Richard Watson, sales manager at education space provider Net Zero Buildings, says schools need to get ahead on implementing inclusion bases
Inclusion bases are dedicated safe spaces within mainstream schools designed to bridge the gap between standard classrooms and specialist special educational needs provision. While many schools already have their own versions of these spaces in place, allowing pupils to access dedicated, specialised support, the government’s growing focus highlights a pivotal moment for the sector.
Some independent institutions may be able to access elements of funding for inclusion bases through specialist arrangements or local authority partnerships, but guaranteed government investment is typically limited. Despite this, school leaders and estates managers shouldn’t dismiss the growing spotlight on inclusion bases. As state schools prepare to receive the first instalments of targeted funding for SEND provision improvements, a new industry standard is being set. In turn, this has created a valuable opportunity for independent schools to align with the new direction of the education sector.
As well as greater government focus on SEND reform, expectations from parents are also evolving. Rising diagnoses have created pressure for schools to adapt to pupil needs, both quickly and effectively. Families expect schools to demonstrate capabilities to support a broad range of learning, behavioural, emotional and sensory needs, and this demand isn’t confined to state education. Independent schools also need to respond to pupils requiring additional support, whether linked to formally diagnosed SEND needs, flexible learning support, or mental wellbeing. If they fail to evolve alongside the wider sector, independent schools risk falling behind.
Getting ahead of the guidance and reviewing design standards will be essential to the success of inclusion bases in any institution. Independent schools, while limited in funding access, have the advantage of being able to drive faster decision-making and rely on greater design authority. Planning should begin now by understanding what effective inclusion bases will look like, how they will address SEND needs in practice, and how they will align with any wider estate strategies that may be under way. Many independent schools already have dedicated spaces in place to provide specialised support for pupils. However, these have traditionally been used as part of reactive approaches, for example, to address behavioural issues, emotional distress, or overstimulation. Moving forward, integrating modern standards into SEND design will help to ensure inclusion bases proactively address the unique needs of pupils.
Guidance from the Department for Education, including Building Bulletin 93 on acoustics and Building Bulletin 104 on spatial design standards, are valuable starting points. Factors like acoustics, lighting, ventilation and adjustability all play a major role in creating environments that support regulation, concentration and wellbeing – especially for SEND pupils. Understanding, and implementing this guidance into design, will help to ensure the space delivers tangible value and an optimised learning experience for pupils.
It will also be essential to consider how inclusion bases will fit into the wider school estate, avoiding further segregation or isolation of SEND pupils, for example, by locating inclusion bases strategically on the site to ensure access to shared facilities, like the main playground. This can be reinforced after delivery, through fluid timetabling for inclusion bases built into everyday school routines.
It’s important to note that these spaces don’t need to be reserved solely for pupils with formal SEND diagnoses. Instead, schools may find greater value in flexible inclusion bases that aren’t seen as separate entities from the school, and that also accommodate pupils with additional learning requirements, emotional wellbeing and support during difficult personal circumstances.
Despite rising demand for SEND provision, however, school needs remain unpredictable. Over time, intakes and, therefore, pupil needs, can fluctuate, meaning any school estate should be able to adapt. Within SEND itself, requirements can span from speech and language support, behavioural solutions and sensory provision. Fixed-use, permanent spaces could stifle a school’s ability to evolve, whereas flexible solutions allow schools to scale, adapt and reconfigure provision as required.
Modern methods of construction (MMC) and modular buildings are likely to play a key role in addressing this, as inclusion bases become more common across the sector. Modular solutions are highly flexible, and can be repurposed or reconfigured depending on school needs. They allow for precise manufacturing methods, which could help inclusion bases go beyond baseline compliance, and integrate high-quality design to enhance pupils’ learning experiences. Addressing SEND needs during the construction phase will also be a key consideration; MMC helps to minimise disruption in live school environments, with modular solutions able to be built off-site. This is significant for pupils, including those with SEND diagnoses, who may be sensitive to noise disruption or changes in their day-to-day school routine.
It’s clear that inclusion bases are not simply another trend in education design. They form part of a much wider shift across the sector, towards more inclusive mainstream learning environments. Independent schools should act early to align with this shift, by understanding how high-quality, adaptable inclusion bases can deliver value as part of their own estates, and taking the first steps to deliver this based on guidance. Those that do this will be better prepared to address evolving SEND requirements, meet greater expectations around inclusivity, and adapt to a broader range of pupil needs by future-proofing their estates.