Access

Arrangements
Secondary Staff Training
What are access arrangements?

Access arrangements allow candidates/learners to show what they

know and do without changing the integrity or the demands of the
assessment, for example by using a reader or scribe.

Access arrangements are approved before an examination or

assessment and they allow candidates/learners with special educational
needs, disabilities or temporary injuries to access the assessment.
Types of Access Arrangements
The use of a word
25% Extra Time A scribe or use of processor or assistive
speech to text software (screen
A human reader technology reader/voice
recognition)

Use of a Bilingual word

for word dictionary Supervised rest breaks A separate room to
Exam papers printed A prompter take the test in
on coloured paper
 • A reader is a responsible adult who reads the
instructions of the question paper and the
questions to the candidate.

• This may involve reading the whole paper to the

candidate or the candidate may request only
A reader some words to be read.

• Readers may work with more than one

candidate but must not read the paper to a
group of candidates at the same time, as this
imposes the timing of the paper on the
candidates.
 • Where candidates only require occasional words
or phrases to be read, three or four candidates
may share one reader. The candidate will need to
put their hand up or use a prompt card when
he/she needs help with reading. If the group is
Reader accommodated in another room, away from the
main examination room, a separate invigilator
continued will be required.
• Each candidate in the group must meet the
published criteria for a reader.
The rules – the use of a reader

• may read numbers printed in figures as words (e.g. 356 would be read as three hundred and fifty six, but when
reading the number it should also be pointed to on the question paper). An exception would be when the question
is asking for a number to be written in words (e.g. write the number 356 in words)

• may decode symbols and unit abbreviations in Maths and Science examinations for candidates who require this
arrangement to access the assessment, reflecting the candidate’s current and normal way of working within the
centre
The rules – the use of
a reader
• may, if requested, give the spelling of a word which appears on
the paper but otherwise spellings must not be given
• may read back, when requested, what the candidate has written
without any emphasis on any errors
• must read accurately
• must have appropriate subject knowledge in order to act
effectively as a reader in Maths and Science examinations, and
decode symbols and/or a formula with accuracy
• must only read the instructions of the question paper and
questions, and must not explain or clarify
• must only repeat the instructions of the question paper or
questions when a candidate indicates a specific need for help
The rules – the use of
a reader
• must only read the instructions/rubric of a paper testing
reading and must not read individual questions or text
• must abide by the regulations since failure to do so could lead
to the disqualification of the candidate
• must not advise the candidate regarding which questions to
do, when to move on to the next question, nor the order in
which questions should be answered
• must not decode any symbols in a Music examination.
Read aloud

• It can make a significant difference to a candidate who persistently struggles to

understand what they have read to read aloud. Where a candidate is reading difficult text,
he/she may work more effectively if they can hear themselves read.
• The arrangement must reflect the candidate’s normal way of working in internal school
tests and mock examinations.
• A candidate who reads aloud to him/herself must be accommodated in another room,
away from the main examination room.
• A candidate who would normally be eligible for a reader but is not permitted this
arrangement in a paper (or a section of a paper) testing reading may read aloud with up to
a maximum of 50% extra time.
A scribe

A scribe is a responsible adult who

types or writes a candidate’s
dictated answers to the questions.

This applies to non-examination

assessments and/or in an
examination but not in a Speaking
Test,
The rules – the use of a
scribe

• must type or write accurately, and at a reasonable speed,

what the candidate has said

• must draw or add to maps, diagrams and graphs strictly in

accordance with the candidate’s instructions, unless the
candidate is taking a design paper, in which case a scribe
will only be permitted to assist with the written parts of the
paper

• must abide by the regulations since failure to do so could

lead to the disqualification of the candidate
The rules – the use of a scribe
cont.
• must write or word process a correction on a typescript if
requested to do so by the candidate
• must immediately refer any problems in communication
during the examination to the invigilator or examinations officer
• must not give factual help to the candidate or indicate when
the answer is complete
• must not advise the candidate on which questions to do, when
to move on to the next question, or the order in which questions
should be answered
• may, at the candidate’s request, read back what has been
recorded
Examples of scribing
• https://www.youtube.com/watch?v=UOgi15678WA
• https://www.youtube.com/watch?v=32Q5ZrsMZMw
Prompter

A prompter may be permitted where a candidate has a substantial and long-term adverse impairment
resulting in persistent distractibility or significant difficulty in concentrating.
For example, the candidate:
• has little or no sense of time (e.g. candidates with ADHD or ASD); or
• persistently loses concentration; or is affected by an Obsessive-Compulsive Disorder which leads
them to keep
• revising a question rather than moving onto other questions.
• A candidate may be assisted by a prompter who can keep him/her focused on the need to answer a
question and then move on to answering the next question.
 • A candidate with ASD has no sense of time. The
prompter sees that the candidate is doing nothing. She
says “Jake, focus on the question, there are 15 minutes
left”.

Examples • A candidate with an Obsessive-Compulsive Disorder

goes over the first question again and again. The
prompters prompter taps on the desk every quarter of an hour. The
candidate knows how many questions must be done in
that time and tries to move on.
• A candidate with Attention Deficit Hyperactivity
Disorder works for a few minutes then looks out of the
window. As she is taking her examination in an
alternative room, the prompter can call out her name to
bring her attention back to the question paper.
 The timing of the examination should be paused and re-
started when the candidate is ready to continue.

During the supervised rest break the candidate must not

Supervised have access to the question paper/answer booklet. The
purpose of a supervised rest break is for a break from
Rest Breaks the examination and should not be used as ‘thinking
time’.
If the candidate needs to leave the examination room,
an invigilator must accompany the candidate.
 There is no maximum time set for supervised rest
breaks.

The decision must be made by the SENCo based on their

Supervised knowledge of the candidate’s needs and the candidate’s
normal way of working when placed under timed
Rest Breaks conditions.

It may be helpful to consider in advance of the

examination(s) how many breaks a candidate might
need and the approximate duration of the supervised
rest break. This will allow sufficient staff to be available
to facilitate the rest break.
Supervised
Rest Breaks
• There will be some constraints on
timing if the candidate has more
than one examination to take each
day
What we need you to do if you are NOT
invigilating

If you the teacher responsible for the assessment Please ensure that the permitted time for the
paper, please bring enough copies of the paper to assessment is written on the cover sheet
Enhancement (preferably the day before!)
What we need you to do if you ARE
invigilating

To be in Enhancement on To collect the paper from

time the office (NGA)

To complete our front

To ask questions
sheet
Cover Sheet
 • CEV@isop-ed.org
• On Teams CEV

Questions