access arrangements for exams 2024 – 25

When is a learner ONLY eligible for access arrangements?

• Where their LDD has a ‘substantial and long-term adverse effect … giving rise to persistent and significant’* difficulties with learning.

• Where their LDD has a ‘minor short-term adverse effect … giving rise to minor difficulties with learning.

• Where their LDD has an effect on how they engage in some of the lessons creating difficulties for them teaching others.

• Where their LDD has an effect on how they engage in some of the lessons creating difficulties with classroom behaviour management.

Answer explanation

A learner is ONLY eligible for an access arrangement where their LDD has a ‘substantial and long-term adverse effect … giving rise to persistent and significant’* difficulties with learning.

Alongside this there must be clear evidence recorded which shows the AA is their ‘Normal and current Way of Working’** (NWW).

there must be clear evidence recorded which shows the AA is their ‘Normal and current Way of Working’** (NWW). Select the acceptable evidence types

• Evidence gathered from

  RAPID Screening,
  in-depth screening, possible medical diagnosis + teacher observation (ILP & Group profile)

• Evidence gathered from

  NOMIS,

  Officer Statements, Teacher to Teacher word of mouth + current teacher observation

• Evidence gathered from

  CXKs PLP,

  in-cell screening, self-diagnosis + teacher observation

• Evidence gathered from

  RAPID Screening,
  in-depth screening, possible medical diagnosis with no need for teacher written observation

Answer explanation

Clear evidence recorded over time which shows the AA is their ‘Normal and current Way of Working’** (NWW). This must include Evidence gathered from RAPID Screening, in-depth screening, possible medical diagnosis + written teacher observation. Teacher observation must be recorded in group profiles and ILPs

If extra time is requested then timed tasks are the evidence, if breaks are needed then evidence of how long these breaks are normally needs to be evidenced. ILPs and Group Profiles are great places to make this record.

My Learner has an LDD simply because their first language is not English, Irish or Welsh.

• Yes, A learner has an LDD simply because their first language is not English, Irish or Welsh. However due to Brexit, to be eligible for AA, evidence must be gathered of a LDD need in English.
  
  

• Yes, A learner has an LDD simply because their first language is not English, Irish or Welsh. To be eligible for AA, evidence must be gathered of a LDD need in English.

• No, A learner does not have a LDD simply because their first language is not English, Irish or Welsh. To be eligible for AA, google translate must be used to evidence a LDD need in their first language.

• No, A learner does not have a LDD simply because their first language is not English, Irish or Welsh. To be eligible for AA, evidence must be gathered of a LDD need in their first language.
  
  However ESOL learners can now have a reader if evidence is gathered that this is their normal way of working.

Answer explanation

IMPORTANT - A learner does not have a LDD simply because their first language is not English, Irish or Welsh. To be eligible for AA, evidence must be gathered of a LDD need in their first language..

HOWEVER, where there is a learner where English is not their first language, a reader can be given if this is their normal way of working. Form 9 needs to be completed. (a reader cnnot be used in a reading exam though)

P.S, Never use Google Translate to assess the learner, this was a trick option.

Can speakers of other languages be allocated a reader or computer reader in an exam if this is part of their normal way of working?

• Yes, speakers of other languages can be allocated a reader or computer reader if this is part of their normal way of working.

• No, speakers of other languages can't be allocated a reader or computer reader even if this is part of their normal way of working as it will be an unfair advantage to the learners who have English as a first language.

• There has to be a genuine need for a reader due to candidate’s poor reading skills. It needs to be justified and relies on the professional judgement of the teacher.

• Unfortunately not, due to change in the law after leaving the EU, even if there is genuine need for a reader due to candidate’s poor reading skills. Awarding bodies cannot simply rely purely on the professional judgement of the teacher.

Answer explanation

Yes, Speakers of other languages can be allocated a reader or computer reader if this is part of their normal way of working.

There has to be a genuine need for a reader due to candidate’s poor reading skills. It needs to be justified and relies on the professional judgement of the teacher.

EXAMPLE

A 16-year-old Ukrainian student from eastern Ukraine came to the UK in June 2022 under the UK Ukraine sponsorship scheme. He lives with his mother and sister in the home of a local family. His first language is Ukrainian, his second is Russian which is the language used for his education when in Ukraine. He studied English at school from the age of 12. The basic spoken English he had when he arrived in the UK has improved considerably as he speaks English with his host family, and with his peers and teachers in school. He has found written English hard, partly due to the move from the Cyrillic to the Latin alphabet. He finds reading in English a challenge and understands much more when he listens to text being read aloud whilst following the printed text on the page. After consultation with teachers, the access arrangements coordinator decides to make an application for him to use a computer reader in his examinations. (JCQ guidelines example 2024-2025)

Which qualifications are Access Arrangements available for?

• AA are only applied to Functional Skills qualifications

  as they have timed or controlled assessments.

• AA are applied to ANY level of qualification that has a timed or controlled assessment

  from entry level to postgraduate. This includes vocational where the learning hours have exceeded 40 hours prior to the assessment.

• AA are applied to ANY level of qualification 

  that has a timed or controlled assessment

  from entry level to postgraduate, including vocational.

• AA are only applied to High Level Functional Skills qualifications

  as they have timed or controlled assessments which are marked off site in a secure environment.

Answer explanation

AA are applied to ANY level of qualification 

that has a timed or controlled assessment

from entry level to postgraduate, including vocational

Must be considered on a case-by-case basis as the needs of each learner are different.

Must be based on the awarding body criteria for each qualification

Ultimately complies with JCQ regulations

"I have a 6 week cohort and the exam has crept up on me, I didn't have time to read the LDD at the beginning of the course and the learner didn't tell me he was diagnosed with anxiety. I noticed he was quiet and had up and down days, but that's the nature of being in prison I guess.
I am worried, he has failed his mock last week and if he fails his live this week it will affect my success rate. Should I give him extra time in his live this week as now I know he has anxiety to make sure he passes?"

• No, You need to postpone his exam, gather evidence of him needing extra time or timed breaks, request an in-depth screener, have confirmation of his diagnosis or need and show this learner support by putting strategies in place to help him succeed and not be at an unfair disadvantage to his peers. A form 9 needs to be submitted and AA processes followed.

• Yes, Unfortunately you are too far down the road to look back now, put him through the exam, give him extra time as you have his word he has a diagnosis of anxiety and assure him you will give him all the help he needs to retake if he fails the live. You need to put the success rate to one side and think of the learner not losing confidence.

• The department is measured against pass and fail rates. Put him in for the live this week but don't give extra time as you haven't filled in a form 9 and don't have any evidence of him needing the extra time. Speak to your manager and ask for extra time at the beginning of the next cohort to read the LDDs. You will need to be ready to support the learner after he has failed and see if he can do the course again on a clean slate with you.

• No, You need to postpone the exam one more week to give him extra support in the class. You are out of time to produce evidence. Maybe arrange some outreach for him to feel more confident. Ask your manager for support in managing your time to read the LDD screeners next time.

Answer explanation

Failure to comply has the potential to constitute malpractice;

🚫Putting in place AA that are not approved

🚫Failing to consider putting in place an AA _{(failure to comply with our duty under the Equality Act to make reasonable adjustments);}

🚫Permitting AA which are not supported by appropriate evidence

_{This poor learner has been let down from the start. This teacher has failed to recognise his need which has resulted in him being at an unfair disadvantage to his peers. This highlights the importance of checking knowing your learner and recording evidence as a standard practice. The LDD is available in the learner folder and on the VC which is accessible from the classroom computers.}

" My learner told me he had Irlen Syndrome and preferred Blue Paper. We started the course with this and then ran out on week 5 of 6. He seemed to cope without it in the last week of the course but failed his exam which was on white paper as he ran out of time. Now he blames me"

• If the resources were not in stock to give him the best chance of success after his hard work then the exam should have been postponed. He is right to be upset in this case. You need to now work hard to regain his trust and build his confidence back up again as this may have been knocked.

• He was at an unfair disadvantage due to poor planning of resources. Having the measures in place which reflect his normal way of working is our duty under the Equality Act to make reasonable adjustments

• These things happen, its not your fault he failed, he's just upset about the result. You did your best in the first 5 weeks and you are only human, a blip in ordering just happens, hes in prison after all and we don't have amazon prime to come to our rescue.

• He most probably ran out of time due to slower processing as a result of the black text on white paper. He will most probably have also been stressed in this situation, have pain in his eyes and feeling anxious about the situation. Request more training on Irlen so you understand the condition.

Joe Bloggs has been in English and Maths. Access Arrangements were made for him as he needed a scribe and a reader which of the following are correct.

• In Maths he had the use of a scribe and a reader in both exams

• In English he had the use of a Scribe in the creative writing paper and a Reader for the reading paper. the Reader was only permitted for the first 2 paragraphs in the reading paper.

• He was only allowed a scribe in the non calculator paper as calculators are viewed as a computer by the JCQ due to the digital screen and motherboard inside them

Answer explanation

Remember:
You can't have a scribe in a writing paper or where a computer is used.

AND

You can't have a reader in a reading paper.


_{P.S A calculator is not viewed as a computer by the JCQ}

Qualifications at entry level 
select the correct statements

• Candidates can be offered support in their exams based on their normal way of working. 

• They can have a reader, scribe and extra time. Entry Level do not need to check the handbook beforehand as the exams are marked on site

• They can have a reader, scribe and extra time but the handbook needs to be checked beforehand

• Candidates can be offered support in their exams based on their normal way of working even without evidence of this in their current class.

Answer explanation

The level doesn't matter. Support is given if the need is recognised and proven with evidence in their normal way of working.

The handbook should always be checked beforehand.

Gateway ESOL exams

Extra time or Scribe

Which of the following are correct for Speakers of other languages?

• Extra time and a scribe can be awarded at Entry Level and Level 1 based on the learner's normal way of working. 

• For Level 2, either medical evidence or a psychometric assessment is required

• No evidence required as Speakers of other languages are automatically entitled to extra time under the Equality Act 2010.

• Use of a bilingual dictionary with extra time- refer to Quality Team.

Answer explanation

Speakers of other languages can be allocated a reader or computer reader if this is part of their normal way of working.

There has to be a genuine need for a reader due to candidate’s poor reading skills. It needs to be justified and relies on the professional judgement of the teacher.

Although relies on the professional judgement of the teacher, this should be reflected as NWW in the ILP and Group Profiles throughout the course.