SENDCo Statement for Exam Access Arrangements 2024-2025
Exam Access Arrangements
- Access Arrangements involve pre-examination adjustments for candidates who might otherwise
be placed at a substantial disadvantage. These adjustments aim to create a level playing field for
all students. - Any adjustment is based solely on evidence of need and the student’s normal way of working
within the school environment. - There are various types of concessions that may be applied for, reflecting different needs. These
fall into two distinct categories: some arrangements are delegated to centres, while others require
prior JCQ awarding body approval. - The application process for access arrangements is rigorous and strictly adheres to the JCQ (Joint
Council of Qualifications) regulations. - Teaching staff support the SENDCo in the decision-making process by observing and identifying
students who are substantially disadvantaged in the classroom, when taking school tests, and
during exams over a sustained period of time, not just before external exams. - A diagnosis does not automatically qualify a student for access arrangements, as this is not a
diagnosis-driven process. However, there is often a requirement for a specialist assessment in
addition to classroom-based evidence of need and the student’s normal way of working. - Where a medical or physical condition is present, evidence must be obtained from an
appropriately qualified professional whose role is to detail the nature of the difficulty or disability
and describe how it impacts teaching and learning. - The SENDCo takes the lead in determining the relevant exam access arrangement based on
significant school-evidenced need and a history of provision that demonstrates the student being
disadvantaged compared to peers.
Who can carry out assessments:
The Head of Centre is responsible for appointing a specialist assessor who is qualified and has the required
level of competence as specified by the JCQ to conduct specialist assessments.
The school currently works with an approved specialist assessor who has an established relationship with
Yavneh College and a proven, up-to-date understanding of the JCQ regulations pertaining to exam
access arrangements.
The JCQ stipulates that only specialist assessors who are either employed by or appointed by the setting
are allowed to conduct the specialist assessments. Parents are advised that settings cannot accept
independent reports and will not recognize the recommendations made by an external assessor
regarding exam access arrangements.
- Assessments for a scribe, oral language modifier, and extra time must be carried out by an
appropriately qualified assessor. - The Head of Centre checks the assessor’s qualifications and stores the relevant documentation for
inspection purposes. - Evidence of the assessor’s qualifications is held on file for inspection purposes and presented to the
JCQ Centre Inspector by the SENDCo.
Assessor of candidates with learning difficulties
An assessor of candidates with learning difficulties must be an appropriately qualified and schoolappointed access arrangements assessor, psychologist, or specialist assessor who:
- Has a thorough understanding of the current edition of the JCQ publication Access Arrangements
and Reasonable Adjustments and the principles, procedures, and accountabilities involved. - Is familiar with the Equality Act 2010 (although it is not their role to determine what is a ‘reasonable
adjustment,’ but rather to help identify access arrangements that might assist the candidate in
examinations and assessments and are thus potentially reasonable adjustments). - Holds an appropriate qualification to teach and make recommendations for secondary-aged or
adult learners who have learning difficulties or is a Health and Care Professions Council Registered
Psychologist or Specialist Teacher with the current SPLD Assessment Practicing Certificate as
outlined in section 7.3.4 of the JCQ guidelines. - Seeks school-based evidence of the candidate’s normal way of working prior to undertaking any
assessment. - Conducts appropriate assessments to identify the candidate’s needs.
- Provides appropriate evidence to confirm the candidate’s needs.
- Completes the necessary documentation as required by JCQ and the awarding body.
Private Educational Psychologists’ or other commissioned reports
Parents or carers may choose to have their child assessed by a private educational psychologist. However, such reports cannot be used as evidence to award exam access arrangements,
including extra time.
- A private educational psychologist’s report can be expensive, potentially disadvantaging parents
who cannot afford one. - As an exam centre, Yavneh College ensures consistency in decisions and makes certain that no
student is given an unfair advantage or is disadvantaged by the arrangements made. - A privately commissioned assessment carried out without prior consultation with the centre will not
be used to award access arrangements. - Where privately commissioned reports do not satisfy the criteria or contradict our school-based
assessment and evidence of need, the Centre’s judgment will take precedence in determining
exam access arrangements. - If the school does not accept a privately commissioned report, the decision is final, and no further
correspondence regarding the matter will take place.
Exceptional Cases Involving External Assessors
If an external assessor is used, the school ensures the following:
- A relationship with the SENDCo must be established prior to any assessment.
- The external assessor must work with the SENDCo to ensure a joined-up approach.
- The SENDCo provides background information, assessment and/or screening results, including the
normal way of working and school-based evidence of need. - The assessor discusses the arrangements with the SENDCo as the responsibility to decide upon and
request arrangements lies with the SENDCo, not the assessor. - The Centre holds evidence of the assessor’s certificate for inspection
Acceptance of Privately Commissioned or External Reports
Where privately commissioned or external reports are accepted:
- The Centre, which under JCQ guidelines is the sole referrer for Access Arrangements, must have full
confidence in the testing conducted and ensure that it is robust and valid. - An application requesting access arrangements is made only when clear school-based evidence
of need is recorded in Parts 1 and 2 of Form 8.
Centre regulations for assessment, report writing and applications
- Teaching staff are required to discuss the identification and implementation of access
arrangements with the SENDCo. - The SENDCo recommends appropriate access arrangements and completes Part 2 of Form 8.
- The SENDCo submits applications through Access Arrangements Online.
- The decision to approve or not is instantaneous, and the SENDCo may consult the awarding body
if the application is not approved. - Evidence of the candidate’s need and normal way of working is kept on file, ready for inspection.
- The candidate and parents will be informed of the school’s decision to award access
arrangements. This decision is final, and no further discussion regarding exam access
arrangements can take place with the school. - Arrangements are made for candidates to practice the access arrangement(s) in class tests, mock
exams, and assessments where practically possible. - Arrangements are made for appropriate resources, personnel, and accommodations for each
examination. - Records of access arrangements used are kept using the access arrangement log sheet
maintained by the access arrangements facilitator.
