In England, it is now a requirement for secondary schools to create specialized areas designed for neurodiverse students and those with special educational needs (SEND), according to government officials. These designated "inclusion bases" are separate spaces, distinct from regular classrooms, where children with additional requirements can receive tailored support during their lessons. This initiative is viewed as a crucial component of the government's strategy to revamp the existing framework for SEND support.
The push for a more inclusive education system has been gaining momentum, particularly in anticipation of an important white paper on schools that is expected to propose significant reforms—considered one of the most critical policy changes since last year's issues surrounding welfare. The focus on SEND provisions is especially pressing, as Members of Parliament (MPs) frequently receive inquiries about this topic. There are concerns that the proposed changes may inadvertently set higher standards, potentially making it more challenging for children in England to qualify for an education, health, and care plan, which legally secures additional support for those in need.
Some schools have already implemented inclusion bases as part of a broader £3.7 billion investment aimed at restructuring the education system. This funding is intended to establish up to 60,000 custom spaces for students with SEND within mainstream schools. These bases could utilize available classrooms or be constructed specifically for this purpose, as noted by a representative from the Department for Education.
New guidance expected to be released this spring will outline the expectations for schools regarding inclusivity and accessibility. This could involve the development of breakout rooms, accessible changing areas, outdoor learning environments such as sensory gardens, and enhancements to lighting, sound systems, and air quality.
Avnee Morjaria, who led a report from the Institute for Public Policy Research on reforming the SEND system, emphasized the importance of fostering a sense of belonging for SEND students within schools, stating that inclusion bases play a vital role in achieving this goal. Similarly, Madeleine Cassidy, the chief executive of IPSEA, which advocates for children's rights, pointed out that schools are already mandated by the Equality Act to make reasonable adjustments for students. However, she noted that these obligations are often neglected. Cassidy argued that investing adequately in inclusive practices is not just a matter of fulfilling children's rights; it also represents a sustainable approach that could alleviate financial pressures on the educational system in the long run.
Paul Whiteman, general secretary of the NAHT (the school leaders’ union), highlighted the necessity for clear guidelines applicable to primary schools as well, stressing that the government must ensure educational institutions are equipped with the necessary staff and training to support these initiatives. Moreover, Pepe Di’Iasio, general secretary of the Association of School and College Leaders, remarked that while inclusion bases are essential, they represent only part of the solution; schools also require funding for specialists and additional training to effectively implement inclusive practices.
As part of a new estate strategy announced by the Department for Education, schools will have access to a £700 million fund dedicated to repair efforts. Officials intend to analyze building data to identify schools that are at the highest risk of closure due to severe structural problems, such as leaky roofs and malfunctioning heating systems.
Education Secretary Bridget Phillipson explained that these combined efforts aim to "break down barriers to opportunity." She stated, "For too long, schools and colleges have had to deal with crumbling infrastructure, focusing their energy on repairs rather than ensuring every child receives the best education possible."
However, MPs raised alarms in a recent report, indicating that while steps have been taken to eliminate reinforced autoclaved aerated concrete (RAAC) from schools, there remain "significant concerns" regarding the state of school infrastructure across England. The RAAC issue became prominent in 2023 when over 100 schools were instructed to partially or completely close just before the start of the academic year due to concerns over aging concrete structures.
Helen Hayes MP, chair of the education select committee, noted that this crisis has come with considerable repercussions for teachers, parents, and students alike. "The current situation has exposed the alarming condition of many school buildings in England, a consequence of years of insufficient investment," she expressed. "While rectifying these issues will require substantial effort, the state of school facilities greatly influences student learning, and every child deserves a safe, secure, and suitable environment for their education."
