There isn't a writing test.
Eligible circumstances for using a reader
The use of a reader must be normal classroom practice and schools must have evidence to show that resources are routinely committed to providing this support. A reader must only be used on a one-to-one basis. In most cases, this will apply to children whose reading age is considerably lower than their actual age.
Readers are usually teachers or support assistants but do not need to be specialists in the subject being tested. They should be able to read accurately and at a reasonable speed. They must not be another child at the school or a relative, carer or guardian of the child.
Before the test period, the school needs to make sure readers understand:
the test format and style
their role, including what may and may not be read to a child in particular test
any subject-specific issues that might occur.
Children must not read their answers to a test administrator, unless they are working on a one-to-one basis with a test administrator in a separate room.
English reading tests
The reader may help the child to read the general instructions. This includes information on the front cover of the test paper and any directions that are not part of the actual questions, for example ‘These questions are about the story of Quiet Heroine.’ The reader must not read the questions on the paper to the child or read back any of the child’s responses.
English grammar, punctuation and spelling tests
Readers will be allowed for the English grammar, punctuation and spelling test if it is part of normal classroom practice. Examples of how the Short answer questions papers can be read to a child are provided in the Notes for readers in the English grammar, punctuation and spelling test: short answer questions.
Mathematics tests
A reader may help a child to read any part of the mathematics tests, including:
reading signs, symbols and numbers. Symbols may be read but the process or operation should not be indicated
clarifying instructions, as long as no additional information is given and the assessment is not invalidated
reading, but not clarifying, subject-specific vocabulary
referring a child back to the previous part of the question in multipart questions.
A child may need more than single words or sentences read to them. Some children’s identified needs, for example their individual education plan, will show that they need the whole question paper read to them so that they can access the test. Where this is the case, schools should consider testing the child in a separate room.
If a child requests it, the reader may also read back any part of a child’s
response.
www.education.gov.uk/schools/teachingandlearning/assessment/keystage2/ks2tests/a00201271/reader-