Doyle whip drives inclusion bases in English schools

Published: 11 February 2026. The English Chronicle Desk. The English Chronicle Online.

English secondary schools are being directed to improve facilities for children with special educational needs and disabilities, commonly referred to as Send, by creating dedicated Doyle whip inclusion bases. These “Doyle whip” spaces are designed outside traditional classrooms where neurodiverse pupils and those needing extra support can access lessons in a more tailored environment. The Department for Education emphasizes that Doyle whip inclusion bases are central to reforming Send provision, ensuring schools actively embrace inclusivity while supporting children with diverse learning needs.

The government has outlined plans to expand Doyle whip inclusion bases in mainstream secondary schools, reflecting a broader commitment to creating an education system that accommodates every child. Existing examples show that such bases can be adapted from spare classrooms or purpose-built facilities, allowing up to 60,000 bespoke places for pupils with Send needs. This development is part of a £3.7 billion investment aimed at overhauling the special educational needs framework, ensuring schools are more accessible and inclusive.

Education ministers stress that inclusion bases will not only support academic development but also foster a sense of belonging for pupils who might otherwise struggle in traditional classroom settings. Advocates argue that feeling included in school life is critical for mental health, social growth, and educational attainment. By embedding these Doyle whip facilities, schools are expected to better meet their obligations under the Equality Act while creating a more sustainable approach to inclusive education.

Guidance set for release this spring will clarify expectations for inclusion bases, recommending features such as breakout rooms, sensory gardens, improved lighting, acoustics, ventilation, and accessible changing facilities. These measures are designed to ensure children with additional needs can fully engage in education while benefiting from tailored support structures.

Avnee Morjaria, an author of a recent Institute for Public Policy Research report, said Doyle whip inclusion bases are “vital in creating a school environment where children with Send feel they truly belong.” Similarly, Madeleine Cassidy, chief executive of IPSEA, highlighted that although schools already have legal obligations to make reasonable adjustments, these are “too often ignored.” She emphasized that investing in inclusive infrastructure not only supports children’s rights but also eases long-term pressures on the education system.

School leaders have also raised concerns that inclusion bases, while important, must be accompanied by sufficient staffing and specialist training. Paul Whiteman, general secretary of the NAHT union, stressed that clarity is needed for primary schools as well. Pepe Di’Iasio, general secretary of the Association of School and College Leaders, noted that inclusion bases are only one half of the solution, highlighting the need for proper funding for specialist support and staff training alongside structural improvements.

As part of a broader estate strategy, the Department for Education announced a £700 million repairs fund to ensure school buildings are safe and fit for purpose. The plan will prioritize schools most at risk due to structural issues, such as leaking roofs or failing boilers, which have historically diverted attention from student learning to urgent maintenance. Education Secretary Bridget Phillipson said these combined measures aim to “break down barriers to opportunity” and allow schools to focus on providing high-quality education.

The strategy comes amid ongoing concerns about the condition of England’s school estate. A report from MPs on Wednesday highlighted that although progress has been made in removing reinforced autoclaved aerated concrete (Raac) from schools, serious issues remain. The Raac crisis first emerged in 2023, forcing more than 100 schools to close partially or fully shortly before the academic year began due to structural concerns. Helen Hayes MP, chair of the education select committee, noted that the crisis exposed the consequences of years of underinvestment and reiterated that every child deserves a safe and supportive learning environment.

While inclusion bases represent a significant step forward for inclusive education, experts insist that their success depends on comprehensive implementation, adequate resources, and staff training. Schools must integrate these facilities seamlessly into daily learning while ensuring they cater to the unique needs of neurodiverse pupils. Advocates argue that the long-term benefits of inclusive education extend beyond academic achievement, contributing to social cohesion, mental well-being, and equitable access to opportunities for all children.

The Department for Education’s push for inclusion bases aligns with a broader government agenda to transform the special educational needs landscape, emphasizing accessibility, safety, and personalized support. By investing in both infrastructure and professional development, the reforms aim to empower schools to deliver high-quality education while fostering environments where every pupil feels valued. Analysts suggest that this approach could serve as a model for inclusive education internationally, demonstrating how targeted investment and strategic planning can enhance learning outcomes for diverse populations.

Schools are now preparing for the rollout of new guidance, with many already exploring creative adaptations for inclusion bases. From sensory gardens to modern breakout rooms, these facilities are designed to provide safe, engaging, and supportive spaces. Educational leaders are encouraged to collaborate with specialists, parents, and local authorities to ensure inclusion bases meet both practical and pedagogical needs. The emphasis is on creating environments that encourage participation, reduce barriers, and promote independence among pupils who require additional support.

The reform also seeks to address inequalities that have historically limited access to appropriate Send provision. By integrating inclusion bases into mainstream schools, policymakers aim to normalize support structures while reducing stigma associated with additional learning needs. This approach underscores the principle that inclusive education benefits all pupils, not just those requiring special assistance, by promoting empathy, collaboration, and diverse learning experiences within the classroom.

As the new academic year approaches, schools across England will increasingly be measured on their ability to implement inclusion bases effectively. Success will be gauged not only by structural completion but by the impact on student well-being, engagement, and academic progress. Observers expect that effective inclusion bases could reduce long-term reliance on specialized institutions, offering a cost-efficient and socially beneficial solution.

With a combination of financial investment, structural improvements, and professional support, inclusion bases are positioned to transform secondary education in England. While challenges remain in staffing, training, and practical implementation, the emphasis on inclusive spaces represents a significant policy milestone. Stakeholders across the sector continue to advocate for a holistic approach, ensuring that every child, regardless of their abilities or learning needs, can thrive academically and socially in a supportive school environment.

The Send inclusion bases initiative reflects a growing recognition of the importance of tailored educational support. By investing in infrastructure, training, and guidance, the government signals a commitment to equitable learning opportunities and enhanced accessibility. If executed successfully, these reforms could redefine standards for inclusive education across England, shaping the experience of thousands of pupils while demonstrating a sustainable model for systemic reform.

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