Year 11, Exams & Post-16

Exam Access Arrangements - guidance for parents, carers and students about access arrangements - JCQ

What are access arrangements?

Access arrangements allow students with specific needs, such as additional learning needs (previously special educational needs and disabilities) to access an exam. Access arrangements are only granted to students who without this access arrangement in place, the student would be disadvantaged. Access arrangements allow students to show what they know and can do without changing the demands of the exam.

When does the process start?

Access Arrangements commence in Year 7 and thereafter, as soon as possible. Parents and carers should let the ALNCo (SENCo) know as soon as possible if their child has additional needs. Good and open communication is important. Access Arrangements for students in Year 11 were allocated when students were in Year 10 or Year 9. The ALNCo (SENCo) will work with teachers and the student to identify possible arrangements.

Requests for Access Arrangements starting in Year 11

Students cannot start to have access arrangements in Year 11 unless the examination officer and specialist assessor and ALNCo have fully assessed for need and there is evidence to demonstrate that this is a student’s normal way of working.

What Access Arrangements are available?

Various access arrangements are available. For example, support for students who have difficulties with reading, writing, speed of working and concentration. Exam anxiety is not a JCQ accepted reason for an Access Arrangement to be in place. Not all students with additional needs will require access arrangements. It depends on whether their difficulty affects their access to exams. Additional needs alone do not entitle a student to access arrangements.

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: supervised rest breaks; extra time, word processor/laptop, reading pen, computer reader, separate accommodation, up to 25% extra time, supervised rest breaks

Who will make the assessment?

If a student has additional learning needs, LBHS’ appointed assessor ALNCo – Mrs Neild-Le Conte) must conduct the assessment to determine the need for access arrangements such as 25% extra time. If an external assessor diagnoses a learning difficulty (for example, dyslexia, dyscalculia), the assessment can only be used as evidence for access arrangements if the assessor has liaised with LBHS in advance and received the necessary access arrangements paperwork.

The assessment does not guarantee the arrangements to be put in place as this depends on the LBHS specialist assessor and examination officer 1) carrying out their own assessments, 2) validating that this arrangement is the student’s normal way of working and collecting evidence for each subject that the arrangements are being applied for. Specialists (for example CAMHS, a medical consultant, a psychiatrist) are responsible for providing a formal diagnosis. They are not responsible for decisions about access arrangements. A letter from a GP / CAMHS requesting an access arrangement to be in place for a student can only be used for evidence by LBHS. It is not a guarantee that the access arrangement will be granted.

The school or college must decide which access arrangements a student has for their exams. Teachers for each subject must give evidence to show that an access arrangement is needed in that subject. Additionally, LBHS will record how effective the arrangement is in the classroom, in internal tests or in mock exams.

What else needs to be done?

LBHS will have to apply for some arrangements. If a student has complex needs, LBHS can discuss their needs with the exam board.

Finally...

LBHS must follow the rules. We are inspected and if we are found to be breaking the rules, this will be malpractice. Parents, students and staff can request access arrangements, but they will only be granted once the specialist assessor and examination officer have verified the access arrangement and that without this access arrangement in place, the student would be disadvantaged.