Course objectives:
By the end of this course, parents will be able to:
- Understand what JCQ is and why its regulations matter.
- Recognise what access arrangements are and who qualifies.
- Understand how schools assess and apply for access arrangements.
- Support their child through the process.
Access Arrangements Level the Playing Field — Not Give an Advantage
Access arrangements (like extra time, a reader, or a scribe) are there to support students with specific, evidenced needs so they can access exams fairly. They're based on what's normally used in class, not just on a diagnosis.
Schools Must Follow Strict JCQ Rules — It's a Legal and Ethical Framework
Schools can only apply for access arrangements if they have appropriate evidence and if the arrangement reflects the student's usual way of working. This includes formal assessments, teacher input, and, where relevant, medical evidence.
Parents Play a Key Supporting Role — But Cannot Guarantee Outcomes
Parents can help by sharing reports, communicating with the SENCo early, and understanding that not all difficulties qualify. Final decisions are made according to JCQ regulations — not parental preference or external/private assessments alone.
Webinar outline
Module 1: Introduction to JCQ (10 minutes)
What is the JCQ?
- Explain the role of the Joint Council for Qualifications.
- Outline the types of qualifications it governs (GCSEs, A-Levels, etc.).
- Emphasise JCQ’s role in ensuring fairness and standardisation.
Module 2: What Are Access Arrangements? (15 minutes)
Key Definitions:
- Access Arrangements: Reasonable adjustments for candidates with specific needs (e.g. extra time, a reader, a scribe, etc.).
- Reasonable Adjustments vs Special Consideration.
- Emphasise that they are about access, not advantage.
Examples of Access Arrangements:
- Extra time (25% or more)
- Use of a laptop/word processor
- Supervised rest breaks
- Reader or computer reader
- Scribe
- Prompter
- Separate room
Module 3: Who Is Eligible? (15 minutes)
Categories of Need:
- Specific Learning Difficulties (e.g. dyslexia, dyscalculia)
- ADHD, ASD
- Physical disabilities
- Sensory impairments
- Mental health conditions
JCQ’s Evidence Requirements:
- ‘Normal way of working’ principle
- Specialist assessment reports (e.g. Form 8)
- Teacher observations
- Medical or CAMHS documentation
Module 4: The School’s Role (20 minutes)
The Application Process:
- The SENCo’s responsibilities
- The role of the assessor and Form 8
- Parental consent
- Timelines and deadlines (e.g. March 21 for summer exams)
Key Point:
- Schools must demonstrate need + normal way of working
Module 5: What Parents Need to Know (20 minutes)
How Parents Can Help:
- Share professional reports with the school
- Talk to the SENCo early
- Understand that not all difficulties qualify
- Trust that schools follow JCQ guidance strictly
Common Misconceptions:
- “Every child with dyslexia gets extra time” – not necessarily.
- “A private report guarantees access arrangements” – not without evidence of need and use in class.
Module 6: Your Questions Answered (10 minutes)
- Q&A session
- Optionally provide an FAQ handout
