Guidance on Inclusion Bases Aims to Strengthen Inclusion in Mainstream Schools
Inclusion bases, currently sometimes referred to as units, hubs or resource provisions, are specialised spaces within mainstream schools designed to support pupils with specific needs, such as social, emotional and mental health challenges, or special educational needs and disabilities (SEND). The new guidance provides clarity on how these bases should operate and the role they play in improving outcomes for pupils.
Key to the development being successful is ensuring that inclusion bases should not function as separate or isolated settings. Instead, they should be fully integrated into the life of the school. Pupils using these provisions are expected to have meaningful opportunities to learn alongside their peers in mainstream classrooms, where appropriate. This reflects a wider national focus on inclusive education and reducing unnecessary exclusions.
For school leaders, the guidance emphasises the importance of clear planning and strong leadership. Schools are advised to set out a clear purpose for their inclusion base, ensuring it aligns with the school’s overall approach to inclusion. This includes identifying the needs the base is designed to meet, the types of support available, and how success will be measured. Leaders are also expected to ensure staff working in these settings are trained and supported to deliver high-quality provision. The spotlight on schools exemplifying current good practice, provides a wide range of examples for leaders to consider in their planning. These examples were sought with support from nasen’s Whole School SEND regional leads.
Collaboration is another central theme, with schools being encouraged to work closely with local authorities, health services and families, to ensure support is joined up and effective. This multi-agency approach is seen as essential for addressing complex needs and providing a consistent experience for pupils both in and out of school. The guidance also highlights the importance of regular review and evaluation. Schools should monitor the progress of pupils accessing inclusion bases and assess whether the provision continues to meet their needs. This includes considering when pupils are ready to spend more time in mainstream classes or transition back fully into them.
For classroom teachers, the guidance reinforces their role in supporting all pupils, including those who may spend part of their time in an inclusion base. Teachers are expected to adapt their teaching where necessary and to work closely with specialist staff to ensure continuity of learning. This shared responsibility is intended to prevent pupils from becoming disconnected from the wider curriculum. Importantly, the guidance seeks to address concerns about over-reliance on alternative provision and off-site placements. By strengthening in-school support, policymakers hope to reduce exclusions and ensure more pupils can succeed within their local mainstream school.
The guidance provides a clearer framework to support schools to deliver more consistent and effective support. By promoting integration, collaboration and accountability, it aims to create a more inclusive education system where every pupil has the opportunity to thrive.
