Exam access arrangements (EAA)

Exam access arrangements (EAA) are specific provisions made to ensure that all students have a fair opportunity to demonstrate their knowledge and skills during assessments. These arrangements are designed to support individuals with varying needs, including those with learning disabilities, physical disabilities, or other conditions that may affect their ability to take exams under standard conditions.

Common access arrangements may include additional time, the use of a scribe or reader, modified exam papers, or special seating arrangements. The goal is to create an equitable testing environment that allows every student to perform to the best of their ability, while maintaining the integrity and standards of the examination process. By implementing these measures, our schools aim to promote inclusivity and provide the necessary support for all learners.

Legal guidance on exam access arrangements primarily stems from educational and disability legislation that aims to protect the rights of students with disabilities and ensure equitable access to education. In Devon, we adhere to guidelines in statutory legislation and codes of practice to ensure that our children and young people have the chance to perform to the best of their ability.

1. Equality Act (2010). This legislation mandates that educational institutions must not discriminate against students with disabilities. It requires schools and examination boards to make reasonable adjustments (changes) to provide access arrangements that meet individual needs.
2. Special Educational Needs and Disability (SEND) Code of Practice. This guidance outlines the responsibilities of schools in supporting students with special educational needs, including the process for assessing needs and implementing appropriate exam access arrangements.

Legal guidance emphasises the importance of thorough assessment processes, individualised consideration, and documentation of needs to justify any access arrangements. Schools and examination bodies must regularly review and update their practices to align with legal standards and ensure that all students receive the support they require.

When implementing exam access arrangements, a school has several key responsibilities:

1. 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.
2. 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.
3. 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.
4. Follow legal guidelines. School must adhere to legal requirements, such as the Equality Act (2010), ensuring that all arrangements are compliant with relevant legislation.
5. 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.
6. 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.
7. 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.
8. 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).

Some examples of exam access arrangements include:

• Extra time. Additional time to complete the exam, typically 25% more, but can be more in some cases.
• Modified papers. Adjusted exam papers, such as larger print or simplified language.
• Use of a Word Processor: Allowing children to type their answers instead of writing by hand.
• Access to a ‘reader’. A reader may be provided to help children understand the questions.
• Access to a ‘scribe’. A scribe can write down the child’s answers as they dictate.
• Separate invigilation. Taking the exam in a quieter room to minimise distractions.
• Rest breaks. Scheduled breaks during the exam to help manage fatigue or anxiety.
• Use of a calculator. In specific subjects, children may be allowed to use calculators.
• Oral Language Modifications. Allowing responses to be given verbally instead of in writing, particularly in subjects like speaking assessments.
• Assistive technology. Use of tools like speech-to-text software or other relevant technologies.
• Modified assessment formats: Different formats for assessments, such as practical assessments or alternative methods of evaluation.

Eligibility for these arrangements typically requires evidence of a child’s needs, which can be documented through educational assessments or reports from specialists. Schools usually submit applications for these arrangements in advance of exams.