Exam Access Arrangements

If a student has an identified learning need or disability that means that he or she is disadvantaged in comparison to other students of similar ability, he or she may qualify for access arrangements for public examinations. There are a number of different types of access arrangement and these are determined by the Joint Council for Qualifications (JCQ). The main ones are listed at the bottom of this document. The criteria that must be met for an access arrangement changes frequently and JCQ issue guidance booklets every year. You can access these online – www.jcq.org.uk for information.

Please note, exam access arrangements given in primary school do not automatically continue up into secondary school. All students will be monitored and those where there is succificent evidence to suggest that their identified learning need is hindering exam success will be assessed. This process is led by the school, not by parents.

More information can be found below.

Reasonable Adjustments

The Equality Act 2010 requires an Awarding Body (Exam Board) to make reasonable adjustments where a disabled person would be at a substantial disadvantage in undertaking an assessment.

How reasonable the adjustment is will depend on a number of factors including the needs of the disabled candidate/learner. An adjustment may not be considered reasonable if it involves unreasonable costs, timeframes or affects the security or integrity of the assessment. (JCQ 2017)

When will we assess students?

We will assess all students at the end of year 9 in order to ascertain whether students meet the criteria and subsequently apply for access arrangements to be granted. Any application is only valid for 26 months and it is for this reason that we do not apply earlier.

In order for us to apply we need to provide evidence of an ongoing need and show that the access arrangement we apply for is the student’s normal way of working. Therefore, throughout Years 7, 8 and 9 we may trial various strategies in order to make sure that we are not only meeting the criteria but that we can work out what might be the best provision for your child.

No access arrangement is formalised until the end of Year 9/start of Year 10 and any arrangement made before that time is essentially part of the assessment process. This can be quite confusing for parents as we are aware that students have sometimes been granted an access arrangement for tests at primary school. Please be aware that these do not carry forward and that the assessment process for GCSE examinations, does not occur until year 9/10. Please also be aware that having an Education Health and Care Plan or diagnosis of a Specific Learning Difficulty or ASD or ADHD does not necessarily mean that a student will qualify for access arrangements, even if your child has regular in class support.

In some exceptional circumstances, if there has been a significant change in needs, we may assess your child or apply for access arrangements in the summer of year 10 or year 12. If this is the case, we will still need evidence that the access arrangement is the student’s normal way of working.

As you can imagine, the number of applications for access arrangements has increased rapidly over the past few years.

“The SENCo must be satisfied that the candidate has an impairment which has a substantial and long term adverse effect, giving rise to persistent and significant difficulties; and the candidate is disabled within the meaning of the Equality Act 2010”.
Access Arrangements and Reasonable adjustments – JCQ 2018/19

Below is a summary of the current JCQ directives regarding access arrangements.

Supervised rest breaks:

  • These must always be considered before applying for extra time.
  • These will be allowed where it is the candidate’s normal way of working.
  • Medical conditions – rest breaks can be agreed if you have a serious medical condition, examples of this are type 1 diabetes or a sensory need. Medical evidence is required. AD(H)D – if you have a diagnosis we will look at the recommendations and consider whether rest breaks will be helpful in exams. Evidence of your diagnosis is required.
  • Evidence from CAMHs of current treatment for a condition that requires rest breaks. However, we do not accept evidence from this service if you have been discharged from treatment.

Please Note: We are not able or allowed to provide rest breaks in advance for anxiety/worry/ stress caused by taking exams. It is normal to feel stressed and worried about exams. Please feel reassured that our exam invigilators are experienced and trained to deal with students who are upset and worried on the day.

Prompter:

  • These do not need to be registered on Access Arrangements Online.
  • A prompter may be permitted where a candidate has a substantial and long term adverse impairment resulting in persistent distractibility or significant difficulty in concentrating.

25% extra time:

  • These must be applied for and registered on Access Arrangements Online.
  • Applications will be considered based on either a Statement of Special Educational Need or an assessment carried out no earlier than Year 9 by a specialist assessor to confirm a learning difficulty.
  • Candidates with 25% extra time normally sit their examinations in the hall (unless an additional arrangement such as a reader/scribe is in place).
  • Candidates must have at least one below average standardised score of 84 or less in either;
    • Speed of reading
    • Speed of reading comprehension
    • Speed of writing
    • Cognitive processing measures.

Allocation of a reader:

  • These must be applied for and registered on Access Arrangements Online.
  • Applications will be considered based on either a Statement of Special Educational Need or an assessment carried out no earlier than Year 9 by a specialist assessor to confirm a learning difficulty.
  • A reader will only be allowed if; language and vocabulary difficulties have a substantial and long term adverse effect on the candidates’ ability to access written text or there is a substantial and long term visual impairment which means the candidate cannot access Braille or enlarged print independently.
  • Where substantial impairment is evidenced the SENCO must be able to demonstrate the candidate would be at a substantial disadvantage when compared with other, non-disabled candidates undertaking the exam.

Allocation of a scribe:

  • These must be applied for and registered on Access Arrangements Online.
  • Applications will be considered based on either a Statement of Special Educational Need or an assessment carried out no earlier than Year 9 by a specialist assessor to confirm a learning difficulty.
  • If a word processor is the candidates’ normal way of working within school then it should be used within examinations.
  • The use of a scribe must reflect the candidates’ normal way of working within school.
  • A scribe should only be used where a candidate cannot use a word processor with the spelling and grammar check disabled.
  • A scribe will only be allowed where; impairment has a substantial and long term adverse effect on the candidates’ writing or a candidate cannot write, type or Braille independently, or at sufficient speed to record their answers even with extra time allowed.

Word Processor:
The following criteria details how the centre awards and allocates word processors for examinations and controlled assessments.

  • If a candidate believes they should be using a word processor for their examinations and/or controlled assessments they must first speak with the SENCo. The use of a laptop will only be granted to a student if it is appropriate to their needs and approved by the SENCo.
  • If the SENCo agrees that a word processor is acceptable for a candidate to use in their examinations and/or controlled assessments (as set out in Section 5.8 of the JCQ Access Arrangements and Reasonable Adjustments), they will inform the examinations officer and subject leader staff by email.
  • The examinations officer, will then add this entitlement to their Exams profile so it is recorded for public examination seasons. However, please note that the candidate may or may not wish to use the word processor on the day of the examination and may only use the word processor for certain subjects.
  • The subject leader must make sure that the word processor is ready if the candidate wants to use this for their controlled assessment. However, the candidate may or may not wish to use the word processor on the day of the controlled assessment. Please note that word processors cannot be used in controlled assessments if prohibited for that unit and/or specification. The examinations officer will be able to advise and/or contact the relevant awarding body to seek clarification or permission to use a word processor in that controlled assessment unit.
  • The JCQ requirement and recommendation for candidates regarding the use of word processors in examinations and/or controlled assessments is that this is their normal way of working.
  • Where possible, students taking year group, in class and other tests and assessments will have the opportunity to use a laptop, if one is available. There will be occasions, particularly during the year 11 mock exam series and the summer public exam series, where laptops may not be available to other year groups.

This centre follows the 2018-19 JCQ rules from the Access Arrangements regulation book regarding the use of word processors, noted below:

(AA 5.8.1)

  • Provides a word processor with the spelling and grammar check facility/predictive text disabled (switched off).
  • Only grants the use of a word processor to a candidate where it is their normal way of working.
  • Only grants the use of a word processor to a candidate if it is appropriate to their needs (for example, the quality of language significantly improves as a result of using a word processor due to problems with planning and organisation when writing by hand). The above also extends to the use of electronic braillers and tablets.

(AA 5.8.2)

  • Provides access to word processors to candidates in non-examination assessments (including controlled assessments or coursework) components as standard practice unless prohibited by the specification.

(AA 5.8.3)

  • Allows candidates to use a word processor in an examination to type certain questions, i.e. those requiring extended writing, and handwrite shorter answers. The centre is also aware that examinations which have a significant amount of writing, as well as those that place a greater demand on the need to organise thought and plan extended answers, are those where candidates will frequently need to type. Examinations which require more simplistic answers are often easier to handwrite within the answer booklet. The candidate avoids the difficulty of visually tracking between the question paper and screen.

(AA 5.8.4)

  • In all cases, ensures that a word processor cover sheet (Form 4) is completed and included with each candidate’s typed script.
  • Does not simply grant the use of a word processor to a candidate because he/she prefers to type rather than write or can work faster on a keyboard, or because he/she uses a laptop at home

Please note: Re: Maths – The use of a word processor in exams is for students who need to do extended writing. Unless there is a medical reason or a specific need, we do not permit the use of a word processor for Maths

Separate Invigilation: (students sit with others in a smaller room rather than in the Sports Hall) for examinations and controlled assessments.

There is an exceptionally high demand for separate invigilation and we require medical evidence of need from a consultant or specialist. We cannot accept a letter from GPs. This must be dated within one year of the exam to be taken. Unless it is for a serious, acute and/or chronic medical or psychological condition, we cannot provide Separate Invigilation. General anxiety, low mood, stress indicators or other common conditions or factors will generally not provide adequate evidence for separate invigilation. We encourage all students requesting separate invigilation to make use of the school’s pastoral support and BEAT sessions to help with student exam stress.

Individual Invigilation
Individual Invigilation can only be accommodated in highly exceptional circumstances. We require evidence of need from a consultant or specialist which provides details of the student’s condition and states exactly why Individual Invigilation is necessary for that student. A standard, general letter about their condition would not suffice. Following submission of this evidence, the SENCo and Examinations Officer will make a final decision and communicate this back to the applicant and parents/carers.

This page provides information and advice relating to access arrangements in public exams, including: GCSE, A Level, BTEC Diploma, Functional Skills and EPQ. Below you will find some frequently asked questions and answers related to access arrangements applications.

What are access arrangements?Who is eligible for access arrangements?

Anyone with a special educational need or disability may be eligible for access arrangements in public exams. They can also be considered for candidates with temporary injury.

The JCQ outlines 4 areas of need, including:
1. Cognition and Learning:

  • specific learning difficulties such as: dyslexia and dyspraxia,
  • candidates must be assessed by a specialist assessor who is level 7 qualified

2. Communication and Communication Need:

  • candidates with autism
  • candidates with speech and language needs
  • candidates must be assessed by a speech and language therapist, clinical specialist or specialist assessor
  • any difficulty must be within the candidates first language

3. Sensory and/or Physical Needs:

  • candidates with visual impairment (VI), hearing impairment (HI) or other sensory need
  • candidates with physical disability, such as cerebral palsy Candidates must be assessed by a specialist clinician, such as a physiotherapist, occupational therapist or other clinician
  • candidates must be assessed by a specialist teacher for VI and/or HI where there are sensory needs

4. Social, Emotional and Mental Health Needs:

  • candidates with ADHD/ADD and anxiety-related conditions
  • candidates must be assessed by a specialist clinician, such as a neurodevelopmental pediatrician or clinical psychiatrist.

Can a candidate have an exam concession without a diagnosis?

The short answer is yes. A candidate does not necessarily have to have a diagnosed learning difficulty or disability to be allowed an access arrangement. However, there must be evidence of need and normal way of working, in addition to other criteria, such as below average performance (below standard score of 85) in certain skills.

If a candidate has a specific diagnosis, there is still a requirement to provide evidence of need and normal way of working before an application can be made.

There is no automatic entitlement to access arrangements for a student who is disabled or experiencing special educational needs. Each application has to be made on its own merit. For some students a reasonable adjustment may not remove their barrier to achievement, whereas for another student it may.

Access arrangements are intended to increase access to exams but cannot be granted where they will directly affect performance in the skills that are the focus of the test.

What are the most common types of need for an access arrangement?

Most applications for access arrangements are for candidates who experience difficulties in areas such as:

  • slow and/or inaccurate reading
  • maintaining attention and/or concentration
  • very slow and/or illegible handwriting
  • weak memory
  • speech and language difficulties
  • visual perception and/or visual tracking
  • visual impairment or hearing impairment
  • slow rate of working
  • anxiety

What is the difference between an access arrangement and special consideration?

Special consideration is an adjustment to a candidate’s mark or grade to reflect temporary illness, injury or other indisposition at the time of the assessment. It may be applied for a candidate if the Centre has failed to put permitted access arrangements into place during the exam series. It can only be provided when all the correct procedures have been followed and it is clear that the candidate was eligible for arrangements at the time of the exam. Access arrangements are alterations or adjustments to the delivery of the external exams themselves, based upon evidence of need.

What are the most common types of access arrangements?

There are a number of different arrangements which can be made according to the individual needs of the candidate. All applications must be personalised to the individual and based upon a rigorous evaluation of need through specialist assessments by the appropriate professional.

The most common types of access arrangements are:

  • extra time
  • separate invigilation/small group room
  • word processor/laptop
  • reading pen
  • human or computer reader
  • supervised rest breaks
  • prompt
  • modified papers
  • coloured overlays
  • human scribe or voice activated software

What information is needed to make an application?

The information needed depends upon the access arrangement being applied for. Some arrangements require a specialist assessment by a level 7 qualified specialist assessor, whereas others require an assessment by other professionals, such as an occupational therapist.

The JCQ Regulations are updated every year at the beginning of each academic year and provide information regarding the evidence needed for each access arrangement.

It is essential that the application reflects the candidate’s need and normal way of working: i.e. if a candidate requires a reasonable adjustment within the classroom to access the learning environment, they will also need this adjustment to access an external exam.

Does an EHC Plan qualify a candidate for access arrangements?

No. The EHCP can be used as evidence for the requirement to implement access arrangements. However, as described above, the application must be based upon evidence of need, which would be determined by the specialists involved in the care of the candidate. This also involves evidence that this is the candidates usual way of working. Applications must be processed in the same way as for those without an EHCP, through the AAO and the access arrangements must be stated within the EHCP documentation. There is no requirement to complete a Form 8.

Who are the JCQ?

The JCQ – Joint Council of Qualifications – are the Regulatory body who regulate most of the exam boards in external examinations. Their Regulations are published in September and updated every year. These Regulations are mandatory to schools who are offering external exams and the JCQ will inspect schools’ records every year.

Who makes the decision over the arrangements to be made?

The SENCO is responsible for making the final decision. Where there has been a specialist assessment, the SENCO should consider the recommendations, but does not have to follow them. The application must be based upon need and normal way of working in the classroom, in addition to meeting the revised published criteria.

Am I able to pay for a specialist assessment?

Where there is an established relationship with the setting, the parents can be asked to pay for the updated assessment. However, if a parent commissions an assessment from an assessor who does not have a special relationship with the school, the setting do not have to follow the recommendations of this assessment. We would also need to have evidence that this is the candidates usual way of working. Parents are always advised to contact the school first, before commissioning an external assessment.

Can a setting charge for an exam arrangement?

No. An exam access arrangement is a reasonable adjustment under Disability legislation and is therefore put in place to support a protected characteristic, as a legal requirement. It is therefore illegal to request payment for something which is a legal requirement.