Start by adapting your teaching and the room under the graduated approach: predictable routines, low-distraction seating, chunked tasks, and movement breaks. They are a legal duty and need not wait for a diagnosis. Most pupils with ADHD are disabled under the Equality Act 2010, so a school’s duty to adjust is owed to them whether or not they have a formal diagnosis or an EHC plan.
The adjustments to put in place now
These are the environmental changes NICE sets out for ADHD, mapped onto the classroom. You can start any of them this week.
- Seat the pupil away from distractions. Near the front, away from windows, doors and busy walkways, and next to a calm peer rather than the door.
- Make the day predictable. Use a visible timetable and on-desk timers, and give advance warning before any change of activity or routine.
- Chunk tasks and build in movement. Shorter periods of focus, a clear “what done looks like”, and an agreed “I need a break” card so the pupil can step away before they hit overload.
- Back up spoken instructions in writing. One step at a time, on the board or a task card, so a missed verbal instruction is not a lost lesson.
- Cut sensory load. Reduce noise where you can, and allow ear defenders or headphones for independent work.
- Catch the effort, not just the slip. Specific, frequent praise for on-task behaviour does more than sanctions for the impulsive moments.
If quality first teaching is not enough
When good, adapted classroom teaching does not move the pupil far enough, the next step is to put them on SEN Support and run the assess, plan, do and review cycle with your SENCO. You assess what is getting in the way, agree the adjustments and who does what, put them in place, then review whether they worked and refine them. As the class teacher you stay responsible for the pupil’s progress throughout. The SENCO co-ordinates; they do not take the pupil off your books. Most pupils with ADHD are supported well at this level without ever needing an EHC plan.
Why this is a duty, not goodwill
A school’s responsible body has to make reasonable adjustments for disabled pupils, and that duty is anticipatory: you are expected to plan for the barriers ADHD creates in advance, not wait for a pupil to fall behind first (Equality Act 2010, s.85 and Schedule 13). A light note on the horizon: the February 2026 Schools White Paper proposes a statutory Individual Support Plan for every child with SEND, but nothing in it takes effect before September 2030, so SEN Support and the graduated approach remain the framework you work to today.
Where the law comes from
- NICE NG87: Attention deficit hyperactivity disorder: diagnosis and management (recommendations)
- Department for Education / DoH: SEND Code of Practice: 0 to 25 years (2015), graduated approach paras 6.36–6.56
- Equality Act 2010, s.85: duty of schools' responsible bodies (legislation.gov.uk)
- Equality and Human Rights Commission: Reasonable adjustments for disabled pupils (technical guidance, 2015)
Related
This page is general information, not clinical or legal advice.