[senco-forum] access arrangements

Sharon F

The last time we did SATs, I read for a statemented child [Asperger's and
dyslexia].  At the start of both Maths and Science papers I asked whether
he wanted me to read all of the questions, or just when he asked me to. 
He asked me just to read the lot, from start to finish, as he would then
be able to concentrate on thinking about the answers.  I did as he wanted,
which meant that he was able to show exactly what he could do, which was
the stated purpose of the SATs when first introduced.  He was not happy
that I could not do the same for English.  His results were as we knew
they would be: very good L4 for both Maths and Science; L2 for English,
reflecting the fact that he was an intelligent boy with dyslexia, whose
learning was barely affected by Asperger's.

We entered him for SATs so that he could show his ability and be proud of
it; we were very pleased when we no longer had to consider whether
boosting a child's confidence in two subjects was worth the misery
inflicted by having to struggle through a third that it was impossible for
the child to read independently.  I have been of the opinion that SATs
were wrong from the start; each May's postings on the forum from England
only serve to confirm that opinion.

Regards

Jean

S Wales

Does anyone else do this? (See Barabara's message below)
> Sharon F
>
> -----Original Message-----
> From: Barbara Blaney [mailto:BBLANEY at chalvedon-barstable.com]
> Sent: 15 May 2007 19:40
> To: Sharon Fawcitt; Richard Cook; Elizabeth Haffenden; senco forum
> Subject: RE: [senco-forum] access arrangements - Rules for readers
>
> Some of our pupils don't like to ask for reading even in a room with only
> 4
> -6 candidates I tell the TA concerned just to read it all to those
> candidates for whom this is the case.  They have never objected!
>
> barbara
>
>
> -----Original Message-----
> From: senco-forum-bounces at lists.becta.org.uk on behalf of Sharon Fawcitt
> Sent: Tue 5/15/2007 7:32 PM
> To: 'Richard Cook'; 'Elizabeth Haffenden'; 'senco forum'
> Subject: RE: [senco-forum] access arrangements - Rules for readers
>
>>From JCQ guidance
> "2.2.2 A reader is a responsible adult who reads the questions to the
> candidate.
> This may involve reading the whole paper to the candidate or the
> candidate may request only some words to be read."
>
> This does not suggest that candidates must request a reader to read.  In
> fact it states it is someone who reads the questions to the candidate.
> This
> may be another one of those differences between GCSE and SATs.
>
> Sharon F.
>
> -----Original Message-----
> From: senco-forum-bounces at lists.becta.org.uk
> [mailto:senco-forum-bounces at lists.becta.org.uk] On Behalf Of Richard Cook
> Sent: 15 May 2007 19:21
> To: Elizabeth Haffenden; senco forum
> Subject: RE: [senco-forum] access arrangements
>
> My understanding:Access arrangements are valid for two years from
> approval.
> Therefore they are still entitled to a reader regardless of progress.
>
> My view:  A reader takes the stress of decoding away from the candidate.
> So
> even if they are 'coping adequately' with the reading a reader will help
> their understanding and their speed of reading.  Therefore if they have
> readers agreed a reader should be provided.  Shouldn't it?
>
> Am interested in the view that the candidate doesn't have to request a
> question being read.
>
> Richard
>
>
>
> -----Original Message-----
> From: senco-forum-bounces at lists.becta.org.uk
> [mailto:senco-forum-bounces at lists.becta.org.uk]On Behalf Of Elizabeth
> Haffenden
> Sent: 15 May 2007 08:49
> To: senco forum
> Subject: [senco-forum] access arrangements
>
>
> I have some students who qualify for a reader when tested at the end of
> Year
> 9, but by the time they sit their GCSEs many of their teachers feel that
> they no longer need a reader and are coping adequately with exams.
>
> Does anybody know what is my situation.  At the moment I offer a reader to
> those who qualify for this access arrangement and if they do not want to
> take it up I leave the decision to them.  However, if their teachers feel
> that in Year 11 in the classroom they are coping adequately without a
> reader
> can I, as the person responsible for access arrangements, withdraw this
> from
> them on the grounds that they are coping adequately in the classroom, in
> Year 10 exams and Mocks without a reader. My understanding is that the
> access arrangement should reflect the normal provision for the student in
> these situations.
>
> Does anyone have any experience of this.  I need to be standing on firm
> ground with regard to this.  Many of our parents are quite vociferous.
>
>
>
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