When implementing exam access arrangements, a school has several key responsibilities:
- Identify needs. Schools must identify students who may require access arrangements based on their specific needs. This often involves consultation with teachers, special educational needs coordinators (SENCOs), and relevant professionals.
- Assess and document. Schools must conduct thorough assessments to understand each student’s needs. This documentation should include the nature of the disability or condition and how it impacts the student’s ability to take exams.
- Provide reasonable adjustments. Schools must implement appropriate adjustments based on the assessments. These can include additional time, alternative formats, or other accommodations that allow students to demonstrate their knowledge effectively.
- Follow legal guidelines. School must adhere to legal requirements, such as the Equality Act (2010), ensuring that all arrangements are compliant with relevant legislation.
- Communicate with students and parents. Schools should clearly communicate with students and their families about the access arrangements, ensuring they understand what accommodations will be provided and how they will support the student.
- Training and awareness: Schools should ensure that staff involved in the exam process are trained on access arrangements and understand their importance. This includes exam invigilators, teachers, and support staff.
- Review and evaluate. Schools should regularly review the effectiveness of the access arrangements and make adjustments as needed. This involves gathering feedback from students and staff to ensure that the arrangements remain appropriate.
- Maintain confidentiality. Schools should respect the privacy of students by keeping their personal information and needs confidential throughout the process.
It’s important to note that the provision during exams should be mirrored in daily provision for the pupil and be considered part of their standard offer, not something that is specifically changed only for an exam (for example, if a child requires the use of a word processor in an exam, they should also benefit from this during their written tasks day-to-day).