A small number of pupils may need special access arrangements, such as extra time, or help with reading questions or writing answers, to enable them to complete tests.
Access arrangements can also be used for pupils who have a long-term illness or have an injury, such as a broken arm, and for pupils who have limited fluency in English. The access arrangements must never provide an unfair advantage. The support given must not result in a change in the test questions, and the answers must be the pupil's own.
Further guidance about access arrangements is available in section 12 of the 2010 key stage 2 Assessment and reporting arrangements (ARA).
Who might need access arrangements?
When deciding who might need access arrangements schools should consider pupils:
- with a statement of special educational needs as described in the Special educational needs (SEN) code of practice (available from DCSF publications) or a local equivalent such as Individual Pupil Resourcing Agreement (IPRA)
- for whom provision is being made in school at School Action or School Action Plus of the SEN code of practice, and whose learning difficulty or disability significantly affects their ability to access the tests
- who require alternative access arrangements because of a disability (which may or may not give rise to a special educational need)
- who are unable to sit and work for a sustained period because of a disability or because of behavioural, emotional or social difficulties
- with English as a second language and who have limited fluency in English.
Last modified: 15 Apr 2010