The government’s Inclusive Mainstream Fund provides schools with £400 million per year to embed inclusive practice. Schools must publish an inclusion strategy by 31 December 2026, aligned to 7 themes.
Chatta sits centrally in every one of them.
| IMF Theme | What Chatta does | Fund Reference |
| High-quality teaching with curriculum designed for all learners | Chatta gives every teacher a concrete method to design lessons that work for every child, not adaptations for some, but a universal approach that removes cognitive overload at source. | Training staff to address a diverse range of needs through high-quality, adaptive teaching |
| 🟦 | ||
| Evidence-based support prioritising early intervention | Chatta works without diagnosis. It removes commonly occurring barriers to learning, working memory, sequencing, processing, before they become entrenched. Every child, from the start. | Early support directly to children without the need for diagnosis or statutory process |
| 🟦 | ||
| Removing commonly occurring, predictable barriers to learning | This is precisely what Chatta was built to do. Cognitive overload, poor working memory, difficulty sequencing, Chatta removes these barriers routinely, in every lesson. | Identify and meet commonly occurring, predictable needs within school cohort |
| 🟦 | ||
| Inclusive environments with continued improvements to accessibility | Chatta’s audio-visual boards minimise distraction and support focus, processing and independent learning. | Classrooms designed to support learning, minimise distraction, and meet a range of sensory and regulatory needs |
| 🟦 | ||
| Accessible and enriching provision supporting independence and personal development | Children who couldn’t sequence their thoughts present to the class and write independently, Chatta builds genuine independence, not supported participation, but children doing it themselves. | Provision that supports personal development, builds independence and prepares children for adulthood |
| 🟦 | ||
| Strong partnerships to support transitions | Chatta’s visual, talk-based approach travels with children. It works at home, across settings, through transitions. Parents understand it. New teachers can pick it up immediately. It creates continuity. | Sharing expertise across settings and supporting children through transitions |
| 🟦 | ||
| Ambitious leadership and governance that embeds inclusion in planning | Chatta is not a bolt-on. Schools that use it fully embed it as the way they teach, it becomes the inclusive framework that runs through the school’s culture, planning and identity. | A continuous consideration of learning and development needs, delivering high standards for all |
“Children with SEND suddenly don’t have SEND with Chatta.” Sophie Follan, Deputy Headteacher
To find out how Chatta can become a central part of your inclusion strategy visit a Chatta Hub School or join an Online Webinar.
