Supporting Fair Access: findings from the latest research in Wales

Background 

To understand access arrangements in the qualification system, it is useful to know something about the roles of the different organisations involved.  

JCQ has specific rules for its members for administering access arrangements. Access arrangements - defined by JCQ as ‘pre-examination adjustments for candidates based on evidence of need and normal way of working’ - are important for achieving a fair and inclusive qualifications system.  

Whilst Qualifications Wales requires all awarding bodies to comply with the Equality Act (2010) by making reasonable adjustments available for learners with a disability, Qualifications Wales does not prescribe how awarding bodies should approach this.   

The research 

The first phase of work aimed to develop our understanding of how the access arrangement system is designed across multiple awarding bodies (including those not part of JCQ) and how it functions in practice across different centre types. Of note, we engaged with a small number of stakeholders and the findings cannot be generalised across Wales.   

The findings suggest that awarding bodies are broadly aligned in terms of the design of the access arrangements system; both JCQ and non JCQ awarding bodies highlighted similar purposes and principles underpinning the system. Whilst awarding bodies are committed to meeting the requirements of the Equality Act 2010, the systems used to approve and implement access arrangements vary. These differences are reported to make a difference to centres, particularly those that use multiple awarding bodies. Schools and colleges face real challenges, such as limited resources and staffing pressures. Challenges also stem from external pressures, including parental expectations, private assessments and waiting lists for diagnoses.  

Despite these pressures, centres also identified several strengths of the system. Participants broadly felt that the JCQ Access Arrangements Online system was for the most part streamlined and instantaneous. Others commented that the support from some awarding bodies was also well received. Importantly, most participants commented that access arrangements are considered helpful in supporting learners in their assessments.

It was also highlighted that learners with additional learning needs may benefit from different types or levels of qualifications, or qualifications with greater non-examination assessments (NEA), lending support to the new National Qualifications and the more balanced approach to assessment for some qualifications.    Access arrangements are therefore one way in which the system has been designed inclusively. Nonetheless, the role of the access arrangements system remains vital in facilitating a ‘level playing field’ where many learners can take the same qualifications as their peers. 

Conclusion