(England) $62M to make "early years" learning inclusion for special needs
The Government has issued guidance for early years providers on adapting settings to boost inclusion ahead reforms to support for children with special educational needs and disabilities (SEND).
The Inclusive Estates guidance is aimed at education providers from early years to post-16.
The Department for Education says it will act as a ‘roadmap’ for how settings can adapt buildings ‘that are shaped around the real experience of a child or young person with SEND’.
Recommendations for early years settings include:
separate noisy and quiet activity areas
clearly define activity zones and circulation routes between activities to improve access and spatial clarity
reduce visual overload, declutter and simplify displays
create low stimulus quiet corners and quiet spaces, such as a soft-furnished
It also recommends adaptations for sensory and regulation spaces including creating a small group room or quiet space for focused support and areas to support gross motor development through activities like running and climbing.
The guidance suggests that outdoor areas should include sensory spaces, climbing areas and dens. . . .
Inclusion fund
The guidance comes following the announcement of a £47 million [$62M] fund to support early years providers to make settings more inclusive for children with special educational needs and disabilities (SEND).
The Inclusive Early Years Fund (IEYF) comes from the DfE’s £500 million [$660M] inclusive mainstream fund.
Funding will soon be allocated to providers through local authorities with settings due to receive around £1,000 for the 2026/27 academic year to ‘support activities such as strategic planning, workforce development and adaptations or resources to create an inclusive environment’.
Providers will be expected to demonstrate how they have used funding to improve inclusive practice, according to DfE.
Inclusion bases
The Department has also published guidance for secondary schools on the creation of inclusion bases, building on plans set out in the Schools White Paper for every school to have a dedicated space providing targeted teaching and specialist support those who need it.
Education Secretary Bridget Phillipson said, ‘We are giving schools a clear, practical blueprint to become truly inclusive, from calmer classrooms and sensory-friendly spaces, to specialist support embedded right in the heart of the school, so children can learn alongside their peers rather than miles from home.’ . . .
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