Sustainability of special class growth questioned with amount almost doubling in four years

The report found that one parent had to apply to 60 schools before their child secured a place. Picture: Danny Lawson/PA

The number of special classes for autistic primary school pupils has almost doubled in four years, prompting school inspectors to question the “sustainability” of such growth.

The number of available special classes attached to mainstream primary schools grew from 1,000 in 2020 to 1,986 in September 2024. 

The data is included in detailed evaluations of 30 schools, which was carried out by school inspectors between September 2024 and February. 

In a report published by the Department of Education, the inspectorate noted that this level of growth has implications for policy. 

The human and physical resources provided to each special class also "raise questions as to the sustainability of such growth in the short and medium term", it noted. 

Despite this level of growth, parents who spoke to school inspectors highlighted having to apply to several schools before their child secured a place. 

"One parent reported having to apply to 60 schools and another stated they had made 29 applications," the report said.

The limited availability of enrolments in special classes also led to long travel times for some children, the report said. 

"One parent reported that their child travelled 167km daily," it added.

Limited access to curriculum

Inspectors found that teaching and learning were excellent in four of the 30 schools (13.3%) and very good in 14 (46.6%) of the inspected schools. However, aspects of teaching and learning required improvement in the remaining 12 schools (40.1%).

Inspectors also found access to the curriculum was limited in some of the classes surveyed. 

"For example, pupils in 10 of the 30 schools had access to a limited curriculum in social, personal, and health education (SPHE) and social, environmental, and scientific education (SESE)."

A number of parents also raised concerns about their children’s learning, "reporting that they did not know enough about what their child was learning or if their child was making progress".

"In one school, parents indicated that they ‘had no idea what curriculum is taught'," it said.

Parents also spoke about long waiting times for assessments and therapy services, unless accessed privately. 

An enrolment in a special class is intended to be “temporary”, the report notes, and should be kept under review. 

“At a minimum, a review should take place once a year and include a careful examination of the pupil’s progress in achieving their learning targets.”

Inspectors found that 46.6% did not have formal review processes in place, while there were no review processes in place in eight of the 30 schools.

This was a "significant cause for concern", inspectors noted, as children may be inappropriately enrolled in a special class for a significant period of their time in primary school.

In 18 schools (60%), no pupil had transitioned from the special class to full-time enrolment in a mainstream class in the previous two years.

The lack of review processes may also impact on the number of places available to children and young people who could benefit from a special class, but who cannot access a place owing to a lack of spaces.

Publishing the report, chief inspector Yvonne Keating said the report highlighted how many schools are inclusive learning environments. 

"However, the inspectors’ findings also point to a need to carefully consider the purpose and role of special classes within an inclusive education system."