School reasonable adjustments: a parent's guide
Schools must remove barriers for disabled pupils. Document the disadvantage, ask for specific adjustments, and track delivery in writing.
- Applies to
- Not specified — check the official sources below
- Who it’s for
- Disabled students, families and supporters
- Evidence
- Official and primary sources linked below
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- Schools in England must make reasonable adjustments for disabled pupils and must not discriminate. Adjustments can cover access,…
- Environmental adjustments (quiet space, seating, lighting, movement breaks).
- Toileting and personal care plans with dignity preserved.
- Evidence that helps: Medical or therapy letters describing functional impact at school (not only diagnosis)
- Avoid: Verbal-only agreements with no written follow-up
Your next moves
Do these first
- 1Name the barrier at school, not just the diagnosis
- 2Ask for specific adjustments and who owns each action
- 3Request review dates and written confirmation
Full guide
Step-by-step
List barriers by school activity
List barriers by school activity: classroom, corridor, playground, lunch, toilets, transport. Start here so the rest of the guide has a clear foundation.
Schools in England must make reasonable adjustments for disabled pupils and must not discriminate. Adjustments can cover access, toileting, sensory environment, communication, and participation in trips. This is…
- Environmental adjustments (quiet space, seating, lighting, movement breaks).
- Evidence that helps: Medical or therapy letters describing functional impact at school (not only diagnosis)
- Watch out: Verbal-only agreements with no written follow-up
What to do
Schools must remove barriers for disabled pupils. Document the disadvantage, ask for specific adjustments, and track delivery in writing.
Request a meeting with SENCO or head of year
Request a meeting with SENCO or head of year — bring a one-page summary. Take this step carefully before moving on — it supports everything that follows.
- Toileting and personal care plans with dignity preserved.
- Evidence that helps: Your own dated log
- Keep copies of anything you send and any reply you receive.
What to do
Evidence to keep ready
- Medical or therapy letters describing functional impact at school (not only diagnosis).
- Your own dated log: incidents, exclusions, missed learning, distress, fatigue.
- Emails from school showing what was promised.
- Reports from CAMHS, OT, SALT, or educational psychologist if you have them.
Worked approach: Request a meeting with SENCO or head of year — bring a one-page summary Then record what happened and what you still need.
Propose specific adjustments with who will do them and start…
Propose specific adjustments with who will do them and start date. Take this step carefully before moving on — it supports everything that follows.
- Communication supports (visual timetables, extra processing time).
- Evidence that helps: Emails from school showing what was promised
- Keep copies of anything you send and any reply you receive.
What to do
Child: [Name] Year: [X] Barriers this term: - [Barrier + impact on learning/safety] Adjustments requested: 1. [Who / what / when / how often] 2. [...] Review date: [date] Parent contact: [email]
Follow up meeting notes in email
Follow up meeting notes in email: “I understand we agreed…”. Take this step carefully before moving on — it supports everything that follows.
- Adjustments to trips, PE, and exams where relevant.
- Evidence that helps: Reports from CAMHS, OT, SALT, or educational psychologist if you have them
- Keep copies of anything you send and any reply you receive.
What to do
Worked approach: Follow up meeting notes in email: “I understand we agreed…” Then record what happened and what you still need.
Review after half a term; note what was not implemented
Review after half a term; note what was not implemented. Take this step carefully before moving on — it supports everything that follows.
- SEN Support or EHC plan provision where needs require structured provision (see EHCP guide).
- Evidence that helps: Medical or therapy letters describing functional impact at school (not only diagnosis)
- Keep copies of anything you send and any reply you receive.
What to do
Common mistakes to avoid
- Verbal-only agreements with no written follow-up.
- Letting school conflate “reasonable adjustment” with “we cannot afford it” without written rationale.
- Accepting reduced attendance without examining whether access caused it.
- Sharing full medical records without tying them to school barriers.
Worked approach: Review after half a term; note what was not implemented Then record what happened and what you still need.
If needs are extensive or unmet, consider whether an EHC…
If needs are extensive or unmet, consider whether an EHC needs assessment should be requested. Take this step carefully before moving on — it supports everything that follows.
- Environmental adjustments (quiet space, seating, lighting, movement breaks).
- Evidence that helps: Medical or therapy letters describing functional impact at school (not only diagnosis)
- Keep copies of anything you send and any reply you receive.
What to do
Child: [Name] Year: [X] Barriers this term: - [Barrier + impact on learning/safety] Adjustments requested: 1. [Who / what / when / how often] 2. [...] Review date: [date] Parent contact: [email]
Access Stamp AI
Use this guide, don’t just read it
These tools stay grounded in this guide and its sources. Choose the job you need help with.
Preparation
What to prepare
Only gather what genuinely helps with this process; you do not need paperwork for the sake of it.
Ready-to-use wording
Templates
One-page meeting summary for parents
When you need wording you can copy and adapt for email, letter, or conversation.
Child: [Name] Year: [X] Barriers this term: - [Barrier + impact on learning/safety] Adjustments requested: 1. [Who / what / when / how often] 2. [...] Review date: [date] Parent contact: [email]
One-page meeting summary for parents
Child: [Name] Year: [X] Barriers this term: - [Barrier + impact on learning/safety] Adjustments requested: 1. [Who / what / when / how often] 2. [...] Review date: [date] Parent contact: [email]
Problems and refusals
If things go wrong
- Ask school for written explanation of refusal or delay.
- Complain through school complaints policy; keep copies.
- Contact local SENDIASS for free advice.
- Consider EHC needs assessment request if support needs are substantial and sustained.
- Verbal-only agreements with no written follow-up.
- Letting school conflate “reasonable adjustment” with “we cannot afford it” without written rationale.
- Accepting reduced attendance without examining whether access caused it.
- Sharing full medical records without tying them to school barriers.
Common questions
Practical answers you can use straight away — expand any question for next steps, example wording, and related help.
Schools must remove barriers for disabled pupils. Document the disadvantage, ask for specific adjustments, and track delivery in writing.
What to do next
- Parents and carers of disabled children in mainstream or special schools in England (other UK nations have different systems).
- Young people able to advocate for themselves with support.
- Supporters attending meetings with parental consent.
A useful request says: “This is the barrier, this is the impact, this is the adjustment requested, this is how we will check it is working.”
What to do next
- Name the barrier at school, not just the diagnosis.
- Ask for specific adjustments and who owns each action.
- Request review dates and written confirmation.
Example wording
Child: [Name] Year: [X] Barriers this term: - [Barrier + impact on learning/safety] Adjustments requested: 1. [Who / what / when / how often] 2. [...] Review date: [date] Parent contact: [email]
Evidence checklist
- Medical or therapy letters describing functional impact at school (not only diagnosis).
- Your own dated log: incidents, exclusions, missed learning, distress, fatigue.
- Emails from school showing what was promised.
- Reports from CAMHS, OT, SALT, or educational psychologist if you have them.
These are the errors that most often weaken evidence or miss deadlines.
What to do next
- Verbal-only agreements with no written follow-up.
- Letting school conflate “reasonable adjustment” with “we cannot afford it” without written rationale.
- Accepting reduced attendance without examining whether access caused it.
- Sharing full medical records without tying them to school barriers.
Keep written records and use the escalation routes below.
What to do next
- Ask school for written explanation of refusal or delay.
- Complain through school complaints policy; keep copies.
- Contact local SENDIASS for free advice.
- Consider EHC needs assessment request if support needs are substantial and sustained.
Example wording
Child: [Name] Year: [X] Barriers this term: - [Barrier + impact on learning/safety] Adjustments requested: 1. [Who / what / when / how often] 2. [...] Review date: [date] Parent contact: [email]
Trust and checking
Official sources
Use these to check the underlying rule or process, especially if your circumstances are unusual.