How can an examination centre establish a private candidate’s normal way of working when the candidate has been studying at home or with a private tutor?
This is an important question for examination centres accepting private candidates for GCSE and A level examinations. Unlike schools and colleges, private examination centres may not have observed the candidate in lessons or internal examinations. They may need to gather evidence from several sources before completing the relevant JCQ forms or processing an online application.
The good news is that JCQ provides a range of ways for centres to establish a private candidate’s picture of need and normal way of working. These include information from the candidate, parents or carers, private tutors, distance learning providers, previous examination centres, work samples and screening activities.
Dyslexia UK provides remote JCQ access arrangements assessments for GCSE and A level candidates, working with examination centres and their appointed SENCos. Our assessors can complete the assessment component of the relevant process and return the required documentation to the centre.
Private candidates can be considered for access arrangements even when they have not attended a conventional school or college.
The SENCo must establish a clear picture of the candidate’s needs and normal way of working.
The evidence must relate specifically to the private candidate and should be recorded as such on Part 1 of Form 8 or Part 1 of Form 9, where applicable.
Evidence can include candidate interviews, tutor or distance learning information, previous examination arrangements, work logs, work samples and screening activities.
A private candidate may be able to complete a SENCo conversation or assessment-related activity remotely.
For learning difficulties, the centre must follow the relevant JCQ assessment and documentation requirements.
Dyslexia UK can provide remote access arrangements assessments for GCSE and A level candidates, working with the centre’s SENCo.
Examination centres should identify possible access arrangement requirements at enrolment and allow sufficient time to gather evidence and process applications.
What are access arrangements for private candidates?
Access arrangements are adjustments that allow candidates with special educational needs, disabilities or temporary injuries to access an examination without changing the demands of the assessment.
They may include arrangements such as:
25% extra time.
Supervised rest breaks.
A reader or computer reader.
A scribe or speech recognition technology.
A word processor.
Modified examination papers.
Alternative rooming arrangements.
The arrangement must be appropriate to the candidate’s needs and must reflect their normal way of working. The centre must follow the relevant JCQ regulations and, where required, submit an application through Access arrangements online.
JCQ access arrangements are intended to remove barriers to assessment. They are not intended to compensate for a lack of knowledge or attainment.
The SENCo must therefore be able to explain:
What difficulties the candidate experiences.
How those difficulties affect their work under timed or examination conditions.
What support or arrangements the candidate normally uses.
Why the requested arrangement is appropriate.
What evidence supports the decision.
For a private candidate, this evidence may not come from classroom observations. Instead, the SENCo may need to build a picture from the candidate’s study arrangements, previous examination history and information supplied by other people involved in their education.
The JCQ guidance specifically states that, when completing Part 1 of Form 8 or Part 1 of Form 9, the SENCo must make clear that the picture of need and normal way of working relates to a private candidate.
How can a SENCo establish a private candidate’s normal way of working?
There is no single source of evidence that every private examination centre must use. The SENCo can draw on a range of relevant information.
1. The candidate’s application form
The centre’s application or enrolment form should ask whether the candidate has difficulties when working under timed or controlled conditions.
Useful questions might include:
Do you have difficulty reading examination questions within the time allowed?
Do you need to reread information to understand it?
Do you find it difficult to organise or produce written answers quickly?
Do you experience difficulties with spelling, handwriting or typing?
Have you previously used extra time, rest breaks, a reader or a word processor?
What support do you normally use when studying?
Have you had access arrangements in previous examinations?
The candidate’s responses can provide an initial picture of need and help the centre decide what further information may be required.
2. A conversation with the private candidate
A detailed conversation with the candidate can help the SENCo understand the practical impact of their difficulties.
The SENCo may ask about:
Reading speed and comprehension.
Processing information under time pressure.
Written expression and writing speed.
Spelling and handwriting.
The use of assistive technology.
Previous examination arrangements.
The effectiveness of extra time or supervised rest breaks.
The candidate’s experience of completing timed tasks.
The JCQ guidance allows the SENCo to consider self-reported difficulties when determining whether a private candidate should be awarded 25% extra time or supervised rest breaks.
Where a candidate cannot attend the centre, the conversation may take place remotely by telephone or video call, where appropriate. The JCQ guidance states that no specialist remote invigilation software is required for this purpose.
3. Information from a private tutor or distance learning provider
A qualified private tutor or distance learning provider may have useful evidence of the candidate’s normal way of working.
For example, they may be able to comment on:
The time taken to complete assignments.
Difficulties reading or understanding teaching materials.
The need for support with reading or spelling.
The use of a laptop, dictation software or other technology.
The need for additional time.
The use of rest breaks.
Feedback from online assignments or formative assessments.
This information could be provided by email, telephone or video call.
For a private candidate, a tutor’s observations may be particularly valuable because the tutor may have worked with the candidate regularly over an extended period.
4. Previous examination arrangements
Information from a previous school, college or examination centre can help establish the candidate’s history of need and normal way of working.
This may include:
Arrangements made for Key Stage 2 National Curriculum Tests.
Arrangements made for previous internal or external examinations.
A copy of an approval sheet from Access arrangements online.
Centre-based evidence used to support a previous online application.
A fully completed Form 8, accompanied by evidence of the assessor’s qualification.
Other evidence of support from a previous centre.
Previous arrangements should be considered alongside the candidate’s current circumstances. The SENCo must establish that the arrangement remains appropriate and reflects the candidate’s current normal way of working.
5. Structured support plans
Where available, the SENCo may refer to documents such as:
An Individual Education Plan (IEP).
An Individual Learning Plan (ILP).
A support plan from a previous school or college.
Other records of educational support.
These documents may provide information about the candidate’s difficulties, the support they have received and the arrangements that have formed part of their normal way of working.
6. Screening tests
The SENCo may conduct screening tests for a candidate with learning difficulties.
Screening activities can help the SENCo understand the candidate’s difficulties and identify what further evidence or assessment may be required.
For example, a centre may ask a private candidate to complete screening activities relating to reading, writing or processing speed before arranging a formal access arrangements assessment.
Screening is not a substitute for the required JCQ assessment. It is one source of information that may help the SENCo establish the candidate’s picture of need.
What evidence can be used to support 25% extra time?
For applications for 25% extra time, the SENCo must establish both the candidate’s need and their normal way of working.
The JCQ guidance identifies several possible sources of evidence where it is not possible for the centre to conduct a timed test or mock examination.
Timed assessments
The centre may set the candidate an assessment, such as an awarding body past paper, to establish whether extra time is needed and used effectively.
For example, the candidate could:
Complete the paper within the standard time allowed.
Change their pen colour.
Continue for an additional 25% of the time.
Use the additional time to review or extend their answers.
This can help the SENCo establish whether the candidate uses extra time effectively.
The centre should ensure that the assessment is appropriate and that the evidence can be made available for inspection.
Work logs
A work log can be particularly useful for private candidates who study at home.
The candidate may be asked to record:
The task they are completing.
How long the task takes.
The difficulties they experience.
The support they use.
Whether they need help with reading or spelling.
Whether they use assistive technology.
Whether they require additional time.
Whether they need breaks.
A work log can help demonstrate how the candidate normally works over a period of time rather than relying on a single observation.
Short, timed tasks and online formative assessments
Short, timed tasks and online formative assessments may provide evidence of difficulties with:
Reading speed.
Reading comprehension.
Processing information.
Written expression.
Spelling.
Handwriting or typing speed.
These activities may be particularly useful where the candidate is studying remotely and the centre has limited opportunity to observe their work.
Samples of work
Samples of work can demonstrate both difficulties and the support the candidate normally uses.
Examples may include:
Written work showing difficulties with legibility.
Assignments demonstrating spelling difficulties.
Work completed using dictation software.
Work completed on a laptop with spellcheck switched on.
Examples of work completed with additional time.
Work showing the use of a reader or other support.
The SENCo should consider how the samples relate to the candidate’s normal way of working and the arrangement being requested.
Completing Part 1 of Form 8 or Form 9
When completing Part 1 of Form 8 or Part 1 of Form 9, the SENCo must make clear that the evidence relates to a private candidate.
The form should provide a clear account of:
How the candidate has been studying.
Who has provided tuition or support.
What direct observations are available.
What information has been provided by the candidate.
What information has been provided by a parent, carer, tutor or distance learning provider.
Whether screening tests or timed tasks have been completed.
Why the available evidence supports the requested arrangement.
Where the private candidate or private tutor provides insufficient information, parent or carer comments may also be included.
The SENCo should not imply that the candidate has been observed in a conventional school setting if that has not happened. Instead, the form should accurately describe the evidence available for that particular private candidate.
The role of the centre’s appointed assessor
For candidates with learning difficulties, the centre must follow the relevant JCQ assessment requirements.
The head of centre is responsible for:
The quality of the access arrangements and reasonable adjustments process.
The appointment of assessors.
Checking the qualifications of those assessing candidates.
The assessor should be employed or contracted by the centre.
An external assessor identified by a parent, carer or adult learner may assess the private candidate, provided that the assessor contacts the SENCo, establishes a working relationship with the centre and is approved by the head of centre.
Before assessing the candidate, the assessor must receive a completed Part 1 of Form 8, working with the SENCo.
Can an existing dyslexia report be used?
An existing dyslexia diagnostic assessment report may provide useful background information about the candidate’s difficulties. However, it does not replace the relevant JCQ assessment process.
For learning difficulties, the centre must ensure that the required Form 8 and assessment documentation are completed correctly. The centre remains responsible for processing the access arrangement application and ensuring that the evidence meets JCQ requirements.
How Dyslexia UK can support examination centres
Dyslexia UK provides remote JCQ access arrangements assessments for GCSE and A level candidates.
Our assessors work with the examination centre’s SENCo to complete the assessment component of the process. The centre provides the relevant information and documentation, including Part 1 of Form 8 where required.
Our access arrangements assessments include tests that may examine areas such as:
Processing speed.
Reading efficiency.
Working memory.
Writing speed.
Other relevant areas of cognitive and literacy functioning.
Following the assessment, the assessor completes the relevant assessment section of Form 8 and returns it to the SENCo for further action.
The centre remains responsible for the access arrangements process, including establishing normal way of working, completing the relevant forms and submitting applications where required.
Remote access arrangements assessments for GCSE and A level candidates
Dyslexia UK’s service is designed to support examination centres that need an appropriately qualified external assessor.
The service page provides further information about the qualifications covered, the assessment process and how centres can make an enquiry.
What qualifications can be covered?
Dyslexia UK’s access arrangements assessments are available for candidates studying towards qualifications including:
GCSE.
iGCSE.
BTEC First.
Cambridge National at Level 2.
A level.
International A level.
BTEC National.
Cambridge National at Level 3.
Centres should always check the relevant JCQ regulations and the requirements of the awarding organisation for the qualification being entered.
How does the process work?
A typical process is:
The candidate enrols with the examination centre.
The centre identifies a possible need for access arrangements.
The SENCo gathers information about the candidate’s difficulties and normal way of working.
The SENCo completes Part 1 of Form 8, where applicable.
The centre appoints an appropriately qualified assessor.
Dyslexia UK conducts the remote assessment.
The assessor completes the relevant assessment section of Form 8.
The assessor returns the documentation to the SENCo.
The centre completes the remaining access arrangements process and submits any required application.
The precise process will depend on the candidate’s needs and the arrangement being considered.
What should examination centres do at enrolment?
A clear process at enrolment can prevent difficulties later in the examination year.
Centres should consider:
Asking candidates whether they have difficulties working under timed or controlled conditions.
Asking about previous access arrangements.
Requesting relevant reports and previous examination evidence.
Explaining the centre’s internal deadlines.
Identifying candidates who may need a SENCo conversation.
Contacting private tutors or distance learning providers where appropriate.
Identifying whether an external assessor will be required.
Early identification is particularly important for private candidates because the centre may need to gather evidence from several sources before the relevant forms can be completed.
Frequently Asked Questions
Can private candidates receive access arrangements for GCSE and A level examinations?
Yes. Private candidates can be considered for access arrangements. The examination centre must establish the candidate’s needs and normal way of working and follow the relevant JCQ requirements.
Does a private candidate need to attend a school or college to receive access arrangements?
No. A private candidate may be considered for access arrangements through an examination centre. The centre must gather sufficient evidence to establish the candidate’s needs and normal way of working.
Can a private candidate’s tutor provide evidence?
Yes. Information from a qualified private tutor or distance learning provider can contribute to the SENCo’s picture of need. This may be provided by email, telephone or video call.
Can the SENCo speak to a private candidate remotely?
Yes. Where appropriate, communication can take place remotely by telephone or video call. The JCQ guidance states that no specialist remote invigilation software is required for this purpose.
Can a parent or carer provide information?
Yes. Parent or carer comments may be included where the private candidate and/or private tutor provides insufficient information for the SENCo to complete Part 1 of Form 8 or Form 9.
Is a dyslexia diagnostic report enough to obtain 25% extra time?
No. A diagnostic report may provide useful background information, but it does not replace the relevant JCQ assessment and documentation process. The centre must establish the candidate’s normal way of working and follow the requirements for the arrangement being requested.
Can Dyslexia UK assess private candidates remotely?
Yes. Dyslexia UK provides remote JCQ access arrangements assessments for GCSE and A level candidates, working with the examination centre’s SENCo.
Does Dyslexia UK apply for access arrangements on behalf of the examination centre?
The examination centre remains responsible for the access arrangements process, including completing the relevant forms and submitting applications where required. Dyslexia UK provides the assessment component and returns the relevant documentation to the SENCo.
Where can examination centres find the JCQ guidance?
The relevant guidance is available on the JCQ website.
For private candidates, establishing normal way of working requires a slightly different approach from that used in a school or college. The SENCo may need to draw together information from the candidate, parents or carers, private tutors, distance learning providers, previous examination centres, work samples and screening activities.
The key is to build a clear, evidence-based picture of the candidate’s needs and record accurately that the evidence relates to a private candidate.
Where a centre requires an external assessor, Dyslexia UK can provide remote JCQ access arrangements assessments for GCSE and A level candidates. Working with the centre’s SENCo, our assessors complete the relevant assessment component and return the documentation for the centre to process.
Access Arrangements for Private Candidates: How Examination Centres Can Establish Normal Way of Working
How can an examination centre establish a private candidate’s normal way of working when the candidate has been studying at home or with a private tutor?
This is an important question for examination centres accepting private candidates for GCSE and A level examinations. Unlike schools and colleges, private examination centres may not have observed the candidate in lessons or internal examinations. They may need to gather evidence from several sources before completing the relevant JCQ forms or processing an online application.
The good news is that JCQ provides a range of ways for centres to establish a private candidate’s picture of need and normal way of working. These include information from the candidate, parents or carers, private tutors, distance learning providers, previous examination centres, work samples and screening activities.
Dyslexia UK provides remote JCQ access arrangements assessments for GCSE and A level candidates, working with examination centres and their appointed SENCos. Our assessors can complete the assessment component of the relevant process and return the required documentation to the centre.
Find out more about Dyslexia UK’s access arrangements assessments →
Key Takeaways
What are access arrangements for private candidates?
Access arrangements are adjustments that allow candidates with special educational needs, disabilities or temporary injuries to access an examination without changing the demands of the assessment.
They may include arrangements such as:
The arrangement must be appropriate to the candidate’s needs and must reflect their normal way of working. The centre must follow the relevant JCQ regulations and, where required, submit an application through Access arrangements online.
The JCQ guidance for centres accepting private candidates explains how SENCos can establish the evidence needed when a candidate has not been studying in a school or college.
Why is normal way of working important?
JCQ access arrangements are intended to remove barriers to assessment. They are not intended to compensate for a lack of knowledge or attainment.
The SENCo must therefore be able to explain:
For a private candidate, this evidence may not come from classroom observations. Instead, the SENCo may need to build a picture from the candidate’s study arrangements, previous examination history and information supplied by other people involved in their education.
The JCQ guidance specifically states that, when completing Part 1 of Form 8 or Part 1 of Form 9, the SENCo must make clear that the picture of need and normal way of working relates to a private candidate.
How can a SENCo establish a private candidate’s normal way of working?
There is no single source of evidence that every private examination centre must use. The SENCo can draw on a range of relevant information.
1. The candidate’s application form
The centre’s application or enrolment form should ask whether the candidate has difficulties when working under timed or controlled conditions.
Useful questions might include:
The candidate’s responses can provide an initial picture of need and help the centre decide what further information may be required.
2. A conversation with the private candidate
A detailed conversation with the candidate can help the SENCo understand the practical impact of their difficulties.
The SENCo may ask about:
The JCQ guidance allows the SENCo to consider self-reported difficulties when determining whether a private candidate should be awarded 25% extra time or supervised rest breaks.
Where a candidate cannot attend the centre, the conversation may take place remotely by telephone or video call, where appropriate. The JCQ guidance states that no specialist remote invigilation software is required for this purpose.
3. Information from a private tutor or distance learning provider
A qualified private tutor or distance learning provider may have useful evidence of the candidate’s normal way of working.
For example, they may be able to comment on:
This information could be provided by email, telephone or video call.
For a private candidate, a tutor’s observations may be particularly valuable because the tutor may have worked with the candidate regularly over an extended period.
4. Previous examination arrangements
Information from a previous school, college or examination centre can help establish the candidate’s history of need and normal way of working.
This may include:
Previous arrangements should be considered alongside the candidate’s current circumstances. The SENCo must establish that the arrangement remains appropriate and reflects the candidate’s current normal way of working.
5. Structured support plans
Where available, the SENCo may refer to documents such as:
These documents may provide information about the candidate’s difficulties, the support they have received and the arrangements that have formed part of their normal way of working.
6. Screening tests
The SENCo may conduct screening tests for a candidate with learning difficulties.
Screening activities can help the SENCo understand the candidate’s difficulties and identify what further evidence or assessment may be required.
For example, a centre may ask a private candidate to complete screening activities relating to reading, writing or processing speed before arranging a formal access arrangements assessment.
Screening is not a substitute for the required JCQ assessment. It is one source of information that may help the SENCo establish the candidate’s picture of need.
What evidence can be used to support 25% extra time?
For applications for 25% extra time, the SENCo must establish both the candidate’s need and their normal way of working.
The JCQ guidance identifies several possible sources of evidence where it is not possible for the centre to conduct a timed test or mock examination.
Timed assessments
The centre may set the candidate an assessment, such as an awarding body past paper, to establish whether extra time is needed and used effectively.
For example, the candidate could:
This can help the SENCo establish whether the candidate uses extra time effectively.
The centre should ensure that the assessment is appropriate and that the evidence can be made available for inspection.
Work logs
A work log can be particularly useful for private candidates who study at home.
The candidate may be asked to record:
A work log can help demonstrate how the candidate normally works over a period of time rather than relying on a single observation.
Short, timed tasks and online formative assessments
Short, timed tasks and online formative assessments may provide evidence of difficulties with:
These activities may be particularly useful where the candidate is studying remotely and the centre has limited opportunity to observe their work.
Samples of work
Samples of work can demonstrate both difficulties and the support the candidate normally uses.
Examples may include:
The SENCo should consider how the samples relate to the candidate’s normal way of working and the arrangement being requested.
Completing Part 1 of Form 8 or Form 9
When completing Part 1 of Form 8 or Part 1 of Form 9, the SENCo must make clear that the evidence relates to a private candidate.
The form should provide a clear account of:
Where the private candidate or private tutor provides insufficient information, parent or carer comments may also be included.
The SENCo should not imply that the candidate has been observed in a conventional school setting if that has not happened. Instead, the form should accurately describe the evidence available for that particular private candidate.
The role of the centre’s appointed assessor
For candidates with learning difficulties, the centre must follow the relevant JCQ assessment requirements.
The head of centre is responsible for:
The assessor should be employed or contracted by the centre.
An external assessor identified by a parent, carer or adult learner may assess the private candidate, provided that the assessor contacts the SENCo, establishes a working relationship with the centre and is approved by the head of centre.
Before assessing the candidate, the assessor must receive a completed Part 1 of Form 8, working with the SENCo.
Can an existing dyslexia report be used?
An existing dyslexia diagnostic assessment report may provide useful background information about the candidate’s difficulties. However, it does not replace the relevant JCQ assessment process.
For learning difficulties, the centre must ensure that the required Form 8 and assessment documentation are completed correctly. The centre remains responsible for processing the access arrangement application and ensuring that the evidence meets JCQ requirements.
How Dyslexia UK can support examination centres
Dyslexia UK provides remote JCQ access arrangements assessments for GCSE and A level candidates.
Our assessors work with the examination centre’s SENCo to complete the assessment component of the process. The centre provides the relevant information and documentation, including Part 1 of Form 8 where required.
Our access arrangements assessments include tests that may examine areas such as:
Following the assessment, the assessor completes the relevant assessment section of Form 8 and returns it to the SENCo for further action.
The centre remains responsible for the access arrangements process, including establishing normal way of working, completing the relevant forms and submitting applications where required.
Remote access arrangements assessments for GCSE and A level candidates
Dyslexia UK’s service is designed to support examination centres that need an appropriately qualified external assessor.
View Dyslexia UK’s JCQ access arrangements assessment service →
The service page provides further information about the qualifications covered, the assessment process and how centres can make an enquiry.
What qualifications can be covered?
Dyslexia UK’s access arrangements assessments are available for candidates studying towards qualifications including:
Centres should always check the relevant JCQ regulations and the requirements of the awarding organisation for the qualification being entered.
How does the process work?
A typical process is:
The precise process will depend on the candidate’s needs and the arrangement being considered.
What should examination centres do at enrolment?
A clear process at enrolment can prevent difficulties later in the examination year.
Centres should consider:
Early identification is particularly important for private candidates because the centre may need to gather evidence from several sources before the relevant forms can be completed.
Frequently Asked Questions
Can private candidates receive access arrangements for GCSE and A level examinations?
Yes. Private candidates can be considered for access arrangements. The examination centre must establish the candidate’s needs and normal way of working and follow the relevant JCQ requirements.
Does a private candidate need to attend a school or college to receive access arrangements?
No. A private candidate may be considered for access arrangements through an examination centre. The centre must gather sufficient evidence to establish the candidate’s needs and normal way of working.
Can a private candidate’s tutor provide evidence?
Yes. Information from a qualified private tutor or distance learning provider can contribute to the SENCo’s picture of need. This may be provided by email, telephone or video call.
Can the SENCo speak to a private candidate remotely?
Yes. Where appropriate, communication can take place remotely by telephone or video call. The JCQ guidance states that no specialist remote invigilation software is required for this purpose.
Can a parent or carer provide information?
Yes. Parent or carer comments may be included where the private candidate and/or private tutor provides insufficient information for the SENCo to complete Part 1 of Form 8 or Form 9.
Is a dyslexia diagnostic report enough to obtain 25% extra time?
No. A diagnostic report may provide useful background information, but it does not replace the relevant JCQ assessment and documentation process. The centre must establish the candidate’s normal way of working and follow the requirements for the arrangement being requested.
Can Dyslexia UK assess private candidates remotely?
Yes. Dyslexia UK provides remote JCQ access arrangements assessments for GCSE and A level candidates, working with the examination centre’s SENCo.
Find out more about Dyslexia UK’s access arrangements assessments →
Does Dyslexia UK apply for access arrangements on behalf of the examination centre?
The examination centre remains responsible for the access arrangements process, including completing the relevant forms and submitting applications where required. Dyslexia UK provides the assessment component and returns the relevant documentation to the SENCo.
Where can examination centres find the JCQ guidance?
The relevant guidance is available on the JCQ website.
Centres should also refer to the JCQ Access Arrangements and Reasonable Adjustments guidance.
Conclusion
For private candidates, establishing normal way of working requires a slightly different approach from that used in a school or college. The SENCo may need to draw together information from the candidate, parents or carers, private tutors, distance learning providers, previous examination centres, work samples and screening activities.
The key is to build a clear, evidence-based picture of the candidate’s needs and record accurately that the evidence relates to a private candidate.
Where a centre requires an external assessor, Dyslexia UK can provide remote JCQ access arrangements assessments for GCSE and A level candidates. Working with the centre’s SENCo, our assessors complete the relevant assessment component and return the documentation for the centre to process.
If your examination centre accepts private candidates and you need support with access arrangements assessments, contact Dyslexia UK to discuss your requirements.
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