New non-statutory guidance to help mainstream settings implement inclusive design principles.
Inclusive education estates: supporting inclusive environments in mainstream settings outlines core elements of inclusive design and advices schools on how to plan adaptations, assess their physical environment and apply inclusive design elements across phases of education. The guidance also includes case studies that highlight good practice in areas such as 1:1 and sensory spaces, inclusive outdoor spaces, and knowledge sharing between specialist an mainstream settings.
The guidance also includes the evidence-based benefits of inclusive design, including a making a meaningful difference to academic progress and attainment; supporting wellbeing, social and emotional development; helping young people to become more independent and prepared for adulthood; and even wider education and community benefits.
While the guidance is non-statutory the DfE do note that it may support settings in meeting statutory duties within the Education Act, Equality Act, School Premises Regulations, SEND Code of Practice, Building Regulations and Approved Documents.
Elements of inclusive design
The guidance sets out 10 elements of inclusive design that ‘can support children and young people, especially those with SEND, to achieve and thrive’.
- 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
For each element the document sets out why the element is important, how it can be achieved, and example adaptations. For example, in the accessibility and movement section, there are suggestions for include general improvements such as keeping corridors clear by removing hazardous items, widening doorways where possible and using colour contrast for steps, handrails and thresholds. As well as examples for how to support movement and sensory motor support, such as using gentle slopes rather than ramps and using tactile warning surfaces at hazard and decision points.
Assessing the inclusivity of the estate
This section of the guide aims to help settings to evaluate their environment against current and future need to help them identify and plan adaptions and improvements at their local level (i.e. with their context, building limitations etc. in mind). It also recommends settings consider the following when deciding on projects/adaptions: impact, economies of scale, long-term goals and planning, lifecycle costs.
As part of effective evaluation and implementation the DfE also suggest settings involve staff, and children and young people and their families in discussions to better understand daily experience. There are also case studies to show how different mainstream settings have worked with their local authorities to deliver adaptations.
N.B. inclusion bases are not included in the guidance, as these are covered in the recently published separate documentation, Inclusion bases in schools guidance.
Summary
Speaking on the publication of the guidance, Education Secretary Bridget Phillipson said:
“Every child and young person deserves to feel included, without fighting for the support they need to succeed. 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. That’s what we’re building.”
Learn more
References
- DfE (2026) ‘Inclusive education estates: Supporting inclusive environments in mainstream settings’. Available at: https://assets.publishing.service.gov.uk/media/6a3bb3cf4c7605ab567238e7/inclusive-education-estates.pdf (Accessed: 01 July 2026)
- DfE (2026) ‘ Young people with SEND to benefit from new guidance on inclusion’. Available at: https://www.govwire.co.uk/news/department-for-education/young-people-with-send-to-benefit-from-new-guidance-on-inclusion-g2045408 (Accessed: 01 July 2026)
