Assessment Access Arrangements
Access arrangements are agreed before assessments to allow candidates with specific needs to access the assessment and show what they can do without changing the demands of the assessment. The intention is to meet the needs of an individual candidate without affecting the integrity of the assessment. Access arrangements are the principal way in which awarding bodies comply with the duty under the Equality Act 2010 to make ‘reasonable adjustments’.
The school must follow the regulations as set out by the Joint Council of Qualifications for Access Arrangements and Reasonable Adjustments. This is updated annually and the criteria for awarding different access arrangements can change.
FAQs
How long are applications for access arrangements valid for?
Applications for access arrangements are valid for 26 months.
When does the school conduct testing for access arrangements?
Most testing is conducted at the end of year 9 and start of year 10 (so that they are valid at time of GCSE exams).
Will my child’s access arrangements from primary school and key stage 3 continue into key stage 4?
In years 7, 8 and 9 we need to gather evidence of need and build a picture of a student’s normal way of working. As part of this process, we may trial a range of strategies and conduct additional testing. No access arrangement is formalised until year 10. Therefore, there is no automatic continuation of access arrangements granted in primary school or key stage 3. An access arrangement can be withdrawn if there is no longer significant need.
My child had access arrangements in place for their GCSEs. Will these continue automatically for GCE A level or BTEC courses?
Not necessarily. Although additional testing does not usually need to be repeated, the school will need to re-gather evidence of need for those access arrangements from their new subject teachers. For example, a student who mostly needed 25% Extra Time for subjects with extended writing at GCSE, may no longer need Extra Time if they are studying Maths and Science subjects at A level, for example. A new application to the Joint Council of Qualifications will then need to be made.
My child had access arrangements in place at the Howard and is now moving on to a new school, college or university. Will they still be eligible?
We will be able to pass on any details of access arrangements to the student’s new place of education. This will include the JCQ Form 8 or Form 9 used at GCSE and GCE level to apply for formal exam access arrangements.
My child has an EHCP and/or a diagnosis of a specific learning difficulty. Will they automatically qualify for access arrangements?
Not necessarily. An EHCP and/or diagnosis alone does not guarantee the need for an access arrangement in assessments. Further evidence of need and, in some circumstances, extra testing will be required.
How will I know if my child is entitled to an access arrangement?
Following testing and subsequent applications, the school will contact parents/carers to inform them about the access arrangements to which their child is entitled.
Will my child use these arrangements in lessons as well as in exams?
Access arrangements are based upon your child’s ‘normal way of working’. Therefore, if they are entitled to 25% extra time in exams, they should have the opportunity for this each time they have an in-class assessment. The 25% Extra Time will only be awarded in the first place if there is a clear evidence of need from teachers of a student working more slowly than their peers and consistently running out of time to complete class activities and assessments.
Can a privately commissioned assessment be used to award access arrangements?
Not necessarily. If a parent chooses to organise a privately commissioned assessment, the Inclusion team must be consulted prior to the assessment. All testing and evidence gathering for exam access arrangements is carried out in school, so a private diagnosis of dyslexia, for example, is not necessary to award access arrangements.
What access arrangements are available?
• Extra time
• Supervised rest breaks
• Reader (read aloud or reading pen)
• Word processor
• Prompt
• Sign language
• Scribe or speech recognition technology
• Language modifier
• Practical assistant
• Alternative site
• Any other arrangement for candidates with disabilities
Who should I contact if I have further queries about access arrangements for my child?
The Access Arrangements Co-Ordinator at the Howard is Mrs Kathryn Marlow.
If you have an enquiry about exam access arrangements, please complete the MS Form (link below) and we will get back to you:
https://forms.office.com/e/zQttZLpCzb
For further information, please see the JCQ guidelines