Dyspraxia and JCQ guidance on exam access arrangements

[BananaPie]

I’d be interested in experience of what exam access arrangements are normal for students with a diagnosis of dyspraxia/DCD. The JCQ guidance seems to be well set up for dyslexia, ASD etc (and the school used to dealing with this).

DD doesn’t have an EHCP, but struggles to write legibly for long periods of time and has low processing speed and low visual spatial IQ. She uses a laptop which will hopefully be seen as her usual way of working, but I’m wondering whether there’s anything else that I could consider asking the school to apply for / any other evidence I should ask them to collect in support. GCSE years if relevant!

Exam access arrangements are based on needs rather than diagnosis. For example, some with dyspraxia need and qualify for extra time, some don’t. Some need rest breaks, others don’t. Same for speech to text software.

Thanks, that is helpful. The part I don’t understand is how the school assess need and what I should be asking them to do. They seem to accept that a laptop is her normal way of working and will hopefully make the case for that, but what should I ask them to do in terms of assessing need for breaks / extra time / a smaller room? They don’t really seem to understand what her difficulties are and what might help.

Speak to the SENCO.

If DD’s needs are not fully understood, you might find an EP assessment helpful. It isn’t essential for exam access arrangements, but it might help more generally.

For rest breaks, the school will look at whether DD uses breaks during class time. They will look at how DD copes with tests without. They can trial them during internal tests/mocks and note how DD uses them and the result of trialling breaks on her achievement in tests/mocks.

For JCQ purposes, I believe dyspraxia falls under the learning difficulties criteria (just like dyslexia), so assuming DD doesn’t have an EHCP, for extra time she would need standardised testing of two scores of 84 or less from two different areas of working. Or one of 84 or less and one between 85-89. Or, less commonly, two or more scores of 85-89. Schools can undertake standardised testing. Plus, they will look for evidence from work within the class and internal tests. For example, they might get DD to do tests during the normal time in black ink and swap to green for the extra time. And they will look at what teachers are saying and what observations are like.

For a smaller room, some schools put those requiring laptops in a smaller room together. If your school doesn’t do that, explain to the SENCO why you think it is necessary (not all with dyspraxia wouldn’t be in a smaller or individual room). They should speak to other staff, look at how DD is in tests without it and may trial it in internal tests.

Thanks, that is helpful. I have been speaking to the senco about this for the last 18 months and been repeatedly told that they will sort it at the start of GCSE years. They don’t seem inclined to do any testing. We have EP reports etc but I have been told that these can’t be submitted as evidence.

The school won’t finalise arrangements yet, but they shouldn’t leave building a picture of need until Y10. The JCQ guidance is clear that should happen over KS3.

The existing EP assessment won’t be sufficient, but they can use the recommendations in the report to support/inform adjustments now that they can use to build the picture of need and normal way of working. Then the Form 8 etc. completed later with updated standardised scores.

When speaking to the SENCO focus on support as a whole for now rather than just exam access arrangements. If you do that and the SENCO won’t engage, go higher.

For clarity, they don't do the formal stuff until eg early y10 as otherwise it 'times out' and they have to do it all over again.

Rest breaks can be helpful if used properly. (DD's better teachers used to give her rest breaks in lessons by giving her an admin task to do part way through.)

Smaller room doesn't have to go through JQC, it is up to the school. If she gets rest breaks she'll probably be in a smaller room automatically (because of admin reasons), and quite possibly just because using a laptop.

Extra time is based on specific tests, but showing a need in class now may well help. e.g. You could ask for extra time in end of year / unit assessments and switch to a different colour pen.

Using extra time and rest breaks really extends an exam though ....

JCQ’s rules state no earlier than the start of Y9 for standardised testing. But they are in addition to the other evidence building a picture of need and normal way of working e.g. evidence from internal tests and comments and observations from staff.

JCQ rules are ridiculous and restrictive. Its impossible to establish standard way of working if teachers can't/won't make adjustments so kids just get let down again. My DS is now in year 10, I've been asking about exam arrangements since year 8 as DS has Dyslexia, Dyspraxia and probably ADHD. The school currently don't have an exam arrangements assessor (advertising for the job for a January start!) and the SENCO won't discuss exam arrangements. And they can't provide extra time or rest breaks in class tests, even big end of year assessments - it's unreasonable to expect it apparently. The British Dyslexia Association do a webinar on JCQ rules which is worth watching to understand how it is supposed to work. But as with all things, if the school don't co-operate you get nowhere.

If schools refuse to provide reasonable adjustments, you can escalating it following the complaints process. Reminding them of their duty under the Equality Act. For state mainstream schools, also remind them of their duty under the Children and Families Act 2014 to make their best endeavours to meet a pupil’s SEN. Many won’t, but ultimately people can look at a disability discrimination claim.