A new report has revealed that children in Bradford who moved from primary to secondary school during the Covid lockdown have faced significant challenges, with many struggling to adjust and engage in their new school environments. The disruption of learning routines during lockdown, combined with a lack of in-person transition support, has had a lasting impact on academic performance and attendance rates.
Bradford Council’s children’s services highlighted concerns at a recent scrutiny committee meeting, pointing to a sharp rise in absences, suspensions and exclusions among secondary pupils. The report noted that while primary-level outcomes are showing improvement, secondary schools - most of which are academies - are lagging behind. Officials cited the absence of structured transition experiences during the pandemic as a key factor behind this performance gap.
The council acknowledged that attendance issues have become increasingly difficult to tackle, particularly among vulnerable families. Some parents now view school attendance as less essential, citing factors such as mental health concerns and the affordability of holidays during term time as reasons for keeping children at home.
To support pupils during this period, the council distributed the book Boy 87 by Ele Fountain to all Year 6 pupils in 2020. The novel was used as a shared point of discussion in both primary and secondary schools, with officials describing it as a valuable tool in helping children cope with the abrupt transition.
The government has pledged a £740 million investment to increase support for children with special educational needs and disabilities (SEND), creating 10,000 new school places across England. This funding will enable the expansion of specialist facilities in mainstream schools, adapt current provisions, and establish new places in dedicated special schools, helping more children access education closer to home.
Current figures reveal a significant shortfall in SEND provision, with a gap of 8,000 places in state secondary special schools and fewer than 10% of mainstream schools offering specialist SEND units. The rising demand is evident, with children holding education, health and care plans (EHCPs) in independent special schools increasing from 7,000 in 2010 to 26,000 in 2024.
Education Secretary Bridget Phillipson described the move as a vital part of the government’s wider Plan for Change, aiming to ensure every child has a suitable, high-quality school place nearby. She said the investment addresses longstanding gaps in SEND provision and gives families more local, inclusive options.
The new guidance allows local authorities to direct funding towards creating SEND places in mainstream schools. Amanda Allard of the Council for Disabled Children welcomed the plans, urging local areas to build on existing best practices to create inclusive environments where children with SEND can thrive, make friends, and feel part of their communities.
