The Government has announced that secondary schools in England will be required to introduce dedicated inclusion bases to support pupils with Special Educational Needs and Disabilities (SEND) and those who are neurodiverse. The proposal forms part of a wider £3.7 billion investment intended to create up to 60,000 additional specialist places within mainstream schools.
The policy is expected to be outlined in the forthcoming schools’ white paper and represents a significant development in the Government’s approach to inclusive education.
What Are Inclusion Bases?
Inclusion bases are specialist provisions located within mainstream schools. They are designed to provide targeted support for pupils whose needs cannot be fully met through standard classroom practice alone.
Depending on the context of the school, inclusion bases may consist of adapted classrooms, resource hubs or purpose built facilities. Provision is typically tailored to pupils with needs such as autism spectrum conditions, social emotional and mental health difficulties or communication and interaction challenges.
The policy aims to strengthen inclusive practice by enabling pupils to access specialist support while remaining part of their mainstream school community.
Why This Policy Is Significant
The number of children on Education, Health and Care (EHC) Plans has increased considerably in recent years. Schools have reported growing levels of complexity in pupil need alongside increased pressure on staffing and budgets.
Latest School Workforce Census data shows there are 468,258 full time equivalent teachers in England, an increase of 435 compared with the previous year. However, teacher vacancies have risen by 14% to 3,200, more than double the number recorded in 2020. These workforce pressures form part of the wider context in which this policy is being introduced.
By embedding specialist provision within mainstream secondary schools, policymakers aim to:
- Improve early intervention
- Reduce reliance on independent and out of area placements
- Support better educational and social outcomes
- Manage long term placement costs
Considerations for Implementation
Education leaders have noted that the effectiveness of inclusion bases will depend not only on capital investment but also on sustainable staffing and operational planning.
Key considerations include:
- Access to experienced SENCO leadership
- Availability of specialist teachers and trained support staff
- Ongoing professional development for mainstream staff
- Access to therapeutic and pastoral support
- Clear accountability measures that recognise inclusive practice
What Happens Next?
Further detail is expected when the white paper is published, including clarification on funding allocations, expectations for implementation and timelines.
As the SEND landscape continues to evolve, secondary schools will need to consider how infrastructure, staffing and specialist expertise align to meet the increasing complexity of pupil need.