Access arrangements for tests and examinations
Access arrangements are adjustments made to ensure that children and young people with SEND can demonstrate their knowledge and skills fairly in assessments.
They are not intended to give an advantage, but to remove barriers that may prevent a learner from showing what they know and can do.
Examples of adjustments include:
- additional time
- use of a reader or scribe
- rest breaks
- assistive technology
Assessing need
Access arrangements must be based on a clear understanding of a learner’s normal way of working and supported by appropriate assessment evidence.
Schools should:
- use a combination of classroom observations, assessment data, and specialist reports
- identify the specific barrier (for example, processing speed, reading accuracy, writing fluency)
- select arrangements that directly address that barrier
- ensure evidence is current, relevant, and reflects the learner’s typical performance
Assessment should not rely on a single test but draw on a range of information to build a consistent picture of need.
Normal way of working
A key principle of access arrangements is that they must reflect the learner’s normal way of working in the classroom.
This means:
- the support is used regularly in lessons and internal assessments
- the learner is familiar and confident with the arrangement
- staff can evidence its consistent use over time
Introducing an arrangement solely for formal assessments is not appropriate. Instead, it should form part of everyday teaching and learning, ensuring that the support is meaningful, embedded, and genuinely meets the learner’s needs.
Effective implementation of access arrangements relies on strong collaboration between teachers, SEND staff, and families, ensuring that support is appropriate, well-evidenced, and focused on enabling every learner to succeed.