When pupils in Years 7 and 8 have low processing-speed scores, this should prompt evidence gathering about current need and normal way of working. It does not establish eligibility for an access arrangement or predetermine a future decision.

Support should be provided because the pupil needs it now, not solely to create an evidence trail.

Build an individual picture

Across relevant subjects, record:

• the task and time demand;

• the pupil's current difficulty;

• whether accuracy, completion or checking is affected;

• support or adjustment used;

• how the pupil used it;

• the effect on access and independence.

Useful sources include teacher observations, workbooks, internal tests, tracking information and the pupil's account. Relevant information from home may inform the school's understanding, although current JCQ rules determine what can be entered on formal forms.

Establish normal way of working

When an adjustment is reasonable and needed, use it consistently in the lessons and internal assessments where it applies. Make sure the pupil knows how to use it. Need can vary by subject.

Do not introduce extra time or another arrangement simply because a screening score is low. Consider which adjustment addresses the barrier, such as clearer task structure, rest breaks or appropriate assistive technology.

Review rather than predict

At review points, ask:

• Is the difficulty current and substantial?

• Is it seen across appropriate contexts?

• Which support is the pupil using normally?

• Does that support improve access?

• Is formal assessment now relevant?

Talamo screening results can contribute to the centre-based evidence considered in Form 8 Part 1, but they cannot replace the normal-way-of-working evidence, the appointed assessor's assessment or the current eligibility criteria.

Current official guidance

Use the latest JCQ Access Arrangements and Reasonable Adjustments guidance for the relevant academic year. From that page, open the current regulations, evidence requirements and Form 8.

Screening and monitoring during Years 7 and 8 can contribute to a robust picture of need. They do not mean that every identified pupil should be assessed for or awarded an arrangement.

The SENCo, access-arrangements lead, teaching staff and exams officer should keep the evidence proportionate, current and individual.