Access Arrangements

Various tests and assessments are used by teachers in the primary sector to help profile pupils and inform teaching. For example, the Progress Test in English (PTE), the Progress Test in Maths (PTM) and the Cognitive Abilities Test (CAT4). Currently, the PTE and PTM can be administered to pupils from the age of 4 whilst the CAT4 can be administered to pupils from the age of 6. The company GL Assessment is currently the main provider of the PTE, PTM and CAT4 tests in Northern Ireland. Some pupils experiencing literacy difficulties may be eligible to access arrangements in these tests - access arrangements help to level the playing field for these pupils.  For example, the allocation of extra time or rest breaks depending upon the test in question and the needs of the pupil. Please note that given the young age of pupils in the Foundation Stage, the PTE, PTM and CAT4 are not widely administered. Whilst the simple diagnostic testing of Foundation Stage pupils is common, for example to assess their knowledge of initial sounds, blend beginnings & endings, spelling, reading of high frequency words, and handwriting, access arrangements are not normally provided for these. However, the Progress Test in English (PTE), the Progress Test in Maths (PTM) and the Cognitive Abilities Test (CAT4) are commonly administered to pupils in Key Stage 1 and 2. To help determine pupils’ eligibility, schools can consult the relevant regulations from GL Assessment via the links below: 

Access arrangements in the PTE 

Access arrangements in the PTM 

Access arrangements in the CAT4 

Schools in need of further assistance in this area should contact GL Assessment directly. Some parents and carers may wish for their children to sit the Schools Entrance Assessment Group (SEAG), Entrance Assessment (commonly referred to as the ‘transfer test’) when they are in P7. SEAG now provides and administers the Entrance Assessment for 62 academically selective post primary schools across Northern Ireland. Some pupils experiencing literacy difficulties may be eligible to access arrangements in the SEAG’s Entrance Assessment, for example, extra time. To help determine their children’s eligibility to any access arrangements in the SEAG’s Entrance Assessment, parents and carers should consult the SEAG’s Access Arrangements Policy which is available on the SEAG’s website.  

Please note that as a private company the SEAG is not under the control of the Department of Education, the Education Authority, or any other public body. Inclusion of information in relation to the transfer test does not indicate an endorsement or otherwise of the process, rather this acknowledges the large percentage of parents and carers who are interested in transfer test arrangements. It is however for them alone to decide on the integrity of the process and their involvement with it. Ultimately, interested parents and carers will need to study the regulations governing the provision of Access Arrangements in the SEAG Entrance Assessment, on the SEAG website and if necessary, consult the SEAG directly.

National Deaf Children’s Society - Exam Access Arrangements.

Schools’ Entrance Assessment Group - Guidance for Parents. 

A post primary pupil who experiences literacy difficulties does not have to be in receipt of a formal diagnosis of dyslexia to be eligible for access arrangements. Some post primary pupils who experience literacy difficulties will require access arrangements to ‘level the playing field’ for them. Some of the most commonly provided access arrangements in the post primary sector are listed below:

• Extra time
• Computer reader
• Reader
• Examination reading pen
• Scribe
• Word processor
• Speech recognition technology
• Supervised rest breaks
• Coloured overlays; and
• Coloured/enlarged papers

The Joint Council for Qualifications (JCQ) regulates the provision of access arrangements for most formal post primary qualifications in Northern Ireland, such as GCSEs. The JCQ defines access arrangements as:

“Pre-examination adjustments for candidates based on evidence of need and normal way of working” (JCQ, 2023)

Whilst many access arrangements do require formal application, by a post primary school’s LSC, usually via an online portal, the provision of some access arrangements, such as the use of a word processor, may require no formal application. However, it is important to note that if the candidate wants to use a word processor with the spelling and grammar check switched on (rather than off, as is generally the norm with using a word processor for exams) then the conditions contained within Chapter 5 of the JCQ’s annually updated publication, Access Arrangements & Reasonable Adjustments, need to scrutinised and complied with. 

Where possible, appropriate access arrangements should be established as eligible pupils’ ‘normal way of working’ early on in their post primary schooling. The JCQ (2023, p.26) defines ‘normal way of working’ as:

• In the classroom
• Working in small groups for reading and/or writing
• Support lessons
• Intervention strategies
• In internal school tests/examinations
• Mock examinations

The JCQ stipulates that the access arrangements process (determining pupils’ eligibility and making the necessary applications / arrangements) must be led by a LSC. Evidencing that an access arrangement is an eligible pupil’s ‘normal way of working’ is an important part of this process, unless the reason for the access arrangement is that a pupil has recently sustained a temporary injury, for example a broken wrist. The provision of an access arrangement for a pupil could mean the difference between a pass and fail, which could have a profound impact upon their life, therefore the JCQ’s regulations regarding access arrangements are understandably robust and complex. To view the JCQ’s regulations on access arrangements please refer to the most recent edition of the JCQ’s annually updated publication, Access Arrangements & Reasonable Adjustments, Some post primary pupils experiencing literacy difficulties will require psychometric testing to determine eligibility to extra time, for example, pupils who experience literacy difficulties who are not in receipt of a Statement of Special Educational Needs. This testing will need to be administered by either (JCQ, 2023, p.85):

• An access arrangements assessor who has successfully completed a post-graduate course at or equivalent to Level 7, including at least 100 hours relating to individual specialist assessment
• An appropriately qualified psychologist registered with the Health & Care Professions Council
• A specialist teacher assessor with a current Specific Learning Difficulty (SpLD) Assessment Practising Certificate (APC)

Some post primary LSCs (Learning Support Coordinators), may choose to qualify as an access arrangements assessor via one of the many Level 7 courses that can be studied through various providers, some of which are online.

Please note that a post primary school’s LSC will need to establish the access arrangements regulations with the relevant awarding bodies for any qualifications offered in their school that are not under the regulation of the JCQ. For example, if a Y12 pupil is sitting an OCN NI qualification such as Essential Skills then the LSC may need to consult a copy of the OCN NI’s Reasonable Adjustment and Special Consideration Policy.

The following professional learning modules may be helpful for additional information regarding the strategies recommended in this chapter. They are provided by the Literacy Service and are available through the Children and Young People's Services Professional Learning Programme, which is hosted on the EA website. The access code to the courses is updated each year and shared with your Principal in September:

• Access Arrangements for Post Primary Pupils with Literacy Difficulties

Castiglione, L. (2021) Assessing the need for Access Arrangements in Examinations. Worcestershire: Patoss

Joint Council for Qualifications - Access Arrangements and Reasonable Adjustments. 

OCN NI - Essential Skills Centre Information. 

Some sixth form pupils who experience literacy difficulties may require access arrangements to ‘level the playing field’ for them, for example, extra time. In addition to GCSEs, the Joint Council for Qualifications (JCQ) also regulates the provision of access arrangements in many qualifications traditionally taken by sixth form pupils, for example GCEs (A levels). Please note that at the time of publication, the JCQ’s regulations on access arrangements (2023, p.29) cover the following qualifications: 

• AQA Applied General qualifications 
• AQA Level 1, Level 2 and Level 3 Technical qualifications
• AQA Level 2 Certificate in Further Maths 
• AQA Level 3 Certificate in Mathematical Studies 
• BTEC Firsts
• BTEC Nationals
• BTEC Tech Awards
• Cambridge Nationals
• Cambridge Technicals
• City & Guilds Level 2 and Level 3 Technical qualifications
• Entry Level Certificate qualifications (ELC)
• Free Standing Mathematics Qualifications (FSMQ)
• GCE (AS and A-level)
• GCSE 
• OCR Level 3 Certificates
• Welsh Baccalaureate Qualification (WBQ)
• WJEC Essential Skills (Wales)
•  WJEC Level 1 and Level 2 General qualifications
• WJEC Level 1 and Level 2 Vocational qualifications
• WJEC Level 1 and Level 2 Vocational Awards (Technical Awards)
• WJEC Level 3 Applied qualifications (where permitted by the specification)

Please note that the Learning Support Coordinator (LSC) will need to establish the access arrangements regulations with the relevant awarding body for any qualifications not under the regulation of the JCQ. When a pupil starts at a sixth form, any access arrangements he / she had during Y12 may not automatically be transferred across. In this case, the sixth form pupil (supported by a parent / carer where necessary) should ensure that he / she inform the LSC of any access arrangements that he / she received previously, for example during GCSE exams. 

Some students at a FE college or CAFRE who experience literacy difficulties may require access arrangements to ‘level the playing field’ for them in tests, examinations and other assessments, for example, extra time. Please note that any access arrangements a student received previously, for example during their post primary schooling, may not automatically be rolled over to their college studies. Pupils are encouraged to disclose to their college upon application, details of any access arrangements that they have received previously. It may prove the case that the access arrangements a pupil receives whilst at college are different from those that he / she received at school at his / her post primary school. The number of associated awarding bodies can be wide-ranging, please note that many qualifications offered at FE colleges are not under the regulation of the JCQ. For those qualifications offered that are under the regulation of the JCQ or equivalent, a member of staff must lead on the access arrangements process (JCQ, 2023, p.1). The provision of some access arrangements, such as the use of a word processor, may require no formal application. However, it is important to note that if the candidate wants to use a word processor with the spelling and grammar check switched on (rather than off, as is generally the norm with using a word processor for exams) then the conditions contained within Chapter 5 of the JCQ’s annually updated publication, Access Arrangements & Reasonable Adjustments, need to scrutinised and complied with. 

Many access arrangements do require formal application, usually via an online portal. Evidencing that an access arrangement is an eligible pupil’s ‘normal way of working’ is an important part of this process, unless the reason for the access arrangement is that a student has recently sustained a temporary injury, for example a broken wrist. It is useful to note that the JCQ (2023, p.26) defines ‘normal way of working’ as:

• In the classroom
• Working in small groups for reading and/or writing
• Support lessons
• Intervention strategies
• In internal school tests / examinations
• Mock examinations

The provision of an access arrangement for a student could mean the difference between a pass and a failure, therefore the JCQ’s regulations regarding access arrangements are understandably robust and complex. To view the JCQ’s regulations on access arrangements please refer to the most recent edition of the JCQ’s annually updated publication: Access Arrangements & Reasonable Adjustments.

Please note: Northern Ireland’s Further Education colleges and CAFRE also offer a range of higher education courses. A higher education course is a course at Level 4 or above. Higher education courses do not come under the JCQ’s regulations on access arrangements. The LSC (or equivalent member of staff) at a college will need to establish the access arrangements regulations with the relevant awarding bodies for all qualifications offered. For example, many counselling qualifications offered at FE colleges come under the regulation of the Counselling and Psychotherapy Central Awarding Body (CPCAB). In this instance it would therefore be the CPCAB Policy for the Application of Reasonable Adjustments and Special Consideration that the FE college’s LSC (or equivalent member of staff) would need to consult rather than the JCQ’s regulations.

Some students / trainees who experience literacy difficulties may require access arrangements to ‘level the playing field’ for them in some examinations or assessments they may undergo whilst enrolled with the provider. For example, extra time. A student / trainee should ensure that he / she informs his / her provider of any access arrangements that he / she has previously received, for example, during his / her GCSEs. Many qualifications offered by such providers are not under the regulation of the JCQ. The provider’s disability adviser (or equivalent member of staff) leads, on establishing the access arrangements regulations with the relevant awarding bodies for all qualifications offered and in putting them in place for any eligible students / trainees.

The following professional learning modules may be helpful for additional information regarding the strategies recommended in this chapter. They are provided by the Literacy Service and are available through the Children and Young People's Services Professional Learning Programme, which is hosted on the EA website. The access code to the courses is updated each year and shared with your Principal in September:

• Access Arrangements for Post-Primary Pupils with Literacy Difficulties

Castiglione, L. (2021) Assessing the need for Access Arrangements in Examinations. Worcestershire: Patoss

Joint Council for Qualifications - Access Arrangements and Reasonable Adjustments. 

The intention of an access arrangement in higher education is to ‘level the playing field’ for a student with additional needs. Some higher education students with disabilities will require access arrangements. Please note that any access arrangements a student had during a previous phase of education are not automatically transferred to his / her higher education studies. A student should ensure that they inform a relevant member of staff at his / her place of higher education of any access arrangements that he / she has previously received. Unlike many post primary and further education qualifications, higher education qualifications are not under the regulation of the JCQ. Access arrangements available for eligible students on higher education courses are wide-ranging and may include:

• Extra time
• Separate invigilation
• Use of a spellchecker or dictionary
• Sympathetic consideration for spelling / grammatical errors
• Scribe / Speech recognition technology
• Reader / Computer Reader
• Prompter
• Coloured overlays
• Rest breaks
• Specialist furniture
• Enlarged examination papers
• Audio versions of examination papers
• Examination paper modification
• Examination papers on coloured paper
• Alternative method of assessment, for example a viva voce examination rather than written

Please note, Northern Ireland’s Further Education colleges also offer a range of higher education courses. Higher education courses (level 4 and above) are therefore not solely the preserve of universities and university colleges. The LSC (or equivalent member of staff) at an FE college will need to establish a higher education student’s eligibility to access arrangements in accordance with the relevant access arrangements regulations for the higher education course that the student is enrolled upon.

St Mary’s University College - Widening Participation. 

The Queen’s University of Belfast - Examination Support. 

Ulster University - Reasonable Adjustments for Examinations – Student Guide.