The JCQ (Joint Council for Qualifications) has released updated regulations and evidence requirements for the 2024/25 academic year, providing critical guidelines on access arrangements and reasonable adjustments for students with disabilities and learning difficulties. This detailed study will explore these updates, focusing on the implications for SENCos, assessors, and examination officers.
The JCQ regulations for 2024/25 emphasise a whole-centre approach to managing access arrangements and reasonable adjustments, ensuring compliance with the Equality Act 2010. These guidelines are essential for maintaining fairness in assessments while supporting students with specific needs.
Key Updates for the 2024/25 Academic Year
Clarification of SENCo Responsibilities
The regulations emphasise the crucial role of the SENCo (Special Educational Needs Coordinator). SENCos must receive adequate support from the head of the center to effectively manage access arrangements, including ensuring regular CPD (Continuing Professional Development).
The SENCo is responsible for making informed decisions about access arrangements and working closely with teaching staff and assessors to identify and implement the most appropriate adjustments.
Expansion of Access Arrangements Online
Access Arrangements Online now covers a broader range of qualifications, including BTEC Firsts, BTEC Nationals, T-Levels, and more. This expansion allows for more streamlined processing of applications, but it also requires centres to ensure that the necessary evidence thoroughly supports all submissions.
New Provisions and Adjustments
Supervised Rest Breaks
Part 1 of Form 8 can now confirm the need for supervised rest breaks, particularly for candidates who require 25% extra time or a scribe. This change simplifies the process and reduces the need for additional specialist evidence.
A single supervised rest break should be no more than 30 minutes in duration. and candidates cannot be given as many supervised rest breaks as they like for as long as they like
Listening to Music/White Noise
A new provision allows candidates with substantial impairments to listen to music or white noise during exams, helping to mitigate stress and improve concentration.
Access Arrangements and Reasonable Adjustments 2024/25
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Revised Guidelines for Modified Papers
The regulations provide updated guidance on the provision of modified papers, including specific instructions for using coloured paper or A3 enlargements. This ensures that all students can access exams in a format that meets their needs.
Updated Protocols for Using Computer-Based Tools
The use of computer-based tools, such as readers or speech recognition technology, must reflect the candidate’s usual way of working. This alignment ensures that the tools are appropriate for the specific assessments and do not unfairly advantage or disadvantage the candidate.
Application Deadlines and Processing
The JCQ emphasises the importance of early identification and application for access arrangements. Applications must be submitted by the published deadlines, with late applications allowed only in exceptional circumstances, such as a recent disability diagnosis.
Detailed Overview of Evidence Requirements
The JCQ has outlined specific evidence requirements for various access arrangements. These requirements are critical to justify adjustments and meet the necessary standards.
Evidence of Complex Needs
Due to long waiting lists for diagnoses, a referral letter can be used as evidence in exceptional circumstances.
If a candidate has been referred to CAMHS or a local NHS Trust by their school or GP, is on the screening list, and is likely to receive a formal diagnosis, the SENCo may, in exceptional circumstances, use a CAMHS/NHS Trust referral confirmation or acceptance letter as evidence.
This is allowed due to the long waiting times for CAMHS/NHS Trust services. However, the SENCo must provide a strong case for the candidate’s needs in Part 1 of Form 9, relying more on evidence from the school such as comments and observations.
Physical Disabilities and Sensory Impairments
For access arrangements such as 25% extra time, computer readers, or scribes, the SENCo must complete Form 9, confirming the candidate’s usual way of working and that their difficulties are persistent and significant. This must be supported by a formal diagnosis from a registered specialist (e.g., clinical paediatrician or hospital consultant).
Medical Conditions (e.g., ADHD, ASD)
Similar to physical disabilities, candidates with medical conditions require Form 9 to be completed by the SENCo, with confirmation of the candidate’s usual way of working and the impact of their condition on teaching and learning.
Learning Difficulties (e.g., Dyslexia, Dyscalculia)
For candidates with learning difficulties, a fully completed Form 8 is required. This must include assessments by the centre’s appointed assessor using current editions of nationally standardised tests. The results must show at least two below-average standardised scores (84 or less) across different areas of speed of working.
Become a UK approved Access Arrangements Assessor
Level 7 Educational Testing & Access Arrangements Certificate (ETAAC)
British Psychological Society Approved
Use of Scribes or Speech Recognition Technology
A fully completed Form 8 is also required for candidates needing a scribe or speech recognition technology. The evidence must demonstrate that the candidate cannot produce written work through any other means supported by specific standardised test scores.
Other Access Arrangements
Some access arrangements are delegated to centres and do not require application through Access Arrangements Online. These include alternative rooming, non-electronic ear defenders, and supervised rest breaks.
EAL (English as an Additional Language)
Candidates with EAL might be eligible for a bilingual dictionary, with an additional 25% extra time available under specific, exceptional circumstances. Form BD25 is no longer required but an application online is still needed.
Best Practices for Implementing JCQ Guidelines
Collaborative Decision-Making
SENCos should collaborate closely with teaching staff, assessors, and external specialists to ensure that decisions about access arrangements are well-informed and tailored to the candidate’s specific needs.
Maintaining Rigorous Documentation
Proper documentation, including completed Form 8 and Form 9, is crucial for supporting access arrangement applications and ensuring compliance with JCQ regulations. Centres should be prepared for inspections and ensure all evidence is accessible and well-organised.
Continuous Professional Development
Regular CPD is vital for SENCos and assessors to stay informed about the latest JCQ regulations and best practices. This includes attending annual update courses and engaging in other professional learning opportunities.
Early Identification and Application
Centres should prioritise early identification of candidates who may need access arrangements and ensure that applications are submitted well before the deadlines. This proactive approach helps avoid last-minute issues and ensures all necessary arrangements are in place.
Implications of Non-Compliance
The JCQ document stresses that non-compliance with these regulations could constitute malpractice, potentially impacting the candidate’s results. Common issues include:
- Implementing unapproved access arrangements.
- Failing to provide necessary access arrangements.
- Using unsupported evidence for access arrangements
Conclusion
The JCQ regulations and evidence requirements for the 2024/25 academic year provide a robust framework for ensuring fair and equitable assessment access for all candidates. By adhering to these guidelines and maintaining a proactive approach, schools and colleges can support the success of all students, particularly those with disabilities and learning difficulties.
Action Steps:
- Ensure all relevant staff know the updated JCQ regulations and evidence requirements.
- Review and update internal policies on access arrangements.
- Prioritise early identification of candidates who need access arrangements.
- Maintain thorough documentation and engage in continuous professional development.
By following these steps, centres can ensure compliance with JCQ regulations, thereby supporting the success and well-being of all students during their assessments.
Access Arrangements and Reasonable Adjustments 2024/25
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