U3 Topic 1 Access Arrangements Primary

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Technology in Tests

Where pupils use technology to create text and to enable them to access information as part of their routine classroom practice, they would also need to use this where it is permitted, to access tests such as SATs. Access arrangements are adjustments for pupils based on evidence of need from the way they normally work in the classroom in terms of the support they usually have access to and for which the school has committed resources. The NCA manages the arrangements for Key Stage 1 and 2 SATS, while the JCQ manages the Key Stage 4 examination board exam access arrangements.

Access arrangements can include:

extra time
a reader
a scribe
a word processor
a screen reader or voice recognition
modified large print (MLP)
supervised rest breaks
use of a prompter
using a separate room or site

The SENCO must have evidence that the arrangement applied for is part of the child’s normal classroom practice. The use of any particular arrangements need to be made online for each pupil and certain criteria have to be met for some of the arrangements, while other arrangements can be used and the NCA notified of the use online. The school must have clear supporting evidence for the use of an arrangement for each pupil. This evidence would include the demonstration that a particular resource and strategy is in regularly classroom use for that pupil and that a clear commitment to supporting that pupil is available. This could include financial commitment where an adult support and / or equipment is bought in as part of that support, as well as IEP / EHC plans, and evidence recorded as part of identified support strategies through lesson plans. Such evidence needs to be available should there be a monitoring visit.

Adults who act as a reader or a scribe must not be related to the child and are usually a teacher or support assistant.
A reader may read the text in tests, including mathematics, but must not provide any additional explanation of the text or terms used.[/x_tab][x_tab active=”false”]Application for, or a notification about, the use of an access arrangement is made by the SENCO. In summary the following can be either applied for approval, or used and the NCA notified if an arrangement is the pupil’s normal classroom practice. This condition is stressed throughout the guidance and the use of an arrangement does not meet the criteria will result in the pupil’s marks being nullified.

A summary of arrangements at Key stages 1 and 2:

Scribe for those who may have suffered a temporary injury and cannot write, or who have a vision or other need which means that their writing would not be legible to others. A child may begin writing and if they tire and their writing deteriorates then a scribe may take over.
The use of a reader needs to be evidenced by the school that this resource has been regularly provided for a pupil.
Word processors and text to speech can be used if this is part of the normal classroom practice and there is a test page to check that the computer or device does not read certain items such as mathematical symbols or punctuation. The link for this is in the resources list.
Photocopying of test papers onto coloured paper is allowed if this is proved to be part of the normal classroom practice for that pupil.
Additional time for those with a statement of SEN or who use MLP or braille is automatically awarded without the need for application to NCA. For those pupils who use MLP or braille 100% extra time is allowed (currently in 2016).
Rest breaks for those who tire and find it difficult to concentrate to complete the tests in one sitting.
Prompters for those pupils who have great difficulty concentrating and lose their place.

For the list of up to date regulations, which may change year to year, use the links to the government website in the resources list at the bottom of this page for the relevant key stage 1 or 2 guidance.[/x_tab][/x_tabs][/cs_column][/cs_row][cs_row inner_container=”true” marginless_columns=”false” style=”margin: 0px auto;padding: 0px;”][cs_column fade=”false” fade_animation=”in” fade_animation_offset=”45px” fade_duration=”750″ type=”1/1″ style=”padding: 0px;”][x_gap size=”50px”][/cs_column][/cs_row][cs_row inner_container=”true” marginless_columns=”false” style=”margin: 0px auto;padding: 0px;”][cs_column fade=”false” fade_animation=”in” fade_animation_offset=”45px” fade_duration=”750″ type=”1/1″ style=”padding: 0px;”][cs_text]

Use of Technology

The government guidance on the use of technology in the SATs tests states that:

Pupils may use word processors or other technical or electrical aids during the Mathematics and English grammar, punctuation and spelling tests provided:

it is normal classroom practice and schools have evidence to show this
the equipment doesn’t read Mathematical symbols in the Mathematics tests or punctuation in the English grammar, punctuation and spelling tests
the equipment is used on a one-to-one basis, preferably in a separate room to the rest of the cohort

You must test the functionality of the equipment by using the sample tests (sample tests link). If there is functionality which can’t be turned off which would provide the pupil with an advantage the pupil must not use the equipment. You may arrange for the test to be read to the pupil or for a scribe to record the pupil’s answers instead.

While word processors or other electronic aids may be used to in the English reading test, the device must not be used for reading the paper, except for the general instructions to candidates.

Permission is not required for the use of technology, however the school needs to use the NCA online to notify where technology has been used. Headteachers will need to be given the information about how many pupils used an electronic aid, word processor or other device and what device or technology the pupil/s used so they can complete the online access arrangements part of the NCA site.[/cs_text][/cs_column][/cs_row][cs_row inner_container=”true” marginless_columns=”false” style=”margin: 0px auto;padding: 0px;”][cs_column fade=”false” fade_animation=”in” fade_animation_offset=”45px” fade_duration=”750″ type=”1/1″ style=”padding: 0px;”][x_gap size=”50px”][/cs_column][/cs_row][cs_row inner_container=”true” marginless_columns=”false” style=”margin: 0px auto;padding: 0px;”][cs_column fade=”false” fade_animation=”in” fade_animation_offset=”45px” fade_duration=”750″ type=”1/1″ style=”padding: 0px;”][cs_text]

Resources

[/cs_text][/cs_column][/cs_row][cs_row inner_container=”true” marginless_columns=”false” style=”margin: 0px auto;padding: 0px;”][cs_column fade=”false” fade_animation=”in” fade_animation_offset=”45px” fade_duration=”750″ type=”1/1″ style=”padding: 0px;”][x_feature_list][x_feature_box title=”KS1 SATS Guidance” title_color=”” text_color=”” graphic=”icon” graphic_size=”35px” graphic_shape=”circle” graphic_color=”#ffffff” graphic_bg_color=”rgb(255, 89, 143)” align_h=”left” align_v=”top” side_graphic_spacing=”20px” max_width=”none” child=”true” connector_width=”1px” connector_style=”dashed” connector_color=”#272727″ link_text=”Key Stage 1 SATs guidance” href=”https://www.gov.uk/guidance/key-stage-1-tests-how-to-use-access-arrangements” href_title=”” href_target=”blank” link_color=”” graphic_icon=”internet-explorer”]Current SATS Arrangements guidance[/x_feature_box][x_feature_box title=”KS2 SATS Guidance” title_color=”” text_color=”” graphic=”icon” graphic_size=”35px” graphic_shape=”circle” graphic_color=”#ffffff” graphic_bg_color=”rgb(255, 89, 143)” align_h=”left” align_v=”top” side_graphic_spacing=”20px” max_width=”none” child=”true” connector_width=”1px” connector_style=”dashed” connector_color=”#272727″ link_text=”Key Stage 2 SATs guidance” href=” https://www.gov.uk/guidance/key-stage-2-tests-how-to-use-access-arrangements#rest” href_title=”” href_target=”blank” link_color=”” graphic_icon=”internet-explorer”]Current SATS Arrangements guidance[/x_feature_box][x_feature_box title=”NCA Tools” title_color=”” text_color=”” graphic=”icon” graphic_size=”35px” graphic_shape=”circle” graphic_color=”#ffffff” graphic_bg_color=”rgb(255, 89, 143)” align_h=”left” align_v=”top” side_graphic_spacing=”20px” max_width=”none” child=”true” connector_width=”1px” connector_style=”dashed” connector_color=”#272727″ link_text=”Link to the NCA tools” href=”https://ncatools.education.gov.uk/Home.aspx” href_title=”” href_target=”” link_color=”” graphic_icon=”internet-explorer”]NCA website[/x_feature_box][x_feature_box title=”Equality Act 2010″ title_color=”” text_color=”” graphic=”icon” graphic_size=”35px” graphic_shape=”circle” graphic_color=”#ffffff” graphic_bg_color=”rgb(255, 89, 143)” align_h=”left” align_v=”top” side_graphic_spacing=”20px” max_width=”none” child=”true” connector_width=”1px” connector_style=”dashed” connector_color=”#272727″ link_text=”Equality Act 2010″ href=”https://connecttodesign.co.uk/wp-content/uploads/2016/04/Equality-Act-2010.pdf” href_title=”” href_target=”blank” link_color=”” graphic_icon=”book”]The Full Equality Act 2010.[/x_feature_box][/x_feature_list][/cs_column][/cs_row][/cs_section][/cs_content]