Ministers have unveiled their plans for inclusion bases, which form a central plank of SEND reforms, announced earlier this year.
They want every child to be able to attend their local school, early years setting or college, and “to know they belong”.
The new guidance, which is non-statutory, comes on the day that official figures show that the number of SEND pupils has increased again, with more pupils having EHCPs.
Inclusion bases will be run by qualified teachers and must not be used as a sanction to exclude pupils from lessons – a specific concern voiced by some experts following the publication of the white paper in February .
And they must “allow access to an adapted, broad, ambitious curriculum to meet the needs of every child, serving as a bridge to school life rather than a barrier to it.”.
The guidelines, the first of their kind, specify that SEND children must be able to attend mainstream classes and can not be made to feel excluded from lessons, trips or activities.
Principles of effective practice
The government has identified six principles of effective practice based on existing evidence and experience of inclusion bases in schools:
- Supporting inclusion in the school or local area
• children and young people are active members of the mainstream school community, with time in mainstream classes maximised and carefully planned
• the base strengthens inclusion across the whole school, for example through shared strategies, peer integration, and staff collaboration
- High-quality curriculum design
• children and young people access a broad, ambitious curriculum, aligned with mainstream, but adapted to remove barriers rather than reduce expectations
• curriculum planning balances breadth, focussed delivery of key learning, appropriate adaptations, and specialist support and interventions
- Effective data, assessment and outcomes
• expectations are high, with progress tracked against clear baselines and regularly reviewed
• provision is responsive and adjusted based on evidence of what works and robust evaluation
- Effective workforce and leadership
• a skilled, teacher-led team, often including specialist or multi-disciplinary expertise, deliver high-quality teaching and specialist support
• the base acts as a centre of expertise, building capacity across the whole school
- Effective partnership working
• strong partnerships are in place with families, staff, and external professionals
• there is collective ownership of provision in the base, avoiding siloed working
- Inclusive and accessible physical environments
• environments are inclusive, integrated and close to mainstream spaces, supporting accessibility, smooth transitions, and connection to everyday school life
• bases are flexible, well‑resourced and purposeful spaces, supporting varied
activities while improving wellbeing, engagement and accessibility
Calmer spaces
Bridget Phillipson, the education secretary, said: “Every child and young person deserves to feel included, without fighting for the support they need to succeed.
“We are giving schools a clear, practical blueprint to become truly inclusive, from calmer classrooms and sensory-friendly spaces, to specialist support embedded right in the heart of the school, so children can learn alongside their peers rather than miles from home.
“Every child deserves to attend a school where they belong, where the environment works for them, and where the right support is simply part of the school day. That’s what we’re building.”
Paul Whiteman, general secretary of the headteachers’ union, the NAHT warned that the guidance “must not be a straitjacket”.
“School leaders know best when it comes to allocating the resources being provided, and should be trusted to make the right decisions at a local level,” he said.
Meanwhile, Pepe Di’Iasio, general secretary of the Association of School and College Leaders, said: “It is important to understand that this type of provision requires careful planning and staff development, high teacher-to-student ratios, and specialist support across a range of needs.
“Schools and colleges must be given the time and funding necessary to plan and deliver this level of provision.”
