Access Arrangements

We provide JCQ & CIAE approved access arrangement assessments only for schools and Further Education centres with ‘established working relationships’.

Assessments are conducted on a one to one basis to support applications for arrangements such as: extra time, a scribe, a reader etc. The school’s SENCo will be required to provide the assessor with part 1 of Form 8 completed. Following the assessment, the assessor will then complete part 2 and return it to the school’s SENCo.

The legal requirements for schools in the context of Access Arrangements in the UK are primarily governed by the Equality Act 2010 (formerly the Disability Discrimination Act 1995) and the Special Educational Needs and Disability (SEND) Code of Practice. Schools are legally obligated to make reasonable adjustments to accommodate the needs of individuals with disabilities or special educational needs to ensure they can participate fully in education and examinations.

It is essential for schools to comply with these legal requirements to promote inclusivity and provide equal opportunities for all learners, including those with disabilities or special educational needs.

Schools are not typically obliged to accept assessments, particularly for access arrangements or accommodations, without a history of documented needs or a demonstrated requirement for such support. Assessments for access arrangements are typically carried out when there is a documented history of an individual’s specific learning difficulties, disabilities, or special educational needs that might impact their performance in educational assessments or examinations.

In many educational settings, access arrangements are provided to ensure that students with documented needs or disabilities have a fair opportunity to demonstrate their knowledge and abilities. These arrangements are based on a formal assessment process that verifies the learner’s needs and recommends appropriate accommodations.

If there is no history of needs or documented evidence of a learner’s requirement for access arrangements, it may be challenging to justify providing these accommodations. However, it’s essential for schools to be open to evaluating new cases and considering assessments if a learner’s needs become apparent or are formally diagnosed. The key is to have a transparent and fair process for assessing and accommodating ones’ needs when they arise.