New ‘Inclusive education estates’ guidance to support SEND reform
Following the Government’s white paper ‘Every child achieving and thriving’, the Department for Education has published non-statutory guidance on creating dedicated teaching and support spaces for children with SEND. The ‘Inclusive education estates’ guidance is aimed to set clear expectations on how settings can design their SEND provision to achieve the vision for a more inclusive mainstream school system, where every child can go to their local school, within their local community.
Published: July 7th, 2026
5 min read
The new guidance sets out:
Approaches to assessing inclusivity
10 core elements of inclusive design
Adaptations to buildings and outdoor spaces
Case studies and examples
Assessment
When it comes to assessment of inclusivity, the first step for schools is to consider what needs to be addressed, how to prioritise adaptations to ensure the most impact, and how to deliver and review the adaptations once they are made.
This means that schools are expected to take a targeted, and needs-led, approach. Assessments will consider not only physical access around the school premises, but also daily routines, the sensory environment, clear signage, emergency arrangements, and personal care, for example.
Given that children with SEND and their parents, as well as staff, have vital knowledge in respect of the needs of children, the assessment process should also allow for feedback from those individuals where possible. It should also be kept in mind that the Experts at Hand offer, which the Department proposes to develop as part of its SEND reforms, may be a useful tool in assessing the school and planning adaptations.
When it comes to reviewing adaptations, the Department recommends that schools record the purpose of the adaptation and the expected outcome, who delivered it, when and where, the cost of the adaptation (including the time cost), and the impact of the adaptation on progress and access to learning. Schools should build these reviews into their annual calendar to ensure consistency.
The 10 core elements
To supports schools to ensure inclusive design for everyone, the new guidance sets out 10 core elements of inclusive design:
Accessibility and movement
Navigation and wayfinding
Quiet spaces and sensory comfort
Acoustics
Lighting and visual comfort
Ventilation
Thermal comfort
Access to nature
Sanitary provision
Furniture, fittings and equipment
By using these core elements it is expected that schools will be better equipped to prioritise adaptations and to think not just of the most expensive or specialist solutions, but to consider convenience and flexibility so that environments are enjoyable for everyone.
Adapting buildings and outdoor spaces
When it comes to making adaptations to buildings and outdoor spaces, schools should consider all relevant phases of education.
In early years settings, it may be necessary to adapt the setting for example:
Removing obstructions to outdoors view to better connect children to nature
Having separate noisy and quiet areas
Using Makaton signs to aid comprehension
Choosing finishes with natural materials and soft colours
Reducing clutter and simplifying displays to reduce visual overload
Creating outdoor trails and climbing apparatus to support regulation and motor skills
Cosy den areas to allow a query space
Sensory gardens
In primary school, it may be more appreciate to make adaptations such as:
Using diffusers to avoid glare in lighting
Acoustic panels to soften noise
Speech amplification system
Repurposing rooms for small group work and SEND support
Creating areas for movement breaks
Sensory paths and shaded seating outdoors
Calm corner and inclusive play equipment
The adaptations required in secondary school environments will likely differ from those required at early years and primary phases. They may include, for example:
Widened walkways to reduce crowding
Colour-coded routes to aid navigation
De-escalation spaces
Pastoral rooms to allow for 1:1 support
Ensuring dining halls have quiet zones away from heavy footfall
Shaded and comfortable areas in quiet outdoors spaces
Structured queues, such as in the dining hall and to and from transport
Finally, in further education settings adaptations might include:
Social study lounges
Safety signage and information
Wellbeing areas outside
Outdoor study booths
Practical steps
The Department for Education is clear that its new guidance should sit alongside the ‘Education Estates Strategy: a decade of national renewal’, which sets out the long-term plan to create an education estate that is safe, suitable, sustainable, and sufficiently sized, from early years to post-16.
When considering their estates, schools need to keep in mind that the non-statutory guidance should be considered in the context of the school’s statutory duties. These include the duty in respect of the school’s accessibility strategy and plan, and the duty to make reasonable adjustments for disabled pupils.
In addition, schools must be mindful of their duties pursuant to the School Premises (England) Regulations 2012. These regulations set out minimum standards for the design, construction and maintenance of school buildings and facilities to ensure they are safe, suitable, and fit for purpose. Alongside this, requirements in respect of single-sex spaces, such as toilets and changing facilities, must be considered.
Schools and colleges should be conscious that the statutory guidance Keeping Children Safe in Education (KCSIE) 2026 has been published in draft format, including guidance and obligations in respect of single-sex spaces. When the final version is published ahead of enforcement in September 2026, schools and colleges should ensure that adaptation plans and assessments take into account the requirements of KCSIE.
For further information please contact Coral Peutrill
