Creating an inclusive learning environment

With £740 million in new capital funding, the government is taking a major step toward transforming SEND provision in schools, enabling more children to learn in inclusive, supportive environments close to home. So how can the funding be used?

The government has announced a £740 million capital investment to fund 10,000 new school places for children with Special Educational Needs and Disabilities (SEND). With a critical focus on inclusivity and local access, the initiative aims to deliver adaptations, expand specialist units in mainstream schools, as well as create new places in special schools – delivering on the government’s wider Plan for Change.

For school leaders, local authorities, and educational strategists, this announcement marks a pivotal opportunity to reshape the landscape of support for SEND pupils. The funding aims to address historic under-provision, reduce reliance on distant independent special schools, and build sustainable, inclusive environments closer to home.

A crisis in capacity 

Fewer than one in 10 mainstream schools currently host a specialist SEN unit or resourced provision, which is specialist facilities which provide more intensive support for pupils with SEND. Between 2010 to 2024, the number of children with Education, Health and Care Plans (EHCPs) educated in independent special schools skyrocketed from 7,000 to 26,000. Meanwhile, a recent deficit of 8,000 places in state special schools underscores the urgency for more provision. 

Analysis suggests that at least 15,000 more children could benefit from appropriate resourced provision in mainstream settings if capacity were increased.

The newly announced funding will support the creation of adaptable, inclusive spaces, such as sensory breakout rooms and the integration of assistive technologies – to better meet diverse learner needs within existing school communities.

Education Secretary Bridget Phillipson called the funding “a big step towards delivering not only enough school places, but the right school places.” She emphasised that this is part of a broader mission to “break the link between background and opportunity” and ensure no child is left behind due to shortfalls in provision.

Empowering local schools

Barking and Dagenham is already a blueprint for what can be achieved. The area had a shortage of specialist classrooms in local mainstream schools for pupils with SEND, forcing them to attend schools far from home for the right support. Over the past decade, the London borough has expanded specialist classroom provision. Today, nearly half of all schools in the area have integrated resourced provisions, allowing pupils to stay within their communities and access education alongside their peers.

Marie Ziane, headteacher at Becontree Primary School, highlights the transformational impact of capital investment. She said: “At Becontree Primary School, all of our work stems from a shared belief and understanding that all children have learning, well-being and safeguarding needs.

“Capital funding, alongside support from the Local Authority, has been an essential part of realising our school’s vision for truly inclusive practice.

“The modification and creative use of existing spaces has had a significant impact on the learning, engagement and integration of children with Autism who attend our

Additional Resource Provision, as well as having a huge impact on the learning and understanding of all members of our school community.”

Further north, Iveson Primary School in Leeds has integrated The Aviary, a resourced provision that blends mainstream learning with tailored SEND support. Headteacher Hayley Marshall explains: “Opening The Aviary, a resourced provision, at Iveson Primary has had a significant positive impact for the whole school community, enabling us to provide specialist facilities with a high-quality, 
adapted curriculum for pupils with SEND, alongside our mainstream provision. This fosters integration and inclusion and supports children to thrive and feel confident in school alongside their peers. 

“Adapted to suit individual pupils’ needs and interests, provision in The Aviary includes life skills and social skills and 
enables children to access mainstream classes while also receiving specialist support. Parents welcome the flexibility of the provision and the positive impact this has had on their children’s social, emotional and academic progress.”

Collaboration

Parental advocacy groups have welcomed the funding, while underscoring the need for meaningful collaboration in implementation.

Sarah Clarke and Jo Harrison, co-chairs of the National Network of Parent Carer Forums, said: “For too long, families have faced limited options and long waits for appropriate support. Creating more inclusive environments – 
where children and young people with special educational needs can thrive alongside their peers – is a positive step forward.”

Amanda Allard, director at the Council for Disabled Children, echoed this sentiment: “We welcome the announcement on how this investment can be used and the focus on Local Authorities supporting schools to ensure that disabled children and young people, and those with special educational needs, can have their needs met in inclusive local schools.

“We know from our work with local areas, and through the What Works in SEND programme, that there is some very effective practice across the country, and we encourage local areas to share and learn from this as they develop inclusive provision which enables children and young people to learn, develop friendships and be part of their community.”

The road ahead for school leaders

School leaders now face the task of translating funding into practice. That means not only adapting physical environments, but fostering a culture of inclusivity through staff training, curriculum development, and engagement with families.

The Department for Education has published new guidance to support local authorities in using this funding to maximise inclusion in mainstream settings.