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Adjustments/concessions or whatever it's called for GCSEs

37 replies

insan1tyscartching · 19/10/2016 22:57

I think I understand that adjustments have to be requested no more than two years prior to exams. Can somebody explain the process to me please and also what would be the maximum adjustment made in terms of time and marking? What evidence is required and from where does this need to come? Is a statement that states the need for extra time because of processing difficulties and slow recording skills sufficient or do school have to provide more evidence?
Dd is y9 at present receives extra time as a matter of routine and a scribe when needed but she has a unique/ unusual difficulty that impacts heavily on several areas of the curriculum which will mean she will not have completed the full curriculum in several subjects and exam papers might well need censoring if she is going to be able to actually sit the exam (again these difficulties and adjustments are documented in her statement and happen in school as a matter of routine) I'm keen to understand what school need to be doing as SENCo isn't terribly pro active without a prod,

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mummytime · 21/10/2016 16:06

Why don't you get her therapy privately? If necessary see if a charity (eg. Rotary) will fund it if you cannot.

catslife · 21/10/2016 15:10

I am wondering whether it may also help OP to have a word with subject teachers for the GCSEs that she intends to take. Perhaps it may be possible for her to choose a different exam board (or syllabus) to try to minimise the risks as far as possible before she starts the course. This could be more effective than modifications made on the day of the exam.
For RE for example it could be possible to study a different religion to other pupils. For Science, if experiments are a problem, taking the iGCSE may help as they don't have to complete a portfolio of experimental work. The iGCSEs are a bit more traditional and don't tend to have the "apply this to everyday human life" type questions that could cause your dd a problem.

insan1tyscartching · 21/10/2016 10:01

Yes school have already put dd in the group that will be studying more appropriate texts for English. They do tweak an awful lot and I make sure they know I appreciate that it makes teachers extra work in planning and marking.If I knew that SENCo was communicating with exam boards and some consideration was being given to Science next year then it would be pretty perfect tbh since ed psych's guidance has been taken on board.

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catslife · 21/10/2016 09:49

Have a look at the JCQ regulations. There is a maximum allowance that can be made by the exam board to meet the needs of a particular pupil or exam candidate. So there is a maximum amount of extra time that can be given etc. and there may be also be allowances(in terms of marks added on) made for specific medical (including pyschological) conditions that are known in advance.
A PP is correct in that candidates with scribes will be in separate rooms but there are very strict guidelines (stipulated by the exam board) about what scribes, exam invigilators etc are allowed to do in the exam room and reading the paper in advance is not allowed. Exam invigilators (or scribes) are not allowed to direct candidates as to which questions they should answer etc.
The other problem is that the format of GCSE exams is changing. For subjects such as English Lit there is usually a choice of set texts that pupils can study. At dds school different sets read different texts so hopefully your dds needs could be adapted for in advance.

myyoyo · 21/10/2016 09:36

Would rest breaks help? If the TA is currently setting her down after seeing something triggering then that could be seen as a rest break.

myyoyo · 21/10/2016 09:35

She won't need to be assessed for extra time as she has a statement and it's her usual way of working in school. If you have evidence of her underlying difficulties e.g. a note from CAMHS, that can go on file as well.

The SENCO needs to write a file note which explains why she needs the extra time alongside evidence of your dd's usual way of working/history of need.

insan1tyscartching · 21/10/2016 09:20

mummytime home ed isn't really an option, dd likes her school, wants to be there and would never agree to leave and I don't want to home ed. I'll take on the LA and fight to get her the support she needs in school though to be able to cope the best she can and I work tirelessly with the school and with dd so that she continues to be able to attend and achieve.
Our CAMHS is useless dd's paed and the ed psych both say the same realistically dd won't get any effective or useful therapy until she hits adult services or until she no longer copes in mainstream and I get her into independent specialist school like I did with her brother.
For now though home and school are doing the best they can I suppose to keep dd where she wants to be.

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insan1tyscartching · 21/10/2016 09:04

She definitely won't study history from next year, she is currently studying History on an amended curriculum where she didn't attend History at all last year but the teacher this year is Head of History and is better able to amend and offer alternatives whereas last year's teacher wasn't able to.
The subjects where it's clear that she won't be able to cope are the easy ones tbh it's the ones where everything is going well like English or RE and then there is a piece of text (it doesn't even have to be graphic implied or inferred is just as triggering), a photo, a diagram, a video clip and suddenly we are pushed back a million steps and we have to work on getting her back and able to manage.
It's better at the moment, now teachers are aware of how serious it is they make the effort to check resources and warn dd so that she can leave in time but it's been a long time coming because I believe some thought she could toughen up and they wouldn't be seen as pandering (which in effect made everything a lot worse)
It's a pain to read about French A level tbh (although I'm hoping there will be some improvement by then) as she is very very good probably because she learned to speak English in much the same way and her astounding memory and the retained echolalia helps enormously.
Balletgirl I'm hoping for the same for dd but it's so difficult getting the school to make a decision or explore the possibilities which to me should be happening now. I have visions of the option booklet being released and then them all flapping as nobody knows what is happening with dd. SENCo is a science teacher so I was hoping it would be planned for now but it's another thing that is like pulling teeth and there have been lots of those.
Lots to think about though so thank you Flowers

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InTheDessert · 21/10/2016 08:58

Possibly a foolish suggestion, with absolutely no knowledge to back it up, but if your daughter has scribe, she is going to need to sit the exam in a separate room anyway. So could her exam start 15 mins later than everyone elses, and the scribe use that time to cover any triggering material. If she is entitled to extra time, but as you hint at, won't use it all, can the extra time be used for this extra?? Or is the scribe not allowed to read the exam paper??

mummytime · 21/10/2016 08:44

In your situation I would be taking my DC out of school. I would get them therapy. But at the same time I would be home schooling and focusing on the things she could deal with. "College without High School" https://www.amazon.co.uk/College-Without-School-Blake-Boles/dp/0865716552 is a book that can give you some guidance, that it is possible to go to University without GCSEs etc. I have known people in the UK manage this, and several who have just taken the American SATs.
GCSEs are quiet rigid and not every conceivable concession can be allowed.

WyfOfBathe · 20/10/2016 23:32

I realise that what I wrote sounds quite uncouraging. I do genuinely hope that adjustments can be made for your DD & other DC with anxiety/phobias!

Also, if she decides against a level French there are alternative courses out there (not necessarily leading to quals though) so she could carry on learning [Smile

HeddaGarbled · 20/10/2016 23:27

Exam boards will produce modified papers if asked in advance but this is usually about making sure that diagrams are clear for students with visual impairments and things of that nature. I have never heard of exam boards agreeing to remove potentially triggering topics and think it is unlikely they would do this as this would be changing the exam to a different exam altogether.

Where students need exam papers enlarged from A4 to A3 or copied onto coloured paper, permission can be given to open the papers early to allow time to do this. I wonder if this is the way to go. The school could open the paper early and cover up the triggering parts.

This is a very unusual request and it is not possible for the school to apply for this through the normal procedures. Someone will need to have a discussion with the examining boards for all the different exams (schools often use a variety of examining boards for different subjects e.g. AQA, Edexcel, WJEC). The obvious person to have this discussion is the SENCO, though many schools have exams officers as well who may take on this task.

Your EP recommendation is vitally important as will be evidence from school about your daughter's difficulties and what they are doing to meet her needs, known as "normal way of working".

Ultimately, the decision lies with the individual examining boards, not with the school. The school's responsibility is to apply for the adjustment and provide the evidence required.

You are so right to be addressing this now. Because this is an unusual request, you don't want to be having these conversations just before the exams.

WyfOfBathe · 20/10/2016 23:27

As Noble said, there are no allowances for missing part of the course. We have a student with a lot of anxiety around school & she has missed a lot of the curriculum, but she can't get special consideration for that. Basically, the idea behind exam concessions is that they mean that everyone is tested on what they know and not how well they cope with the exams - but as your DD doesn't know all the content, they can't mark it as if she does (I hope that makes sense).

As a language teacher, I'm always pleased to hear that a student wants to study a modern language. However, I would advise DD/you to have a look at the course before making a decision as the A level is all based around "controversial topics" so things covered include animal testing & immigration (including refugees from wars) and literature/films with difficult topics will be studied as well.

Balletgirlmum · 20/10/2016 23:07

Can she not drop history for GCSE? English is a difficult one. I'm personally wondering if I will be able to Persuade ds's school to let him take single science physics & chemistry only (better than failing combined double) but it's never been done before.

insan1tyscartching · 20/10/2016 22:54

Balletgirl dd's includes biology, (I think that was the start when she fainted in Primary when the ear was being discussed) but it also encompasses human and animal suffering, wars, natural disasters fundamentally it grows and grows. English lessons are traumatic when texts are triggering, History lessons she rarely attends and didn't at all last year, Geography again she goes to selected lessons and has adapted work, RE is another difficulty, Biology she doesn't attend at all, PHSE she only attends "suitable topics" and so it goes on Sad

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insan1tyscartching · 20/10/2016 22:41

Well yes dd will be getting therapy for her phobia but the ed psych didn't believe that progress will be quick enough for there to be any significant difference in time for GCSE's. All desensitisation is currently off because her anxiety levels are at such a high that it is just ingraining and expanding her phobia so the plan is to remove it for now, work on getting the anxiety down and then at a later date addressing the phobia.
It's quite difficult to make progress tbh the phobia is huge but the ASD complicates matters as of course she is quite rigid in her thoughts, her communication is "off", her ability to verbalise feelings and emotions is less than basic (she gets happy/ sad/ angry) and her ability to process language is affected. It's like wading through treacle tbh

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Balletgirlmum · 20/10/2016 22:30

Unfortunately I think what previous posters have said is correct.

I feel for you as DS (who has asd & slow processing) also has an extreme phobia about anything medical/human biology. There is nothing we can do & despite him being at a selective school I fully expect him to fail science GCSE.

insan1tyscartching · 20/10/2016 22:25

You see that's why I want the conversations to be happening now so that everyone is clear on what can and can't be done. I get anxious if I'm not clear on things, if I know the plan then I can ensure that dd is as well prepared as she possibly can be and we can concentrate on making sure that the parts she can do are as tight as we can get them instead of second guessing what will happen.

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LIZS · 20/10/2016 22:23

Did the Ed Psych come up with any strategies to desensitise her to these triggers or support her? It seems unrealistic for her to go through school and life beyond without being able to recognise and cope to an extent, even if by leaving the room. In A Level French things may well still come up , through the study of literature or current affairs for example, which she might find difficult.

noblegiraffe · 20/10/2016 22:20

Special consideration doesn't apply here. The JCQ document says:

Candidates will be eligible for special consideration if they have been fully prepared and have covered the whole course but performance in the examination, or in the production of controlled assessment, coursework or non-examination assessment, is materially affected by adverse circumstances beyond their control.

insan1tyscartching · 20/10/2016 22:17

Thank you, I suppose 5% is better than nothing, she is predicted top grades but for me if I get her through enough GCSE's so that she can do the A levels she will want to do (French Art Music Maths) and that wont be triggering then I will be happy at that. The grades don't matter too much to me I'll just feel relieved we got through it tbh.

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Clonakilty · 20/10/2016 22:09

Oh OP - I feel for you, I really do, it looks like 5% is the maximum allowance made. Have a read of the regulations which might make things clearer. All the best.

www.jcq.org.uk/Download/exams-office/access-arrangements-and-special-consideration/regulations-and-guidance/a-guide-to-the-special-consideration-process-2016-2017

noblegiraffe · 20/10/2016 22:08

No, there'd be no allowance made for not being able to cover parts of the curriculum.

I was reminded of the school that was in the news a couple of years ago for doctoring exam papers to remove questions on evolution which conflicted with its religious teaching. Apparently it had been allowed up till then but wasn't allowed any more, but that was for religious reasons so you could still ask and see what they say.

www.bbc.co.uk/news/education-26823183

insan1tyscartching · 20/10/2016 22:06

Tbh Noble if the extra time she will get for processing was used by the TA to stick post it notes over the exam paper so she can cope. She will do better then than she would with all the time in the world if her phobia is triggered.

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insan1tyscartching · 20/10/2016 22:01

No I didn't think they could be doctored but I hoped that someone could cover with a loose sheet of paper offending parts. Also dd isn't able to cover parts of the curriculum so I was hoping that she would be awarded some sort of allowance for the fact that she doesn't and isn't able to cover parts of the curriculum.

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