At Reading Girls' School, we are dedicated to providing every student with an equal opportunity to demonstrate their skills, knowledge, and understanding during assessments and examinations. We follow strict procedures to ensure that reasonable adjustments and access arrangements are in place for students with special educational needs, disabilities, or temporary impairments. These arrangements adhere to the guidelines set by the Joint Council for Qualifications (JCQ), and all evidence supporting access arrangements is clear, compelling, and ready for JCQ inspection. Importantly, all access arrangements must reflect the student's usual way of working.

At Reading Girls' School, Access Arrangements are provided for students with a documented history of need, ensuring they have the support necessary to succeed in assessments. These arrangements may include extra time, the use of readers or scribes, or placement in a special room. They are designed to create a level playing field for students with Special Educational Needs. For example, a student with significant literacy difficulties may require extra time to process information and complete written tasks.

To qualify for Access Arrangements, the school must provide evidence that the student meets the criteria set by the Joint Council for Qualifications (JCQ). This includes an assessment by a specialist teacher, as well as evidence from subject teachers that the arrangement reflects the student's usual way of working in class.