New Access Arrangements
Navigating the exam process can be challenging for students with additional needs. At Beautiful Brain, we provide expert guidance on applying for access arrangements, helping to ensure students have the tools and accommodations they need to perform at their best. Whether it's extra time, a reader, scribe, or use of assistive technology, we follow strict JCQ guidelines to secure the necessary support for each student.
Our process involves gathering comprehensive evidence of need and normal working methods, ensuring that every application reflects the student’s daily learning experience. We work hand-in-hand with schools, SENCOs, and families to make sure that access arrangements align with both academic needs and regulatory requirements. By creating a fair and supportive testing environment, we give students the opportunity to showcase their true potential.
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Access Arrangements: Frequently Asked Questions
This page provides helpful information regarding access arrangements for public exams like:
- GCSE,
- iGCSE
- A Level,
- BTEC,
- City and Guilds,
- Functional Skills, and others.
Below are some frequently asked questions about access arrangements applications.
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What are access arrangements?
Access arrangements, or exam concessions, are adjustments made for candidates with special educational needs, disabilities, or temporary injuries to help them access public exams. These arrangements, regulated by the JCQ, aim to level the playing field, ensuring that candidates are not at a substantial disadvantage during exams. However, they are designed to ensure fairness and do not provide an unfair advantage.
Arrangements are based on identified needs and a candidate's typical way of working. For example, if a student normally takes breaks due to concentration issues, a supervised rest break may be applied for during exams.
Who is eligible for access arrangements?
Candidates with special educational needs, disabilities, or temporary injuries may be eligible. The JCQ identifies four areas of need:
- Cognition and Learning – Including dyslexia and dyspraxia, with assessment by a Level 7 qualified specialist assessor.
- Communication and Interaction – Including autism and speech or language needs, with assessments by relevant professionals.
- Sensory and Physical Needs – Including visual or hearing impairments and physical disabilities, assessed by specialists like physiotherapists or occupational therapists.
- Social, Emotional, and Mental Health Needs – Including ADHD and anxiety-related conditions, with assessments by specialists like neurodevelopmental paediatricians.
Can a candidate have access arrangements without a diagnosis?
Yes. A candidate doesn't need a formal diagnosis to receive access arrangements, but there must be evidence of need and normal way of working.
What are the most common needs for access arrangements?
Common reasons for access arrangements include difficulties with:
- Reading speed or accuracy
- Attention and concentration
- Handwriting
- Memory
- Speech and language
- Visual or auditory processing
- Anxiety
What’s the difference between access arrangements and special consideration?
Access arrangements adjust how exams are delivered to meet the candidate’s needs, while special consideration adjusts a candidate’s marks due to temporary illness, injury, or other circumstances at the time of the exam.
What are common types of access arrangements?
Some of the most frequent adjustments include:
- Extra time
- Separate room or small group invigilation
- Word processor use
- Reader or reading pen
- Supervised rest breaks
- Prompts or modified papers
- Scribes or voice-activated software
What information is needed to apply?
The required information depends on the type of arrangement. Most require a specialist assessment by a Level 7 qualified assessor, with supporting evidence of need and normal working practices in the classroom. Applications must comply with JCQ regulations, updated annually.
What is Form 8?
Form 8 is the application document for access arrangements. It consists of:
- Section A: Completed by the SENCO or specialist assessor with input from teaching staff.
- Section B: Completed by the SENCO after assessment.
- Section C: Completed and signed by the specialist assessor after conducting the evaluation.
Does having a diagnosis guarantee access arrangements?
No. While a diagnosis may support an application, evidence of need and normal way of working is still required. The decision is based on each individual’s needs, not just a diagnosis.
What is the role of the SENCO?
The SENCO plays a key role in identifying candidates who may need access arrangements, collecting evidence, and ensuring that applications are completed correctly. They collaborate with teachers, the specialist assessor, and the exams office to implement arrangements effectively.
How are applications processed?
Applications are generally processed online via the Access Arrangements Online (AAO) system. Most are approved immediately, although more complex cases can take up to a week.
Does a candidate need to be reassessed in post-16 education?
Yes. When transitioning from Year 11 to Year 12 or 13, a new application must be made, and if a candidate changes settings, a new assessment is required. If they stay in the same setting, the existing Form 8 can be updated with fresh evidence of need.
Who do I contact for help and advice?
The SENCO is the main point of contact for questions regarding access arrangements. If an application is rejected, the school can appeal to the JCQ.
Planning and organising Access Arrangements...
... can become quite an extensive task for a Special Educational Needs Coordinator (SENDCo) or a Learning Support Manager
Certified Assessor
Does your school/college currently have a certified assessor for Access Arrangements?
JCQ Deadlines
Do you feel overwhelmed by the JCQ deadlines because of a multitude of examination and other work-related obligations?
Assessment Workload
Are you finding it challenging to handle the assessment workload for Access Arrangements?
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Streamlined Assessment
Are you interested in a streamlined assessment service that ensures all necessary paperwork is completed and submitted within an agreed time?
Planning and organising Access Arrangements involves several essential steps, including:
- Addressing initial concerns raised.
- Collaborating closely with relevant staff members.
- Identifying and collecting additional evidence of the student's specific needs.
- Coordinating formal assessment processes.
- Establishing and maintaining a comprehensive 'body of evidence' that demonstrates the student's regular learning conditions.
- Making all necessary preparations for both internal and external assessments.
This is all required before submitting a formal request to the examination boards for approval of the Access Arrangement.
Available Locally and Internationally
We are based within the town of Coulsdon, which is located in the London Borough of Croydon in the South East of England, and currently, our clients are within a 10-15 mile radius.
Apart from serving our local area:
- To the North, we cover areas such as Caterham, Warlingham, and Purley.
- To the South, we extend my services to areas including Croydon, Sutton, and Redhill.
- To the West, we serve regions like Reigate, Epsom, and Ewell.
- To the East, my coverage includes areas such as Kenley, Selsdon, and Addington.
We frequently travel for work and would be excited to offer international schools our access arrangement services.