See Access Arrangements guide 2011.
None of these need special applications, and are the school's decision.
Reading arrangements
Schools can make the following access arrangements at their own* discretion ? they do not need to request permission. However, using a reader must be normal classroom practice and schools must have evidence to show that resources are routinely committed
to providing this support.
Using readers
The school must arrange for a reader to be on hand for pupils taking a test who regularly have reading support in the classroom.
Writing arrangements
Schools can make the following access arrangements at their own* discretion ? they do not need to request permission. However, the appropriate template should
be downloaded from the ?Access arrangements? section of the QCDA website at www.qcda.gov.uk/accessarrangements.
Using scribes
In a small number of cases a pupil will need to use a scribe to enable them to access the key stage 2 tests. A scribe (also called an amanuensis) is a writing assistant who writes out answers dictated by the pupil.
The use of a scribe must be normal classroom practice and schools must have evidence to show resources are routinely committed to providing this support.Whenever a pupil uses a scribe the school must complete the Use of a scribe form and attach it to the pupil?s test script. The Use of a scribe form can be downloaded from the ?Access arrangements? section of the QCDA website.
Using transcripts
If it will be very difficult for the external marker to read a pupil?s writing, a school can transcribe all or part of the pupil?s test script. Pupils for whom a transcript might be required should be identified before the tests. The original paper must always be sent to the marker with the transcript. If the marker can read the pupil?s writing, they will mark the original work. The marker will always look at the pupil?s original test script to mark the handwriting for the English writing test (longer task).
Using word processors
Pupils who normally use word processors may use them for the mathematics and science sampling tests.
However, for the English tests, word processors may only be used by:
pupils with special educational needs who would not otherwise be able to access
the tests
pupils who use a word processor or technical or electrical aid as part of normal classroom practice. Pupils who are eligible to use a word processor for the English writing test (longer task) will be awarded a compensatory mark of 2 (out of 3) for handwriting.