coverage: 2008 Type of data: Administrative data

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In 2024/25, there were approximately **** million students with special educational needs in England, compared with **** million in the previous year, and **** million in 2015/16.

Pupil attainment for pupils with Special Educational Needs at Key Stage 2 and Key Stage 4, broken down by Gender

Source: Department for Children Schools and Families (DCSF)

Publisher: Department for Children Schools and Families (DCSF)

Geographies: County/Unitary Authority, Government Office Region (GOR), National

Geographic coverage: England

Time coverage: 2008

Type of data: Administrative data

This publication combines information from the school census (state-funded schools), school level annual school census (independent schools) and general hospital school census on pupils with special educational needs (SEN).Data at school level including number of pupils by SEN provision and type of need.

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Primary, secondary and special schools: persistent absentees and permanent exclusions for pupils with Special Educational Needs (SEN) at School Action, School Action Plus and with statements

Source: Department for Children Schools and Families (DCSF)

Publisher: Department for Children Schools and Families (DCSF)

Geographies: County/Unitary Authority, Government Office Region (GOR), National

Geographic coverage: England

Time coverage: 2008

Type of data: Administrative data

The Special Educational Needs (SEN) Information Act (2008) required the Secretary of State to publish information about children in England with special educational needs to help improve the well-being of these children.This is the second statistical publication that has been developed to meet the requirements of the Act.

This publication includes new information on pupils with SEN alongside further interpretation of existing findings. There are new sections on looked after children with SEN, as well as reasons why pupils with SEN are absent and excluded from school and information on the types of school attended by pupils with SEN. All figures are provided at national level, with some Regional and Local Authority level information.

The publication is divided into six key themes with data derived from a range of sources, including the School Census and National Pupil Database.

Number of Students with Special Educational Needs (SEN) in Public Sector Ordinary Primary and Secondary Schools from the 2019/20 to 2024/25 school years - categorised by School Level and SEN Type

Information from the school census on pupils with special educational needs (SEN), and SEN provision in schools. Information on the characteristics of pupils by their: level of SEN provision - education, health and care (EHC) plan or SEN support type of SEN It is based on pupil-level data collected by the Department for Education via the school census. This SFR series previously included information on statements of SEN, based on data from the SEN2 survey. In 2015, The DfE published this information separately as Statements of SEN and EHC plans: England 2015 . The technical note explains the statistics. Information for London Borough of Barnet can be obtained by carrying out a search query on individual datasets. For more recent data related to the London Borough of Barnet, we have also published our most recent 2015 SEN2 return .

Percentage of Pupils with SEN status - School Action, School Action Plus and Statemented for 2008 - 2010

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Special needs schools in Japan reported that ***** of their students were physically or psychologically harmed by bullying behavior in the academic year 2023. The majority of victims were visiting their ***** year of **** school. While the number of bullying incidents at regular schools in the country occurred primarily at the ********** school level, bullying among students at special needs schools in Japan peaked during their **** school education.

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Characteristics and attainment data on pupils with special educational needs (SEN) as well as school absence and exclusion rates for this group of children. Published in response to the SEN Information Act (2008).

Source agency: Education

Designation: Official Statistics not designated as National Statistics

Language: English

This paper aims to examine the changes in school composition in England from 2011 to 2017 by school type and school phase; the speed of academisation by region; and the changes in the proportions of pupils with special educational needs (SEN) at SEN Support and EHC Plan levels overall. We analyse publicly available school level data from the National Pupil Database (NPD) to document two simultaneous trends in English education between 2011 and 2017. First, we observe an increasing percentage of the schools that have become Academies, especially in the secondary mainstream sector, but also among primary schools, special schools and pupil referral units. Second, we document a decreasing percentage of pupils who were classified as having SEN. While the decrease happened across all types of schools, it was particularly steep in Sponsored Academies. This evidence does not necessarily imply that the academisation of English schools has had a negative effect on the inclusion of pupils with SEN. However, the findings have significance to provide the basis for a more in-depth analysis of these trends and the causal effects of academisation involving individual and school level analyses. They can also inform national and local policy review of how pupils are identified as having SEN and in the context of international moves toward greater inclusive education.

The table contains the basic data and the data of the maintainers of the functioning public education task centres, as well as the number of children and pupils with special educational needs raised and taught in an integrated manner and according to the special education curriculum, broken down by disability, regardless of work schedule.