Guidance

Using the inclusive mainstream fund: guidance for leaders of 16 to 19 provision and fund managers

Published 25 June 2026

Applies to England

Who this publication is for

This publication provides non-statutory guidance from the Department for Education (DfE). This guidance has been produced for leaders of further education (FE) colleges, sixth form colleges and post-16 independent training providers (ITPs) who receive the inclusive mainstream fund (IMF).

It may also be useful for students, parents, carers and local authorities who want to know how IMF allocations can be used to support inclusive practice.

Separate guidance has been published for schools and 16 to 19 academies on Developing an inclusion strategy using the inclusive mainstream fund.

Purpose

FE institutions already play a central role in delivering inclusive education, supporting a diverse cohort of learners, including a high proportion with special education needs and disabilities (SEND) and additional needs. Across the sector, well-established inclusive practices underpin strong universal provision and targeted support.

The IMF is designed to build on this existing expertise and practice. It provides additional resource to help institutions strengthen, extend and scale what is already working well, rather than to introduce wholly new approaches.

This guidance clarifies the purpose, parameters and flexibilities of the IMF and highlights how institutions may choose to enhance existing inclusive provision. Institutions are not expected to start from scratch. The IMF is intended to enhance and extend established inclusive practice.

Using the inclusive mainstream fund

The IMF must be used in line with the conditions of grant. Eligible institutions have discretion to determine how best to deploy the funding in response to their local context and learner cohort, building on established inclusive practice already in place.

The IMF is intended to support inclusion at a cohort and whole-institution level, rather than individualised funding attached to specific learners.

When selecting approaches, you should also consider how you are using the funding to support:

• identifying and understanding the needs of your cohort and the commonly occurring barriers to learning and participation your students face
• successful implementation of inclusive practice
• effective monitoring and evaluation of approaches

Any activity that you fund, in part or in full, using your IMF allocation must fall under one of the 7 principles of inclusion.

The approaches you choose must be evidence-informed and consider the barriers to learning and participation present in your cohort.

The 7 principles of inclusion are:

• ambitious leadership and governance that embeds inclusion
• evidence-based support prioritising early intervention
• high quality, adaptive teaching
• enriching provision that all learners can access
• a safe and respectful culture fostering belonging and participation in learning
• strong partnerships with families and wider services, where appropriate
• inclusive environments with continuous improvements to accessibility

Inclusive mainstream fund: best practice for 16 to 19 settings provides further details on the type of activities that might support each of these principles, as part of both the universal offer and targeted support. Many of the approaches may already be in place in your institution. The IMF may be used to extend, refine or scale these where appropriate.

Universal offer

Central to a stronger inclusive mainstream system is a universal offer built on high-quality, adaptive teaching and whole-institution practices that enable students who face barriers to learning and participation to achieve and thrive.

As part of your universal offer, we expect institutions to strengthen inclusive practice in line with the 7 principles of inclusion.

An inclusive universal offer benefits all students, not only those with SEND. Young people learning alongside their peers has proven academic and social benefits for all and high-quality, evidence-based teacher-led provision that adapts for a range of needs and strengths can increase engagement, belonging, and participation.

Targeted support

For young people whose needs cannot be met through the universal offer alone, targeted support should be provided to enable them to achieve and thrive.

This may include small group interventions to remove ongoing barriers to learning and participation, such as:

• interventions to develop language skills
• pre-teaching vocabulary
• hands on skills to help them access course content without statutory process or formal assessment of learning needs

DfE has published new guidance to support the development and expansion of inclusion bases within mainstream settings, backed by our high needs capital investment. Where local authorities provide this funding, you should consider this guidance and how you may be able to utilise both your IMF allocation and available high needs capital funding to bolster your targeted support offer.

Planning your IMF spend

IMF is designed to support targeted, strategic enhancements to existing practice, focusing resource where it can add most value for students. Institutions are not expected to invest across every principle or activity area.

In making decisions about IMF investment, institutions should:

• identify and understand cohort need and commonly occurring barriers - we encourage you to reflect on Inclusive mainstream fund: best practice for 16 to 19 settings which sets out the 7 principles of inclusion and examples of good practice for students with SEND
• use well-supported evidence on whole-institution inclusive practice and what works for students with SEND when developing your approach - examples of evidence you may wish to draw on include:
  • What Works in SEND - Effective Practice - case-study examples of evidence-informed, emerging practice being developed in local areas
  • Inclusion in Further Education - Natspec - underpinning principles of an inclusive FE system
• consider working with specialist post-16 institutions (SPIs) to strengthen provision - FE institutions already draw on a range of expertise to support learners with SEND, you may wish to further strengthen this by building on existing partnerships with specialist colleges, using IMF funding where appropriate

Areas of specialist expertise you may wish to draw on include:

• inclusive pedagogy and adaptive teaching approaches
• recognising and evidencing progress, including in non-accredited and small-step learning
• designing flexible, personalised programmes of learning
• outreach and staged transitions, including for learners with disrupted education
• creating and adapting accessible and inclusive learning environments
• effective use of assistive technology
• interdisciplinary and multi-agency working
• supporting learners with complex physical and mental health needs
• positive behaviour support and trauma-informed approaches
• strengthening inclusive student voice

SPIs can support you to:

• commission bespoke training from specialist colleges or sector experts
• participate in joint training and shared professional development
• commission peer review or advisory support to evaluate and strengthen provision
• facilitate staff visits, shadowing or placements in specialist settings
• commission targeted services such as accessibility audits or pre-entry assessments
• access specialist advice or consultancy to develop alternative approaches where existing strategies have been unsuccessful

Funding rates

A total of £83 million per year will be allocated over the next 3 years to support the IMF in 16 to 19 provision.

Funding allocations will be published in June with payments made in June and July depending on institution type.

For new provision, funding will be allocated on a pro-rata basis. For closing provision, funding will not be allocated for that period.

Further details can be found in the funding methodology.

Accountability

FE colleges and sixth form colleges should set out how they will use IMF funding within their accountability statements, demonstrating how it strengthens inclusive practice and improves access, participation and outcomes.

Guidance is available on College and local authority accountability statements.

Suggested format of reporting within your accountability statements can include a:

• short narrative describing what the funding supported and how this met student need
• few bullet points linking spending to inclusive practice

ITPs should report on IMF spend through financial reporting mechanisms.

Use of the fund will also be considered through inspection and performance processes and annual strategic conversations.