Summary

Inclusion bases are provisions within mainstream settings for children and young people

with additional needs. Typically, they support children and young people with special

educational needs and disabilities (SEND), or requiring support for behavioural or

pastoral reasons, including those at risk of exclusion or low attendance. Inclusion bases

are part of the mainstream setting; they are not registered as educational institutions in

their own right. They typically require a dedicated space in the setting, which might be

separate classes, specialist facilities, or a base where professionals with particular

expertise are located. They deliver specific interventions, teaching, or support, often in

place of or in addition to mainstream classes. Children and young people might access

the base for a specific period of time, or access might be ongoing. They will normally be

designed with a specific cohort or provision offer in mind.

This publication provides non-statutory guidance from the Department for Education. It

has been produced to help settings and local authorities set up and deliver high-quality

provision in inclusion bases, as well as support improvement of existing bases. We have

worked closely with the sector and a wide range of stakeholders to develop the guidance.

It covers commissioning of bases and the six key principles of effective practice for

inclusion bases identified by experts:

1. Supporting inclusion in the school or local area

2. High-quality curriculum design

3. Effective data, assessment and outcomes

4. Effective workforce and leadership

5. Effective partnership working

6. Inclusive and accessible physical environments

Inclusion bases operate on a continuum, delivering high-quality teaching, bespoke

learning environments and flexible access to specialist education or health support,

helping children thrive academically, socially, and emotionally. Bases should be designed with a particular target cohort of children and young people in mind, and the needs and strengths of these children and young people will drive the specification of the base and the operatingl model. Settings will need to reflect on their own context when establishing

a base. However, there are consistent principles of good practice settings need to

consider. The following text box provides a summary of good practice under the six

principles, drawing on examples from schools with inclusion bases. The principles and

spotlight schools are further explored in the main body of this document.