Communicate-ed

Join us for our live, full-day JCQ Examination Access Arrangements Training for New Delegates on Tuesday 23rd June, led by Rebecca Thompson.

This full day course is designed for everyone involved in the AA process: Assessors, SENCos, AA Coordinators, Examinations Officers and Educational Psychologists, including those based outside the UK. The day covers the rationale and types of access arrangement, recommendations for tests and assessments, completing JCQ evidence forms, applying via Access Arrangements Online, and working through real case studies.

It's designed to help you get your head around the whole process so that you can carry out your role with confidence ✨

SASC-approved for 5 core CPD hours.
9.30am–4pm
£145

🔗 Book at communicate-ed.org.uk

On 14th July we are running a live full-day webinar on Using the New Report Format 2025 for Diagnostic Report Writing with Rebecca Thompson.

Designed for specialist assessors carrying out diagnostic assessments for Dyslexia and/or SpLD in Maths, you'll get a thorough overview of the new 2025 report format so you can confidently apply it. We'll cover everything from the key changes and the rationale behind them, to test choices and criteria for assessing dyslexia and dyscalculia.

We love live training because you can ask questions, get instant answers, and learn alongside others in real time.

✅ SASC approved for 5 hours core CPD
📅 Live Webinar — Tuesday 14th July (9:30am-4pm)
🎟️ £175
Includes 10 day access to the course content following the webinar for recapping and consolidation.

If you can’t make the date, our on-demand version is available at a time to suit you. You can find more details and booking at www.communicate-ed.org.uk/drw

Our September Conferences are only a few months away, and booking is open so you can get sorted for September now! 🎉

This year feels a little different in the best possible way. Because the JCQ won't be introducing any new changes to the AARA this September, we’ve been able to design our morning Refresher sessions around what our delegates actually want to focus on. That means more time on practical application, real-world decision-making, evidence gathering and inspection readiness — including the March 2026 changes.

Alongside SASC-approved refresher training, full day delegates get expert seminars, live Q&A and the opportunity to catch up with colleagues from across the sector. Whether you join us in person or online, we’d love to see you there!

🏛️ Venue Conferences
Manchester – Mon 14th September
Birmingham – Tues 15th September
London – Weds 16th September

🧑‍💻 Virtual Conference – Tues 22nd September

Find out more and book your place at communicate-ed.org.uk/conference26

📢 New course alert!

If you're a specialist assessor carrying out diagnostic assessments for Dyslexia and/or SpLD in Maths, this one's for you.

We've just launched our brand new course — Using the New Report Format 2025 for Diagnostic Report Writing — and it's available to book right now! 🎉

Over 6 hours, you'll get a thorough overview of the new 2025 report format so you can confidently apply it to your diagnostic assessments. We cover everything from the key changes and the rationale behind them, to test choices and criteria for assessing dyslexia and dyscalculia.

✅ SASC approved for 5 hours core CPD

Choose the format that works for you:
📅 Live Webinar — Tuesday 14th July (full day)
💻 On-Demand — choose your own start date and enjoy 20 consecutive days access

Head to https://www.communicate-ed.org.uk/drw to find out more and book your place!

Does your centre have a process for transferring Access Arrangements information to FE and Sixth Form colleges? 🎓

It's something that can easily get overlooked in the busy end-of-year rush — but for students who rely on access arrangements, it really matters. Receiving information from schools is a huge help to sixth form and FE college colleagues, who are often working to very tight timescales.

JCQ regulations are clear:
"Where the candidate changes centre, the original or a PDF of a fully completed Form 8, together with evidence of the assessor’s qualification, must be provided. SENCos must provide this evidence to assist their counterparts in FE and Sixth Form colleges. The Form 8 should be perceived as a ‘passport to access arrangements’ which travels with the candidate."

Have a think: is there a clear, consistent process at your school to make sure this happens? If not, now's a great time to put one in place before the summer transitions begin.

Feel free to share this with a SENCO who might find it useful! 😊

While students sit exams today, thousands of education professionals are quietly working behind the scenes to make those exams accessible, fair and compliant.

From gathering evidence and processing applications, to organising staffing, rooms, timetables and last-minute adjustments, access arrangements do not happen by accident.

Thank you to everyone helping to ensure candidates have a level playing field and that the integrity and robustness of qualifications are upheld for all learners.

We see you, and we know how much work goes into making this happen!

A student’s established normal way of working includes a reader, yet they are now saying that they do not want to use one in their GCSE examinations.

How would you manage this situation?

Professional judgement, candidate voice, evidence of need and regulatory compliance can all come into play in scenarios like this — which is why these discussions are so valuable.

Inside the Communicate-ed Discussion Forums, our members regularly share advice, practical experience and considered responses to real access arrangements challenges just like this one.

Membership offers:
• Ongoing peer support
• A trusted space for professional discussion
• Access to shared expertise from 2,000 colleagues across the sector
All for £15 per year, with the first year free.
Find out more here:
🔗https://www.communicate-ed.org.uk/communicate-ed-membership/

🚫 Myth: Access Arrangements give students an unfair advantage

This is one of the most common misconceptions we hear — but it simply isn’t true.

Access Arrangements are put in place for candidates who have the knowledge, understanding and skills required, but who are prevented from demonstrating these fully in an exam because of a special educational need, disability, or temporary injury.

Their purpose is not to make things easier.

Their purpose is to remove a substantial disadvantage and create a level playing field, so that students can demonstrate their true knowledge and understanding.

When awarded and applied correctly, access arrangements do not compromise the exam process — they uphold the fairness, integrity and robustness of the qualification itself.

Access Arrangements are about fair access — not unfair advantage.

⏰ Late applications for access arrangements?

Late applications through Access Arrangements Online are permitted in specific circumstances, including:

✔️ Temporary injury or impairment
✔️ Late diagnosis of a disability (e.g. medical condition, sensory impairment, SEMH need)
✔️ Late manifestation of an impairment relating to an existing disability

This applies even after the published deadline has passed.

However, as outlined in Section 8.3 of the JCQ AARA, it is important to note:

📌 The evidence of need must meet the same standard as an application processed within the deadline, and evidence must be retained on file for the JCQ inspection.

📋 Final checks before exams start…

How are things looking for you?

✔ Access arrangements in place
✔ Evidence on file for JCQ Inspection
✔ Invigilators, Readers and Scribes trained
✔ Students prepared

We know this is a busy and sometimes stressful time of year, and even experienced teams can find themselves double-checking everything.

If anything on this list still needs attention, you’re definitely not alone—and support is available.

👉 Through our training and member community, we help schools and colleges feel confident about access arrangements and fully prepared for exam season.