Inclusion Bases in Mainstream Schools: A Guide for Parents

Inclusion bases are becoming an increasingly important part of how mainstream schools support children and young people with special educational needs and disabilities.

They can provide specialist teaching, smaller learning environments, therapeutic support and help accessing mainstream lessons. However, the name used for the provision does not always explain how it operates, who can use it or what rights parents and children have.

This guide explains how inclusion bases work, whether a child needs an Education, Health and Care Plan, and what parents should ask before agreeing to an inclusion-base placement.

📅 Update: August 2026

Checked: 1 August 2026. The Department for Education published guidance on inclusion bases in June 2026. It describes how mainstream schools and local authorities in England should establish and operate this type of provision.

The guidance is non-statutory. It does not replace existing SEND law, the SEND Code of Practice, schools’ Equality Act duties or the legally enforceable provision recorded in an Education, Health and Care Plan.

What Is an Inclusion Base in a Mainstream School?

An inclusion base is a form of additional provision located within a mainstream school or college.

It may provide:

specialist teaching
small-group or individual support
adapted learning environments
therapeutic or health-related input
support with communication, emotional regulation, attendance or behaviour
help accessing mainstream lessons and school activities

Some children may use the base for only a few hours each week. Others may receive most of their education there while remaining part of the wider mainstream school.

The Department for Education describes inclusion bases as part of the mainstream setting rather than separate schools or institutions. An inclusion base will normally be designed to support a particular group of children or a particular type of need.

Is an Inclusion Base the Same as a SEN Unit?

“Inclusion base” is being introduced as a broader and more consistent description for several forms of provision that schools and local authorities may previously have called:

SEN units
resourced provision
resource bases
enhanced provision
pupil support units
internal alternative provision
school-based SEND units

However, not every inclusion base will operate in the same way.

Specialist inclusion bases

A specialist inclusion base is normally commissioned or formally recognised by the local authority. It may cater for a defined area of need, such as:

autism
speech, language and communication needs
physical disabilities
hearing or visual impairments
social, emotional and mental health needs

These bases may receive high-needs funding and may primarily support children with Education, Health and Care Plans.

Support inclusion bases

A support base may be established directly by a school, academy trust or group of schools.

It may support pupils receiving SEN Support, children experiencing attendance difficulties, pupils with social, emotional or mental health needs, or children considered to be at risk of exclusion.

Both models remain part of a mainstream setting. Parents should therefore ask how the particular inclusion base is commissioned, funded and operated rather than relying on its name alone.

Who Can Access an Inclusion Base?

Access arrangements will depend on:

the purpose of the base
the needs it is designed to support
whether it is commissioned by the school or local authority
the number of available places
the school’s published entry and exit criteria
whether the child has an EHCP
whether the child is already registered at the school

Children using an inclusion base may include those:

receiving SEN Support
with an Education, Health and Care Plan
requiring additional behavioural or pastoral support
experiencing persistent absence
considered at risk of exclusion
needing specialist teaching or therapeutic input

Most children will already be pupils at the school containing the base. In some circumstances, children registered at another school may attend on a part-time or dual-registration basis.

Where a child does not have an EHCP, the school should have a clear referral process, defined entry and exit criteria and arrangements for reviewing whether the provision remains appropriate.

Does a Child Need an EHCP to Use an Inclusion Base?

No. A child does not always need an Education, Health and Care Plan to use an inclusion base.

Inclusion bases may support children who are:

receiving SEN Support
supported through an EHCP
experiencing attendance or emotional difficulties
at risk of suspension or permanent exclusion

A school-operated support base may accept pupils without an EHCP where they meet the school’s criteria.

A specialist base commissioned by the local authority is more likely to be intended for children with an EHCP, although arrangements can differ between local authorities and schools.

Where provision is arranged through an EHCP, Section I will normally name the mainstream school rather than the inclusion base as a separate institution. Section F should clearly describe the special educational provision the child must receive, including any provision expected to be delivered through the base.

Parents should ask whether access to the base is:

an internal school support arrangement
part of the child’s SEN Support
separately funded by the local authority
or provision being delivered under an EHCP

Can a School Move My Child into an Inclusion Base Without Agreement?

The guidance on inclusion bases does not create a general legal requirement for formal parental consent before a school allows a pupil to use its own internal provision.

However, schools should not make significant decisions about a child’s education without proper discussion, assessment and review.

Children, young people and their families should be involved in decisions about the provision. Schools should listen to their views and use them to inform how support is planned.

Parents should receive clear information about:

why the placement is being proposed
which needs the school believes it will meet
how much time the child will spend in the base
which teaching and interventions will be provided
which mainstream lessons the child may miss
how progress will be measured
how and when the arrangement will be reviewed
whether the placement is intended to be temporary or ongoing
how greater access to mainstream classes will be supported where appropriate

An inclusion base should not be used informally to remove a child from mainstream education simply because the school is struggling to meet their needs.

Where an arrangement amounts to an off-site direction, alternative provision, exclusion or a change to provision specified in an EHCP, additional legal requirements may apply.

How Much Time Should a Child Spend in Mainstream Classes?

There is no single percentage or timetable that will be suitable for every child.

At one end of the range, a child may spend most of the week in mainstream classes and visit the inclusion base for specific interventions, regulation support or small-group teaching.

At the other end, a child may receive most of their education in the base and join mainstream classes for selected lessons, activities or social opportunities.

Schools should maximise appropriate access to mainstream classes and the wider life of the school. However, longer-term use of a dedicated base may be appropriate for some children.

The arrangement should be based on the individual child’s:

special educational needs
strengths and interests
views and preferences
sensory and communication profile
ability to access the curriculum
emotional wellbeing
progress
EHCP provision and outcomes, where applicable

It should not be based primarily on staff availability, classroom convenience or pressure on school resources.

Should an Inclusion Base Be Used as a Behaviour Sanction?

No. An inclusion base should not be used as a punishment or behaviour sanction.

It should provide planned, high-quality support and remain connected to the curriculum and wider life of the school.

Where a base supports children at risk of exclusion or experiencing behavioural difficulties, the provision should:

identify the needs that may be contributing to the behaviour
provide suitable and appropriately ambitious education
have clear intended outcomes
involve the child and their family
maintain appropriate access to school life
include a reintegration plan where the placement is temporary

An inclusion base should not become an unrecorded form of internal exclusion or a place where children are separated from their peers without suitable teaching and support.

What Education Should an Inclusion Base Provide?

Children using an inclusion base should continue to receive a broad, ambitious and suitably adapted curriculum.

Schools should maintain high expectations and avoid unnecessarily narrowing the curriculum because a child is receiving support outside the main classroom.

Depending on the child’s needs, provision may include:

adapted mainstream curriculum teaching
specialist teaching
speech and language therapy
occupational therapy
communication support
sensory regulation support
social and emotional support
preparation for adulthood
targeted literacy or numeracy teaching
therapeutic or medical support

The inclusion-base timetable and mainstream timetable should be coordinated so children do not repeatedly miss the same subjects or lose access to important areas of the curriculum.

Where a child has an EHCP, the education and support delivered through the base should contribute towards the outcomes in the plan and must include all provision specified in Section F.

Can an Inclusion Base Replace Support Written into an EHCP?

No. An inclusion base is a location or method through which support may be delivered. It does not remove the local authority’s duty to secure the special educational provision specified in Section F of an EHCP.

For example, if an EHCP specifies:

weekly speech and language therapy
occupational therapy
a particular level of adult support
specialist teaching
a defined communication programme
specified sensory provision

the school or local authority cannot simply state that general access to an inclusion base replaces those provisions.

Provision in the base may be used to deliver what is written in the EHCP, but it must match the type, frequency, duration and level of expertise specified in the plan.

Where a school believes the EHCP should change, this should be considered through the proper review and amendment process. Support should not be informally reduced or substituted without reviewing the plan.

What Should Parents Ask Before Agreeing to an Inclusion-Base Placement?

Parents may find it useful to ask the following questions before an inclusion-base placement begins.

Questions about the purpose of the placement

Why is the inclusion base being recommended?
Which of my child’s needs is it expected to meet?
Is the arrangement intended to be temporary or long term?
What are the entry and exit criteria?
What would indicate that the placement is successful?

Questions about education

Which lessons will my child receive in the base?
Which mainstream lessons will they continue to attend?
Will they repeatedly miss the same subject?
Who will plan and teach the curriculum?
Is the base led or overseen by a qualified teacher?
How will work be adapted to my child’s needs?

Questions about specialist support

Which specialists are involved in the base?
How frequently will they work directly with my child?
Will therapy be delivered directly or through advice to school staff?
How will support specified in my child’s EHCP be delivered?
How will specialist recommendations be recorded and reviewed?

Questions about inclusion

Will my child attend assemblies, trips, clubs and school events?
How will friendships with children in the wider school be supported?
How will transitions between the base and mainstream classes be managed?
How will the school prevent isolation or stigma?
Where will my child spend breaktimes and lunchtimes?

Questions about review and accountability

What outcomes will my child be working towards?
How will progress be recorded?
When will the placement be reviewed?
How will my child’s views be obtained?
How will parents be involved in reviews?
What will happen if the placement is not working?
Who should I contact if agreed support is not being delivered?

What If Parents Are Concerned About the Placement?

Parents should begin by asking the school for a meeting with the appropriate members of staff. This may include the:

SENCO
inclusion-base lead
class or subject teacher
headteacher

Ask the school to explain the proposed arrangement and intended outcomes in writing.

Parents can also request relevant records, including:

the school’s SEN information report
the inclusion-base referral criteria
the child’s SEN Support plan
assess, plan, do and review records
progress information
risk assessments
reintegration plans
records of specialist advice

Where the child has an EHCP, parents should compare the proposed arrangements with Sections B, F and I of the plan.

Concerns about missing or unsuitable EHCP provision should be raised with both the school and the local authority.

Depending on the issue, parents may also seek help from:

their local SEND Information, Advice and Support Service
an independent SEND advocate
an education solicitor
the school’s complaints procedure
the local authority’s complaints procedure

Are Inclusion Bases Already a Legal Requirement?

No. Mainstream schools are not automatically required to operate an inclusion base simply because government guidance has been published.

The guidance is intended to support schools and local authorities that already operate bases or are developing new provision. It applies to England and is non-statutory.

Schools must still comply with their existing legal duties, including:

using their best endeavours to secure special educational provision
making reasonable adjustments for disabled pupils
avoiding disability discrimination
delivering provision specified in an EHCP
providing suitable education
complying with admissions, suspension and exclusion law

An inclusion base may help a school meet those duties, but it does not replace them.

What Is Likely to Change Next?

The government intends inclusion bases to become a more recognisable part of mainstream SEND provision in England.

Parents may increasingly see the term used in:

school SEN information reports
local authority SEND Local Offers
EHCP placement discussions
local SEND reform plans
consultations on new specialist provision
school inclusion strategies

However, the provision offered is likely to vary between areas and individual schools.

Parents should focus less on the name used for a base and more on:

what support is actually provided
who delivers the support
how frequently it is delivered
what curriculum the child receives
whether the child remains meaningfully included
whether EHCP provision is fully secured

Frequently Asked Questions About Inclusion Bases

Is an inclusion base a special school?

No. An inclusion base is provision located within and forming part of a mainstream school or college. It is not normally registered as a separate educational institution.

Can a child attend an inclusion base without an EHCP?

Yes. Some inclusion bases support children receiving SEN Support or children who need behavioural, pastoral, attendance or short-term specialist support.
Local-authority-commissioned specialist places are more likely to be intended for children with an EHCP, but this depends on the purpose and admissions arrangements of the particular base.

Is an inclusion base the same as alternative provision?

Not necessarily.
Many inclusion bases are part of a mainstream school’s SEND provision. Some may also support pupils with attendance difficulties, behavioural needs or a risk of exclusion.
Schools should be clear about the legal basis of the arrangement, particularly where a child is being educated away from their normal classes or attending provision at another site.

Can a child remain in an inclusion base permanently?

Potentially.
Some children use an inclusion base temporarily before returning to more mainstream lessons. For other children, long-term access to a specialist environment within the school may remain appropriate.
The arrangement should be based on the child’s individual needs, progress and views, and should be reviewed regularly.

Must children in an inclusion base still receive a broad curriculum?

Yes. Children should ordinarily continue to receive a broad, balanced and suitably adapted curriculum.
An inclusion-base placement should not automatically result in an unnecessarily restricted timetable or repeated loss of the same subjects.
Where a child has an EHCP, the curriculum and support provided must also reflect the provision and outcomes written into the plan.

Can a school use an inclusion base instead of requesting an EHC needs assessment?

A school may use an inclusion base as part of SEN Support, but access to the base does not prevent an EHC needs assessment from being requested.
A parent, school or young person can still request an assessment where it may be necessary for the child or young person to receive special educational provision through an EHCP.
The school should not delay a request simply because it wants to try an inclusion-base placement first.

Should inclusion-base support be recorded in an EHCP?

Where provision delivered through an inclusion base is required to meet the child’s special educational needs, it should be clearly and specifically described in Section F of the EHCP.
The plan should explain what support will be provided, how often it will be delivered, who will deliver it and the level of expertise required.
Merely naming the inclusion base may not provide enough detail or legal certainty.

Can an inclusion base replace therapy or specialist teaching in an EHCP?

No.
An inclusion base may be the place where therapy, specialist teaching or other support is delivered, but it cannot replace provision specified in Section F of an EHCP.
The support actually provided must match the wording of the plan, including its frequency, duration and level of specialist input.

Can a school place a child in an inclusion base as a punishment?

No. An inclusion base should not be used as a punishment, sanction or unrecorded form of internal exclusion.
The placement should have a clear educational purpose, suitable teaching, defined outcomes and arrangements for review.

Should parents be involved in decisions about an inclusion-base placement?

Yes. Schools should involve parents and the child or young person in decisions about the placement and how it will operate.
Parents should be told why the placement is being proposed, what support will be provided, how much time the child will spend in the base and how progress will be reviewed.

What should parents do if an inclusion-base placement is not working?

Parents should ask for a review meeting with the SENCO, inclusion-base lead or headteacher.
They should ask for the purpose of the placement, progress information, intended outcomes and review arrangements in writing.
Where the child has an EHCP, parents should compare the support being delivered with Sections B, F and I of the plan and raise any missing provision with both the school and local authority.

Related Support Guides

Find SEND and EHCP Support

Find Support UK helps families locate independent SEND professionals and support services across the UK.

Browse SEND and EHCP support services or explore our other SEND guides for parents.

This guide provides general information and is not legal advice. SEND law and education arrangements may differ across England, Scotland, Wales and Northern Ireland. The inclusion-base guidance discussed on this page applies to England.