Whole Child Therapy (WCT) Support Framework: DfE Inclusive Mainstream Fund (IMF) Inclusion Strategy

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Executive Summary

The Department for Education (DfE) Inclusive Mainstream Fund (IMF) mandate requires state-funded mainstream schools and 16–19 academies across England to publish a transparent, robust Inclusion Strategy on their public websites by 31 December 2026. 

Strategic Purpose: The IMF strategy framework is designed to strengthen the “Universal Offer” within mainstream education environments. By enhancing whole-school inclusion, classroom adaptations, and early targeted support, schools ensure general education settings are naturally accessible, removing learning barriers so all children thrive without unnecessary reliance on specialist placements. 

Whole Child Therapy (WCT) provides an integrated, multidisciplinary support system spanning Occupational Therapy (OT), Speech & Language Therapy (SaLT), and Play Therapy. This framework equips school leadership teams, governors, and parents with clear pathways to identify cohort needs, deploy evidence-based interventions, optimize funding allocations, evaluate pupil outcomes, and maintain complete alignment with Ofsted and DfE standards.

1. Identifying Cohort Barriers & Needs

  • SEND Audit Service [DfE Principle 1: Early Identification & Assessment]: Delivers an objective, structured evaluation of school SEND policies, identification workflows, classroom environment adaptations, and EHCP delivery. Provides Senior Leadership Teams (SLT) and governing bodies with clear, prioritised strategic recommendations to optimise inclusion practices.
  • Clinical & Functional Assessments [DfE Principle 1: Early Identification & Assessment]: Provides specialised Occupational Therapy, Speech & Language Therapy, and Play Therapy assessments to pinpoint specific sensory-motor, speech-language, and emotional regulation barriers across pupil cohorts.
  • Transdisciplinary Observational Toolkits [DfE Principle 1: Early Identification & Assessment]: Equips educators with practical Play, Motor, and Communication observational scales to identify developmental gaps early and tailor classroom scaffolding effectively.
  • Specialist Legal-Clinical Consultation [DfE Principle 7: Strong Partnerships with Families & Wider Services]: Offers clinical consultation and expert witness support for complex EHCP assessments, statutory annual reviews, and multi-agency panel reviews.

2. Evidence-Based Interventions & Provisions

Universal Offer (Tier 1: Whole-School Practice, Staff Capability & Classroom Adaptation)

  • Whole-School Training & Staff Capability [DfE Principle 2: Ambitious Leadership & Governance | DfE Principle 3: High-Quality Adaptive Teaching]: Delivers CPD modules for all school staff covering sensory processing, communication strategies, and mental health. Focused topics include Co-Regulation & De-escalation, Pathological Demand Avoidance (PDA) strategies, supporting d/Deaf pupils, and staff emotional wellbeing.
  • Classroom Adaptation & Environmental Toolkits [DfE Principle 3: High-Quality Adaptive Teaching | DfE Principle 7: Inclusive Environments]: Establishes sensory-friendly classroom environments, Level 1–5 Fine Motor Skills Toolkits, and movement circuits to support adaptive Quality First Teaching (QFT) across all classrooms.
  • Trauma-Informed & Neuroaffirming Universal Frameworks [DfE Principle 5: Safe & Respectful Culture]: Embeds inclusive, neuroaffirming values and emotional regulation toolkits (e.g., Trauma Informed Practice: Building Resilient Strategies) across the school culture.  

Targeted & Specialist Provisions (Tiers 2 & 3)

  • Therapeutic Partnership Model [DfE Principle 1: Early Intervention | DfE Principle 4: Accessible Provision Beyond Classroom]: Embeds multidisciplinary clinical teams (OT, SaLT, Play Therapy) directly within the school setting to deliver targeted group interventions and direct 1-to-1 specialist therapeutic care integrated into the pupil’s day. 
  • In-House Capacity Building & Supervision [DfE Principle 2: Ambitious Leadership | DfE Principle 3: Adaptive Teaching]: Establishes train-the-trainer models, clinical supervision for SENCOs and Teaching Assistants, and structured progression pathways for Therapeutic Support Assistants (e.g., Band 3 to Band 4) to ensure long-term, sustainable in-house expertise. 

3. Budgeting & Financial Allocation

  • Transparent Budgeting & Sustainable Funding Models [DfE Principle 2: Ambitious Leadership & Governance]:
    • School-Led Allocation: Schools directly allocate IMF funding for multidisciplinary therapy days (e.g., standard daily rate of £650 covering 5 hours of direct clinical delivery and 2.5 hours of administration).
    • MDT Package Discounts: Whole Child Therapy provides a 5% discount on committed annual multidisciplinary service packages to maximize cost efficiency.
    • Complementary Co-Funding Options: Structures flexible parent- and community-supported co-funding pathways where appropriate to extend therapy access sustainably.  

4. Intended Outcomes, Evaluation & Tracking

1-Year Operational Targets

  • Establish Universal Baseline & Screening [DfE Principle 1: Early Identification & Assessment]: Complete whole-school SEND audits and introduce transdisciplinary screening toolkits across intake year groups to map developmental baselines accurately.
  • Whole-Staff CPD Rollout [DfE Principle 2: Ambitious Leadership | DfE Principle 3: Adaptive Teaching]: Roll out Tier 1 CPD training on co-regulation, sensory adaptations, and neuroaffirming teaching methods to 100% of educational and support staff.
  • Impact Tracking Integration [DfE Principle 1: Early Intervention | DfE Principle 6: Strong Partnerships]: Embeds standardised outcome measurement tools and the Assess-Plan-Do-Review cycle across all targeted OT, SaLT, and Play Therapy provisions. 

3–5 Year Strategic Goals

  • Sustainable In-House Expertise [DfE Principle 2: Ambitious Leadership & Governance]: Develop internal support staff through year-long Therapeutic Support Assistant career pathways (Band 3 to Band 4) to retain specialised skills in-house long-term.
  • Whole-School Inclusion & Inspection Readiness [DfE Principle 5: Safe & Respectful Culture | DfE Principle 7: Inclusive Environments]: Achieve measurable improvements in pupil attendance, engagement, and emotional resilience while demonstrating robust inclusion compliance for Ofsted inspections.

5. Supporting Leadership & Ofsted Inspection Readiness

  • School Improvement Partner [DfE Principle 2: Ambitious Leadership & Governance]: Provides hands-on mentorship for SENCOs and Senior Leadership Teams to ensure therapeutic strategies are embedded effectively into everyday school operations. 
  • Parent & Community Engagement [DfE Principle 6: Strong Partnerships with Families & Wider Services]: Delivers interactive parent workshops, Coffee Evenings, 1:1 coaching, WCT Home-Link Activity Sheets & Wellbeing Passports, and Transition & Re-Engagement Support frameworks to foster strong school-family partnerships. 

6. Mapping WCT Support to the 7 DfE Principles of Inclusion

1. Early Identification & Assessment: WCT SEND Audit Service providing objective strategic reviews and SLT recommendations; Transdisciplinary Observational Toolkits (Play, Motor, Communication) and clinical assessments (OT, SaLT, Play Therapy) to identify sensory, motor, speech, and emotional needs early before difficulties escalate.

  • 2. Ambitious Leadership & Governance That Embeds Inclusion: WCT School Improvement Partner mentorship for SENCOs and leadership; transparent budgeting models (school-led allocations and MDT package discounts); in-house staff career pathways ensuring sustainable inclusion capacity across governance and leadership.
  • 3. High-Quality Adaptive Teaching & Curriculum Design: Whole-school CPD modules covering sensory processing and communication; Fine Motor Skills Toolkits and movement circuits empowering staff to deliver effective Quality First Teaching (QFT) and adaptive scaffolding across mainstream classrooms.
  • 4. Accessible & Enriching Provision Beyond the Classroom: Practical physical, motor, and sensory adaptations ensuring pupils overcome physical and practical barriers to participate fully in extracurricular activities, sports, trips, and creative arts alongside peers.
  • 5. Safe & Respectful Culture Fostering Belonging & Attendance: Trauma-informed, neuroaffirming frameworks (e.g., Trauma Informed Practice); staff CPD on Co-Regulation & De-escalation and Pathological Demand Avoidance (PDA) reframing behaviour as communication and supporting attendance and engagement.
  • 6. Strong Partnerships with Families & Wider Services: Multi-agency EHCP collaboration and legal-clinical consultation; active parent engagement via workshops, Coffee Evenings, 1:1 coaching, WCT Home-Link Activity Sheets & Wellbeing Passports, and Transition Support frameworks.

     

7. Inclusive Environments with Continuous Accessibility Improvements:

Environmental sensory audits and classroom adaptation toolkits helping schools design calm regulation zones, visual timetables, acoustic accommodations, and assistive technology solutions for learning environments.

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