More leaders are considering inclusion bases as a way of offering targeted or specialist support for children and young people with additional needs. They are a key part of the government’s SEND reforms and are likely to become a more familiar part of mainstream education. If inclusion bases are to play a bigger role, how can schools make informed decisions about when and how to use them? Become a member for unlimited access to Schools Week Our members enjoy early access to exclusive content and in-depth articles before anyone else. Get expert journalism, experience fewer ads, and unlock a growing range of member benefits. subscribe If you have an account, please login. Sign in