When school is hard, it can be tempting to focus only on whether a child is attending, coping or keeping up. Reasonable adjustments ask a more helpful question: what is putting this child at a disadvantage, and what could reduce that barrier?

This guide explains the term in plain English. It is general information, not individual legal advice.

What are reasonable adjustments?

Reasonable adjustments are changes a school may need to make so that a disabled pupil is not placed at a substantial disadvantage compared with pupils who are not disabled.

They are not special treatment or a reward for struggling. They are about fair access to education and school life. The best adjustment is individual: it responds to the barrier the child is facing, not simply to a diagnosis or a label.

England: the legal and SEND picture

This section applies to England. The Equality Act 2010 includes a duty on schools to make reasonable adjustments for disabled pupils. Whether someone is disabled under the Act depends on the individual circumstances; a diagnosis can be helpful evidence, but it is not the whole test.

The duty can include changing a policy, rule or way of doing things, and providing auxiliary aids or services where reasonable. Schools are not subject to this particular duty to alter physical features, although they have separate accessibility-planning duties.

Reasonable adjustments and SEN Support can overlap, but they are not identical. A child may have SEN, a disability, both, or neither. Schools should consider needs and barriers rather than wait for a label. Where a child has SEN, the SEND Code of Practice says schools should identify and address those needs, remove barriers to learning and put effective special educational provision in place.

What adjustments might look like day to day

There is no fixed list, and these examples are not guarantees. Depending on the child and the setting, a school might consider:

  • a quieter or earlier arrival, or support with busy transitions
  • a named adult and a predictable check-in or check-out
  • clear written or visual instructions, broken into manageable steps
  • extra processing time before expecting an answer
  • a calmer space, movement break or agreed sensory support
  • seating that reduces distraction, noise or sensory load
  • flexibility around uniform, food, equipment or communication where these create a barrier
  • adjustments to homework, classwork, assessments, break or lunch arrangements
  • a planned way to leave a lesson, ask for help or recover after overwhelm

A useful adjustment should be specific enough to put into practice. “More support” is hard to review; “a five-minute check-in with the pastoral lead before first lesson, reviewed after four weeks” is clearer.

Begin with the barrier, not the solution

It can help to describe what is happening in a short, concrete way:

  • What part of the day is difficult?
  • What does the child experience or what do adults notice?
  • What is the impact on learning, participation, wellbeing or attendance?
  • What already helps, even a little?
“We are noticing that crowded arrivals are leaving our child overwhelmed before lessons begin. Could we discuss a quieter arrival and a brief check-in with a named adult, then agree when we will review whether it is helping?”

This keeps the conversation collaborative and gives school a clear starting point.

How to ask school for adjustments

1. Ask for the right people to be involved

Start with the class teacher, form tutor or pastoral lead. Ask for the SENCO to be involved where needs are affecting learning, participation or attendance.

2. Share your child’s view

Your child may prefer to use a note, drawing, scale, trusted adult or a few questions at home. Their experience matters even when they cannot explain it fully in a meeting.

3. Agree a small number of actions

Focus on the adjustments most likely to make a real difference first.

4. Put the plan in writing

Ask what will happen, who is responsible and when you will review it together.

5. Check the impact, not only whether it happened

Ask whether the adjustment reduced the barrier for your child. If not, the plan may need to change.

6. Keep a brief record

Note patterns, what was agreed and how your child is coping. This can make later reviews calmer and clearer.

When school says an adjustment is not possible

Try to keep the focus on the disadvantage and ask what alternative could reduce it. You might ask: “I understand that option may not work in this setting. What else could we try to reduce the same barrier?”

If you are concerned, ask for the decision and reasons in writing, ask for a review with the SENCO or a senior leader, and check your local authority’s SEND Local Offer. Independent local SEND Information, Advice and Support Services (SENDIASS) can explain local routes and help parents understand their options.

Where support is not helping, do not feel you have to wait for a crisis. Ask what has been tried, what evidence there is of its impact, and whether SEN Support should be reviewed or strengthened.

Reasonable adjustments are not an EHCP

Many helpful changes can be made without an Education, Health and Care Plan (EHCP). An EHCP is for children and young people who have, or may have, SEN and may need special educational provision to be made through an EHC plan.

If needs are persistent, complex or not being met through SEN Support, it may be useful to discuss an EHC needs assessment. Read EHCPs: a parent introduction for a clear explanation of that process.

Related Little Big Minds guidance

Further official information

This is general information rather than individual legal advice. Circumstances differ, so check current official guidance or seek specialist advice where needed.

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