Supporting EAL Learners: What Schools Are Reasonably Expected to Do Under the Equality Act

Over recent months, our team has carried out a significant number of accessibility audits in schools across the UK—many of which have a very high proportion of pupils who speak English as an Additional Language (EAL). In several schools, more than half of the pupil population speaks a language other than English at home, and many parents also have limited English proficiency.

This pattern is becoming increasingly common, and it raises an important question: what are schools reasonably expected to do to support EAL learners and their families under the Equality Act 2010?

The answer is both reassuring and practical. Schools are not expected to overhaul their entire curriculum or translate every document into multiple languages. Instead, they are required to make reasonable adjustments—proportionate, achievable steps that remove barriers to learning, communication, and participation.

Below, we outline the most effective and realistic adjustments schools can implement, based on what we have observed during our audits.

Understanding EAL as an Accessibility Issue

Although EAL is not a disability, language barriers can significantly affect a pupil’s ability to access learning, understand instructions, and participate fully in school life. Under the Equality Act, schools must ensure that pupils are not disadvantaged because of a protected characteristic such as race or ethnicity.

For EAL learners, this means ensuring that language does not become a barrier to education, safety, or inclusion.

Reasonable Adjustments for Learning

Schools are expected to take practical steps that help EAL pupils understand and engage with the curriculum. These adjustments are simple, low‑cost, and highly effective:

• Use of visual supports such as diagrams, icons, labelled displays, and visual timetables.

• Pre‑teaching key vocabulary before introducing new topics.

• Chunking instructions into short, clear steps supported by visuals or demonstrations.

• Structured talk opportunities, including sentence starters and modelled language.

• Alternative recording methods, such as mind maps, ICT tools, or oral responses.

• Buddy systems, pairing new arrivals with peers who speak the same language or confident English speakers.

• Targeted small‑group language sessions for pupils at early stages of English acquisition.

These adjustments fall well within the scope of “reasonable” and align with national guidance on inclusive teaching.

Reasonable Adjustments for Communication With Parents

A large number of schools we audited highlighted the challenge of communicating effectively with parents who do not speak English. Under the Equality Act, schools must ensure that essential information is accessible to all families. Reasonable adjustments include:

• Translated summaries of key messages (not full translations of every document).

• Plain‑English versions of letters and newsletters.

• Use of translation tools such as Microsoft Translator during meetings or phone calls.

• Visual or symbol‑based communication for families with limited literacy.

• Providing interpreters for important meetings such as SEND reviews or safeguarding discussions.

• Multilingual welcome packs for new families.

• Website translation options, which many schools already offer.

These steps ensure that parents can understand safeguarding information, behaviour expectations, attendance requirements, and key school updates—without placing unreasonable demands on staff.

Reasonable Adjustments for Whole‑School Inclusion

Schools also have obligations to ensure that EAL pupils feel included in the wider school community. Reasonable adjustments include:

• Celebrating cultural diversity through assemblies, displays, and curriculum content.

• Ensuring pupils see their languages represented in signage or welcome materials.

• Providing opportunities for pupils to share cultural experiences, strengthening belonging and identity.

• Gathering feedback from EAL families on communication and inclusion.

These actions help create a school culture where every child feels valued and understood.

Why This Matters

Our audits consistently show that schools with high numbers of EAL learners are working hard to meet their obligations—but many are unsure what is “reasonable” under the Equality Act. The good news is that reasonable adjustments do not require extensive resources or specialist staff. They simply require awareness, consistency, and a commitment to removing barriers.

By adopting these practical strategies, schools can significantly improve learning access, strengthen communication with families, and ensure compliance with the Equality Act—while building a more inclusive, supportive environment for all.