Reasonable adjustments in UK schools: what they are (and what they aren’t)
“Reasonable adjustments” is one of the most misunderstood phrases in education. It can sound like a vague promise or like a loophole schools can use to say no. In reality, it’s a legal duty with a clear purpose: to reduce barriers that put disabled pupils at a substantial disadvantage compared to non-disabled peers.
This page is a plain-English guide to what the duty covers, how it interacts with SEND support and EHCPs, and what practical adjustments can look like day-to-day.
Key points (in one minute)
- The duty is about disability (Equality Act 2010), not the SEN framework. Some pupils are both disabled and have SEN; many aren’t.
- You don’t need an EHCP for the Equality Act duty to apply.
- Adjustments can be simple: many are changes in practice, not expensive equipment.
- It’s anticipatory: schools are expected to think ahead about barriers and how to remove them.
- “Reasonable” is contextual: what’s reasonable depends on the barrier, the impact, and what steps are practicable.
What is the reasonable adjustments duty?
The Equality and Human Rights Commission (EHRC) defines the duty as taking steps that are reasonable to avoid the substantial disadvantage to a disabled person caused by (a) a provision/criterion/practice or (b) the absence of an auxiliary aid or service.
In schools, the duty focuses on how education is provided and how pupils access benefits, facilities and services, not on changing the curriculum content itself.
What kinds of things count as “adjustments”?
EHRC guidance breaks the duty into two practical buckets that matter most in schools:
- Provisions, criteria and practices: routines, policies, classroom expectations, assessment practices, behaviour systems, homework formats, uniform rules, and how support is organised.
- Auxiliary aids and services: tools or support that reduce disadvantage (for example, assistive technology or adapted resources).
Crucially, EHRC notes that many reasonable adjustments are inexpensive and involve a change in practice rather than costly provision.
How does this relate to SEND support and EHCPs?
SEND support (and EHCPs for more complex needs) sits within the SEND Code of Practice framework. The Equality Act duty is separate and can apply whether or not a pupil has SEN support or an EHCP.
EHRC guidance is explicit that having SEN support or an EHCP does not remove the reasonable adjustments duty. In practice, some pupils will get what they need via the SEN framework; others will need additional adjustments on top.
What reasonable adjustments can look like (practical, not theoretical)
What matters is the barrier and the impact, not the label. Examples commonly discussed in guidance include adjustments to:
- Access: alternative formats, chunking tasks, reduced copying load, pre-teaching key vocabulary.
- Assessment: extra time, adapted presentation, alternative ways to demonstrate understanding (where valid).
- Environment and routines: seating, sensory breaks, predictable structures, explicit instructions.
- Tools: assistive tech, adapted keyboards, overlays, prompts, checklists.
The right adjustment is the one that removes avoidable disadvantage while keeping expectations meaningful.
Support doesn’t have to wait for a label
Many families get stuck in a long “wait” phase - waiting for assessments, reports, or formal plans. But practical support can start now, especially around writing and homework routines.
Milo helps learners work through writing tasks with calmer structure and guidance, building confidence and useful habits while schools and families work out next steps.