Access Arrangements for Exams- what are they and do I need an assessment?

What are Access Arrangements?

Access Arrangements ensure that students with learning difficulties, disabilities, or other challenges receive the necessary accommodations to access their exams fairly, without being disadvantaged by their condition. These arrangements aim to remove barriers caused by a student’s difficulties while maintaining the integrity of the exam.

Access arrangements are typically needed by students of all age groups, but they are most commonly seen in students of secondary school age, particularly those who are preparing for exams such as GCSEs or A Levels.

The most common time for access arrangements is during Key Stage 4, when students prepare for GCSEs or equivalent qualifications.

• Access arrangements such as extra time, scribes, readers, or the use of a laptop are commonly requested for students with learning difficulties, disabilities, or long-term medical conditions.
• This is a critical time because the GCSE exams are formal examinations, and ensuring that students are not disadvantaged is crucial for their future academic and career prospects.

What is an Access Arrangements Assessment?

The assessment is vital for identifying needs and providing appropriate support. The assessment is designed to identify a student’s specific needs and to determine which exam accommodations (access arrangements) are necessary to help them perform at their best. It ensures that the student is not unfairly disadvantaged during exams due to conditions like dyslexia, dyspraxia, ADHD, autism, or physical impairments.

The assessment is typically conducted by a specialist assessor, such as an educational psychologist, specialist teacher, or another qualified professional. The school’s SENCo (Special Educational Needs Coordinator) often oversees the process.

The assessment usually involves standardised tests that measure various aspects of the student’s cognitive and academic abilities, such as:

1. Reading speed and comprehension: To check for reading difficulties like dyslexia.
2. Writing speed: To identify challenges with handwriting or written expression.
3. Memory and processing speed: To detect issues with working memory or slow cognitive processing.
4. Spelling and grammar: To evaluate written communication skills.

The results of these tests are compared to age-related norms to determine if the student’s performance is significantly below average and if this affects their ability to complete exams within the standard time or without assistance.

The assessment must also demonstrate that the access arrangements reflect the student’s normal way of working in the classroom. For example, if the student regularly uses extra time or a laptop for assignments, this should be included as part of the evidence.

What are the different types of Access Arrangement?

Depending on the results, a range of access arrangements can be recommended, such as:

1. Extra time: Common for students with slow processing speed or specific learning difficulties.
2. Reader: For students who struggle with reading comprehension.
3. Scribe: For students who have difficulties with writing or spelling.
4. Laptop/ Word processor: For students who find typing easier than writing by hand.
5. Rest breaks: For students with physical or medical conditions that affect concentration or stamina.
6. Modified exam papers: Larger print or Braille versions for students with visual impairments.

What happens after the assessment?

The findings are typically recorded on Form 8 and submitted to the Joint Council for Qualifications (JCQ), the body that oversees public examinations in the UK. The SENCo, along with the specialist assessor, ensures that the student is provided with the appropriate access arrangements for their exams.

At Owl Tutors, we are pleased to be able to offer Access Arrangements Assessments with our Specialist Assessor, Frankie. Please contact us for further information.

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