New inclusion bases in schools: Guidance published by Department for Education (DfE)
2nd July, 2026
Over the last few years, it has become increasingly challenging for mainstream and special schools to accommodate pupils with complex special educational needs and disabilities (SEND).
In the past there has been a lack of focus on the role of inclusion bases, leading to instances of inconsistent practice and quality. The Department for Education (DfE) has recently published new “Inclusion bases in schools guidance” which highlights examples of inclusion bases in mainstream settings which offer high-quality teaching, bespoke learning environments and flexible access to specialist education or health support. The guidance aims to scale up schools to deliver consistent high quality SEND provisions nationally.
The two types of inclusion bases
There will be support bases, commissioned and funded by individual settings, academy trusts or local groups of schools; and specialist bases, commissioned and funded by the local authority.
These definitions will replace the current system of SEN units, resourced provisions and pupil support units.
The guidance says that inclusion bases “typically operate on a continuum”, characterised by two main approaches: as an inclusive service, where children and young people access the majority of mainstream classes, or as a specialist base, where children and young people do the majority of their learning in the base.
The DfE adds that schools should reflect on where their existing provision sits within this continuum and prioritise models involving more time in mainstream classes, whilst recognising that for some children and young people, long-term access to a base as a dedicated learning area is appropriate. Inclusion bases in mainstream schools should be run by qualified teachers and not used as a sanction, according to the guidance.
Six principles of effective practice for inclusion bases
The DfE have identified six key principles of effective practice for inclusion bases. These are:
1. 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
2. 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 a broad, focussed delivery of key learning, appropriate adaptations, and specialist support and interventions
3. Effective data, assessment and outcomes
- Expectations are high, with progress tracked against clear baselines and regularly reviewed
4. Effective workforce and leadership
- A skilled and teacher-led team, often including specialist or multi-disciplinary expertise, deliver high-quality teaching and specialist support
5. Effective partnership working
- Strong partnerships are in place with families, staff and external professionals
6. Inclusive and accessible physical environments
- Environments are inclusive, integrated and close to mainstream spaces, supporting accessibility, smooth transitions, and connection to everyday school life
Local authorities should assure themselves that appropriate quality assurance processes are in place to evaluate the effectiveness of specialist bases. Where a school has an inclusion base this is inspected by Ofsted as part of school inspections.
Staffing
The DfE says the expectation is that, where curriculum content or interventions are delivered, this will be led by a teacher and that children and young people accessing a base should not have less access to a qualified teacher than peers in mainstream classes. Where more specialist input is required, for example therapeutic, pastoral or medical, this should be led by an appropriately qualified professional.
The DfE’s SEND reforms are introducing three tiers of support for pupils with SEND: Targeted, Targeted Plus and Specialist. As part of the Targeted Plus and Specialist tiers, some children and young people will benefit from targeted teaching and support through an inclusion base that bridges the gap between mainstream and specialist settings.
Layout
The guidance sets out a number of considerations for schools on the layout of inclusion bases. Considerations might include:
- Appropriate support spaces for interventions, such as small group, one-to-one, sensory, assessment, emotional regulation and therapy activities
- A dedicated drop-off, entrance and play area may be appropriate to meeting the needs of the children accessing the base, with careful consideration to how they support an inclusive approach
- Relevant specialist equipment and facilities. For example, medical, therapeutic, changing, physical and sensory.
Whole-school inclusion
The guidance says that schools should focus on developing an inclusive and high-quality universal offer across the whole school before setting up an inclusion base. Senior leaders should ensure that the base is embedded within the wider whole-school policies, processes and practice. Where appropriate, schools should consider extending evidence-informed interventions and adaptations that are used in the base across the whole school to support greater inclusion.
Celebrate the base and its pupils
The guidance says that schools should be aware of the risks of children and young people being educated separately, and guard against making children and young people who use the base feel or seem as though they are less valued than their mainstream peers. Schools should celebrate and promote the base and the children and young people that access it.
Schools might need to explore alternative assessment approaches with the strengths and needs of the children and young people accessing the base in mind. In many cases, smaller steps of progress will need to be measured to ensure that children and young people’s achievements can be understood and celebrated.
Curriculum
For schools with bases that support high levels of access to mainstream classes, the vast majority of curriculum delivery will take place in mainstream classes according to the guidance. Where children and young people still access some classes in the base, schools should aim to ensure:
- The base and mainstream class timetables align as much as possible.
- Mainstream and base teachers work collaboratively to jointly design the curriculum to reduce barriers to learning and support all children and young people in accessing the mainstream curriculum.
The guidance is non-statutory and should be read alongside schools’ existing legal duties under Part 3 of the Children and Families Act 2014, the Equality Act 2010, and the SEND Code of Practice. Establishing an inclusion base does not alter a school’s statutory duties to make reasonable adjustments, use best endeavours to secure appropriate SEND provision, or comply with Education, Health and Care Plans where applicable.
If you would like any support with SEND, inclusion policies or wider educational matters, please do get in touch with our specialist education lawyers.
Please note that this briefing is designed to be informative, not advisory and represents our understanding of English law and practice as at the date indicated. We would always recommend that you should seek specific guidance on any particular legal issue.
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