Working with Schools
Working with Schools
Many parents can clearly see when phonics is not working for their child.
They raise concerns, but too often are told things like:
- “We have to follow phonics — it’s school policy.”
- “Your child just needs more practice.”
- “They’re fine in school — we don’t see any issues.”
- “We can’t change anything without a diagnosis.”
- “Let’s wait and monitor.”
These responses are not lawful.
Once a child is disadvantaged by a teaching method, the school has a legal duty to adjust it under the Equality Act 2010.
This page explains how to talk to schools confidently, lawfully, and without conflict.
✅ Step-by-Step Parent Action Plan
| Step | Action | Purpose |
|---|---|---|
| 1 | Request reasonable adjustments | Start legal protection |
| 2 | Follow up if ignored | Prevent delay |
| 3 | Challenge refusal politely | Correct misunderstanding |
| 4 | Ask for reading/homework adjustment | Remove stress |
| 5 | Submit formal complaint if needed | Escalate lawfully |
| 6 | Request EHCP if barriers persist | Secure long-term support |
| 7 | Keep written records | Build evidence |
| 8 | SEND Tribunal if necessary | Enforce rights |
💬 How to Phrase Your Concern
When you talk or write to school, focus on barriers, not blame.
Example wording:
“My child is showing distress and making limited progress with synthetic phonics. Under the Equality Act 2010, please can we agree reasonable adjustments to the teaching approach so that reading becomes accessible and safe for them?”
This shows you are asking for lawful, reasonable action — not arguing about policy.
🧾 Keep Everything in Writing
Always follow up conversations with an email or note confirming what was discussed.
This creates a clear record and helps prevent misunderstandings later.
Example follow-up line:
“Thank you for meeting today. Just to confirm, we discussed that synthetic phonics seems to cause distress and that we’ll explore meaning-based or immersive reading alternatives.”
⚖️ Legal Points to Remember
- Schools must change teaching methods if they disadvantage a disabled pupil.
- The duty to adjust begins as soon as a barrier is identified, not when a diagnosis is confirmed.
- Emotional harm counts as disadvantage.
- Policy does not override law — “we only teach phonics” is not a lawful position.
- Adjustments can include skipping or modifying the Phonics Screening Check (PSC).
You are not asking for special treatment — only for your child’s right to access learning in a way that works for them.
💬 You are your child’s best advocate — calm, informed, and protected by law.
Disclaimer: This page is for general information only and does not constitute legal advice. For individual guidance, contact SENDIASS, IPSEA, or the Equality Advisory and Support Service (EASS). See the full Legal and Support Disclaimer for details.
