A joint review by Ofsted and the Care Quality Commission (CQC) has found that children with special educational needs and disabilities (SEND) who attend school part-time or not at all are receiving uneven levels of support across England. Inspectors say that delays in recognising children’s needs and securing appropriate help from education, health and social care services are resulting in some pupils leaving school unnecessarily. Many families reported feeling pushed towards home education because schools were unable to meet their child’s needs and navigating the SEND system had become overwhelming.

The report highlights inconsistent oversight between local areas, with gaps in capacity and unclear responsibilities often contributing to variable support. School leaders told inspectors that stretched budgets and shortages of specialist staff hinder their ability to identify and respond to pupils’ needs effectively. As a result, too many children remain out of school and disconnected from essential services.

Inspectors also noted confusion around how “education otherwise than at school” (EOTAS) arrangements should be used, leading to mismatched expectations between parents and local authorities. While schools and councils were generally effective at sharing information, health services were frequently absent from coordination efforts, preventing some children from accessing vital therapies when not in school.

The report calls on the Department for Education to strengthen early identification of SEND, ensure local partnerships have the resources and training needed, and provide clearer national guidance on EOTAS. The CQC stressed that well-coordinated, multi-agency support can significantly improve outcomes but warned that persistent inconsistencies continue to leave many children without the help they need.