Fair funding for pupils with special educational needs and disability in England
Bibliographic Data
| ID | 11159953 |
|---|---|
| Authors | Alan Marsh (0000-0002-0250-2966, Nottingham UK, corresponding author), Peter Gray (0000-0002-0738-8701, Nottingham UK), Brahm Norwich (0000-0002-1852-8829, School of Education University of Exeter Exeter UK) |
| Year | 2024 |
| Volume | 50 |
| Issue | 3 |
| Pages | 1064-1083 |
| Publication date | 2024-06-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Educational Research Journal (JOURNAL) |
| Journal identifiers | ISSN: 0141-1926 • E-ISSN: 1469-3518 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/berj.3954 |
| OpenAlex | W4390746877 |
| Language | EN |
| Citations received | 6 |
| References cited | 11 |
School funding formulas have been applied across a number of countries for at least the last 50 years. A national funding formula (NFF) was introduced in England in 2018 and aims to provide a platform for fair funding across the country. This study explores the variations in the NFF's high needs block (HNB) funding and examines links with the use of specialist provision by English local authorities (LAs) for children with special educational needs and disability. The findings demonstrate significant and continuing differences in HNB funding between demographically similar LAs, notwithstanding a £3.5 billion (75%) HNB increase in real terms in the decade since 2013, which could have supported a shift towards a more equitable position. Published HNB funding for 2023–24 now varies by up to £49m in comparator LAs. Differences are largely the result of the persistent use of a historical factor in the formula and a ceiling on levels of income growth for lower funded LAs. The research also shows a significant link between HNB funding and the use of specialist provision. The discussion investigates how far the UK government's policy commitment to a more equitable system of HNB funding is matched by the reality, and the degree to which funding is based on need rather than demand or history
Economic growth · Economics · Government (linguistics) · New england · Political science · Politics · Diverse Education Studies and Reforms · Education Systems and Policy · Healthcare innovation and challenges · Law · Public Administration
Exploring school absences for children in care in England
Special schools, alternative provision, and the educational attainment of children with special educational needs in England
Uneven Geographies of Special Educational Needs and School Segregation in England
Parents’ perspectives on special education in England
Inequalities in school spending across local authorities in England
What individual, family, and school factors influence the identification of special educational needs in Wales
Guiding schools on their journey towards inclusion
Special educational needs and disability tribunals in England 1994-2019
Education, health and care plans and tribunals in England
School autonomy and educational inclusion of children with special needs
Continuity and Change in Special School Provision
Educational psychology and the effectiveness of inclusive education/mainstreaming
| Citations per year | 6 |
|---|---|
| Citation span | 2025 - 2026 (2) |
| Highly cited | No |