Inclusion bases in schools: what the new guidance means in practice
The Department for Education has published new guidance on inclusion bases, setting out how schools and local authorities should approach provision for pupils with additional needs.
At its core, the guidance is about creating a more inclusive system – with more children supported within mainstream schools, rather than being educated separately.
Inclusion bases are a key part of that shift. But while the direction is clear, the challenge for schools is understanding what this means in practice – and how to deliver it effectively.
What is an inclusion base?
Inclusion bases are defined as provision within a mainstream school supporting pupils with SEND, or those needing additional behavioural or pastoral support – designed to help pupils stay connected to mainstream learning, access targeted support and remain part of the wider school community
Pupils may access a base full-time, part-time, or for specific interventions, depending on their needs.
In simple terms, inclusion bases are designed to bridge the gap between universal provision and specialist placements, offering targeted support within a mainstream environment. The concept itself has been much discussed, but what is new is the consistency of expectation and the scale at which this will need to be delivered.
Crucially, the guidance makes clear that effective delivery is not just about staffing or curriculum – it is also about environment. This reinforces a key message for responsible bodies that the estate is no longer just the backdrop for provision – it is a core enabler of inclusion outcomes.
In practice, this creates a number of immediate implications:
- inclusion bases must become a more common feature across mainstream schools
- these provisions should be designed intentionally, based on an understanding of current and future needs, not created through ad hoc use of spare rooms
- mainstream schools will be expected to support a broader range of need
- delivery will often rely on refurbishment and reconfiguration of existing space, rather than new build
What schools and responsible bodies need to think about
The guidance is built around five core principles, but what really matters is how these are applied day-to-day.
- Keep inclusion at the centre
- Deliver a high-quality curriculum
- Use data to shape provision
- Build the right team
- Work in partnership
Getting the environment right
The physical environment plays a key role in how effective a base is. Spaces should:
- be integrated within the school
- support accessibility and wellbeing
- provide flexible, purposeful environments
Design should always reflect the needs of the intended cohort, rather than simply fitting within existing space.
Where to focus next (and what to avoid)
RBs should begin to:
- assess current and projected SEND demand across their estate
- understand the role inclusion bases may play within their provision model
- review whether existing accommodation is suitable, not just available
- ensure SEND strategy and estate planning are aligned
- engage early with local authority commissioning where specialist provision is being considered
What this means for delivery
While the guidance is principles-led, delivering inclusion bases in practice raises some very real challenges:
- Do we adapt existing space or create something new?
- How do we deliver this within a live school environment?
- What level of provision is actually needed?
- How do we balance time, cost and disruption?
The guidance also introduces a continuum of provision, where some bases support mostly mainstream access, while others provide more specialist environments. There isn’t a single model, but there is a clear expectation that provision is well-defined, evidence-based and delivered with intent.
Where things can go wrong
A common mistake is treating inclusion bases as simply “extra classrooms” or quick space solutions.
In reality, their success depends on clarity of purpose, alignment with pupil need and how the provision operates day-to-day
When these aren’t fully considered early on, the result can be spaces that are underused, difficult to manage, or not delivering the intended outcomes.
The key risk at this stage is treating inclusion as a bolt-on to existing estates, rather than something that is designed in from the outset.
Done well, inclusion bases support integration. Done poorly, they risk reinforcing separation.
If you need support with this, speak to one of our experts.