Local SEND Reform Plans · 55 documents asked · 55 answered · 0 not stated · run 22 October 2026
What does this plan say about mainstream inclusion and the support it will give schools to include pupils with SEND?
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Almost every council describes a "mainstream-first" ambition, backed by two recurring tools: an Experts at Hand model giving schools faster access to educational psychologists, speech and language therapists, occupational therapists and specialist teachers without needing an EHCP, and a defined Ordinarily Available Provision standard setting a consistent baseline of what schools should offer. Capital funding for inclusion bases within mainstream schools, plus estate adaptations such as sensory rooms and accessibility works, is near-universal.
Wolverhampton stands out for candour, admitting capacity is "extremely constrained" and capital allocations will be insufficient, despite pursuing the same strategy as others.
Hackney and Kensington and Chelsea stand out for the strength of their language, making mainstream "inclusive by default" and framing statutory assessment as proportionate rather than the primary route to support.
Many councils give hard numbers. Barnsley targets over 50% of EHCP pupils in mainstream by 2029 (from ~43%). Hounslow targets 52% (from 42.5%), Cumberland 75% (from 72%), and Hillingdon 59% (from 54%). Torbay is starting from a low base of 35.8% EHCP pupils in mainstream, targeting 40.72% by 2029. Hertfordshire promises £140m capital for over 1,000 new inclusion-base places; Cambridgeshire £4m for secondary bases; Lancashire £35m for 48 new bases; Cornwall over £9m in 2026/27 alone. Bromley and Hounslow give detailed place-by-place breakdowns (e.g. 290 more places by 2029; 370 support base places for 1,850 children).
Some plans are notably light on numbers while still describing mechanisms clearly, such as Dorset, South Tyneside and Staffordshire, which focus on frameworks and charters rather than targets.
No council gave no answer at all — every plan addressed this question to some degree.
Not stated: none.
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The question was put to each document on its own, using up to six of its most relevant pages. Page numbers in the table link to the document itself.
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Every document's answer
Barnsley
Barnsley's plan states "Inclusion is the typical experience, and specialist provision is commissioned only where needs cannot be met within a high-quality, inclusive mainstream system" p60. It will expand inclusion bases within mainstream schools, embed specialist expertise through the "Experts at Hand" model for earlier identification, and invest capital to adapt mainstream environments for flexible, responsive practice (page 17, page 61). Targets include increasing EHCP pupils in mainstream provision from ~43% to over 50% by 2029 p23.
Bath and North East Somerset
The plan aims to increase the proportion of children with SEND in mainstream settings and reduce reliance on specialist placements p30. It funds schools with higher-than-average EHCP numbers through the High Needs Targeted Support fund, offsetting costs and removing financial disincentives to admitting EHCP pupils p30. An Experts at Hand locality model gives mainstream settings timely specialist expertise without statutory escalation, building workforce confidence p9. Capital investment will shift from specialist schools toward mainstream inclusion bases, with new quality standards and a Capital Strategy p14.
Bournemouth, Christchurch & Poole
The plan aims to enable most children to succeed in inclusive mainstream settings, strengthening ordinarily available provision and the graduated approach (page 4, page 14). It will increase specialist and resource base places within mainstream, reduce reliance on EHCPs and alternative provision through earlier intervention, and expand the "Experts at Hand" model offering consultation, coaching and modelling to build schools' capacity and confidence (page 4, page 5, page 8). A coherent outreach model will extend specialist expertise into mainstream via workforce development and cluster-based flexible funding p10.
Bracknell Forest
The plan aims to build sufficiency and local capacity so more children are supported within mainstream, reducing reliance on special schools and out-of-area placements p5. It introduces a "Universal Offer," a partnership-wide agreement defining core inclusive provision schools should ordinarily deliver, refreshing Ordinarily Available Provision and Assess-Plan-Do-Review consistency p71. The "Experts at Hand" (E@H) team will shift from crisis intervention to consultation, modelling and coaching, building schools' internal capability, including an "Inclusion Readiness Audit" and shadowing schemes (pages 16, 66).
Brighton and Hove
The plan commits to "strengthening mainstream inclusion" over three years, aiming for an 8% increase in EHCP pupils having needs met in mainstream school by 2029, and 65+% of school-age pupils supported locally by 2028/29 (page 12, page 17). It will implement consistent Universal and Targeted SEN Support expectations with a new audit/QA tool p17, mobilise an "Experts at Hand" multidisciplinary model with 10-working-day response times p17, and prioritise capital investment in mainstream inclusion first, including 10 new support bases (~£600k) and accessibility adaptations p27.
Bristol
All schools and settings will have school-level Inclusion Plans reflecting Bristol's Graduated Response, supported by the Inclusive Learning Service and Early Years team, with best-practice sharing via SENCO clusters p20. By 2028/29 schools should be working towards Ofsted Inclusion grades at "strong or exceptional standard" p20, targeting 37.9% from a baseline of 15.4% p8. An Early Intervention Fund supports mainstream settings to deliver Ordinarily Available Provision through SEN support p36.
Bromley
Bromley prioritises strengthening mainstream inclusion as a key priority, backed by a co-produced Universal Offer Agreement and Inclusion and Belonging Commitment p24. It funds £100k/year for school adaptations and has allocated £900k, £500k (2025, 13 schools) and £1.05m (2026) for inclusion/support bases, aiming for 50 places by 2026 and 290 more by 2029 p95. The SEN Mainstream Inclusion Capital Fund gives 80% funding for school-led initiatives p48, supported by the Experts at Hand model providing outreach and clinical input p78.
Bury
Bury places inclusion at the core of sufficiency planning for 2026–2030, using capital to adapt mainstream settings with sensory-friendly spaces, accessibility improvements and assistive technology, supporting the "strengthened universal offer and Experts at Hand model" to reduce escalation p35. It will expand inclusion bases within mainstream schools for autism, SEMH and communication needs, including at Peel Brow and Radcliffe Primary Academies p35. It aims to embed an Inclusion Charter and consistent inclusive practice across all phases by 2028/29 p12.
Cambridgeshire
The Council plans to strengthen mainstream inclusion by developing specialist Bases within mainstream primary schools, with three additional bases opening September 2026 and £4 million allocated for 2026–27 to extend bases into secondary schools p60. An Inclusion and Accessibility Grant launched April 2026 helps schools make proactive building and sensory adaptations, with £500,000 allocated for 2025–26 p60. Over 310 specialist places are planned by 2028, alongside enhanced resource bases and workforce capacity building through Education Locality Cluster Partnerships (page 31, page 29).
Cheshire West and Chester
The plan commits to inclusive mainstream education, expanding Resource Provision and satellite provision on mainstream sites, and reviewing its Inclusion Strategy p35. Its "Experts at Hand" offer, built on the Early Engagement, Intervention and Inclusion Service, will give schools routine access to specialist teachers, psychologists and health professionals, with advice, modelling and targeted interventions as soon as needs arise p35. By 2029 most additional needs should be met without statutory escalation, supported by the Inclusion Dashboard and reduced exclusions (page 35, page 42).
Cornwall
Cornwall places inclusion at the core of its high needs sufficiency strategy, aiming for more children with SEND to access suitable mainstream places across all phases p44. It plans to increase Area Resource Base capacity from 418 to 673 places, adding at least 255 local places p5, and invest over £9 million in 2026/27 to expand area resource and inclusion bases and adapt mainstream settings p5. Support includes Experts at Hand (expanding Educational Psychology, SaLT, OT and specialist teachers), MHST expansion to all schools, and the SEND Centres of Excellence programme with an Inclusion Charter and Audit Tool to embed ordinarily available inclusive practice (page 5, page 47). Capital funding also targets improved accessibility of the mainstream estate and assistive technology p44.
Coventry
The plan aims to make mainstream settings more inclusive by co-producing a shared definition of inclusion and setting city-wide ordinarily available provision standards as a "non-negotiable baseline" p8. It will deliver an "Experts at Hand" operating model bringing specialist (EP/SaLT/OT) advice earlier into schools, strengthening the graduated response (page 1, page 8). Support includes workforce development, coaching, peer support, a small-grants programme for adaptations like sensory rooms and assistive technology, and an expanded support base offer (page 8, page 21).
Cumberland
Cumberland will develop a co-produced Universal SEND Offer defining ordinarily available provision, aligned to national inclusion standards and agreed with schools, MATs and the Parent Carer Forum (page 10, page 11). Support includes an Inclusion Hotline, school-level dashboards, workforce training on ASD/SLCN/SEMH, and quality assurance processes p11. Capital investment will expand inclusion bases across nursery, primary, secondary and post-16 settings, prioritising communication/interaction and SEMH needs p35. By 2029, they aim for 75% of EHCP pupils educated in mainstream settings, up from 72% p12.
Dorset
Dorset aims for every setting to be confident and resourced to meet pupils' needs, keeping children with SEND learning close to home p9. It will strengthen the Universal Offer, introduce a quality inclusion framework and an Inclusion Charter, and extend the Valuing SEND self-assessment tool (page 9, page 10). A new locality-based "Expertise Offer" will give whole-setting coaching, guidance and group interventions, additional to 1:1 support p12. Capital investment, including £1m/year and Specialist Inclusion Bases (adding 17 bases, 479 places by 2029), will support inclusive mainstream environments p64.
Durham
Durham will pursue a "mainstream-first sufficiency approach," expanding inclusion bases (formerly SEN units/resourced provision) within mainstream schools and colleges to support needs like autism, speech and language, SEMH and cognition and learning locally p13. Capital investment will fund sensory-friendly adaptations, flexible therapeutic spaces, physical accessibility and assistive technology p14. A consistent, quality-assured Ordinarily Available Provision offer and the Experts at Hand model will give schools universal access to multidisciplinary expertise, alongside workforce training to reduce variation in inclusive practice p2. Schools and trusts will take greater responsibility for inclusive practice within a strengthened universal offer p17.
East Sussex
The plan makes mainstream inclusion "the default wherever appropriate" p22, expanding specialist bases within mainstream schools (currently 8% of primary and 38% of secondary host one), with 224 more places planned by 2029/30 p22. Capital investment will adapt the mainstream estate for accessibility p22. Schools get a co-produced Universally Available Provision document, training, SENCO/inclusion networks, cross-phase clusters, and an "Experts at Hand" navigator offering targeted and specialist support (pages 2, 42). Specialist places are targeted to rise 89% by 28/29 p3.
Essex
Essex aims for inclusive mainstream provision to be the default by 2028/29, with 80% of schools meeting the agreed inclusion baseline (page 30, page 35). Support includes consistent "Ordinarily Available" provision, early intervention via the Inclusion Support Offer, a SEND workforce development offer, expanded outreach through Experts at Hand, and inclusion framework funding for physical adaptations like sensory spaces p66. Investment shifts from special schools to LA/school-commissioned inclusion bases, new specialist resource bases (nine since 2025), autism support centres, and increased top-up funding to prevent escalation to special or independent placements (page 64, page 67).
Hackney
Hackney aims for children to attend a local mainstream setting by default, with mainstream schools made "inclusive by default" p13, supported by a continuum of 'middle' provision including 530 new support base places across four neighbourhoods and 186 new specialist base places (page 6, page 2). Specialist Hubs will act as "Beacons of Excellence," sharing expertise into mainstream settings p13. Support includes Local Inclusion Teams as single points of contact, "System Coaching," embedding specialist strategies into Quality First Teaching, CPD rollout, and school improvement professionals strengthening inclusive practice p4. HEALS will offer targeted outreach, including trauma-informed support, before exclusions occur p13.
Harrow
By 2029, mainstream settings will be "increasingly confident and capable of meeting a broader range of needs" through strong inclusive practice, access to specialist expertise and a strengthened graduated response p6. Schools will gain locality-based multidisciplinary support—consultation, coaching, advice and workforce development from Educational Psychology, Speech and Language Therapy, Occupational Therapy and specialist advisory services p29. Additional specialist inclusion bases, support bases and 270 specialist places are planned to build local capacity p29, with inclusion embedded across OAIP, the EAH model and the continuum of support p23.
Hertfordshire
Hertfordshire aims to strengthen mainstream inclusion via a co-produced Universal Offer Agreement, Ordinarily Available Provision, and an Inclusion Alliance p14. Schools get Focused Intervention Funding (£800k, 2026/27) and outreach investment (£717k, 2025/26), plus the "Experts at Hand" model giving proactive multi-disciplinary support to build staff confidence p8. Capital investment of £140m will create over 1,000 additional inclusion-base places and at least 650 new SRP/SEND Unit places by 2029/30, a 360% increase, alongside accessibility adaptations and assistive technology (pages 36–37).
Hillingdon
Hillingdon will implement a borough-wide Inclusion Framework aligned to National Inclusion Standards, embedding Ordinarily Available Provision and adaptive teaching p22. Schools will get coordinated outreach, specialist advice and multidisciplinary support via "Experts at Hand", special school outreach and SENCO networks, plus a SENCO mentoring programme and locality clusters linked to Family Hubs (page 12, page 22). By 2029, EHCP pupils in mainstream schools should rise from 54% to 59%, with improved attendance and reduced exclusions p13.
Hounslow
Hounslow aims to increase mainstream EHCP placements from 42.5% to 52% by 2029 p6, supported by an Inclusion Bases Pathway creating 370 support base places for about 1,850 mainstream children, plus 515 specialist base places p5. Support includes the Mainstream Inclusion Partnership, strengthened SENDCO networks, "Experts at Hand" specialist advice, and a banded funding model to deliver high-quality Ordinarily Available Provision (pages 5, 32). Capital investment will also adapt school buildings for accessibility and sensory needs p34.
Isle of Wight
The plan aims to expand inclusion bases within mainstream schools so every child can access one close to home, alongside peers p5. It will roll out the Ordinarily Available Provision framework and the Experts at Hand model, with SEND practitioners in every Family Hub supporting workforce development p4. An Expression of Interest process will identify new specialist bases, using capital funding and spare space from falling rolls (page 4, page 141). Realigning mainstream school finances is also seen as critical to improving inclusion p139.
Kensington and Chelsea
The plan commits to mainstream-led, needs-based inclusion as the default, with statutory assessment proportionate rather than the primary route to support p4. Support includes the SPARK "Experts at Hand" model giving schools multidisciplinary advice and practical help without referral thresholds p5, targeted SENCO/teacher/therapist workforce development p5, block-transfer funding to strengthen mainstream capacity and inclusion bases p27, and capital investment expanding inclusion bases within mainstream schools and early years settings p28.
Kingston upon Thames
The plan runs a comprehensive mainstream inclusion programme, expanding autism/speech and language advisory teams and offering support to develop Support and Specialist Inclusion Bases p8. By 2027/28 two secondary Specialist Inclusion Bases will add 35 places for complex autism pupils p24, and all secondary schools will have at least one Support Inclusion Base p7. By Year 3, 100% of schools will join a SEND cluster model pooling funding, and all secondary schools will have internal Support Bases/Integrated Inclusion Hubs p36.
Lancashire
Lancashire's plan makes mainstream inclusion central to its high needs strategy, aiming for most children with SEND to access suitable mainstream places p61. It will allocate about £35 million over four years to create roughly 48 more Specialist Inclusion Bases in mainstream schools, plus post-16 and Early Years provision p61, and £8 million for mainstream environmental adaptations (acoustic, sensory, hygiene suites) and £500,000 for AV1 robots to support classroom access and reintegration p61. It will also fund workforce training and outreach to help schools become more inclusive p43.
Leeds
Leeds has developed an Inclusive Mainstream Provision (IMP) approach setting a standard for what should be "ordinarily available" in all settings, backed by SENIT outreach, advisory services, the Graduated Approach Toolkit, and locality networks p10. The plan commits to "Experts at Hand," combining training, advice and direct support alongside schools, upskilling staff in situ (page 6, page 10). Capital investment (~£14.4m for inclusion bases, ~£27.67m for satellite sites) will strengthen mainstream settings' capacity, including environmental adaptations and assistive technology, aiming for mainstream-first placements (page 62, page 42).
Medway
Medway aims to support children "earlier, in local mainstream settings wherever possible," reducing reliance on specialist or out-of-area placements p5. A 0.5% block transfer funds commissioned outreach from AP and specialist settings, with 89.2% of mainstream schools accessing services like PINs and PBS, and EHCP pupils in mainstream rising from 26% to 38% p24. Over £33 million in capital funding expands inclusion bases across mainstream schools, including Abbey Court and Bradfield's, supported by the "Experts at Hand" model offering multi-disciplinary expertise within mainstream settings (page 25, page 8).
Norfolk
Norfolk aims to roll out a consistent universal inclusive practice approach across mainstream settings, expanding the "team around the school" model via Zones and Team Around the School (TAS) infrastructure p3. A new DfE-funded "Experts at Hand" offer (£429m nationally; Norfolk's allocation £5.907m for 2026-27) will add experts and upskill teachers to adapt teaching for SEND pupils p8. Within three years, schools should have a shared universal offer, evidence-based tools, and stronger transition pathways, reducing exclusions and specialist placements p23.
North Northamptonshire
The plan commits to strengthening inclusive mainstream provision via a consistently applied Ordinarily Available Provision (OAP) framework aligned to National Inclusion Standards, so most needs are met without escalation p29. Schools get tiered specialist support through "Experts at Hand" (educational psychology, SaLT, OT) p29, inclusion training, advisory support for SENCOs, and can bid for inclusion funding from a £1.617,471.87 million High Needs Block transfer p44. Capital investment prioritises inclusion bases within mainstream settings and adapting the mainstream estate p46.
Nottingham
The plan centres mainstream inclusion on the "Experts at Hand Offer," giving early years settings, schools and colleges quick access to educational psychologists, speech and language therapists, occupational therapists and specialist teachers without needing a diagnosis or EHCP p30. It aims for more pupils supported in mainstream and local provision, with fewer exclusions p32. Capital investment will roughly double specialist/inclusion base capacity, expand inclusion bases (currently 82% of primaries, 23% of secondaries) and adapt mainstream estates with sensory rooms and equipment p68.
Oxfordshire
The plan aims to build a more inclusive mainstream system, reducing reliance on escalation, EHCPs and out-of-county placements p1. Support includes locality-based multidisciplinary Experts at Hand teams, a single front door, and workforce training including digital screening tools (page 1, page 4). Capital investment will fund inclusion/support bases in all secondary schools, aiming to create around 1,950 inclusion support places over three years, plus roughly 500 new specialist resource base places (page 15, page 17). Workforce development will give schools equitable access to high-quality training to widen inclusion capacity p15.
Portsmouth
Portsmouth aims for a mainstream-led, inclusive system where needs are met locally through Ordinarily Available Provision and embedded inclusive practice (page 6, page 5). It will introduce "Experts at Hand," offering schools, early years settings and colleges core support from Inclusion Advisers, Educational Psychologists, Multi-Agency Behaviour Support, EMAS, ELSEC and the PfA Hub via the Inclusion Hub, expanding in 2027/28 p13. Capital investment, including Inclusion Capital Grants, will fund inclusion bases and improve mainstream estate accessibility (page 27, page 9).
Reading
The plan aims for a consistently inclusive mainstream system, with schools delivering a broad SEND offer beyond statutory requirements and more children with EHCPs successfully supported in mainstream settings p9. Support includes the RISE team of specialists, a Mainstream Inclusion Fund, MLD/SLD Alternative Resource Provisions, termly multi-disciplinary planning, and workforce training p9. High needs capital funding (at least £3 billion, 2026-30) will improve mainstream estate accessibility, fund inclusion bases, and support assistive technology p36.
Richmond upon Thames
The plan runs a comprehensive inclusion programme helping mainstream primary and secondary schools support children with complex needs, including an expanded autism and speech and language advisory team p8. All secondary schools will have at least one Support Inclusion Base, with two new Specialist Inclusion Bases for complex autism, reducing reliance on Alternative Provision (page 8, page 23). A SEND cluster model will align with National Inclusion Standards, sharing funding and expertise p8. Training will build class teachers' and form tutors' confidence in leading the graduated response, including secondary staff p30.
Rochdale
Rochdale aims for mainstream schools to be "well equipped, confident and consistent in meeting a wide range of needs inclusively," with clearly defined ordinarily available provision supported by digital tools, assistive technology and responsive specialist advice p4. High needs capital funding (at least £3 billion 2026-27 to 2029-30) will expand inclusion bases and adapt the mainstream estate's physical environment and accessibility, including investment in assistive technology p21. Goals include more children educated in mainstream settings and increased investment in mainstream inclusive provision p6.
Shropshire
The plan aims to increase the proportion of children with SEND thriving in mainstream settings and expand capacity through Inclusion Bases, specialist outreach, and Local Inclusion Support Offers including Experts at Hand p5. Support includes Step Into School funding, Inclusion Development Grants to build school capacity and inclusive practice, and Graduated Support Pathway funding for earlier identification p25. It also funds workforce CPD, assistive technology, and ELSEC/PINS/APST programmes to strengthen ordinarily available inclusive practice p8.
Slough
The plan aims for children to be supported as close to home as possible, strengthening mainstream inclusion rather than expanding specialist placements p54. By 2029, it aims for 95% of mainstream schools to have at least one support base, offering sensory spaces, calm rooms, therapy space, assistive technology and environmental adaptations p54. It will fund adaptation of the mainstream estate, early years settings and Family Hubs p54, align specialist teams to school clusters via the "Experts at Hand" model p46, and deliver 172 additional specialist places by September 2027 p46.
Solihull
Solihull will embed inclusion "built in" through co-produced Ordinarily Available Inclusive Guidance, workforce training in trauma-informed, speech and language, SEMH and neuroinclusive practice, and locality SEND groups p2. Schools will get funding to adapt environments, with pilot support bases in a primary and secondary school in 2026/27, expanding to 14 secondary, 10 primary schools and Solihull College by 2029, plus 200 specialist base places over three years p3. From September 2026, settings gain access to Educational Psychologists, SaLT, OT, specialist teachers and AP/special school outreach via "Experts at Hand" (page 4,6).
Somerset
Somerset plans to build mainstream inclusion capacity using a £20m High Needs Capital Programme delivering 352 new specialist inclusion places (2025-2028), mainly Specialist Inclusion Bases on mainstream sites p38. It will strengthen the graduated response and "ordinarily available provision," embed a Tier 1 Practice Model and Tier 2 "Experts at Hand" model, and require schools to publish Inclusion Strategies by December 2026 p12. It aims for 344 new specialist places plus 88 special school places by 2028/29, reducing reliance on independent placements p16.
South Gloucestershire
The plan aims to build mainstream inclusion capacity via "Experts at Hand," scaling to 40 days per average primary and 160 per average secondary school p38. It will co-produce an inclusion framework for inclusive culture and practice in mainstream schools p33, develop Specialist/Inclusion Bases in every cluster—Phase 2 adds 80 places across four secondary schools p121—support SEND Clusters for peer learning and workforce development, and provide training like neurodiversity-informed and trauma-informed approaches p38. Capital investment supports inclusive, accessible mainstream estates p119.
South Tyneside
The plan introduces a SEND in Mainstream Settings Framework as a consistent baseline for inclusive practice, aiming for ≥90% of CYP's plans referencing it (page 10, page 38). Support includes joint training for education and health staff, coordinated workforce planning, and Enhanced Access Hubs (EAH) to build confidence meeting needs earlier p10. Capital investment will strengthen mainstream environments through ARBs and SEN Units, reducing escalation to specialist/out-of-area provision p10. Schools Block-to-High Needs Block funding transfers will fund workforce development, framework implementation, and SEND clusters to help schools hold and plan for need p45.
Staffordshire
By 2029 Staffordshire aims for a fully embedded, consistently inclusive mainstream system p7, with a shared definition of inclusion, a Universal Offer and Ordinarily Available Inclusive Provision (page 7, page 8). Support includes the SEND & Inclusion Hub, SEDIS providing specialist advice and capacity-building, Enhanced Assess Plan Do Review pathway, and "Experts at Hand" whole-setting support (page 8, page 2, page 5). A £3.6m block transfer and High Needs capital fund accessibility adaptations, Enhanced Resource Bases, and inclusive estate upgrades (page 85, page 86).
Stoke-on-Trent
The plan adopts a "mainstream first" approach, strengthening every setting's ability to meet SEND needs p4. It is rolling out the SEND Cluster Model and expanding resourced provision/inclusion bases in mainstream schools, with funding following the child locally rather than to external providers p27. Six new inclusion bases (102 places) launched, with 64 more identified for 2026/27 and a secondary base planned in each locality p5. Support includes Experts at Hand specialist advice, Local Inclusion Standards, and SEND Communities of Practice for SENCOs and headteachers (page 2, page 3).
Surrey
The plan aims to strengthen inclusive mainstream provision as a system goal, increasing CYP supported effectively in mainstream settings with timely specialist advice p5. It plans to create at least 200 more Specialist Base places in mainstream schools by 2028/29, adding to 970 existing places, plus adaptations improving accessibility (page 28, page 29). An expanded TASSH model will deploy Educational Psychology, SALT, OT and Specialist Teachers for Inclusive Practice across clusters, including early years and post-16, to build long-term capability and confidence in mainstream schools p25.
Torbay
Currently only 35.8% of pupils with EHCPs attend mainstream settings p3. Torbay will strengthen Ordinarily Available Inclusive Provision (OAIP) and the graduated response, embed locality-based delivery, and expand early intervention via the Experts at Hand offer p3. Year one includes implementing OAIP in all schools, expanding ERPs and inclusion bases, and a £1.1m mainstream SEND environment investment (page 28, page 21). The target is 40.72% of EHCP pupils in mainstream by 2029 p21.
Tower Hamlets
Currently 71.4% of pupils with EHCPs attend mainstream maintained schools or academies p8. The plan commits to embedding the Inclusion Framework borough-wide, aligned with National Inclusion Standards, and an Inclusion Charter for 0-25s co-produced with partners p8. Support includes a workforce development programme, "Experts at Hand" CPD, RISE and behaviour hubs, and dashboards to target help (page 4, page 9). Capital investment of c.£4.8 million funds sensory rooms, therapy spaces, and specialist inclusion bases, with 88% of schools expected to have school-funded inclusion bases by 2028/29 (page 3, page 2).
Warwickshire
By 2029, inclusion in mainstream school will be "the default expectation," supported by increased secondary-phase specialist bases and state special school places p4. The plan will promote National Inclusion Standards and local SEND & Inclusion Guidance, revised training, and a fully embedded Experts at Hand (EAH) offer giving multi-disciplinary support from educational psychologists, specialist teachers, speech and language therapists and occupational therapists without needing an EHC plan p16. Capital funding supports environmental adaptations like sensory spaces and accessible entrances to help mainstream settings meet needs earlier p40.
West Sussex
The plan's long-term ambition is for most children with SEND to be educated in local mainstream schools p8. It will support this through the Ordinarily Available Inclusive Practice framework, Quality First Teaching, Individual Support Plans, and capital grants helping schools create evidence-based inclusion bases p34. Locality-based hubs, Specialist Support Centres, workforce development, coaching, and the Inclusive Early Years Grant will also strengthen mainstream inclusion capacity (page 7; page 63; page 8).
Wigan
Wigan aims to make inclusive mainstream provision "the default" for most children with SEND by 2029 p6. Support will include Ordinarily Available Inclusive Practice, clear thresholds, and outcome-focused Individual SEND Support Plans p26. The "Experts at Hand" model will give schools early, non-statutory access to specialist advice (education psychology, speech and language, outreach) to build mainstream capacity (page 26, page 44). Schools will also get capital investment and estate improvements to increase inclusive capacity p44, plus a strengthened workforce strategy, training and a Quality Inclusion Framework p25.
Wiltshire
Wiltshire aims to make mainstream settings "consistent, capable and accountable for meeting a wide range of needs" p3, prioritising mainstream inclusion before expanding specialist places, backed by £37.1m over three years p28. It funds Mainstream Inclusion School Advisors (MISAs) and a Secondary Behaviour Support Service via a £1m block transfer to strengthen schools' capacity to meet need earlier p27. The Experts at Hand model provides coaching, peer collaboration, and specialist advice from EPs, SALT and OT to build staff confidence p5, alongside capital investment in accessibility, adaptations, and specialist bases within mainstream schools p28.
Wirral
The plan commits to a "mainstream-first" system where schools are strengthened through ordinarily-available provision, workforce development, and the "Experts at Hand" model giving specialist expertise directly to mainstream settings (page 46, page 13). Inclusion bases will expand, with all secondary schools expected to have one, supported by capital investment in adapted classrooms, sensory spaces and assistive technology (page 17, page 85). This aims to reduce reliance on specialist/out-of-area placements and reduce EHCP escalation by 2029 (page 50, page 46).
Wolverhampton
The plan aims to maximise mainstream inclusion, expanding capacity through existing provision expansion, new inclusion bases, and adaptive technology, aligned with the School Accessibility Strategy 2026-2029 p20. Pipeline schemes could deliver over 250 Inclusion Base places across 13 settings to reduce reliance on independent placements p20. Support is strengthened via a Universal Offer and graduated response, workforce development, peer-led learning, and the Experts at Hand model giving timely specialist education and health input p3. However, capacity is "extremely constrained" and capital allocations will be insufficient p21.
Worcestershire
The plan prioritises strengthening mainstream inclusion by improving "ordinarily available provision" aligned to DfE guidelines, supported by the Education Accessibility Strategy 2026–2029 for physical adaptations p26. It expands Specialist Inclusion Bases and outreach from specialist provision to build inclusive practice in mainstream settings p27. A £2.4m block transfer funds training, outreach and specialist support for mainstream schools p24. Additional tools include 30 AV1 robots p28, a sensory-environment PINs programme supporting over 30 schools, and a £100K assistive technology pilot p27.
York
York aims for an inclusive mainstream offer across all phases, supported by an "Experts at Hand" (EaH) model embedded with parent voice to reduce alternative provision requests and absence risk p9. SEND capital (just over £4 million for 2025/26–2026/27) will fund inclusion bases, assistive technology, and sufficient specialist places to remove barriers to mainstream inclusion p28. A neighbourhood cluster model will help schools identify and support predictable need, with aligned provider Inclusion Strategies and a scaled-up Inclusive Attendance project p32.
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