Understanding the DfE’s Vision for inclusive education

Understanding the DfE's visions for inclusive education: What schools need to know

Every Child Achieving and Thriving is the new white paper from the Department for Education (DfE). The document sets out the government’s vision for how education will evolve into the 2030s.

Spanning more than 100 pages, it outlines plans to strengthen inclusion, reform Special Educational Needs and Disabilities (SEND) provision, and raise attainment across the system.

For schools and teachers, this means planning for a more inclusive approach, building specialist support, and adapting recruitment and training to meet these new standards.

Major white paper reforms at a glance

Direct responsibility over SEND funding: Education leaders, governors, and trustees will have more control over how they support their pupils. From 2026–27, a new £1.6 billion Inclusive Mainstream Fund, alongside existing inclusion budgets, will give leaders greater flexibility to fund group interventions and transition programmes without waiting for formal assessments or diagnoses.

1. Individual support plans (ISPs): Every learner with additional needs has the right to an ISP. This is backed by the Inclusive Mainstream Fund. Nurseries, schools and colleges will have a statutory duty to record and monitor SEND provision through an ISP.
2. The 'experts at hand' service: A new £1.8 billion fund will create a local bank of specialists, including speech and language therapists and SEND teachers, that schools can access on demand, whether or not a learner has an education, health and care plan (EHCP).
3. Inclusion bases: Secondary schools will have a dedicated inclusion base. These are "support-first" spaces to keep learners within their local mainstream. The requirement for schools to have an inclusion base will be delivered through the government’s £3.7 billion capital investment. 
4. SEND training for educators: Insufficient SEND support is a major barrier to pupil learning. Many teachers received limited SEND training during their initial teacher education. Responsibility for SEND will no longer rest solely with the Special Educational Needs Co-ordinator (SENCO). There is a new requirement for all teachers and staff to have training in evidence-based SEND practice, backed by a £200 million investment.

Challenges for schools

The reforms demand a significant shift in school operations, staffing and culture. Moving to a ‘support first’ model will reshape workforce planning and recruitment strategy. For school leaders, the challenge is not only understanding the policy, but building the capacity to deliver it.

White paper Implications for school leaders

There are immediate and long-term challenges for all schools. These include: 

• Increased demand for specialist staff

Staff shortages limit schools' ability to deliver inclusive education. The ongoing lack of teaching assistants (TAs), SEND specialists, and teachers places extra pressure on schools. The new 'experts at hand' service needs a vast bank of local professionals, including specialist SEND educators and speech and language therapists. Schools may struggle to find and secure these experts on demand. As demand increases nationally, competition for specialist SEND professionals is likely to intensify.

• Workload and administrative burden

Many senior leaders already report spending too much time on administration. High workload is also cited as a primary reason for teachers leaving the profession. Implementing new curriculum and SEND reforms could further exacerbate this pressure.

• Mandatory SEND training 

According to Teacher Tapp, almost a third (31%) of teachers admitted they couldn’t provide enough support to SEND pupils. The white paper introduces the need for all teachers to have training to support SEND. Schools must find the time and resources to facilitate staff upskilling. 

• Staffing new inclusion bases

Schools will need to establish an inclusion base. Finding the right staff to lead and educators to manage these specialised hubs, while maintaining high standards across the rest of the school, will be a logistical and recruitment challenge.

• Recruitment in disadvantaged areas

Teacher turnover is currently highest in schools with the highest proportion of disadvantaged pupils. These schools face the steepest climb in meeting the white paper’s ambitious new standards for attendance, and attainment.

• Behaviour and complex needs

Behaviour issues are rising, pupil needs are more complex, and staff are stretched.  The number of pupils identified with social, emotional and mental health (SEMH) needs is increasing. Schools are expected to deliver "calm, safe classrooms" with high standards for behaviour. Reflecting the rise in SEMH, the white paper moves away from "late, reactive punishment" towards a "support first" approach.

Turning policy into practical staffing solutions

At Teaching Personnel, we support schools in turning policy into practical workforce solutions. With almost 30 years of experience in education recruitment, we understand the pressures leaders now face.

1. Access to a specialist talent pool: Teaching Personnel can provide access to the roles for the 'Experts at hand' initiative, such as SEN-qualified teachers, speech, language and communication needs (SLCN-trained) educators, and teaching assistants (TAs). With a network of more than 30,000 SEND educators nationwide, we can connect you with professionals who understand the complexities of inclusive teaching and can make an immediate impact.
2. Supporting the inclusion mandate: We can source and vet dedicated staff  for the new school-based inclusion bases, ensuring they have the expertise in adaptive teaching needed by the new national inclusion standards.
3. Delivering high-quality training: To help schools meet the new mandatory training requirements, Teaching Personnel offers SEND-focused CPD and upskilling for staff. 
4. Reducing leadership burden: By managing the end-to-end recruitment and vetting, leaders can focus on teaching rather than administration. This helps address one of the white paper's key concerns about leader workload.
5. Stabilising schools in disadvantaged areas: We can target experienced, effective educators for schools with high levels of disadvantage, providing the stability needed to close attainment gaps for working-class pupils and other sidelined groups.

Teaching Personnel supports SEND CPD 

Through Teaching Personnel’s CPD Academy, educators can access ongoing training to develop their knowledge in autism, speech and language difficulties, and behavioural support. This ensures more teachers can meet pupils' needs. 

Our Thrive-trained educators are teachers and support staff who understand behaviour, build connection, and create calmer classrooms. Through our exclusive CPD with Thrive, we provide trained educators with the tools to support social and emotional development. These professionals understand how to support your pupils, helping create calmer classrooms and reduce disruption across your school.

Leadership relief and  strategic workforce planning

Inclusion needs more than intent. It needs capacity. Without the right staff, training, and systems in place, even the clearest guidance can fail to reach the learners who need it most.

If you’re reviewing your workforce strategy in light of the new white paper, we’re here to help. Talk to your local Teaching Personnel team or get in touch with us today to plan the staffing, training and specialist support your school needs for the years ahead.