Progress towards teaching more special needs pupils in mainstream schools has slowed despite government efforts to improve it, according to a new report from the education watchdog.

A study from schools inspectorate Ofsted, released on Tuesday, found that while increasing numbers of headteachers are ready to admit more pupils with special educational needs (SEN), fewer children with SEN statements are actually enrolling.

This is despite a 2001 framework from ministers which promised to raise the level of inclusion.

Since then the number of children placed in independent special schools has risen by 10 per cent while there has been a 25 per cent increase pupil referral units places.

Chief inspector of schools David Bell welcomed the fact that most mainstream schools are now committed to meeting pupils' special needs as a result of the framework.

But he said more needs to be done to match this capacity with the desire of ministers to incorporate all children in inclusive schools.

"The report paints a varied picture of success so far. Most schools have been convinced of the benefits of inclusion," he said.

"However, against common perceptions, the proportion of pupils with statements of SEN in mainstream schools has not yet been affected by the inclusion framework."

He added that while the 2001 changes are still working their way through the system, all schools need to be encouraged to move beyond being open to and towards actively accepting SEN pupils.

"Continued efforts are called for to ensure that more mainstream schools have the capacity and staff are confident about admitting and supporting pupils with more complex needs, especially those with social and behavioural difficulties," Bell said.

"Until more is expected from the lowest-attaining pupils, improvement in provision for pupils with SEN and in the standards they reach will be slow."

Ideological approach

Shadow education secretary Tim Collins said the government had adopted an "ideological approach" to the inclusion of pupils with special needs in mainstream education.

"It is now quite clear that this approach has failed the many children who have been dumped on failing schools - creating a cycle of extra pressure on resources which in turn has led to a decline in standards," he said.

"We believe that every child is unique and that diversity must be maintained in the state education system.

"I will therefore take action on the first day of the incoming Conservative government to impose a moratorium on the current special schools closure programme."

Liberal Democrat education spokesman Phil Willis also called for a "complete rethink of the inclusion system".

"Children with special educational needs are being let down under Labour. Far from making real progress on inclusion we now find that inclusion is little more than hollow government rhetoric," he said.

"Teachers face a daily battle to include children with disabilities and learning and behaviour problems, without having the resources or the specialist skills to deal with increasingly demanding children.

"But every child is missing out as the lack of resources mean that pupils without such difficulties find their education constantly disrupted.

"We urgently need a complete rethink on inclusion. Parents need a guarantee that staff in inclusion schools have access to professional development and that every child receives the support they need."