Who qualifies for access arrangements?

• Learning difficulties: Students with conditions like dyslexia, dyscalculia, or autism.

• Disabilities: Students with sensory impairments (visual or hearing impairment) or physical mobility issues.

• Medical or mental health needs: Students managing ADHD, severe anxiety, depression, or long-term medical conditions.

• Temporary setbacks: Students with short-term injuries right before an exam, such as a broken writing arm.

Examples of access arrangements

• Extra time (usually 25% or 50%).

• A human or computer reader.

• A scribe or speech recognition technology.

• Using a word processor (laptop).

• Rest breaks or use of a separate smaller room.

• Modified question papers (large print, coloured paper, or Braille).

What happens before the assessment?

• The educational establishment identifies that an assessment for access arrangements may be appropriate.

• The educational establishment must complete Form 8 before the assessment takes place, providing the required background information and evidence.

• Relevant information is reviewed to ensure that an assessment is appropriate and to identify which access arrangements may need to be considered.

• A discussion takes place to understand the learner's needs and circumstances.

• A suitable date, time and location for the assessment is arranged.

What happens during the assessment?

• The assessment is carried out in a calm and supportive environment.

• The learner completes a range of standardised assessments relevant to the access arrangements being considered.

• Breaks can be provided where appropriate.

• The assessment is tailored to gather the evidence required to determine whether access arrangements may be appropriate.

What happens after the assessment?

• The assessment results are analysed alongside the available evidence.

• A written report or assessment evidence is provided, depending on the type of assessment.

• Recommendations are made regarding appropriate access arrangements, where the relevant criteria are met.

• The school or setting can use the assessment findings alongside other required evidence when making decisions and applications.

• Guidance can be provided on the next steps and how best to support the learner.

Please note that the final decision regarding the approval and implementation of examination access arrangements remains the responsibility of the school or examination centre and must follow the relevant awarding body and examination regulations.