Gathering evidence for access arrangements

A low processing-speed score is a reason to investigate how a pupil works under timed and cognitively demanding conditions. It is not, by itself, evidence that a particular access arrangement is required.

Access arrangements must be based on current need, reflect the candidate's normal way of working and meet the current Joint Council for Qualifications (JCQ) rules for the relevant qualification and academic year.

Start early

Use the result to prompt structured evidence gathering rather than waiting until examinations approach. In Years 7 and 8 this builds the picture of need and normal way of working; formal assessment for access arrangements cannot take place before the start of Year 9. Ask subject teachers to record how the pupil manages:

reading, planning and producing work under time pressure;
lengthy or multi-stage tasks;
internal tests and mock examinations;
checking and correcting work;
any support or adjustment already used;
the effect of that support on access, independence and performance.

Evidence should be specific. Record what the pupil found difficult, the adjustment used and what changed.

Establish normal way of working

Where a possible arrangement is being explored, use it consistently in appropriate lessons and internal assessments when it is reasonable to do so. Make sure the pupil knows how to use it effectively. Ask the pupil whether it helps and whether they are willing to use it in front of others; an arrangement they avoid in lessons will not become their normal way of working.

Do not introduce an arrangement only for the final examination. JCQ expects a history of support and provision, although need may differ by subject.

Form 8 and this screening result

The Talamo result can contribute to the screening and centre-based evidence considered for Part 1 of JCQ Form 8. Part 1 must provide a fuller picture of current classroom difficulties, teacher feedback, normal way of working and relevant evidence from internal tests or mock examinations. Part 2 records the appointed assessor's test results, and Part 3 is the SENCo's request after the assessment.

The screening result does not complete Form 8, replace the appointed assessor's assessment or establish entitlement to 25% extra time or any other arrangement.

For pupils with learning difficulties, no diagnosis or educational psychologist's report is needed, and JCQ does not accept either in place of Form 8. A privately commissioned assessment carried out without the centre's involvement cannot be used either. Where testing is needed, the assessor appointed by the head of centre carries it out, working from the centre's Part 1.

When formal assessment or application becomes relevant

Check the current JCQ regulations before assessment or application. Coordinate the SENCo or access-arrangements lead, appointed assessor, teaching staff and exams officer so that:

Part 1 is completed before the formal assessment where Form 8 is required;
the assessment answers the access-arrangement question and uses suitable current tests;
evidence from lessons, internal tests and mocks is retained;
the proposed arrangement remains appropriate, practicable and the pupil's normal way of working;
the pupil has practised using it before the examination.

Consider the most appropriate adjustment rather than assuming extra time is the answer. Depending on need and the rules, another arrangement or assistive technology may provide better access. For a pupil who struggles to keep concentrating, for example, supervised rest breaks may suit better than extra time. Under the current JCQ regulations:

supervised rest breaks, a word processor with the spelling and grammar check turned off, read aloud and an examination reading pen are delegated to the centre and need no online application;
a reader or computer reader is applied for through Access arrangements online, without standardised scores;
25% extra time, a scribe and speech recognition technology are also applied for online and, for pupils with learning difficulties, usually need below-average standardised scores from the appointed assessor in Part 2 of Form 8.

Keep decisions current

Regulations and forms can change between academic years. Always use the current version published by JCQ and check the relevant awarding-organisation requirements.