In this Sensible SENCOs session, Abigail Hawkins dives into the complexities of Normal Way of Working (NWoW) in the context of access arrangements for secondary and post-16 students. She explains the evidence needed to justify exam accommodations, common pitfalls, and how SENCOs can ensure compliance with JCQ regulations while genuinely supporting students.

Why This Training is Essential for SENCOs

• Provides clear guidance on how to gather evidence of need for access arrangements.
• Addresses misconceptions about access arrangements and JCQ requirements.
• Offers practical strategies to ensure fair and effective support for students.
• Helps SENCOs prepare for inspections and audits.
• Explores how access arrangements impact long-term student independence.

Key Takeaways

1. Defining Normal Way of Working (NWoW)

• NWoW means the student routinely uses the arrangement in lessons, assessments, and mock exams.
• It should not be introduced just for final exams.
• It must be part of their ongoing classroom experience.

2. Evidence Required for Access Arrangements

• Classroom observations and teacher feedback.
• Work samples that show consistent use of accommodations.
• Parent feedback on difficulties at home.
• Assessment data, such as reading speed and processing scores.
• Records of interventions, such as literacy support or processing training.

3. Common Pitfalls to Avoid

• Poor evidence: A diagnosis alone (e.g., dyslexia, ADHD) does not automatically justify access arrangements.
• Last-minute requests: Schools applying for arrangements just before exams risk non-compliance.
• Assumptions: Not all students with SEN need extra time, and not all will benefit from it.
• One-size-fits-all: Arrangements should be subject-specific, not blanket provisions.

4. Making It Work in Schools

• Training teachers: They must understand that NWoW should be embedded in daily teaching.
• Early identification: Start gathering evidence from Year 7, reviewing needs regularly.
• Consistency: Ensure students use their accommodations across all assessments.
• Appropriate technology: If students use laptops, they must practice with exam-compliant settings.
• 5. Proving NWoW for an Inspection
• Keep a central record of students’ accommodations.
• Ensure that teaching and assessment practices align with the accommodations used in exams.
• Verify that access arrangements enhance a student’s performance rather than artificially inflate grades.

Final Thought: Are You Ready?

If JCQ audited your school tomorrow, could you prove NWoW for every student with an access arrangement?

Access arrangements should be about equity, not just compliance—ensuring every student can demonstrate their true abilities.