The 7 inclusion principles: what they actually look like in practice

The DfE's guidance on the inclusive mainstream fund sets out seven principles for schools to build their inclusive offer around. On paper they're broad, and that's deliberate, since they're meant to fit very different schools and cohorts. But broad principles are hard to plan against. If you're trying to work out where your IMF funding and your wider inclusion strategy should actually go, it helps to see what each principle might look like once it's translated into something you could put in a development plan.

The examples below are illustrative rather than an official DfE list. Treat them as a starting point for discussion with your SENDCo, inclusion lead and wider leadership team.

1. Ambitious leadership and governance that embeds inclusion

This principle is about whether inclusion sits at the centre of how your school is led, rather than being delegated entirely to a SENDCo or inclusion lead working in isolation.

In practice, this might mean a governor or trustee taking on inclusion as a named area of responsibility, with regular reporting built into the governance calendar rather than an annual update. It could mean inclusion outcomes appearing on the same footing as attainment data in leadership team meetings, or senior leaders visibly modelling adaptive teaching in their own classroom practice and learning walks. Some schools build this into appraisal, so that inclusive practice is something staff are genuinely held to account for, not just encouraged to consider.

2. Early intervention and evidence-based support

Early intervention only works if you can actually spot need early, which means this principle leans heavily on your identification systems.

Practical examples include a robust baseline assessment process in EYFS and KS1 that flags concerns before they become entrenched, or a tiered intervention model where staff know exactly what support is available at each stage and how to access it without a lengthy referral process. Some schools set up a termly pupil progress meeting specifically focused on emerging need, separate from the usual attainment-focused review, so early signs don't get lost among broader data discussions.

3. High-quality teaching and a curriculum designed for all

This is about inclusion being built into everyday classroom practice rather than treated as something that happens outside it through separate interventions.

Examples here might include a whole-school approach to adaptive teaching that all staff are trained in and expected to use, rather than leaving differentiation to individual teacher judgement. It could mean auditing your curriculum for accessibility, checking that reading demands, vocabulary and pace suit the full range of your cohort rather than a notional middle. Coaching and instructional feedback focused specifically on inclusive practice, not just general teaching quality, is another way schools have approached this.

4. Accessible enrichment beyond the classroom

Enrichment activities can quietly exclude the pupils who'd benefit from them most, so this principle is about checking who actually gets to take part.

In practice, this could mean reviewing the cost, timing and physical accessibility of trips, clubs and residentials to identify where barriers exist, and building a small enrichment fund or subsidy into your inclusion strategy specifically to remove them. Some schools track participation data by inclusion group, not just overall uptake, so they can see whether SEND pupils, pupils eligible for pupil premium or other groups are genuinely being reached rather than assumed to be.

5. A safe and respectful culture fostering belonging, attendance and participation

This principle covers the emotional and relational conditions pupils need before any teaching or intervention can be effective.

Examples include a consistent, restorative approach to behaviour that staff are trained in and apply predictably, rather than one that varies significantly by classroom. Attendance strategies that look at the reasons behind persistent absence rather than only tracking the numbers are another common approach, alongside structured opportunities for pupil voice, such as pupil forums or surveys, that actually feed into decisions rather than sitting unused.

6. Strong partnerships with families and wider services

Inclusion strategies that only involve the school tend to struggle, since many of the barriers pupils face sit outside the classroom.

Practical examples include a clear, published pathway for how families can raise concerns and how the school will respond, so contact doesn't rely on informal relationships with individual staff. Regular, structured liaison with external services such as speech and language therapy, CAMHS or the local authority SEND team, rather than ad hoc referrals, is another. Some schools run family workshops on specific areas of need, giving parents practical strategies to use at home alongside what's happening in school.

7. Inclusive environments with continuous improvements to accessibility

This principle covers the physical and sensory environment, and it's easy to treat as a one-off audit rather than an ongoing commitment.

Examples include a rolling accessibility audit of the school site that feeds into your accessibility plan, rather than a single review done once and left. It could mean creating calm or sensory spaces that pupils can access predictably, with clear systems for how and when they're used, or reviewing classroom layout and resources with specific pupils' needs in mind rather than a generic accessibility checklist.

Using this to shape your strategy

The useful exercise here is going through each principle with your leadership team and asking honestly where you're already strong, where you're relying on individual staff goodwill rather than a system, and where a small, targeted piece of IMF-funded activity could make a genuine difference. That's the thinking your published inclusion strategy needs to show.

Written by.Mireille, co-founder of Honeyguide SLS and headteacher and SENDCo with over 15 years experience.