Look at the whole school day

Walk through a typical day in your mind with the child: arrival, moving between spaces, lessons, toilets, lunch, breaks and collection. Ask where a barrier appears and what currently helps. A pupil may manage a classroom well but find an assembly, playground or crowded corridor difficult.

Consider clubs, performances, trips and school events too. Being enrolled at a school is not the same as being able to take part in everything it offers. Early discussion gives staff time to plan and reduces the risk of an activity being arranged before access needs have been considered.

Discuss adjustments clearly

Describe the disadvantage and the change that might reduce it. Possibilities include accessible materials, a different communication method, adapted equipment or a change to a routine. The appropriate adjustment depends on the child and the setting; one solution should not be assumed to fit everyone with the same diagnosis.

Ask who will arrange the change, how relevant staff will know and when you will review it. A promise that help is available can be difficult to use unless the practical route is clear. Include the child’s views about privacy and whether the proposed arrangement feels comfortable.

Understand the national framework

In Great Britain, schools have duties under the Equality Act relating to disabled pupils, including reasonable adjustments. Northern Ireland has separate disability discrimination legislation. Special educational needs or additional-support processes also differ between the four nations, and disability support is not simply interchangeable with an education plan.

Physical access needs require careful planning. Schools’ duties concerning buildings are not identical to the reasonable-adjustment duties for classroom practices and auxiliary aids. Ask to discuss the relevant accessibility or access-planning arrangements rather than assuming that every requested building change follows the same legal route.

Make information and communication accessible

Ask how school provides instructions, notices, learning materials and feedback in a form the child can use. Consider print size, contrast, audio, visual information, language and assistive technology where relevant. Check access to digital homework rather than assuming that a login alone makes a task usable.

Families may need accessible communication too. Request an appropriate format or interpretation for important information. Agree how a child communicates discomfort, confusion or a request for help, especially if speech is not their preferred or most reliable method. All relevant adults should understand that route.

Protect participation and dignity

Support should help a child belong, not unnecessarily separate them from peers. Ask how assistance is organised during group work, trips or practical activities. Privacy matters for personal care and sensitive information, and staff should explain the arrangements to the family clearly.

Discuss barriers to clubs and enrichment, including cost, transport and timing, as well as disability access. A range of activities and roles gives pupils different ways to contribute. Listen when a child says an arrangement is not working; adults may see participation on paper while the child experiences exclusion in practice.

Review and improve arrangements

Set a review point after a change and ask what has actually improved. Gather the child’s view alongside staff observations. If an adjustment is not effective, identify whether it was delivered consistently, whether it addressed the right barrier or whether circumstances have changed.

Plan ahead for a new classroom, school or stage. Equipment, room allocation and staff knowledge may all need attention. If a concern remains unresolved, ask for written reasons and the appropriate advice, complaint or appeal route. A useful inclusion plan is practical, understood and revisited as the child’s needs and opportunities develop.

Your quick checklist

  • Review barriers across the whole school day.
  • Include the child’s preferences and communication needs.
  • Agree specific adjustments and responsible staff.
  • Check trips, clubs and digital learning access.
  • Review effectiveness and plan transitions early.
More tools for your family

Common questions

Does a child need an EHCP to discuss accessibility?

No. Accessibility and disability adjustments are not limited to children with an EHC plan. The relevant national duties and the individual need should be considered.

Is accessibility only about ramps and lifts?

No. It also includes information, communication, teaching, equipment, routines and participation in wider school life.

What if an agreed adjustment is not happening?

Record examples, contact the named school lead and ask for a clear delivery plan. Use the appropriate formal route if the issue remains unresolved.

Sources & checking

This guide was checked against the publications below. They are listed by name so you can identify the underlying guidance. Arrangements can change, and the school or relevant education authority can confirm what applies to your child.

  • UK Government — Disability rights: education
  • Equality Commission for Northern Ireland — Disability discrimination

Read our editorial approach or suggest a correction to this guide.