Inclusive Early Years Fund (IEYF)
As part of the SEND reform programme, the government is working towards a system that better supports inclusive practice, enables earlier action and reduces barriers to accessing support.
All early years settings are expected to provide high‑quality provision as standard that is inclusive and accessible for all children.
For 2026 to 2027, they are introducing a £47 million Inclusive Early Years Fund. This additional funding is designed to help settings embed inclusive practices across the whole setting, such as:
- adapting the environment or curriculum
- releasing staff for training
- implementing interventions for groups of children with commonly occurring needs.
The Early Years Foundation Stage (EYFS) makes clear that every child deserves an equal opportunity to learn, develop and thrive, regardless of their individual needs or circumstances. Creating an inclusive environment is therefore a fundamental aspect of high-quality early years practice. The SEND Code of Practice (2015) further emphasises the importance of identifying and removing barriers to learning, enabling children with Special Educational Needs and Disabilities (SEND) to participate fully alongside their peers. An inclusive-by-design approach recognises that environments, experiences and resources should be planned to meet the needs of all children from the outset, rather than relying solely on individual adaptations once barriers have been identified.
The Starting Strong Audit Tool (DOCX, 288.7 KB) can help providers identify priorities for development and ensure funding is used effectively to maximise outcomes for children. The audit focuses on the foundations that help children build secure relationships, communicate effectively, regulate their emotions, develop independence, and access high-quality learning experiences. It encourages practitioners to consider the experiences of all children, including those with emerging or identified SEND, speech, language and communication needs, sensory differences, and social and emotional needs. This audit tool is intended to be used as a whole-team reflective tool. Effective inclusion is everyone's responsibility, and meaningful improvements are most successful when leaders, practitioners, childminders and support staff work together to evaluate strengths and identify priorities for development. This audit tool can be used in many different ways, and not all sections need to be completed in a particular order or at the same time.
The Starting Strong Resource Guide (PDF, 115.2 KB) provides suggestions intended to support providers in selecting resources that enhance inclusive practice across all areas of learning and development. They are not a prescribed ‘shopping list’, but examples of high-quality universal provision. In line with the Education Endowment Foundation’s guidance, resources alone do not improve outcomes; it is the skilled use of those resources, alongside responsive interactions and effective pedagogy, that has the greatest impact. By making purposeful, well-informed decisions about resourcing, providers can continue to develop enabling environments where every child experiences a genuine sense of belonging, is supported to reach their potential and is able to flourish.
The Inclusion Fund Tool (IFT) (XLSX, 159.5 KB) is designed for providers to record intent, implementation, impact and costings of how the fund is spent. This tool will be used as the basis for a conversation if a provision is selected to be part of local authority monitoring.
As part of the Local Authority’s reporting requirement all providers in receipt of the Inclusive Early Years Fund must complete the Inclusive Early Years Fund Local Authority monitoring form by 31 January 2027.