ACCESS ARRANGEMENTS POLICY
2025/26
Centre: 62339
This policy is reviewed annually to ensure compliance with current regulations
Approved/reviewed by | |
SLT | |
Date of next review | October 2026 |
Key staff involved in the policy
Role | Name(s) |
SENCo (or equivalent role) | Mrs Joyce Wells |
Senior leader | Mrs Adele Barrett |
Head of centre | Mrs Nora Ward |
Assessor(s) | Sally Eccelston |
Exams Officer | Miss Shannon West |
Contents
Key staff involved in the policy 2
What are access arrangements and reasonable adjustments? 4
The qualification(s) of the current assessor(s) 5
Process for the assessment of a candidate’s learning difficulties by an assessor 6
Picture of need/normal way of working 6
Processing access arrangements and adjustments 6
Arrangements/adjustments requiring awarding body approval 7
Centre-delegated arrangements/adjustments 7
Centre-specific criteria for particular arrangements/adjustments 7
Word Processor Policy (Exams) 7
Alternative Rooming Arrangements Policy 8
What are access arrangements and reasonable adjustments?
Access arrangements
Access arrangements are agreed before an assessment. They allow candidates with specific needs, such as special educational needs, disabilities or temporary injuries to access the assessment and show what they know and can do without changing the demands of the assessment. The intention behind an access arrangement is to meet the needs of an individual candidate without affecting the integrity of the assessment. Access arrangements are the principal way in which awarding bodies comply with the duty under the Equality Act 2010* to make ‘reasonable adjustments’. (1AARA, Definitions)
Reasonable adjustments
The Equality Act 2010* requires an awarding body to make reasonable adjustments where a candidate, who is disabled within the meaning of the Equality Act 2010, would be at a substantial disadvantage in comparison to someone who is not disabled. The awarding body is required to take reasonable steps to overcome that disadvantage. An example would be a Braille paper which would be a reasonable adjustment for a vision impaired candidate who could read Braille. A reasonable adjustment may be unique to that individual and may not be included in the list of available access arrangements. Whether an adjustment will be considered reasonable will depend on several factors which will include, but are not limited to:
• the needs of the disabled candidate;
• the effectiveness of the adjustment;
• the cost of the adjustment; and
• the likely impact of the adjustment upon the candidate and other candidates.
An adjustment will not be approved if it:
• involves unreasonable costs to the awarding body;
• involves unreasonable timeframes; or
• affects the security and integrity of the assessment.
This is because the adjustment is not ‘reasonable’. (1AA, Definitions)
The centre must ensure that approved adjustments can be delivered to candidates. (AARA1, Definitions)
*References to legislation are to the Equality Act 2010. Separate legislation is in place for Northern Ireland (see AARA 1.8). The definitions and procedures in AARA relating to access arrangements and reasonable adjustments will also apply in Northern Ireland
Purpose of the policy
The purpose of this policy is to confirm that The Oxford Academy has a written record which clearly shows the centre is leading on the access arrangements process and is complying with its …obligation to identify the need for, request and implement access arrangements.
(JCQ’s General Regulations for Approved Centres, section 5.4)
This publication is further referred to in this policy as GR
This policy is maintained and held by the SENCo (or equivalent role) alongside the individual files/e-folders of each access arrangements candidate. Each file/e-folder contains detailed records of all the essential information that is required to be held according to the regulations.
Where the SENCo (or equivalent role) is storing documentation electronically they must create an e-folder for each individual candidate. The candidate’s e-folder must hold each of the required documents for inspection. (1AARA, section 4.2)
The policy is annually reviewed to ensure that processes are carried out in accordance with the current edition of the JCQ document ‘Adjustments t for candidates with disabilities and learning difficulties - Access Arrangements and Reasonable Adjustments’.
1This publication is further referred to in this policy as AARA
General principles
The head of centre/senior leadership team will appoint a SENCo, or an equivalent member of staff, to coordinate the access arrangements process within the centre and determine appropriate arrangements for candidates with learning difficulties and disabilities, those for whom English is an additional language and those with a temporary illness or temporary injury. (GR 5.4)
The principles for the centre to consider are detailed in AARA (section 4.2). These include:
The purpose of an access arrangement/reasonable adjustment is to ensure, where possible, that barriers to assessment are removed for a disabled candidate, preventing them from being placed at a substantial disadvantage due to persistent and significant difficulties. The integrity of the assessment is maintained, whilst at the same time providing access to assessments for disabled candidate.
The SENCo, or an equivalent member of staff within a FE college, must ensure that the proposed access arrangement/reasonable adjustment does not unfairly disadvantage or advantage the candidate.
A centre must make decisions on appropriate access arrangements for their candidates. Although professionals from other organisations may give advice, they cannot make the decision for the centre. They will not have a working knowledge of an individual candidate’s needs and how their difficulties impact in the classroom and/or in timed assessments. It is the responsibility of the SENCo to make appropriate and informed decisions based on the JCQ regulations.
Applications should be processed at the start of or during the first year of a two-year course having firmly established a picture of need and normal way of working.
Arrangements must always be approved before an examination or assessment.
The arrangement(s) put in place must reflect the support given to the candidate in the centre.
The candidate must have had appropriate opportunities to practise using the access arrangement(s)/reasonable adjustment(s) before their first examination.
Equalities Policy (Exams)
A large part of the access arrangements/reasonable adjustments process is covered in the Equalities Policy (Exams) which covers staff roles and responsibilities in identifying the need for, requesting and implementing access arrangements and the conduct of exams.
This can be found within the Exams Policy Folder, on the school website or as a hard copy in the exams office. The head of centre/senior leadership team will… recognise its duties towards disabled candidates, including private candidates, ensuring compliance with all aspects of the Equality Act 2010†, particularly Section 20 (7). This must include a duty to explore and provide access to suitable courses, through the access arrangements process submit applications for reasonable adjustments and make reasonable adjustments to the service the centre provides to disabled candidates. Where the centre is under a duty to make a reasonable adjustment, the centre must not charge a disabled candidate any additional fee in relation to the adjustment or aid... †or any legislation in a relevant jurisdiction other than England and Wales which has an equivalent purpose and effect (GR, section 5.4) |
This policy further covers the assessment process and related issues in more detail.
The assessment process
Assessments are carried out by an assessor(s) appointed by the head of centre. The assessor(s) is (are) appropriately qualified as required by JCQ regulations in AARA, section 7.3.
The qualification(s) of the current assessor(s)
Assessor: Sally Eccleston Qualifications: Assessment Practising Certificate, SpLD Assessment Practising Certificate, The Dyslexia Guide |
Appointment of assessors
At the point an assessor is engaged/employed in the centre, evidence of the assessor’s qualification is obtained and checked against the current requirements in AARA. This process is carried out prior to the assessor undertaking any assessment of a candidate.
Checking the qualification(s) of the assessor(s)
The Oxford Academy holds certificates on file for evidence of the qualifications. Bear in mind all relevant JCQ regulations and guidance provided in GR and AA including: The head of centre/senior leadership team will… have a written process in place to check the qualification(s) of their assessor(s) and that the correct procedures are followed as in Chapter 7 of the JCQ document Access Arrangements and Reasonable Adjustments… (GR, section 5.4) The head of centre must ensure that evidence of the assessor’s qualification(s) is obtained at the point of engagement/employment and prior to the assessor undertaking any assessment of a candidate. Evidence of the assessor’s qualification(s) must be held on file for inspection purposes and be presented to the JCQ Centre Inspector by the SENCo. (AARA, section 7.3) Make full reference to AARA, section 7.3 (Appointment of assessors and record your process that reflects the requirements. |
Reporting the appointment of assessors
The assessor's evidence is held in the centre within the Inclusion department to evidence that the assessor(s) is/are suitably qualified held by the SENCo (or equivalent role). When requested, the evidence will be given to the JCQ inspector when needed. AARA, section 7.4. The exams office and the inclusion department have evidence of the certificates. |
Process for the assessment of a candidate’s learning difficulties by an assessor
The guidelines for the assessment of the candidate’s learning difficulties by an assessor will be followed and Form 8 will be completed. sections 7.5 (Guidelines for the assessment of the candidate’s learning difficulties by an assessor) and 7.6 (Completing Form 8 – JCQ/AA/LD, Profile of Learning Difficulties) Teachers or any support staff within the centre will always identify students to the assessor if needed Identifying students for access arrangements is completed throughout Y9-Y13. Evidence is gathered from teachers and mock assessments. Arrangements are made for students to be assessed by the assessor The assessor will carry out the relevant tests All the correct procedures are followed as in the Chapter7 of the JCQ document Access Arrangements and Reasonable Adjustments booklet for the exam season Relevant staff working within the centre should always carefully consider any privately commissioned assessment to see whether the process of gathering a picture of need, demonstrating normal way of working within the centre and ultimately assessing the candidate themselves should be instigated (AA, section 7.3) A privately commissioned assessment carried out without prior consultation with the centre cannot be used to award access arrangements (AARA 7.3) Parents and carers are always informed of the access arrangements testing that is taking place. If students are not using their access arrangements or they chose not to use it, the access arrangement can be removed. |
Picture of need/normal way of working
Before the candidate’s assessment, the person appointed in the centre must provide the assessor with background information, i.e. a picture of need has been painted, as required in Part 1 of Form 8. The centre and the assessor must work together to ensure a joined-up and consistent process. (AA 7.5) Where a student has learning needs, and doesn’t have an EHCP or SEN needs, the SENCo will demonstrate the candidate's normal way of working. The SENCo will complete part 1 of Form 8 before the candidate is assessed by the assessor. (Guidelines for the assessment of the candidate’s learning difficulties by an assessor) and 7.6 (Completing Form 8 – JCQ/AA/LD, Profile of Learning Difficulties) The Oxford Academy uses feedback from teachers, mock assessment examples, classroom work, information from primary school or educational reports. All students in receipt of access arrangements are given these arrangements in all internal assessments prior to the summer series.
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Processing access arrangements and adjustments
Arrangements/adjustments requiring awarding body approval
Access arrangements online (AAO) is a tool provided by JCQ member awarding bodies for centres to apply for required access arrangement approval for the qualifications covered by the tool. This tool also provides the facility to order modified papers for those qualifications included. (Refer to AARA, chapter 8 (Processing applications for access arrangements and adjustments) and chapter 6 (Modified papers).
AAO is accessed within the JCQ Centre Admin Portal (CAP) using any of the awarding body secure extranet sites. A single application for approval is required for each candidate regardless of the awarding body used.
Online applications must only be processed where they are supported by the centre and the candidate meets the published criteria for the arrangement(s) with the full supporting evidence in place. (AARA 8 Summary)
The school applies for the access arrangements by the deadlines outlined by JCQ, the applications are submitted by the inclusion team. The applications are kept on a hard copy file within the inclusion department.
Candidates must be informed that an application for access arrangements will be processed using Access arrangements online, complying with the UK GDPR and the Data Protection Act 2018.
The SENCo must keep detailed records for inspection purposes, whether electronically or in hard copy paper format, of all the essential information on file. This includes a copy of the candidate’s approved application; appropriate evidence of need (where required); evidence of the assessor’s qualification (where required). (AARA, section 8.6)
Centre-delegated arrangements/adjustments
Centre delegated arrangements/adjustments are made by The SENCo / Access arrangements coordinator, the head of year also has an input on centre delegated arrangements. Where appropriate, evidence for the arrangements are kept on file.
The team meet on a regular basis to discuss the candidates, hold relevant evidence that is needed for the above arrangements |
Centre-specific criteria for particular arrangements/adjustments
Word Processor Policy (Exams)
An exam candidate may be approved the use of a word processor where this is appropriate to the candidate’s needs and not simply because the candidate now wants to type rather than write in exams or can work faster on a keyboard, or because they use a laptop at home. The use of a word processor must reflect the candidate’s normal way of working within the centre.
This can be found within the Exams Policy Folder, on the school website or as a hard copy in the exams office. A member of the centre’s senior leadership team must produce a word processor policy, specific to the centre, which details the criteria the centre uses to award and allocate word processors for examinations and assessments. This policy must be available for inspection. (AA, section 5.8) |
Alternative Rooming Arrangements
A decision where an exam candidate may be approved alternative rooming arrangements, e.g. a room for a smaller group of candidates with similar needs (formerly known as separate invigilation) will be made by the SENCo (or equivalent role).
The decision will be based on:
Candidates who require alternative rooming arrangements have always been identified by senior members of staff within school, evidence is given to show the reasoning behind the alternative room arrangements. These include behaviour, medical conditions or mental health conditions. In the case of alternative rooming arrangements, the candidate’s disability is established within the centre (see Chapter 4, paragraph 4.1.4). It is known to a Form Tutor, a Head of Year, the SENCo or a senior member of staff with pastoral responsibilities. For example, a long-term medical condition which has a substantial and adverse effect. Alternative rooming arrangements must reflect the candidate’s normal and current way of working in internal school/college tests and mock examinations. Nervousness, low level anxiety or being worried about examinations is not sufficient grounds for separate invigilation within the centre. (AARA, section 5.16) 1:1 invigilation and the use of an alternative room with one-to-one invigilation must only apply where the candidate has a serious medical condition such as frequent seizures, Tourette’s or significant behavioural issues which would disturb other candidates in the examination room. (AARA 5.16) |