From policy to practice: the 7 principles of inclusion explained

Understanding the expectations underpinning the Inclusive Mainstream Fund

The Inclusive Mainstream Fund (IMF) is more than a new funding stream. It forms part of the Government’s wider ambition to strengthen inclusive mainstream education and improve outcomes for children and young people with SEND and additional needs.

Alongside the funding, Government guidance sets out seven principles of inclusion that are expected to underpin the universal offer provided by mainstream schools.

Importantly, these principles are not intended only for children with SEND. The guidance makes clear that inclusive ordinarily available provision benefits all children, helping to improve participation, engagement, belonging and outcomes across the school community.

As schools begin developing inclusion strategies and reviewing how funding may be used, understanding these seven principles can help leaders align provision with national expectations.

1. Ambitious leadership and governance that embeds inclusion

The Government expects inclusion to be a strategic priority that is visible throughout school leadership, decision-making and improvement planning.

Inclusive practice should be reflected in strategic planning, school improvement priorities, leadership decisions, staff development, resource allocation and day-to-day school life.

Inclusion strategy considerations

  • Is inclusion clearly reflected within your school improvement priorities?

  • Is responsibility for inclusion shared across leadership teams?

  • Are governors regularly reviewing inclusion-related outcomes and data?

  • Can staff clearly articulate your school’s inclusive vision?

  • Do leaders use data to understand patterns of need, attendance, participation and outcomes across the school?

  • How does your school benchmark inclusion and outcomes against similar settings?

  • How does your school engage with local networks to share expertise, strengthen inclusive practice and access specialist support?

2. Evidence-based support prioritising early intervention

Schools are expected to identify needs early and provide support before difficulties become more entrenched.

Schools are expected to use assessment, observation, pupil voice and professional judgement to identify emerging needs and implement effective support as early as possible.

Inclusion strategy considerations

  • How confident are staff in recognising emerging SEMH needs?

  • Are attendance concerns viewed as a potential indicator of unmet need?

  • Are evidence-based interventions available when needs first emerge, before difficulties become more entrenched or reach crisis point?

  • Does your provision include opportunities for effective small-group support as well as one-to-one intervention where appropriate?

  • Are interventions implemented consistently and reviewed for impact?

  • Can you evidence the impact of intervention approaches?

  • Are teaching assistants deployed in ways that promote independence rather than dependency?

3. High-quality teaching with curriculum designed for all learners

High-quality teaching is the most important factor in improving outcomes for all pupils, and the curriculum should be accessible, engaging and adaptable to meet a diverse range of needs.

Through adaptive teaching, evidence-informed practice and a curriculum designed for all learners, schools can help ensure every child can participate, achieve and belong.

Inclusion strategy considerations

  • How confident are staff in adaptive teaching approaches?

  • Does professional development support staff to strengthen adaptive teaching approaches?

  • Are evidence-based teaching strategies used consistently across the school?

  • Are barriers to learning anticipated and addressed through curriculum design?

  • Does curriculum design reflect diverse strengths and needs?

  • Can all pupils access learning experiences alongside their peers?

  • How effectively is technology used to support participation and access?

  • Are emotional wellbeing and social development supported alongside academic progress?

4. Accessible and enriching provision beyond the classroom

Children should be able to access wider school experiences, opportunities and support regardless of need or background.

Inclusion extends beyond lessons. Enrichment activities, extra-curricular opportunities, intervention provision and wider school experiences should be accessible and meaningful for all pupils.

Inclusion strategy considerations

  • Can all pupils access enrichment opportunities and extra-curricular activities?

  • Are practical barriers to participation identified and removed wherever possible?

  • Does intervention provision complement, rather than replace, wider school experiences?

  • Are vulnerable pupils able to participate fully in clubs, trips and wider school activities and experiences?

  • Do pupils have opportunities to develop independence, life skills and confidence beyond the classroom?

  • Does your enrichment offer reflect the needs and interests of all pupils?

  • Are opportunities for pupil voice accessible to all children?

  • How do you gather pupil voice about belonging, participation and inclusion?

5. A safe and respectful culture fostering belonging and attendance

Schools are expected to create environments where all children feel safe, valued, respected and able to attend, participate and thrive.

Attendance, behaviour, wellbeing and belonging are closely connected. Children are more likely to engage with learning when they feel understood, included and part of their school community.

Inclusion strategy considerations

  • How do you gather, monitor and respond to pupil, family and staff views about belonging?

  • Are attendance concerns viewed through both an educational and wellbeing lens?

  • How are attendance concerns, including emotionally based school avoidance, identified and supported?

  • Do behaviour approaches recognise behaviour as communication and consider underlying unmet need?

  • Do behaviour approaches address challenging behaviour, disengagement, withdrawal and bullying in ways that support inclusion?

  • Are behaviour expectations understood consistently by staff, pupils and families?

  • Can pupils identify trusted adults within school?

  • Are there safe spaces and support available for pupils who need opportunities for regulation and reflection?

6. Strong partnerships with families and wider services

Building meaningful partnerships with families and wider services is a key part of creating inclusive provision that reflects children’s real-life experiences and needs.

Effective partnerships can help create greater consistency between home, school and wider support networks, whilst ensuring support is informed by a fuller understanding of each child’s strengths, needs and experiences.

Inclusion strategy considerations

  • How are families involved in planning and reviewing support?

  • How do you support families during key transition points?

  • Are communication processes accessible and inclusive?

  • Are parents/carers offered opportunities to build understanding of children’s social, emotional and learning needs?

  • How does your school signpost families to wider support services when additional help is needed?

  • How does your school work alongside external agencies and specialists to support children and families?

  • How do you gather family feedback on inclusion and use it to inform school improvement?

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7. Inclusive environments with continuous improvements to accessibility

Schools are expected to review and improve physical, social and learning environments so that barriers to participation are reduced wherever possible.

Accessibility is not only about buildings. It also includes communication, learning environments, resources, routines and the wider school experience.

  • Are accessibility barriers regularly reviewed and addressed?

  • Can all pupils access information, resources and learning materials?

  • Do classrooms, corridors and shared spaces support a range of sensory and regulatory needs?

  • Are learning environments designed to minimise unnecessary distraction and support concentration?

  • Are visual supports and communication aids used consistently where needed?

  • How effectively is technology used to improve access, participation and independence for pupils with additional needs?

  • How are pupil views used to inform accessibility improvements?

  • Is accessibility considered when planning future developments and improvements?

  • How are transitions and onboarding supported for pupils who may need additional preparation or phased approaches?

From December 2026, mainstream schools will be expected to publish an Inclusion Strategy setting out how they are strengthening inclusive practice and improving outcomes for children and young people.

The 7 Principles of Inclusion provide a useful framework for reviewing current provision, identifying priorities and demonstrating how inclusion is being embedded across the whole school.

For many schools, the Inclusive Mainstream Fund provides an opportunity not only to strengthen provision, but also to build a clearer, more evidence-informed approach to inclusion that can be sustained over time.

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