Access Arrangements - English GCSE

[Biscuitsgalore18]

Hello,

My daughter is in year 10. She has a diagnosis of dyslexia, autism, ADHD and a vision impairment causing a significantly below average reading ability. Just had her mocks. Her access arrangements are:

25% extra time
Use of a word processor
Prompter
Rest breaks (feels too embarrassed to use this)
Separate invigilation

These seem to work well for all her GCSE’s apart from English. She has never been able to get through an English paper/test in the time allowed, barely writes anything as by the time she has processed what to do and starts writing the exam is almost over. This is making her feel distressed and deflated. She is set 2 for English and it’s her best subject, in a non timed environment she is awesome at it.

I was reading JCQ Access Arrangements and Reasonable Adjustments document and noticed that it’s possible to have more than 25% extra time if significant evidence to support this. What would be significant evidence? The document said this is only offered in extreme circumstances. So not sure if it’s even possible. In year 9 her English teacher submitted evidence for extra time above the 25% but nothing happened with this and that teacher has now left.

Any advice much appreciated.

Thank you :)

Things like mock exams/previous tests, classroom work can be used as evidence. Even though standardised scores aren’t required for those not applies via the learning difficulties route, some use these as evidence. Has DD had an ed psych assessment?

Would a computer reader or reading pen help?

Thank you for your reply.

I don’t think a reading pen or computer reader has been explored but I think that could work well so will speak to the SENCO.

She saw ed psych in year 8 and they diagnosed her dyslexia and recommended autism and adhd assessments which she has now had. She has only recently being diagnosed with ADHD and is still in titration period, so hopefully that will help once settled too.

Should we get another ed psych
assessment before year 11?

I would start by speaking to the school.

If other evidence for more than 25% extra time is lacking an EP assessment within 26 months of the exams may help evidence the need. Standardised scores aren’t essential for those not applying via the learning difficulties route, but for those otherwise struggling to evidence the need for more than 25% it can sometimes help.

Just jumping on on your thread @Biscuitsgalore18 , did you get a reading pen or computer reader? If so which one and did it help?

@Headfirstintothewild please could you explain what you mean by the relevance of learning disabilities to standardised scores.

@SENSchoolDiaries she couldn’t get on with the computer reader or pen, she became a bit fixated on the robotic style voice and it ended up being too distracting. She has a human reader now though and then 50% extra time during the reading bit of the English language paper as cannot have a reader for that bit.

Thank you. I’m glad you found a suitable way forward. Mine would be distracted by a robotic voice too, tbh.

@SENSchoolDiaries there are two routes to extra time. The learning difficulties (not learning disabilities) route requires candidates to have standardised scores. The other route (used for things like ASD and VI that are mentioned in the OP) does not require standardised scores. You can read more in JCQ’s guidance.

Thank you, I’ve downloaded the latest guidance and have started reading it.

@Biscuitsgalore18 also. which processor does your DD use please?