Needs first. Plain English. Trauma aware.
School duties & support (no diagnosis needed)
⚠️ Guidance only — NOT legal advice | Last updated: January 2026
This provides information based on the SEND Code of Practice and Equality Act 2010. It is NOT legal advice and does NOT replace consultation with a qualified solicitor. For specific legal guidance on your situation, seek professional legal advice.
This provides information based on the SEND Code of Practice and Equality Act 2010. It is NOT legal advice and does NOT replace consultation with a qualified solicitor. For specific legal guidance on your situation, seek professional legal advice.
Meeting plan
- Bring 2–3 needs with 2 examples each (what happened, impact, frequency)
- Request SEN Support plan with specific review date
- Ask what adjustments start immediately with start date
- Request named person responsible before you leave
One line that stops delays
"Support should be based on needs now. Assessment can run alongside."
"Support should be based on needs now. Assessment can run alongside."
Legal basis
SEN Support is part of the graduated approach (SEND Code of Practice 2015). Reasonable adjustments are a legal duty (Equality Act 2010, sections 20 & 85).
SEN Support is part of the graduated approach (SEND Code of Practice 2015). Reasonable adjustments are a legal duty (Equality Act 2010, sections 20 & 85).
Reasonable adjustments (starter list)
Examples based on common needs. Schools must consider what is "reasonable" for specific situations.
Environment
- Quiet space or calm corner
- Reduced sensory load
- Visual timetable
- Clear warnings before transitions
Learning
- Chunk tasks, check understanding
- Movement/sensory breaks
- Alternative ways to show learning
- Extended processing time
Regulation
- Co-regulation with trusted adult
- Warning signs recognized
- Repair after incidents
- Predictable routines
What "reasonable" means
Schools must make adjustments unless they can show it would fundamentally alter the service or be disproportionately burdensome. "We don't usually do that" is not a legal justification.
Schools must make adjustments unless they can show it would fundamentally alter the service or be disproportionately burdensome. "We don't usually do that" is not a legal justification.
Restrictive practices
If restraint has been used, request written records immediately and escalate urgently.
If restraint has been used, request written records immediately and escalate urgently.
Graduated approach (Assess-Plan-Do-Review)
Assess
Gather evidence across settings, times, situations. Include parent and pupil voice.
Gather evidence across settings, times, situations. Include parent and pupil voice.
Plan
Agree specific supports, who delivers them, how often, what success looks like. Must be written.
Agree specific supports, who delivers them, how often, what success looks like. Must be written.
Do
Implement supports consistently — not "when remembered".
Implement supports consistently — not "when remembered".
Review
Specific dates, measure impact, adjust what isn't working.
Specific dates, measure impact, adjust what isn't working.
Key point
The cycle should happen continuously. If one round doesn't work, school should adjust and try different approaches — not just say "we've tried everything".
The cycle should happen continuously. If one round doesn't work, school should adjust and try different approaches — not just say "we've tried everything".
Key legislation & guidance
- SEND Code of Practice 0 to 25 (DfE/DHSC 2015)
- Equality Act 2010: Section 20 (Duty to make reasonable adjustments)
- Equality Act 2010: Section 85 (Application to schools)
Remember
This page provides general information. For specific legal advice about your situation, consult a qualified solicitor specializing in education law.
This page provides general information. For specific legal advice about your situation, consult a qualified solicitor specializing in education law.