The Department for Education (DfE) has set out examples of reasonable adjustments that schools could make for pupils with special educational needs and disabilities (SEND).
The draft document provides new reasonable adjustment guidance as part of the government’s plans to make mainstream schools more inclusive.
The document includes examples of what could be seen as reasonable and unreasonable adjustments for schools to make for pupils with SEND.
They have been shared with trust leaders and, while marked as not being government policy, they provide an insight into how schools might use the forthcoming National Inclusion Standards, which are still in development.
The government is seeking views from the education sector as it develops the guidance and says the examples given in the new documents represent case study “user journeys.”
Reasonable adjustments could improve attendance
It is hoped that schools can implement the examples given for a positive impact on pupil attendance.
For example, the document sets out steps that a primary school could take in order to support a pupil with a neurodevelopmental disability which affects their sensory processing and ability to manage change and uncertainty. This, in turn, impacts their attendance.
The suggested reasonable adjustments that could be considered for this pupil include:
- A short, supervised arrival window before other pupils
- Access to a designated quiet or low stimulation space before joining class
- Attendance recorded from this space when required
Defining what is a reasonable adjustment
In addition, a separate case study aims to distinguish between reasonable and unreasonable adjustments for pupils.
The example relates to a pupil who requires access to their phone to monitor a medical condition. It suggests that a reasonable adjustment in this circumstance would be to make an exception to the school’s mobile phone policy, to enable the pupil to use their phone during lessons in order to manage their condition.
However, the document also highlights that it may not be reasonable to permit the pupil to have unrestricted use of their mobile phone during lessons, as this could then allow use unrelated to the management of their health condition.
It says that it may not be unreasonable to “suspend the school’s mobile phone policy entirely, where a more targeted exemption would enable the learner to manage their condition safely while maintaining the school’s wider expectations around behaviour, learning and safeguarding.”
The government wants schools to “embed inclusive practices using the national inclusion standards to remove barriers to learning and participation associated with sensory needs.”
This means that all schools should be accessible and inclusive by default and provide a calm and predictable environment for pupils with other potential measures including:
- Access to low-arousal spaces
- Use of visual supports and rehearsal to reduce unpredictability in routines
- Flexibility in routines where appropriate
- Professional development to help staff strengthen inclusive practice
What to expect from the National Inclusion Standards?
The planned National Inclusion Standards will be developed by a panel of experts chaired by Academy Trust Chief Executive Tom Rees.
The National Inclusion Standards were proposed in the Schools White Paper, published in February 2026, and are targeted for full introduction in 2028, with proposals for formal legislation and assessments towards the end of the decade.
The idea is to set clear, minimum expectations for the universal offer of consistent SEND support in mainstream schools in England.
They would be evidence-based and define what targeted and specialist layers of support and interventions should look like in order to reduce regional variation and avoid a ‘postcode lottery’ in SEND support.
Existing statutory duties, SEN Support and Education, Health and Care Plans (EHCPs) will not be immediately replaced by the National Inclusion Standards and will remain active during the transition period.
What is the Inclusive Mainstream Fund?
Schools will be given access to the Inclusive Mainstream Fund (IMF) to help them transition toward and meet the planned National Inclusion Standards.
The IMF is a three-year, £1.6 billion national grant which is designed to provide schools with the necessary resources to deliver the baseline tier of support set out by the upcoming National Inclusion Standards. Already active, it should facilitate the shift away from an over-reliance on formal diagnoses and statutory assessments.
The concept is that inclusive practice should be part of the whole-school design. The IMF should be used to develop early, targeted interventions directly into mainstream classrooms, and this should include adaptive teaching, speech and language support and accessible environments.
Schools should invest their IMF allocations across seven key themes of activity set out by the DfE. These will help schools deliver evidence-informed inclusive practice to children and young people and include:
- Ambitious leadership and governance that embeds inclusion in planning
- Evidence-based support prioritising early intervention
- High-quality teaching with a curriculum designed for all learners, and teaching and support staff effectively trained and supported to address diverse needs
- Accessible and enriching provision beyond the classroom to support the personal development of all children
- A safe and respectful culture fostering belonging and attendance
- Strong partnerships with families and wider services to support children and young people, particularly through transitions
- Inclusive environments with continued improvements to accessibility to create more supportive learning experiences – this includes classrooms designed to meet a range of sensory and regulatory needs
Initial funding was released in June and July this year, with single payments issued directly to academies and distributed to maintained schools via local authorities. Since September 2026, the fund has been aligned to Ofsted’s updated inspection toolkits, with inspectors explicitly assessing a school’s inclusive practice and how they engage with SEND pupils.
From 31st December 2026, every mainstream school must formally publish their annual Inclusion Strategy on their website as a strict condition of receiving the funding.
The initial targeted fund runs until 2029 and it is planned that future funding will be structurally rebalanced from high-needs blocks directly into core school budgets.
Inclusive Practice in Education
First Response Training (FRT) is a leading, national training provider. They deliver a wide and diverse range of training to schools, early years and childcare as well as health and social care and all other industry sectors.
Their training portfolio spans health and safety, first aid, fire safety, manual handling, safeguarding, mental health and neurodiversity training.
FRT have recently co-developed a focused training session on Neurodiversity and Inclusive Practice in Education, which will be co-delivered with Experts with Lived Experience and which they have developed and tested extensively in partnership with The Tapscott Learning Trust, an award-winning trust based in London.
The Neurodiversity and Inclusive Practice in Education programme is a co-produced school improvement programme designed to help schools strengthen inclusive practice and improve outcomes for neurodivergent and SEND pupils, whether formally diagnosed or not. After all, boosting support and inclusion for all pupils can help to boost engagement in school, and therefore boost school attendance.
Developed by education leaders and Experts with Lived Experience of autism, ADHD and PDA, the programme supports schools to improve attendance, engagement, wellbeing, belonging and attainment through adaptive teaching, reasonable adjustments and whole-school culture change.
In line with the Schools White Paper and planned National Inclusion Standards, it moves thinking away from a diagnosis-led approach to a pure needs-led approach, and making schools accessible and inclusive by default.
Inspired by the nationally recognised Oliver McGowan Mandatory Training on Learning Disability and Autism, which has trained millions of healthcare professionals across England, the programme combines lived experience, practical strategies, implementation support and impact evaluation to create meaningful and lasting change within education settings.
It also supports schools to develop their Inclusion Strategies and strengthen collaboration with local education, health and care services, helping to create environments where every child feels understood, valued and able to thrive.
Learning outcomes include:
- Explain neurodiversity and common co-occurring profiles
- Recognise early indicators of dysregulation and unmet need
- Understand why autism and other neurodiverse conditions are described as
- Invisible
- Reflect on your own values, beliefs and practice
- Recognise potential differences, strengths and challenges for neurodiverse pupils
- Identify reasonable adjustments and ways to adapt your practice
- Record the impact
Moving beyond awareness to ‘meaningful change in practice’
Perry Leeks, Project Director at FRT, says:
“We were so excited and privileged to collaborate with members of the neurodiverse community to develop a special programme for the education sector that specifically addresses a very real need, meets key criteria outlined in the Schools whitepaper, and helps teachers reflect on and enhance their practice and the support they offer.”
Daniel Mansfield, Training Hub Director at The Tapscott Learning Trust, added:
“One of the most powerful aspects of this programme is that it moves beyond awareness and focuses on meaningful change in practice.
“Throughout the pilot phase, we saw staff develop a deeper understanding of neurodiversity, reflect honestly on the barriers pupils face and identify practical adaptations that could be implemented immediately.
“The ‘One Child in Mind’ approach helps bring the learning to life, ensuring discussions remain rooted in the experiences of real children rather than abstract theory.
“What stood out most was the impact of learning directly from Experts with Lived Experience, which consistently challenged assumptions, increased empathy and inspired action. Schools left not only with greater confidence and understanding, but with tangible plans to improve inclusion, strengthen relationships and create learning environments where all children can thrive.”
Download our flyer to find out more about Neurodiversity and Inclusive Practice in Education.
For further information on other types of neurodiversity training, visit FRT’s webpage or download the brochure.
You can contact FRT via freephone 0800 310 2300, send an e-mail to info@firstresponsetraining.com or submit an online enquiry.