Exam Access Arrangements

Parents and carers should let the SENCo know as soon as possible if their child has a substantial and long-term need generally with their learning. Equally teachers or the student may bring this to the attention of the SENCo.
The SENCo will work with teachers and the student to identify possible learning strategies, which may include exam access arrangements. These will be recorded on a one-page profile.

The SENCo will gather evidence of need from the teachers to decide if exam access arrangements may be necessary. There are a wide variety of access arrangements available.
If an external assessor diagnoses a learning difficulty (eg: dyslexia, dyscalculia), the assessment can only be used as evidence for access arrangements if the assessor has liaised with the school in advance and received the necessary access arrangements paperwork. Please note that a diagnosis is important information for school to be aware of, but it does not always require exam access arrangements.
Specialists (for example, a medical consultant, a psychiatrist) are responsible for providing a formal diagnosis. They are not responsible for decisions about access arrangements.
The SENCO will decide which access arrangements may be suitable and will be mindful that a student does not receive an unfair advantage or disadvantage.
Exam access arrangements will be initially trialed in the classroom, in tests or in mock exams.

The SENCo may have to apply online to JCQ for some of the arrangements available – psychometric testing may be needed to support such applications. The SENCO will complete these if necessary.
All exam access arrangements need to be supported by the appropriate JCQ paperwork and teacher evidence. This will be held centrally in school and can be inspected by JCQ at any time without notice, throughout the year.

Schools and colleges must follow the rules. When inspected, if they are found to be breaking the rules, this will be malpractice.
Please note that low level anxiety, not finishing the paper in time, not achieving an aspirational grade and lower levels of academic ability are not sufficient grounds for access arrangements to be considered.
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.