An Access Arrangements Report offers formal evidence to support a school’s request for exam access arrangements in line with JCQ (Joint Council for Qualifications) guidelines.

The assessment is conducted by a qualified specialist assessor, typically working alongside the school’s SENCo, and examines how a student’s specific learning difficulty—such as dyslexia—impacts their performance during timed examinations. This information enables the school to decide whether exam adjustments, like extra time, are suitable and can be submitted for approval to the exam boards.

Unlike a comprehensive diagnostic assessment for dyslexia, an Access Arrangements Report is specifically focused on identifying appropriate exam support measures rather than providing a formal diagnosis.

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