1. Update on Awarding Extra Time Anwen Jones SpLD Specialist Disability Advisory Service The University of Oxford

3. Headlines ….

4. Candidate OfQualTeacherSENCO Centre policy EP / STParent JCQ / Exam Board

5. Aim of AA is to allow access to all without conferring unfair advantage Equality Act 2010 Reasonable adjustment Impact is substantial and long-term

6. Interpreting guidance Who is eligible for an arrangement? Those with or without a formal disability / diagnosis What is reasonable? Set out in JCQ guidance Define substantial and long-term? Not minor or trivial – evidenced through standardised tests and school-based data.

7. Being dyslexic is not enough Painting a picture of need – balance is the key Quantitative Qualitative

8. Quantitative: Speed of Working? <85

9. Speed of Working Reading Speed (Continuous text preferably) Writing Speed (Free writing speed – not sentence completion) Cognitive Processing Speed Working memory Rapid naming Phonological awareness Visual processing speed Visual / motor integration

10. Quantitative evidence & exceptional circumstances Vast majority of cases of ET <85 Exceptional cases 85 - 89 Very rare and exceptional 90+

11. Qualitative Evidence: Balance Normal way of working 84 or less Normal way of working plus.. Multiple scores / more evidence of need 85-89 All the above plus formal evidence of disability 90+

12. FAQ? When to assess? Regulations have not changed – best practice recommendations have changed Who can assess? Who needs to register ? Specialist Assessors / Everyone without an APC What paperwork do they need to complete? Form 8 / Centre equivalent.... With some exceptions for in-house professionals

13. Impact on Centre: Assessing for extra time is difficult! Resources Specialist Staff Test materials – up-to-date Time Monitoring and review procedures

14. SpLD Assessment Standards Committee http://www.sasc.org.uk/ Guidance on SpLD Diagnostic Assessments http://www.ox.ac.uk/students/shw/das/

15. Questions?