Four principles for designing an ambitious curriculum in inclusion bases

While the mainstream curriculum and classroom experience will not always meet every pupil’s needs, the curriculum in an inclusion base should never be less ambitious by default. Decisions about removing pupils from aspects of mainstream learning need careful thought, with leaders weighing up what additional support pupils need alongside what they might miss in terms of curriculum access, relationships and belonging.

This article explores four principles for designing and implementing an ambitious curriculum, drawing on the experience of Humber Education Trust and insights from our community of practice. It also includes a set of structured reflective questions to help leaders consider how the principles apply in their own contexts.

This article is part of our inclusion base insights series, which shares practical insights and reflection questions to help leaders shape effective inclusion bases for their pupils and context.

A note on terminology: you may use different terms to describe inclusion bases, such as enhanced provision, SEND unit, resource base, or nurture room. The schools featured in our case studies also use different terms internally. Throughout this series, we use ‘inclusion base’ for consistency and to reflect the government’s recent guidance.

Introducing inclusion bases at Humber Education Trust

Humber Education Trust is a partnership of 17 mainstream and special schools in Yorkshire, serving pupils aged two to 19. They identified an increasing number of pupils with complex needs in mainstream schools, so leaders established a range of inclusion bases across the trust. The trust’s approach to these bases is rooted in a belief that inclusion is a moral imperative, and that every child should have access to a high quality, ambitious curriculum, regardless of their starting point. Inclusion bases sit within a continuum of support, and pupils move in and out of bases flexibly based on their individual needs and next steps.

Principle one: Design the cohort with care

Effective provision in inclusion bases starts with a clear understanding of which pupils it is designed to support. At Humber Education Trust, leaders recognised that some pupils in mainstream settings had learning needs similar to those in specialist settings. They wanted decisions about which pupils access the base to be driven by the curriculum that would best support them to succeed. This led them to focus on pupils with cognition and learning difficulties who were unable to access the curriculum in mainstream classrooms, even with adaptations or scaffolding. By grouping pupils with similar needs, they were able to match the curriculum offer more closely to pupils’ stage of development, rather than their age alone. At the same time, leaders maintained age-appropriate groupings and remained alert to the diversity within any identified need. This ensured that groupings did not limit pupils’ opportunities for social interaction or access to the full curriculum.

Humber Education Trust’s approach highlights the importance of flexible, responsive cohort design. Leaders should consider how the makeup and dynamics of their cohort enable access to a meaningful, ambitious curriculum, and remain open to adapting groupings as needs change.

Find more on cohort planning as an enabling condition for inclusion bases in our case study on building the right cohort.

Principle two: Set high, personalised expectations

Ambitious, personalised goals are at the heart of effective curriculum design. At Humber Education Trust, leaders start with a vision of each pupil’s future in which they have the fullest possible range of opportunities. They map a path that includes qualifications, practical skills, and personal development such as self-advocacy and communication.

Leaders sequence the curriculum to support pupils to secure foundational skills at the right time for them, with progression based on stage not age. For some, this means mastering the foundations of the early years curriculum before moving on; for others, it means a blend of subject-based learning and wider development.

For pupils who are pre-verbal, the Engagement Model (exploration, realisation, anticipation, persistence, and initiation) translates into stretching, bespoke targets and expectations. Pupils who are ready to progress into subject-specific learning continue to focus on social communication. Teachers hold high expectations for pupils to apply their early communication skills in core subjects.

Humber Education Trust’s approach reminds leaders to set high expectations for every pupil, using evidence to shape ambitious, personalised goals that support both academic and personal growth. Leaders should consider how all staff communicate high expectations in a robust yet motivating way for pupils, especially those who are working towards key stage standards.

Principle three: Guarantee a broad and rich curriculum offer

Every child is entitled to a broad, enriching curriculum. At Humber Education Trust, the curriculum aligns with SCERTS (social communication, emotional regulation and transactional support) principles. It spans a broad range, from the Engagement Model for pupils working at a pre-key stage level, through to subject-specific learning.

Humber Education Trust’s curriculum offer for inclusion bases maintains social communication as a core element no matter the stage pupils are at. As pupils progress, they focus on applying their developing communication skills to subject learning. They also have access to a broad offer of wider curriculum experiences that will often link to whole-school or year group related themes.

All pupils, whether they are in mainstream classes or an inclusion base, have access to the same enrichment opportunities and wider curriculum experiences. Children in a base access as much time as they can manage in the mainstream class or participating in whole-school activities. This means that they have the opportunity to make the best possible progress and access the broadest range of opportunities, while following a curriculum tailored to their needs.

This approach demonstrates the value of offering the broadest curriculum possible. Leaders should carefully consider any decision to narrow the curriculum to ensure it is evidence-based, transparent and regularly revisited. They should seek every opportunity to broaden pupils’ curriculum and enrichment experiences, while maintaining focus on the core skills pupils need to develop given their needs.

Principle four: Root the curriculum in strong pedagogy

A high quality curriculum is underpinned by strong pedagogy, drawing on both mainstream and specialist approaches. This starts with curriculum planning and how staff build a shared understanding of the curriculum approach. At Humber Education Trust, curriculum plans are detailed and explicit, setting out both the ‘what’ and the ‘how’ of teaching. Plans provide teachers with a range of developmentally appropriate delivery options such as sensory activities, manipulatives (physical objects to help teach concepts), and visual supports.

Once plans are in place, leaders at Humber Education Trust focus on ensuring teachers can deliver them with expertise and confidence. They believe that teachers’ knowledge is central to effective curriculum delivery. Professional development for staff focuses on what pupils need to learn and on helping teachers select the most effective approaches for different pupils and groups. To support this, staff build a deep understanding of both pupils’ needs and effective pedagogy.

Teachers use small-step assessment milestones to track progress in both social communication and subject-specific learning. They design the curriculum to be ambitious for every pupil, with teaching adapted to individual needs. Staff have the expertise to use formative assessment to make responsive decisions and adjust their approach. Humber Education Trust’s experience underlines the role of evidence-based curriculum planning and ongoing staff development. Leaders should consider how their curriculum supports staff to use a range of approaches and how assessment informs planning and delivery.

Reflective questions for school leaders

Humber Education Trust’s experience brings four principles for curriculum design in inclusion bases to life:

• Design the cohort with care
• Set high, personalised expectations
• Guarantee a broad and rich curriculum offer
• Root the curriculum in strong pedagogy

To help school leaders think about how they can apply these principles successfully in their own inclusion base, they can consider the following questions:

Design the cohort with care

• How do you ensure the way you design your cohort enables access to a meaningful, ambitious curriculum for all?
• How flexible are your groupings as needs and pupil profiles change?

Set high, personalised expectations

• What processes are in place to set and review ambitious, personalised goals for each pupil?
• How do you ensure that all staff hold and communicate high expectations?

Guarantee a broad and rich curriculum offer

• How do you ensure your curriculum remains as broad and rich as possible for every pupil?
• When the curriculum is narrowed, how do you make, document and review the decision?
• How do you support all pupils to access enrichment and wider curriculum opportunities, both within the base and in the mainstream?

Root the curriculum in strong pedagogy

• How is your curriculum planning informed by strong pedagogy, and how do you support staff to deliver it effectively?
• How do you develop staff expertise in both curriculum content and pedagogy, including specialist approaches?

Ready to make sense of inclusion bases in your own context?

If you’ve found this case study thought-provoking, our Leading Enhanced Provision programme gives you a supportive space to work with peers and expert facilitators to make sense of your own unique context. There are no quick fixes or simple answers – just honest conversations about what inclusion bases mean for you, wherever you are on your journey.

Plus get exclusive access to an in-depth digital school visit, giving you a closer look at how different schools are approaching inclusion bases in practice.

Join us to reflect, connect, and build your confidence in leading inclusion bases.

Learn more about the Leading Enhanced Provision programme and how to register.