Exam Access Arrangements, Reasonable Adjustments and Special Consideration

In England, children and young people with additional needs may qualify for adjustments and specific arrangements for exams. A child or young person does not necessarily need a formal diagnosis to qualify for this support.

The education provider (school/college) decides if support is needed. It does so by looking at the rules set out in the Joint Council for Qualifications (JCQ). The Standards and Testing Agency (STA) oversees access arrangements for Key Stage 1 and 2 assessments.

Contents:

Access Arrangements

Access Arrangements are pre-examination adjustments, based on evidence of need and normal way of working. Access Arrangements fall into two categories: some arrangements are delegated to centres, others require prior approval by the exam body.

Reasonable Adjustments

The Equality Act 2010 mandates that Awarding Bodies make reasonable adjustments for disabled candidates. These adjustments are unique to each individual and may not always be part of the standard Access Arrangements.

Reasonable adjustments may depend on factors like the candidate's needs, costs, timeframes, and assessment security.

Adjustments must not alter the assessment objectives being tested.

Special Consideration

Special Consideration is an adjustment to a candidate's mark or grade after an exam. This may be made to reflect a temporary injury, illness or other factor, that impacted on them at the time of the examination/assessment.

You should speak to an exam officer for this to be considered. Further details can be found on the Regulations and Guidance section of the Joint Council for Qualifications website.

Evidencing Need

Candidates without a diagnosis can still qualify for concessions. This is based on evidence and a child/young person's normal way of working.

Further details are on the Access Arrangements, Reasonable Adjustments and Special Consideration section of the Joint Council for Qualifications website.

Types of reasonable adjustments during exams

Each student is unique, and the focus is on ensuring equal opportunities for all students during exams. Any adjustments will be individual for the student's specific needs and ways of working. Examples of adjustments that can be made include:

  • Extra Time: Students with specific needs, such as learning difficulties or disabilities, may be granted additional time to complete their exams. The extra time allows them to work at their own pace and ensures a fair assessment.
  • Separate Room: Some students may find it challenging to concentrate in a large exam hall due to sensory issues or anxiety. Providing a separate room can reduce distractions and create a more comfortable environment.
  • Prompter or Reader: For candidates with reading difficulties, a prompter or reader can assist. A prompter reads the questions aloud, while a reader reads the candidate's answers back to them.
  • Scribe: Students who struggle with writing due to physical disabilities or other reasons can have a scribe. The scribe writes down the student's dictated answers.
  • Use of Assistive Technology: Access to assistive technology, such as screen readers, speech-to-text software, or specialised keyboards, can be helpful. These tools accommodate various needs and ensure equal access.
  • Rest Breaks: Some students may require short breaks during longer exams. Rest breaks allow them to recharge and maintain focus.
  • Modified Question Papers: Simplified language or visual aids can be used in question papers. This helps students who struggle with complex wording or have visual impairments.
  • Large Print or Braille Papers: Students with visual impairments may need larger font sizes or Braille papers. Providing accessible formats ensures they can read the questions comfortably.
  • Use of Coloured Overlays or Paper: Coloured overlays or paper can help students with visual stress or dyslexia. These adjustments reduce glare and enhance readability.
  • Flexible Seating Arrangements: Some students benefit from specific seating arrangements, such as sitting near the front or away from distractions.

How to request specific adjustments

Parents, carers and young people can request specific adjustments through the educational setting or exam centre. To do so, contact the Special Educational Needs Coordinator (SENCO) or the person responsible for exam arrangements (exams officer).

Things to consider:

Provide Relevant Information:

  • Share detailed information about your child's needs, challenges, and any existing evidence.
  • Explain why specific adjustments are necessary.
  • Include any relevant medical reports, assessments, or observations.

Discuss Individual Needs:

  • Arrange a meeting with the school staff to discuss your child's individual requirements.
  • Consider factors such as sensory issues, anxiety, physical disabilities, or learning difficulties.
  • Collaborate to identify appropriate adjustments.

Explore Available Options:

  • Schools are familiar with a range of reasonable adjustments.
  • Discuss options such as extra time, separate rooms, readers, scribes, or assistive technology.
  • Understand which adjustments align with your child's needs.

Formal Request:

  • Submit a formal request for specific adjustments in writing.
  • Be clear about the requested accommodations.
  • Mention your child's unique circumstances and why the adjustments are necessary.

Assessment and Approval:

  • The school will assess the situation.
  • They may seek additional advice from educational psychologists or other professionals.
  • Once approved, the adjustments will be implemented during exams.

Review and Feedback:

  • Regularly review your child's progress and the effectiveness of the adjustments.
  • Provide feedback to the school if any modifications are needed.
  • Open communication and collaboration between parents, schools, and exam centres is essential. The goal is to ensure that every child has equal opportunities to demonstrate their abilities during exams.

What to do if the request for adjustment is declined

If requested adjustments are denied, it can be a challenging situation for both parents and students. Here are some steps to consider:

Open Dialogue:

  • Initiate an open and respectful conversation with the school.
  • Seek clarity on the reasons for denial.
  • Understand their perspective and share yours.
  • Highlight the impact of denied adjustments on their well-being and performance.

Review Evidence:

  • Revisit the evidence provided.
  • Ensure it clearly demonstrates the student's needs.

Appeal Process:

  • In England, there is an appeals process, which has to be made by educational establishments.

Get support if you need help

  • Reach out to organisations that support parents and carers of children with additional needs. SEND Advice Surrey can offer advice or advocate on your behalf where appropriate.

Emotional Wellbeing and Mental Health during exams

It's natural for children and young people to feel exam stress. The Mindwork's website has sections on Exam Stress and Managing emotions which includes a video sharing effective study strategies and relaxation techniques.