Inclusive Education Estates: What the New DfE Guidance Means for Early Years Settings

The Department for Education has released new guidance — Inclusive Education Estates: Supporting Inclusive Environments in Mainstream Settings (June 2026). For early years leaders, this is a powerful reminder of something we’ve always known: the environment shapes children’s learning, wellbeing and sense of belonging.

In early years theory, Montessori calls this the prepared environment. Reggio Emilia describes it as the third teacher. And now, the DfE is placing national emphasis on creating spaces where every child can belong, achieve and thrive.

This blog breaks down what the guidance says, why it matters, and what early years settings should consider when designing inclusive environments.

Why the DfE’s Inclusive Education Estates Guidance Matters

The DfE states:

“Every child or young person deserves a high‑quality, inclusive education, supported by an environment that meets their needs.”

Inclusion is defined as all staff supporting the learning, wellbeing and safety needs of all children, so they feel they belong, achieve and thrive.

This aligns strongly with early years pedagogy:

• Montessori: independence, order, calm and child‑led exploration

• Reggio Emilia: the environment as the third teacher

• Contemporary neuroscience: sensory‑safe, predictable spaces support regulation and readiness to learn

The guidance is non‑statutory but backed by robust evidence:

• The Education Endowment Foundation (EEF) shows inclusive environments improve engagement.

• The HEAD Project found that environmental factors (light, temperature, air quality, flexibility, colour) account for 16% of variation in children’s learning progress.

• Natural light, natural materials and access to nature reduce stress and support concentration.

For early years practitioners, this is not new — but it is affirming.

The 10 Core Elements of Inclusive Design

The DfE highlights ten elements that support inclusion across all phases:

1. Accessibility & movement

2. Navigation & wayfinding

3. Quiet spaces & sensory comfort

4. Acoustics

5. Lighting & visual comfort

6. Ventilation

7. Thermal comfort

8. Access to nature

9. Sanitary provision

10. Furniture, fittings & equipment

These principles echo Montessori’s prepared environment and Reggio Emilia’s emphasis on sensory richness, autonomy and emotional safety.

What This Means for Early Years Settings

🌱 1. Access to Nature and Natural Materials

Early years children regulate through sensory experiences. The guidance encourages:

• Natural materials

• Soft, muted colour palettes

• Views of nature

• Edible gardens and sensory planting

• Shaded quiet outdoor spaces

This mirrors Montessori’s use of natural materials and Reggio’s belief that nature supports curiosity, wellbeing and connection.

🔊 2. Acoustics That Support Calm and Communication

Noise is a major trigger for dysregulation. The guidance recommends:

• Acoustic panels

• Soft furnishings

• Quieter equipment (e.g., paper towels instead of hand dryers)

• Separating noisy and quiet zones

This supports communication, emotional regulation and social interaction.

🧭 3. Clear Navigation and Predictable Spaces

Predictability reduces cognitive load and supports independence — a core Montessori principle.

The guidance suggests:

• Clear activity zones

• Simple circulation routes

• Visual cues and consistent signage

• Makaton‑supported wayfinding

This helps children feel confident and secure.

🧘 4. Quiet, Low‑Stimulus Spaces for Regulation

The DfE emphasises the importance of calm spaces:

• Cosy corners

• Soft‑furnished dens

• Small group rooms

• Low‑stimulus areas

These reflect Reggio’s “places of pause” and Montessori’s respect for children’s need for solitude and calm.

🏃 5. Movement and Sensory‑Motor Opportunities

Movement is foundational for early learning. The guidance highlights:

• Climbing, balancing and jumping

• Free‑flow access to outdoors

• Sensory paths

• Trails and physical challenges

This aligns with early years theory that sees movement as essential for cognitive development.

🌬️ 6. Air Quality, Ventilation and Thermal Comfort

Healthy, comfortable spaces support attention and wellbeing. The guidance recommends:

• Safe window ventilation

• CO₂ monitoring

• Avoiding artificial fragrances

• Shaded outdoor areas

• Natural landscaping to reduce heat

These are simple, low‑cost improvements.

Reflection Questions for Early Years Leaders

• Does our environment act as a third teacher?

• Where are the sensory pressure points in our day?

• Do children have access to both stimulation and calm?

• How predictable and navigable is our space?

• Do children experience nature meaningfully every day?

• Are families and staff involved in shaping the environment?

Final Thoughts

The DfE’s Inclusive Education Estates guidance doesn’t ask early years settings to become something new. It validates what early years educators have always known:

The environment is a powerful tool for inclusion.

Small, thoughtful changes — many of them low‑cost — can help every child feel safe, regulated and ready to learn.

And that’s the heart of early years practice.