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 in England to publish a comprehensive Inclusion Strategy on their public websites by 31 December 2026.

Target Setting: The IMF and the new strategy framework were designed specifically to build up the “Universal Offer” inside mainstream primary and secondary schools and 16–19 academies. The goal is to make general education environments naturally more accessible so fewer children require specialist placements.

 Whole Child Therapy (WCT) offers an integrated, multidisciplinary approach incorporating Occupational Therapy (OT), Speech & Language Therapy (SaLT), and Play Therapy. This framework supports school leadership in identifying cohort barriers, deploying evidence-based clinical interventions, optimising financial allocations, tracking pupil outcomes, and meeting Ofsted inspection standards.

1. Identifying Cohort Barriers & Needs

  • SEND Audit Service [DfE Principle 1: Early Identification & Assessment]: Provides an objective, structured review of existing SEND policies, identification processes, classroom practices, and EHCP delivery. The service delivers a written strategic report with prioritised recommendations for Senior Leadership Teams (SLT) and governing bodies.
  • Clinical & Functional Assessments [DfE Principle 1: Early Identification & Assessment]: Specialised OT, Speech & Language, and Play Therapy assessments designed to pinpoint specific sensory-motor, communication, and emotional dysregulation barriers within the pupil intake.
  • Transdisciplinary Observational Assessment Toolkits [DfE Principle 1: Early Identification & Assessment]: Play, Motor, and Communication observational scales enabling educators to identify developmental vs. chronological gaps.
  • Specialist Legal-Clinical Consultation [DfE Principle 7: Multi-Agency Collaboration]: Expert witness services and clinical consultation for complex EHCP assessments, annual reviews, and SEND tribunals.

2. Evidence-Based Interventions & Provisions

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

  • Whole-School Training & Staff Capability [DfE Principle 2: Inclusive Culture & Leadership | DfE Principle 4: Workforce Development]: High-quality Continuous Professional Development (CPD) modules for all staff covering sensory integration, communication development, and whole-school mental health. Specialised modules include Co-Regulation & De-escalation, Pathological Demand Avoidance (PDA), supporting d/Deaf pupils, and staff mental health support.
  • Classroom Adaptation & Environmental Toolkits [DfE Principle 3: High-Quality Inclusive Teaching]: Environmental sensory adaptations, Level 1–5 Fine Motor Skills Boxes, and physical adaptation circuits designed to enable inclusive Quality First Teaching (QFT) across all mainstream classrooms.
  • Trauma-Informed & Neuroaffirming Universal Frameworks [DfE Principle 2: Inclusive Culture & Leadership]: Practical toolkits (e.g., Trauma Informed Practice: Building Resilient Strategies) to embed inclusive, neuroaffirming values and emotional regulation strategies across the whole school environment.

Targeted & Specialist Provisions (Tiers 2 & 3)

  • Therapeutic Partnership Model [DfE Principle 5: Targeted & Specialist Support]: Embedded multi-disciplinary therapy teams (OT, SaLT, Play Therapy) delivering targeted and specialist direct support integrated into the pupil’s day.
  • In-House Capacity Building & Clinical Supervision [DfE Principle 4: Workforce Development]: Train-the-trainer pathways, regular clinical supervision for SENCOs, TAs, and wellbeing leads, alongside year-long Therapeutic Support Assistant progression pathways (e.g., Band 3 to Band 4).

3. Budgeting & Financial Allocation

  • Transparent Budgeting & Funding Models [DfE Principle 2: Inclusive Culture & Leadership]:
    • School-led model: Direct school contracting utilising IMF allocations (e.g., standard daily rates around £650/day covering 5 hours of direct clinical delivery and 2.5 hours of administration).
    • MDT Package Discounts: A 5% discount applied to upfront multi-disciplinary package commitments.
    • Parent-led co-funding: Complementary funding options structured where appropriate to maximise financial sustainability 

4. Intended Outcomes, Evaluation & Tracking

1-Year Operational Targets

  • Establish Universal Baseline & Screening [DfE Principle 1: Early Identification & Assessment]: Complete SEND audit and implement transdisciplinary observational toolkits across all entry cohorts to establish baseline profiles.
  • Whole-Staff CPD Rollout [DfE Principle 4: Workforce Development]: Deliver Tier 1 continuous professional development on co-regulation, sensory adaptation, and neuroaffirming practices to 100% of teaching and support staff.
  • Impact Tracking Integration [DfE Principle 6: Pupil Outcome Evaluation]: Embed built-in outcome tracking tools and the Assess-Plan-Do-Review cycle across all targeted OT, SaLT, and Play Therapy interventions.

3–5 Year Strategic Goals

  • Sustainable In-House Expertise [DfE Principle 4: Workforce Development]: Transition internal support staff through year-long Therapeutic Support Assistant progression pathways (Band 3 to Band 4) to build permanent internal capacity.
  • Systemic Whole-School Inclusion & Ofsted Readiness [DfE Principle 2: Inclusive Culture & Leadership]: Achieve demonstrably improved pupil outcomes in emotional resilience, sensory regulation, and communication skills, maintaining Ofsted inclusion readiness and robust parent partnership engagement

5. Supporting Leadership & Ofsted Inspection Readiness

  • Schools Improvement Partner [DfE Principle 2: Inclusive Culture & Leadership]: Direct hands-on mentorship for SENCOs and leadership teams to ensure therapeutic strategies are fully embedded across daily school operations.
  • Parent & Community Engagement [DfE Principle 7: Multi-Agency & Community Collaboration]: Interactive parent workshops, Parent Coffee Evenings / Support Groups, 1:1 coaching, WCT Home-Link Activity Sheets & Wellbeing Passports (translating sensory diets to home routines), and Transition & Re-Engagement Support (‘Keeping in Touch’ frameworks) to foster strong, collaborative school-family partnerships.

Mapping WCT Support to Core DfE Inclusion Principles

  • Ambitious Leadership & Governance That Embeds Inclusion: WCT Support: SEND Audit Service providing objective strategic reviews and prioritised SLT recommendations; Schools Improvement Partner hands-on mentorship for SENCOs and leadership teams; transparent budgeting models (school-led allocations and MDT package discounts) to embed inclusion directly into strategic planning and resource allocation.
  • Evidence-Based Support Prioritising Early Intervention: WCT Support: Transdisciplinary Observational Toolkits (Play, Motor, Communication scales) and specialised clinical/functional assessments (OT, SaLT, Play Therapy) to identify social, emotional, and sensory-motor needs early before difficulties escalate; targeted Tier 2 and Tier 3 group or 1-to-1 clinical interventions.
  • High-Quality Adaptive Teaching with a Curriculum Designed for All Learners: WCT Support: Whole-school CPD training modules covering sensory integration and communication development; Classroom Adaptation & Environmental Toolkits (Level 1–5 Fine Motor Boxes, physical adaptation circuits) empowering teachers to deliver scaffolding and adaptive Quality First Teaching (QFT) across mainstream settings.
  • Accessible & Enriching Provision Beyond the Classroom: WCT Support: Practical physical, sensory, and motor adaptation strategies ensuring pupils overcome practical and physical barriers to access extra-curricular activities, educational trips, sports, and creative arts fully alongside their peers.
  • A Safe & Respectful Culture Fostering Belonging, Attendance & Participation: WCT Support: Trauma-Informed & Neuroaffirming Universal Frameworks (Trauma Informed Practice: Building Resilient Strategies); CPD modules on Co-Regulation & De-escalation and Pathological Demand Avoidance (PDA) that reframe behaviour as communication, promote emotional safety, and combat school avoidance/disengagement.
  • Strong Partnerships with Families & Wider Services: WCT Support: Multi-agency collaboration and legal-clinical consultation for EHCPs; comprehensive Parent & Community Engagement including parent workshops, Coffee Evenings, 1:1 coaching, WCT Home-Link Activity Sheets & Wellbeing Passports, and Transition & Re-Engagement Support (‘Keeping in Touch’ frameworks).

Inclusive Environments with Continuous Improvements to Accessibility: WCT Support: Environmental sensory audits and adaptation toolkits helping schools design visual, acoustic, and sensory-friendly learning spaces, quiet regulation zones, visual timetables, and assistive technology solutions to optimise learning environment

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