Alongside the new Education Estates Strategy, the Government has announced new inclusion bases to support students with additional needs.
The new inclusion bases will replace SEN units, resourced provisions, and pupil support units.
With one expected in every school, inclusion bases are designed to provide a dedicated safe space away from busy classrooms where pupils can access targeted support that bridges the gap between mainstream and specialist provision.
The Council for Disabled Children has welcomed the announcement, adding:
This announcement is a welcome statement of intent from the Government.
Schools are more than an investment in children’s development. At their best, they demonstrate that children are valued and foster a sense of pride and belonging that carries into adulthood.
To achieve this, school buildings must be fit for purpose, incorporating inclusive design principles and ensuring accessibility for students with diverse needs. The detail of the announcement must deliver this vision.
However, getting school buildings right is only one part of creating a more inclusive education system: it’s what happens inside them that matters most.
The current landscape of units, bases, and provision in schools, characterised by different labels and fragmented responsibilities between schools and local authorities, has created a lack of clarity about expectations for students, parents, and professionals. It is right that the Government is seeking to bring this situation to an end, but simplification alone will not deliver the high-quality education all children deserve.
These changes must raise standards. Inclusion bases, at their best, can operate as resources that support whole-school inclusion, embedded within a culture and ethos where the experiences and attainment of all students are equally valued. This requires clear policies, appropriate resources, well-trained staff, and access to specialist support when needed.
We are supporting the development of upcoming best practice guidance that sets out the principles and models underpinning the most effective provision. This guidance should serve as the basis for clear expectations for all secondary schools, where poor practice is identified, improved, and, ultimately, eliminated from the education system.
We now await the White Paper that will set out how this vision will be delivered, and we will work with Government, parent carers, the voluntary sector, and professionals to get the details right.
- Find out more about the Government announcement here.