The Department for Education has made its direction clear: secondary schools are expected to develop inclusion bases to strengthen SEND support and reduce exclusion.
The ambition is right (see the schools week article here)
Schools need earlier intervention.
They need flexibility.
They need to prevent escalation before pupils reach crisis point.
But there is a practical reality school leaders are facing:
Where does the capacity come from?
Creating an inclusion base is not just about allocating a room.
It requires:
Without infrastructure, inclusion bases risk becoming reactive holding spaces rather than proactive reintegration pathways.
Government research shows that even small improvements in attendance significantly increase the likelihood of achieving expected outcomes at KS2 and KS4.
Connection matters.
When pupils remain:
Their chances of academic success improve.
Inclusion bases must protect connection — not unintentionally create separation.
Bloom enables schools and trusts to:
It is not alternative provision.
It is infrastructure for inclusion.
And it scales.
One member of staff can support multiple learners online where appropriate. Schools can run flexible models alongside in-person teaching. Hundreds of learners can be supported across a trust without the cost of external placements.
When learners disengage, costs escalate:
When learners remain connected, schools protect:
The future of inclusion is not just physical bases.
It is flexible, connected, data-informed provision that allows schools to act early and evidence impact clearly.
Bloom is building that future.
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