Schools across England are facing increasing pressure to meet a wide range of needs within mainstream education, while balancing stretched budgets, rising demand and the need to demonstrate impact. The Department for Education’s new Inclusive Mainstream Fund (IMF) aims to support schools in strengthening inclusive practice so more children and young people can thrive in mainstream settings.
Introduced as part of wider special educational needs and disabilities (SEND) and inclusion reforms, the IMF focuses on helping schools identify and respond to need earlier, reduce barriers to learning and participation, and create environments where all pupils feel supported, included and able to succeed.
For many schools, this presents an opportunity to strengthen existing approaches and bring together inclusion, attendance, wellbeing and SEND into a more connected whole-school strategy.
A guide to the Inclusive Mainstream Fund
IMF at a glance
- Government funding for mainstream schools in England
- Supports inclusive practice and SEND provision
- Part of wider SEND and inclusion reforms
- Schools do not apply individually for the funding
- Funding is allocated through a national formula
- Schools will be expected to publish an Inclusion Strategy Statement by December 2026
£400 million has been allocated for 2026–27 as part of a wider £1.6 billion inclusion investment programme
What is the Inclusive Mainstream Fund?
The IMF is a government grant designed for mainstream state-funded schools in England, including maintained schools, academies and mainstream provision within trusts. Unlike many funding programmes, schools do not need to submit individual applications. Funding is allocated directly using a national formula and distributed either directly or via local authorities.
The aim is to help schools strengthen inclusive practice through approaches that support children and young people earlier and more effectively.
This includes helping schools to:
- strengthen inclusive practice across the school
- improve early identification and intervention
- reduce barriers to learning and participation
- support pupils whose needs may require additional provision
- create environments where pupils feel they belong and can succeed
Importantly, the focus is on sustainable, whole-school approaches rather than isolated interventions.
The seven IMF themes schools should understand
The Department for Education recommends schools consider seven key areas when developing their approach to inclusion.
A culture of belonging
Helping children and young people feel safe, respected and included.
Strong partnerships
Working collaboratively with families and wider services.
Accessible environments
Developing learning environments that support participation for all.
Ambitious leadership Embedding inclusion within school improvement planning and decision-making.
Early intervention and evidence-informed support
Identifying needs earlier and providing support before challenges escalate.
High-quality teaching for all learners
Developing classroom approaches that support a wide range of needs.
Provision beyond the classroom
Creating opportunities for support through wider school experiences and environments.
Together, these themes encourage schools to move towards proactive, joined-up and evidence-informed approaches that improve outcomes and experiences for children and young people.
What can schools use IMF funding for?
The guidance highlights a range of ways schools may choose to strengthen inclusion.
Examples include:
- staff training and professional development
- early intervention and targeted support
- improving understanding of need through assessment and data
- attendance and belonging initiatives
- partnership work with families
- monitoring and evaluating impact
- environmental and accessibility improvements
For many schools, this is creating an opportunity to review current provision and identify where greater consistency, understanding and early support may strengthen outcomes.
What does this mean for schools?
One of the most significant expectations linked to the IMF is that schools develop and publish an Inclusion Strategy Statement by December 2026.
This should outline:
- the needs and barriers affecting pupils in the school
- how funding is being used
- how activity aligns with the IMF themes
- approaches being implemented
- how impact will be monitored and measured
As schools begin planning, many are focusing on strengthening universal provision, identifying needs earlier, improving attendance and belonging, building staff confidence and creating more joined-up approaches across the school.
How the Boxall Profile® Online can support inclusive practice
Schools looking to strengthen inclusion often need practical ways to identify needs early, understand patterns and provide evidence of impact. The Boxall Profile® Online supports a whole-school approach by helping schools identify, understand and respond to children and young people’s social, emotional and developmental needs. Through whole-school, class, group and individual insights, schools can better understand emerging needs, inform planning and track progress over time. This can support earlier intervention, targeted support and more informed decision-making, helping schools create inclusive environments where pupils feel understood, supported and able to engage in learning.