Government Mandates Inclusion Bases in English Secondary Schools
Secondary schools across England will be required to establish dedicated inclusion areas for neurodiverse children and pupils with special educational needs, according to new government directives. These universal inclusion bases represent a cornerstone of the government's planned overhaul of the Send support system.
Creating Supportive Learning Environments
Inclusion bases are specially designed spaces located away from traditional classrooms where children with additional needs can receive targeted support during certain lessons. A spokesperson from the Department for Education confirmed these areas could be established in spare classrooms or purpose-built facilities as part of a substantial £3.7bn investment initiative.
This investment aims to redesign the current system and create up to 60,000 bespoke places for pupils with special educational needs and disabilities within mainstream educational settings. The move comes ahead of the publication of a landmark schools white paper, widely regarded as the government's most significant policy reform attempt since last year's welfare rebellion.
Comprehensive Accessibility Improvements
New guidance scheduled for publication this spring will outline specific expectations for schools to enhance inclusivity and accessibility. These improvements may include creating breakout rooms, installing accessible changing facilities, developing outdoor learning spaces such as sensory gardens, and upgrading lighting, acoustics, and ventilation systems throughout school buildings.
Avnee Morjaria, lead author of an Institute for Public Policy Research report on Send system reform, emphasised the importance of these measures. It is vital that children with Send feel school is a place where they can belong and inclusion bases are an important part of making schools more inclusive, she stated.
Addressing Systemic Challenges
Madeleine Cassidy, chief executive of IPSEA, highlighted that while schools already have a legal duty under the Equality Act to make reasonable adjustments for children, this obligation is too often ignored. She argued that investing properly in inclusive practice now is not only a matter of children's rights, but a more sustainable approach that will reduce costs and pressure on the system in the long term.
Education union leaders have called for additional clarity and resources. Paul Whiteman, general secretary of the school leaders' union NAHT, stressed the need for similar guidance for primary schools and emphasised that the government must ensure schools have adequate staff and training. Pepe Di'Iasio, general secretary of the Association of School and College Leaders, noted that inclusion bases represent only one half of the equation, with schools also requiring proper funding for specialists and comprehensive training programmes.
Broader Infrastructure Concerns
The announcement coincides with the publication of the Department for Education's estate strategy, which includes access to a £700m repairs funding pot for schools. Officials will utilise school building data to identify structures most at risk of closure due to major structural issues, including leaking roofs and failing boilers.
Education Secretary Bridget Phillipson stated that these combined measures aim at breaking down barriers to opportunity. She expressed concern that for too long, schools and colleges have been forced to patch and mend buildings that have already deteriorated – spending their time worrying about leaking roofs instead of focusing on what matters most: giving every child the best possible education.
Ongoing Infrastructure Challenges
MPs have raised significant concerns about England's school estate in a separate report published on Wednesday. While acknowledging the government has begun removing reinforced autoclaved aerated concrete from schools, they warned that significant concerns remain about the overall condition of educational buildings.
The Raac crisis emerged in 2023 when over 100 schools received last-minute notifications to close partially or fully due to safety concerns about ageing concrete. Helen Hayes MP, chair of the education select committee, noted this crisis has come with a cost for teachers, parents, and pupils. She stated that this crisis has laid bare the concerning condition of much of the school estate in England as a consequence of years of underinvestment, adding that while this may require a great deal of work to fix, the quality of school buildings has a significant impact on pupils' learning and every child deserves to be taught in a safe, secure and fit for purpose school environment.
