The Department for Education has announced a significant new investment to help mainstream schools strengthen their inclusive provision for children and young people with Special Educational Needs and Disabilities (SEND).
The new Inclusive Mainstream Fund for 2026/27 forms part of the government’s wider SEND reform programme and aims to help schools become more inclusive by design. With over £400 million per year allocated to schools, the fund provides additional resources to support evidence-informed approaches that remove barriers to learning and improve outcomes for all pupils.
If you’re a school leader, SENDCO, business manager or governor, this guide explains what the Inclusive Mainstream Fund is, who is eligible, how funding is allocated, and how schools can use it to create more inclusive learning environments.
What Is the Inclusive Mainstream Fund?
The Inclusive Mainstream Fund is a new grant for mainstream state-funded schools in England that has been introduced to support the government’s vision of a more inclusive education system.
The funding is designed to help schools strengthen their universal provision, identify and address commonly occurring and predictable SEND needs earlier, and embed inclusive practices across the whole school. Rather than focusing on individual pupils, the fund is intended to support strategic, school-wide approaches that benefit entire cohorts.
The Department for Education has stated that the fund will help schools:
- Invest in high-quality adaptive teaching
- Develop inclusive pedagogy and decision-making
- Create accessible learning environments
- Deliver targeted evidence-based interventions where needed
- Improve pupil wellbeing, attendance and attainment
- Increase parental confidence in the education system
Who Can Access the Inclusive Mainstream Fund?
The grant applies to provision for pupils aged 5 to 16 years old. The funding is available to mainstream state-funded schools in England, including:
- Primary, secondary, middle and all-through maintained schools
- Primary, secondary, middle and all-through academies and free schools
- City Technology Colleges
How Much Funding Is Available?
The government has announced that the Inclusive Mainstream Fund is worth more than £500 million annually, with £400 million per year allocated specifically to schools. The funding has been confirmed for the current three-year spending period as part of wider SEND reforms.
Funding is allocated using a formula based on factors already used within the National Funding Formula.
For the 2026/27 financial year, schools will receive:
- A lump sum of £3,000 per school
- Primary schools: £16 for all pupils – including those in reception – and an LPA per-eligible pupil rate of £79
- Secondary schools: £14 for all pupils up to the age of 16, and an LPA per- eligible pupil rate of £88
Area cost adjustments are also applied to reflect regional differences in staffing and operational costs.
When Will Schools Receive the Funding?
Schools will receive a single payment covering the 2026/27 financial year. School-level allocations were confirmed in May 2026 with payments made:
- To local authorities at the end of June
- Directly to academy trusts in early July
How Can Schools Use the Inclusive Mainstream Fund?
One of the most important aspects of the new fund is its flexibility. The Department for Education has been clear that the Inclusive Mainstream Fund is not a personal budget for individual pupils. Instead, schools should assess the needs of their overall cohort and invest in evidence-based approaches that strengthen their inclusive offer.
Funding should be used to help schools:
- Plan for inclusion
- Prepare staff and environments
- Embed sustainable inclusive practices
- Remove predictable barriers to learning
- Support a wider range of learner needs without requiring diagnosis or statutory processes first
This proactive approach is intended to ensure that support is available earlier and more consistently across mainstream settings.
The Seven Priority Areas for Investment
The DfE recommends that schools use the Inclusive Mainstream Fund across seven key areas of activity.
Ambitious Leadership and Governance
Strong leadership is central to successful inclusion. Funding can support strategic planning, data-informed decision making, peer review processes and leadership development that embeds inclusion across school improvement plans.
Schools should continually assess the learning and development needs within their cohorts and ensure inclusion remains a core priority.
Evidence-Based Early Intervention
Early intervention remains one of the most effective ways to improve outcomes for children and young people with SEND.
Schools may choose to invest in targeted interventions, screening tools, specialist training and support programmes that help identify needs early and provide timely support before challenges escalate.
High-Quality Teaching for All Learners
Inclusive classrooms start with excellent teaching. Funding can be used to support staff training, adaptive teaching strategies, curriculum accessibility and effective deployment of teaching assistants to meet a diverse range of needs.
The emphasis is on ensuring that all learners can access high-quality teaching within mainstream classrooms.
Accessible and Enriching Provision Beyond the Classroom
Inclusion extends far beyond academic lessons. Schools may use funding to enhance enrichment opportunities, support personal development programmes and create experiences that build independence, confidence and preparation for adulthood.
This could include extracurricular activities, life skills programmes and inclusive enrichment experiences.
Safe, Respectful and Inclusive School Cultures
Creating a sense of belonging is essential for pupil wellbeing and attendance. Schools can use funding to strengthen behaviour support, attendance strategies and staff development programmes that foster positive relationships and inclusive school cultures.
The aim is to ensure every child feels valued, respected and able to participate fully in school life.
Strong Partnerships with Families and Services
Successful inclusion relies on effective collaboration. Funding may support transition programmes, family engagement initiatives, multi-agency working and opportunities to share expertise across schools and settings.
Additional staffing capacity to support transitions between key stages can also form part of a school’s approach.
Inclusive Learning Environments
The physical environment can have a significant impact on learning, wellbeing and engagement. The DfE highlights the importance of creating classrooms that minimise distractions, support sensory regulation and improve accessibility for a wide range of learners.
This creates opportunities for schools to invest in practical resources that support inclusive learning environments, such as:
- Flexible seating solutions
- Acoustic and wellbeing supports
- Calm spaces and nurture areas
- Accessibility enhancements
By creating environments that are inclusive by design, schools can support a wider range of learner needs while improving outcomes for all pupils.
New Requirement: Inclusion Strategies
Alongside the funding, schools will be required to publish an Inclusion Strategy. The strategy should explain how the school intends to use its overall funding allocation, including the Inclusive Mainstream Fund, to identify needs within its cohort and strengthen inclusive practice.
Schools must publish their Inclusion Strategy by 31 December 2026, making it accessible to parents and available for consideration by Ofsted inspectors. Governors and trustees will also play a role in reviewing and scrutinising these plans.
The strategy should outline:
- Commonly occurring needs within the school
- Barriers to learning experienced by pupils
- Existing investment in inclusion
- Planned future investment
- Activities and approaches linked to the seven inclusion themes
- Evidence informing decision-making
An overview of the Inclusive Mainstream Fund
The Inclusive Mainstream Fund represents a significant investment in mainstream SEND provision. By providing additional funding alongside existing school budgets, the DfE aims to help schools move towards a more inclusive education system that identifies needs earlier, removes barriers to learning and delivers support before challenges escalate.
For school leaders, the key opportunity lies not only in accessing the funding but in using it strategically to build sustainable, evidence-informed approaches that improve outcomes for all children and young people.
As schools begin developing their Inclusion Strategies and planning future investment, now is the ideal time to review your current provision and identify where resources, environments and staff development can have the greatest impact.
