Reasonable adjustments UK schools must make under the Equality Act 2010 stop a disabled pupil being put at a substantial disadvantage against their peers. They range from extra exam time and accessible classrooms to modified worksheets, and every UK school — state, academy or independent — carries this legal duty.
What counts as a "reasonable adjustment" in a UK school?
A reasonable adjustment is any change a school makes to remove or reduce a disadvantage a disabled pupil would otherwise face, compared with pupils who are not disabled. Adjustments can be physical (ramps, accessible toilets, a lift pass so a pupil avoids stairs), organisational (rest breaks, a reduced timetable, permission to leave lessons early to avoid crowded corridors) or related to teaching and assessment (modified worksheets, coloured overlays, a scribe or reader in exams). "Reasonable" allows some flexibility — a small school with limited resources is not expected to match every adjustment a large, well-funded academy could make — but cost alone rarely excuses a school from a genuinely low-cost change.
What is the legal duty behind reasonable adjustments?
The Equality Act 2010 places a duty on all schools in England and Wales — state, academy, free school, faith school and independent — to make reasonable adjustments for disabled pupils. The Act defines disability broadly: a physical or mental impairment with a substantial, long-term effect on someone's ability to carry out normal day-to-day activities. This covers many conditions that are not always visible, including dyslexia, ADHD, autism, anxiety disorders and chronic health conditions such as epilepsy or diabetes. Crucially, the duty is anticipatory — schools must think ahead about likely barriers, not wait for a specific child to be turned away before acting.
How are reasonable adjustments different from SEND support?
The two overlap but are not identical.
| Reasonable adjustments | SEND support | |
|---|---|---|
| Legal basis | Equality Act 2010 | Children and Families Act 2014 / SEND Code of Practice |
| Who qualifies | Any pupil meeting the legal definition of disability | Pupils with an identified special educational need |
| What it covers | Removing barriers to access — physical, organisational, exam-related | Targeted teaching support to close a learning gap |
| Example | Exam reader for a pupil with a visual impairment | Small-group literacy intervention for a pupil behind in reading |
A pupil can qualify for reasonable adjustments without holding an EHC plan, and some pupils receiving SEND support may not meet the legal definition of disability at all. The two systems work alongside each other rather than replacing one another.
What examples of reasonable adjustments are common in secondary schools?
Common examples parents encounter include extra time or a separate room for exams, printed materials in larger font or on coloured paper, permission to use a laptop instead of handwriting, adjusted PE participation for pupils with physical conditions, and staggered access to lunch and corridors to reduce sensory overload. Access arrangements for GCSE exams — such as extra time, a reader or a scribe — usually need to be agreed and evidenced well before the exam series, so requesting them early in Year 10 or 11 matters.
How do you request reasonable adjustments for your child?
Start with a written request to the school, addressed to the SENCO or pastoral lead, describing the specific barrier your child faces and, where possible, supporting evidence such as a diagnosis letter, an educational psychologist's report or a GP letter. Schools do not always require a formal diagnosis before making a reasonable adjustment, since the legal duty is based on the effect of the impairment rather than the label attached to it. If the school declines a request, ask for the reasoning in writing — this creates a clear record if you need to escalate the concern later.
What can you do if a school refuses to make an adjustment?
If informal requests do not resolve things, put your concern in writing to the headteacher and, if needed, the chair of governors. Schools that fail to meet their duty under the Equality Act 2010 can ultimately face a claim in the First-tier Tribunal (Special Educational Needs and Disability), which hears disability discrimination claims against schools. Most concerns are resolved long before that stage, but knowing the escalation route exists strengthens your position when raising one.
Frequently asked questions
Do private schools have to make reasonable adjustments too?
Yes. The Equality Act 2010 duty to make reasonable adjustments applies to independent schools as well as state schools, though independent schools are not bound by the SEND Code of Practice in the same way. If a private school is not meeting this duty, parents can raise a disability discrimination claim in the same way as with a state school.
Does my child need an official diagnosis to get reasonable adjustments?
Not necessarily. The legal test is whether an impairment has a substantial, long-term effect on day-to-day activities — a diagnosis helps evidence this but is not always required before a school acts. In practice, a formal diagnosis or professional report usually makes it easier and faster to agree adjustments, particularly for exam access arrangements.
Are reasonable adjustments the same as exam access arrangements?
Exam access arrangements are one specific category of reasonable adjustment, used for formal assessments like GCSEs and A-levels. They are arranged separately through the exam boards and usually need supporting evidence gathered well in advance, whereas day-to-day reasonable adjustments can often be agreed directly between parents and the school.
What if my child's reasonable adjustments are agreed but not actually happening in lessons?
Put the gap in writing to the SENCO, describing specifically which lessons or situations the agreed adjustment is not being applied in. Ask for a short review meeting — agreed adjustments should be recorded somewhere staff can see them, often a pupil passport or one-page profile, and a consistent gap between what is agreed and what happens in class is worth raising formally.
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