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

Headlines ….

Candidate OfQualTeacherSENCO Centre policy EP / STParent JCQ / Exam Board

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

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.

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

Quantitative: Speed of Working? <85

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

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

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

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

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

SpLD Assessment Standards Committee Guidance on SpLD Diagnostic Assessments

Questions?