Reasonable Adjustments & How They Relate to EAL Learners in School
“Reasonable adjustments” come from the Equality Act 2010, which requires schools to remove barriers so pupils with disabilities (including many SEND profiles) can access learning.
EAL status alone is not a disability, so the duty to make reasonable adjustments does not apply because a child is EAL.
However, many practices that are good for EAL learners overlap with reasonable adjustments, and EAL learners may also have SEND or other protected characteristics, in which case reasonable adjustments become essential.
Remember: EAL is a proficiency status, not a special educational need. EAL learners should not automatically be seen as having SEND or needing “reasonable adjustments” but:
- An EAL learner with ADHD, ASD, hearing impairment, dyslexia, trauma, etc. does qualify for reasonable adjustments.
- Language barriers can mask or mimic SEND, so assessment must be culturally and linguistically fair.
Use the "3 Types of Reasonable Adjustments" as a thinking tool for EAL provision
Physical / environmental adjustments
These are not legally required for EAL, but often beneficial.
Examples:
- Seating to support hearing, visibility, or access to peer models
- Reducing background noise
- Access to bilingual dictionaries or translation devices
- Visual timetables, labelled classroom environment
These reduce “cognitive load” and support inclusion, even if not statutory.
Policy / practice adjustments
These help ensure EAL learners can participate meaningfully.
Examples:
- Allowing extra time to process instructions
- Simplifying linguistic complexity without reducing cognitive challenge
- Pre-teaching vocabulary
- Using check‑ins to clarify understanding
These resemble reasonable adjustments for pupils with communication needs.
Auxiliary aids / support
These may overlap with EAL strategies:
Examples:
- Bilingual support staff
- Sentence frames, writing scaffolds
- Dual-language texts
- Visual aids, graphic organisers
- Chunked instructions
Some of these are reasonable adjustments when tied to SEND; others simply reflect quality EAL pedagogy.
Focus on “removing barriers,” not lowering expectations
EAL learners:
- do not need an easier curriculum
- do need accessible language, modelling, and scaffolding
- can achieve at age‑related expectations with appropriate support
Reasonable adjustments for SEND follow the same principles.
Use EAL proficiency data to plan targeted support
The DfE’s 5-step EAL proficiency scale (A–E) helps frame:
- what scaffolds are appropriate
- how long additional support might be needed
- when a learner can work independently
A pupil at A (New to English) requires language-rich instruction and strong visuals.
A pupil at D/E (Competent/Fluent) may only need occasional vocabulary support.
Reasonable adjustments for SEND work in the same way — differentiated by need, not label.
Beware of over-assessment or misidentification
Many schools misinterpret:
- quietness
- behaviour challenges
- slow reading
- unfamiliarity with English phonics
as signs of SEND.
Top tip: Assess in the child’s strongest language where possible — it helps separate language acquisition from learning difficulty.
Use scaffolding rather than modification of curriculum content
EAL learners benefit most from:
- modelling
- sentence starters
- talk partners
- visual supports
- structured writing frames
These are adjustments in a broad sense — but not statutory obligations unless tied to SEND.
Ensure teachers understand that “fairness” does not equal “sameness”
Whole-school messaging is crucial: Equity means giving learners what they need to succeed — not treating everyone identically.
This aligns perfectly with the ethos of reasonable adjustments.
Reasonable adjustments and effective EAL support both aim to remove barriers so every learner can thrive. While EAL status alone doesn’t create a legal duty for reasonable adjustments, many of the strategies that help pupils learning English, such as clear modelling, visual supports, scaffolded language, and thoughtful classroom routines, mirror the inclusive practices used to support learners with additional needs.
When schools focus on equity, cultural awareness, and high expectations, EAL pupils are empowered to access the curriculum confidently, participate fully, and achieve their potential.
How can we support your school?
Our Inclusive Learning and Achievement Service (ILAS) provide a range of training and support for schools and services. Find out more about how they can support your school or setting.
Article by
Diane Embley
Team leader
The Inclusive Learning and Achievement Service (ILAS)
diane.embley@northtyneside.gov.uk
