How to write accessible web content

Headings and structure in web content

This guidance is for anyone creating or editing council web content. You do not need technical or accessibility expertise to follow it.

Use clear, meaningful headings and structure. This makes it easier for people to scan, read and find information.

Why headings matter

Headings organise content into sections and show how information is structured.

Headings help people:

scan content quickly
understand how information is organised
go straight to the section they need

This is especially important for people who:

use mobile devices or small screens
have dyslexia or cognitive impairments
use assistive tools, like screen readers, keyboards, or voice control

Assistive tools, like screen readers, use headings like a table of contents so users can move quickly between sections

When headings are missing, unclear, or structured incorrectly, content becomes harder to read and navigate for everyone.

Writing descriptive headings

Effective headings are specific, concise, and written in plain English. Each heading should explain what the section contains and make sense on its own.

Do:

use headings that clearly describe the content that follows
keep headings short and focused (under 60 characters)

Where possible:

use plain English
use words people are likely to search for
put the most important words first
use active language
use sentence case (capitalise only proper nouns)

Do not use headings that:

exist only for layout, spacing, or appearance
rely on visual styling alone (for example, bold, italics, or all caps)
are vague or generic, such as “Learn more”
repeat the same wording across multiple headings
rely on unexplained jargon, abbreviations, or acronyms
are written as questions when a statement is clearer

You do not need body text between headings unless it adds useful context.

Tip: Read headings in order without the body text. If they do not explain the page clearly on their own, rewrite them.

Structuring headings for accessibility

Web page headings

On web pages, the visual appearance of headings is usually set by the website developer. Web editors must use the correct heading levels in the website editing tool so headings work with assistive technologies.

When creating web page headings:

page titles are usually heading level 1 (may be automatic)
start content at heading level 2
use heading levels in a logical order
check heading levels when adding or moving content

Do not:

skip heading levels (for example, from heading level 2 to heading level 4)
choose heading levels based on how they look

Learn more in How to make web pages accessible.

Document headings (Word, PowerPoint)

In documents, authors control both the visual appearance and structure of headings.

Use built-in heading styles so content works for people reading visually and with assistive tools. Screen readers rely on special coding in heading styles to understand document structure and move between sections.

When creating headings in documents:

use heading level 1 for the main title
use heading levels 2 and 3 for sections and sub-sections
keep visual styling consistent for headings at the same level
check heading styles are correct when adding or moving content

Learn more in How to make Word documents accessible.

PDF headings

Avoid publishing PDFs unless necessary. PDFs often have missing or incorrect headings and are hard to navigate with assistive tools.

Heading structure is difficult to fix after a PDF is created without special paid software. To make PDFs accessible:

create accessible content in the source document (for example, Word)
use proper heading styles in the source document
export the document as a tagged, accessible PDF

Learn how to do this in How to make Word documents accessible

Examples of good and poor headings

Good examples:

Apply for free school meals
What happens after you apply
Documents you need to provide

Poor examples:

Apply now
More information
Introduction

Good headings describe the section. Poor headings do not.

Structuring lists for accessibility

Lists help people scan content, understand information, and navigate pages.

Assistive tools can identify lists and announce how items are grouped, including how many items they contain. This helps people understand structure and move through content efficiently.

Do:

use built-in bulleted or numbered list styles
break up long sentences or paragraphs into clear points
make sure each list item can be read and understood on its own
use more than one item in a list (if there is only one point, use a sentence or paragraph instead)

Where possible:

use lists only when items are related and of equal importance
keep list items short, clear, and written in plain English
limit each list item to one sentence
put the most important information at the start of each list item
place links at the end of list items to improve readability

Do not:

rely on visual spacing alone to show steps or actions
use manual dashes, numbers, or styling instead of list tools
add spaces, images, or tables between list items
include long paragraphs within a single list item
use bullets to visually indent content that is not a list
end bullet points with commas or semicolons
end bullet points with “and” or “or” (rare exceptions may apply)

Avoid turning an entire bullet point into a link. Place links within the bullet text or at the end of the list item.

Using lists in practice (examples)

This section shows how the principles in the previous section work when writing real content.

Bulleted lists

Bulleted lists are used in two ways:

Part of a continuous sentence – start with lowercase word, no punctuation at the end
Complete sentences – start with capital letters and finish with punctuation

Example: Continuous sentence list

When a list forms part of a sentence:

use a lead-in line that ends with a colon
put shared information in the lead-in line
ensure each bullet flows naturally from the sentence
keep tense and verb forms consistent
start bullet points with lower-case letters (unless starting with a proper noun)
keep each bullet to one short sentence
avoid punctuation at the end of bullet points

Example: Complete sentence list

When list items are complete sentences:

Start each bullet point with a capital letter.
Finish each bullet point with a full stop (or question mark).
Keep sentences short, clear, and focused.

Example: List following a heading

Do not use a lead-in sentence.
Do not put a colon after the heading.
Use one short sentence per list item.
Start each item with a capital letter.
Finish each item with a full stop (or question mark).

Example: Numbered list with steps

Use a numbered list only when the order matters.

Follow these steps to add a numbered list:

Write each step as a short, complete sentence.
Start each sentence with a capital letter.
Finish each sentence with a full stop.
Apply the numbered list style using the editing tool.

Common mistakes we see

These are the most common issues that make content harder to navigate and understand, especially for people using assistive tools.

Headings

Using headings just for spacing or appearance
Using text that looks like a heading but isn’t set up as one.
Skipping heading levels (for example, going from heading 2 to heading 4).
Writing vague headings, like “Introduction” or “More information”.
Repeating the same heading in different sections.
Using different heading levels or styles for the same type of section

Lists

Not using built-in list tools, so assistive tools can’t read them as lists
Using a list for content that isn’t really a list (for example, an address)
Mixing full sentences and short phrases in the same list
Making list items too long or complicated
Mixing bullet points and numbered steps in the same sequence
Ending list items inconsistently or using the wrong punctuation

Accessibility standards and resources

Following this guidance helps more people access council content and supports compliance with UK accessibility regulations, including PSBAR 2018.

For more guidance on headings and structure:

If system or format limits stop you from following this guidance, contact the Communications and Marketing team before publishing.

Last reviewed: 05 January 2025