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Practical guideGuide

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.

  • 📅Last updated 2026-05-12
  • ⏱11 min read
  • 🇬🇧UK support guide
  • ✓Reviewed against official guidance

Guide summary

Schools must remove barriers for disabled pupils. Document the disadvantage, ask for specific adjustments, and track delivery in writing.

  • List barriers by school activity: classroom, corridor, playground, lunch, toilets, transport.
  • Request a meeting with SENCO or head of year — bring a one-page summary.
  • Propose specific adjustments with who will do them and start date.
  • Follow up meeting notes in email: “I understand we agreed…”
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Practical next steps

Visible actions you can take now — no accordion required.

  • Work through each step

    Follow the checklist in order — the first step is open so you can start immediately.

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  • Use a template

    Download wording you can adapt for letters, emails, or conversations.

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  • Ask Access Stamp AI

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Start here

Three immediate actions before you work through the full guide.

  1. 1Name the barrier at school, not just the diagnosis.
  2. 2Ask for specific adjustments and who owns each action.
  3. 3Request review dates and written confirmation.

Quick answer

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.”

Use this guide if…

  • 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.

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.

Step-by-step

Your progress

Step 1 of 6

List barriers by school activity: classroom, corridor, playground, lunch, toilets, transport.

What this means

  • Prepare: Medical or therapy letters describing functional impact at school (not only diagnosis).
  • Check: Medical or therapy letters describing functional impact at school (not only diagnosis).

Practical checklist

  • List barriers by school activity: classroom, corridor, playground, lunch, toilets, transport.
  • Prepare: Medical or therapy letters describing functional impact at school (not only diagnosis).
  • Check: Medical or therapy letters describing functional impact at school (not only diagnosis).

Example approach

Schools must remove barriers for disabled pupils. Document the disadvantage, ask for specific adjustments, and track delivery in writing.

Ask the AI: Help me with step 1 (List barriers by school activity) for School Reasonable Adjustments: A Parent’s Guide

You're making progress

You've completed 0 of 6 steps in this guide.

Evidence checklist

Keep or gather these before you contact an organisation or submit a form.

  • 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.

Copy-and-adapt templates

Wording you can paste into email, letters, or conversation notes.

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]

Common mistakes

  • 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.

If they refuse, delay, or ignore you

  • 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.

Access Stamp AI

Need help applying "School Reasonable Adjustments: A Parent’s Guide" to your situation? Ask about any step, evidence, or wording below.

Guide summary

  • List barriers by school activity: classroom, corridor, playground, lunch, toilets, transport.
  • Request a meeting with SENCO or head of year — bring a one-page summary.
  • Propose specific adjustments with who will do them and start date.
  • Follow up meeting notes in email: “I understand we agreed…”

Helpful templates

One-page meeting summary for parents

When you need wording you can copy and adapt for email, letter, or conversation.

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Desk with paperwork and planning materials

At a glance

  • Environmental adjustments (quiet space, seating, lighting, movement breaks).
  • Toileting and personal care plans with dignity preserved.
  • Communication supports (visual timetables, extra processing time).
  • Adjustments to trips, PE, and exams where relevant.
  • Medical or therapy letters describing functional impact at school (not only diagnosis).
  • Your own dated log: incidents, exclusions, missed learning, distress, fatigue.

Official guidance

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