The strategic development of specialist provision within mainstream schools is a critical response to systemic pressures. These include significant capacity issues in local special schools and the rising complexity of pupil needs. During this session we will discuss how we delivered a programme to build mainstream capacity for pupils with severe, profound, or complex learning difficulties. Pilot schools successfully designed, implemented, and quality-assured a semi-formal curriculum within discrete provisions that meet complex learning profiles while sustaining meaningful inclusion. This initiative sought to move beyond simple differentiation to create a genuinely different and appropriate educational offer, underpinned by robust planning and a clear theory of action