The Government has published guidance on designing SEND (Special Educational Needs and Disabilities) spaces in schools to enable “children and young people to attend their local school, early years and college and know they belong there.” The “first of its kind” package of advice has been designed “to guarantee inclusion for all” in mainstream education settings.
The Department of Education is hoping to provide equity of access to SEND provision across the country, in the wake of a “postcode lottery” that previously existed. It claimed the guidance sets “clear expectations on how settings can design their SEND provision so children and young people can thrive.”
Education Secretary Bridget Phillipson commented: “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.
“Every child deserves to attend a school where they belong, where the environment works for them, and where the right support is simply part of the school day.”
The Department of Education said the Inclusive Estates guidance confirmed its commitment that “every secondary school will, in time, have an inclusion base – a dedicated space providing targeted teaching and specialist support those who need it.”
The Department also promised an “overhaul on physical spaces including classrooms, with landmark guidance for schools, early years and post-16, setting out a roadmap for how settings can adapt buildings that are shaped around the real experience of a child or young person with SEND.” It added: “Whether that’s starting their day through an alternative entrance or taking time out in a calmer space, every child will be able to navigate the day with confidence.”
To make sure a whole school site meets needs, the Inclusive Estates guidance “suggests tools for understanding the daily experience of a child or young person with SEND, such as structured walkthroughs or ‘Day in the Life’ approaches to identify challenges in navigating the physical space.” The Government said it “will include tangible improvements including adapting acoustics and light, introducing quiet and calm spaces like sensory gardens or installing ramps or handrails.”
It concluded: “Schools, early years settings and colleges in every area of the country will also shortly receive their share of the Inclusive Mainstream Fund, with over £500m allocated this year to support settings to invest in high-quality adaptive teaching, inclusive whole-school approaches and evidence-based support.”