This paper is an examination of trends in special educational needs (SEN), and the academisation of schools in England. The specific trends under examination are: the proportion of children attending special schools; proportion of pupils identified as having SEN; the change in school types under the academisation policy; and the proportion of pupils with SEN in different kinds of schools, all within an English context. It does not seek to explain the trends; rather it presents them, in order to set the scene for the articles to follow.