SATS concessions

[helpthewhos]

Does anyone have any experience of getting alternative exam arrangements for SATS? DS1 has had a diagnosis of dyspraxia for a while, school had already agreed a scribe for SATS as when rushing his writing is often illegible. However dyslexia has been added with a recommendation he have 25% extra time for formal exams. Is this something that can be done for SATS? I think its largely at the schools discretion but just want to know what is generally done elsewhere as the school have been pretty unhelpful before.

25% extra for sats is common and doesn't need a diagnosis. Definitely ensure that he is offered this. Scribes are more complex and need to be applied for.

We have different tests, reading speed, writing speed and working memory, which we use to identify those who are given additional support- 25% extra time, readers or scribes. But this additional support also has to be part of everyday working practice, not something that is just given for SATS assessments. So, start asking now! The school will,need to begin gathering evidence of " normal working practice" for any additional support given.

How is he on typing?
Even if you need a scribe for SATs I'd get going on that as it may help at secondary if he goes up with that as his 'normal way of working'.

@Stevenage689

25% extra for sats is common and doesn't need a diagnosis. Definitely ensure that he is offered this. Scribes are more complex and need to be applied for.

Sorry, this is actually the other way round. Extra time allowances are something that must be applied for unless the child has an EHCP. The application process was suspended last year due to coronavirus but then the assessments didn't happen anyway. We won't know whether there will be an application process this year as normal until the access arrangements are published (typically in December).

Unfortunately, many dyslexia diagnosers make this 25% claim in their reports when they are in no position to do so. The report and diagnosis do not automatically entitle a child to anything for assessments by themselves but can form part of a bank of evidence that does.

As a general rule, access arrangements must reflect standard classroom practice. If he is going to have extra time in his exams, the school must demonstrate that this is an equaliser and not an advantage. They would need to show how they regularly across the year give him additional time on classwork to ensure his output matches his ability and that there is a reason why he is unable to produce work (or access exams) that reflects his ability within the set time. This is where the report can begin to help.

Some schools, unfortunately, don't do this properly and there are those who apply for (or just give) extra time or provide additional access arrangements without the proper bank of evidence. This would be regarded as cheating and, if observed during the LA's drop in spot checks, can lead to individuals or whole cohorts having their results disapplied.

Unfortunately, many dyslexia diagnosers make this 25% claim in their reports when they are in no position to do so

Yes, this happens with regularity in my school. We have a very good record with dyslexic children but have had many a raging parent insisting that their child needs extra time when they are already well into greater depth scoring in November and finish the paper before the end of the 60 minutes. Had one parent threaten to send a copy of the diagnosis to STA herself. Her ds consistently scored 117 in practice papers.🙄🙄