1. Introduction
The Exam Access Arrangements Policy explains the actions the school/college will take to strive for equitable access for all students with regard to additional needs they may have for taking exams. Access arrangements are a form of additional learning support that ensures that a learner is not significantly disadvantaged during assessments
This policy supplements the ZES Disability Policy with a special emphasis on access for all ZES students to examination and assessment. “Additional Needs” is an umbrella term used by Ziauddin Schools and Colleges to demonstrate our intention to provide support wherever possible to our students. This policy forms an integral part of our teaching and learning philosophy, which seeks to create a learning environment whereby every individual student may fulfil his/her potential.
2. Examination Access Arrangements
Exam Access Arrangement is support given to a student (subject to exam board approval) in an exam, where a particular need has been identified by the school and is accommodated so that the student has appropriate access to the exam. This can be in the form of:
A scribe:
A teacher (not the student’s class teacher or subject teacher for the exam) who writes for the student. In this instance, the student dictates the answers to questions and the scribe write exactly (without changing tone, grammar or vocabulary) exactly what is said.
A reader:
A teacher who reads the questions and any relevant text for the student. The student writes the answers.
ICT:
This is access to a computer for an exam so the student can word process answers in subjects like English and Social Studies, not mathematics. Spelling and grammar checks MUST be disabled along with internet access.
Extra time:
Depending on the evidence of need, a student may be given extra time in an examination (after approval from the awarding body)
Prompter:
Where a student loses concentration easily, a teacher can prompt the student with a few permitted phrases to refocus, move the student on to the next question or indicate how much time is left.
NOTE 1: Access arrangements are not intended to give candidates an unfair advantage, but to give all candidates the equal opportunity to demonstrate their skills, knowledge and understanding.
NOTE 2: Procedures and practices relating to the awarding of access arrangements are governed by the statutory duty schools/colleges have, to make reasonable adjustments to provision under guidelines produced by the Joint Council for Qualification (JCQ).
3. Situations Requiring Exam Access Arrangements
3.1 A Scribe:
Where there is a physical disability such that the student’s writing is illegible and may hamper his/her ability to be understood
Where there is a physical disability such that the student’s writing speed is too slow to be able to complete the exam in the allotted time
3.2 A Reader:
Where a student has difficulty reading due to some recognised disability
3.3 ICT:
This can be used instead of a scribe where there is a physical disability such that the student’s writing is illegible and may hamper their ability to be understood or the writing speed is too slow to be able to complete the exam in the allotted time (permission needs to be sought from the awarding body)
3.4 Extra Time:
Where a student’s ability to process information adversely affects his/her ability to complete an exam in time (permission needs to be sought from the awarding body)
3.5 Prompter:
For a student who loses concentration/focus easily due to a recognised disability or learning impairment
4. Procedures
Students are to be identified for Exam Access Arrangements based on the following criteria:
4.1 Admissions testing/ baseline testing and regular in-class/ termly testing
4.2 Subject teacher recommendation
5. In-school/ In-college Support for Students
5.1 Students can be given additional exam practice during school hours
5.2 If students are using a scribe or reader, they must be shown the procedure for using them appropriately in an exam (i.e. what is permissible)
5.3 Students using extra time should be given tutorial time with a teacher on how to use the extra time effectively
NOTE 3: Students with Examination Access Arrangements must be monitored regularly in school/college through the use of data from progress/termly reports, and exam and test results.