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This service is supported by Royal National Institute of Blind People (RNIB). Opinions expressed herein are those of the authors and do not necessarily represent the position of RNIB.

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Extensive wiki-style reference database for Shortcuts, Hotkeys, Cheatsheets.

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Touch typing games that take learners from the home keys to mastery of the whole keyboard and typing sentences. These activities have a range of accessibility options

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Technology Support — Statewide Vision Resource Centre

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The aim of this tool is to demonstrate, to those with normal vision, the potential of vision loss and the degree of change a person with macular disease may experience. It does not provide an accurate representation of how vision may appear with any other retinal condition, nor is it reflective of any disease improvement that may or may not occur through medical treatment as it does not take into account any distortions, field defects or vision in the other eye. This tool is for illustrative purposes only and does not serve as a replacement for seeking medical advice. If you are concerned about your eyesight and/or are experiencing any symptoms, please visit your healthcare professional.

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What do we see 2 - how the world looks to vision impaired children and young people.

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On Visual Acuity. Decimal, LogMAR and Snellen acuity. Finger counting, light perception.

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Teaching strategies by curriculum subjects - Support for schools and settings

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Guidelines, strategies and equipment advice to support access to the curriculum for children and young people with a visual impairment.

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2023-11-09 VI Skills and activities using positive eye

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iPhone/iPad: Low Vision Features Series | Hadley

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Your iPhone/iPad has many low vision features built right in. You can magnify, zoom in and out, change colors and turn on the speak screen feature.

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Presentation: Including Students With Vision Impairments in Physical Education

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Printable custom axes for plotting coordinates and graphs.

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The store will not work correctly when cookies are disabled.

JavaScript seems to be disabled in your browser. For the best experience on our site, be sure to turn on Javascript in your browser.

As designers and suppliers of bold-lined exercise books for visual impairment and visual processing difficulties we pride ourselves on providing solutions for a vast range of conditions.

This is just a small example of maths books samples we are sending to a school for a new pupil with a visual impairment to try with the pupil before ordering books. We find this pupil-centred approach works well as every visual impairment is different and the requirements are different.

In fact, we can provide over 15,000 different permutations of colour cover, page colour, line weight, line or grid spacing as well as logos on covers to make sure our exercise books are both inclusive and useful. Visit our online shop https://www.partsight.org.uk/shop/school-resources or contact us at reception@partsight.org.uk or call 01302 965195

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As designers and suppliers of bold-lined exercise books for visual impairment and visual processing difficulties we pride ourselves on providing solutions for a vast range of conditions.

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Documents

Pick & Mix

Pick & Mix is our do-it-yourself, cerebral visual impairment support programme, designed for people of all abilities affected by CVI, including where it is suspected but not diagnosed, acquired and from birth, in adults and children. It is easy to use and you can start straight away.

Use the contents list below to navigate straight to a section of interest...

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Pick & Mix is our do-it-yourself, cerebral visual impairment support programme, designed for people of all abilities affected by CVI, including where it is suspected but not diagnosed, acquired and from birth, in adults and children. It is easy to use and you can start straight away.

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An introduction to the Canaan Barrie On Body Sign System

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An introduction to the Canaan Barrie On Body Sign System Sight Scotland and Sight Scotland Veterans charities providing education, training and employment for blind and partially sighted people in Scotland.

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Free Online Courses & Online Learning from Alison

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Join 45 million learners and explore 5500+ free online courses from top publishers. Alison is the leading provider of free online classes & online learning.

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This guidance details the access arrangements available for pupils participating in the key stage 2 (KS2) national curriculum tests.

Pupils with specific needs may require additional arrangements so they can take part in the KS2 tests. Access arrangements are adjustments that can be put in place to support those pupils. Headteachers and teachers must decide whether any of their pupils will need access arrangements before they administer the tests.

Schools must make an application to the Standards and Testing Agency (STA) to request permission in advance for some arrangements (see section 2). Some arrangements do not require permission, but schools must notify STA of their use during the test administration period (see section 6). Other arrangements may be used without prior approval, or the need to notify STA, provided they reflect normal classroom practice (see section 10).

Schools should make their applications or submit notifications for access arrangements as early as possible within the application or notification window. Requests to make applications or notifications after the deadline has passed cannot be guaranteed and will only be accepted in the most exceptional circumstances - for example, where a pupil's needs have significantly changed after the application deadline, or a pupil joins the school after the application deadline.

1. Overview of access arrangements

Access arrangements must never advantage the pupil. Any support should be based primarily on normal classroom practice. Support must not change the test questions and the pupil's answers must be their own.

It may be helpful to use previous KS2 papers with pupils before administering the tests. This will enable schools to identify whether pupils need additional support or adaptations to the test materials or their administration.

Access arrangements may be appropriate for pupils:

with an education, health and care (EHC) plan

for whom provision is being made in school using the SEN Support system

whose learning difficulty or disability significantly affects their ability to access the tests

who have behavioural, emotional or social difficulties

Access arrangements may also be used to support pupils' specific needs with:

difficulty reading

difficulty writing

difficulty concentrating

difficulty processing information

a hearing impairment

a visual impairment

English as an additional language

Due to the diversity of pupils' needs, this guidance does not list every circumstance where it may be appropriate to use access arrangements.

There will be some limited circumstances in which a pupil cannot access a test even with appropriate access arrangements - for example, screen readers cannot be used in the English reading test. If a pupil would not be able to access the test using other arrangements, they should not take the test. In this case, the pupil will still need to be registered for the test and then later recorded as 'Unable to access' (U) on the test attendance register (see section 5.3 of the KS2 assessment and reporting arrangements (ARA) for further information).

Pupils should only take tests if they are in a fit physical and mental state.

Adults administering tests to pupils who need access arrangements must not be a relative, carer or guardian of the pupil.

Adults providing access arrangement support in the tests (scribes, readers, translators or transcribes), must not be a relative, carer or guardian of the pupil.

Schools can contact STA for further advice using the 'Message us - access arrangements' form on the Primary Assessment Gateway (PAG).

Evidence

During a monitoring visit, local authorities may ask to see evidence that any support provided to pupils in the tests is regularly provided as part of normal classroom practice.

Schools must ensure they have documentation available to demonstrate that a pupil is eligible for access arrangements. Evidence will vary according to the type of support and may include:

Maladministration

Schools could be subject to a maladministration investigation if they fail to use access arrangements appropriately.

This includes:

During a maladministration investigation, STA may ask to see evidence that any support provided to pupils in the tests is regularly provided as part of normal classroom practice.

A maladministration investigation may lead to the pupil's result being amended or annulled.

2. Arrangements requiring an application

Schools must apply to STA in advance for permission to use the following access arrangements:

In some instances, STA may request further information before providing the outcome of an application. Schools must await the outcome of their application before taking any further related action.

Schools must submit application forms in the 'Available activity' section of the PAG.

The form to make applications for additional time will be available from Monday 10 February to Thursday 17 April 2025.

The form to make applications for early opening will be available from Monday 10 February to Friday 7 March 2025.

The form to make applications for compensatory marks for spelling will be available from Monday 10 February to Thursday 17 April 2025.

STA will only consider applications after the deadlines in exceptional circumstances. Examples of these include, but are not limited to, where a pupil's needs have significantly changed after the application deadline, or a pupil joins the school after the application deadline. In such cases, schools should contact STA to discuss the pupil's requirements, using the 'Message us - access arrangements' form on the PAG. If there are no exceptional circumstances for the request, it will be rejected - for example, human error (including forgetting to apply), last minute connectivity or IT issues, or staff absences.

We suggest schools have more than one delegated member of school staff registered as a PAG user. This will ensure that applications and notifications are not the sole responsibility of one individual, reducing the impact of staff absence or shortages.

If any access arrangements are likely to disturb or aid other pupils, schools should consider making arrangements for pupils to complete the test separately.

Do not send copies of application forms or any other correspondence with the test scripts, as this will slow down the marking process.

3. Additional time

Pupils automatically qualify for:

up to 25% additional time in all of the tests, if they have an EHC plan in place

up to 100% additional time in all of the tests, if they use the modified large print (MLP) or braille versions of the tests

Schools do not need to complete an application for these pupils.

Pupils who are automatically allowed additional time may also use other access arrangements if this reflects normal classroom practice. If a pupil is supported with other access arrangements in the tests, schools should follow the usual application or notification process for their use.

Additional time to complete the tests may be appropriate for other pupils who:

require additional time under test conditions to properly demonstrate their knowledge and understanding; this may include pupils who are unable to work at the same speed as their peers due to a specific need

are waiting for confirmation of an EHC plan

These pupils do not automatically qualify for additional time, so schools should make an application for additional time in these circumstances.

Schools should consider whether supervised rest breaks during the tests would be more beneficial to pupils than additional time (see section 13). Rest breaks can be used together with additional time to prevent pupils suffering from fatigue.

Local authorities do not make decisions about applications for additional time, although they can view schools' completed applications.

Applying for additional time - Monday 10 February to Thursday 17 April

A teacher with an understanding of the pupil's needs should make the application. Reports from educational psychologists or other education professionals are not required. This is because pupils who do not hold a report may still be eligible for additional time. Where a report is already in place, the teacher can use it to inform their responses about the pupil.

Schools will need to respond to each of the following 7 questions about the pupil. These questions draw on the teacher's assessment of the pupil's abilities or needs and do not relate to a specific diagnosis or condition. Schools should think carefully about the questions and how they relate to the pupil and must have evidence to justify their responses to the application questions in case they receive a monitoring visit or maladministration investigation.

1. Can the pupil understand and respond appropriately to a simple request or instruction given in English, without being prompted or aided by an interpreter or translator?

2. Does the pupil have a hearing impairment that prevents them from being able to respond appropriately to a simple question or instruction given in English, without being prompted or aided by a communicator, sign language interpreter or having to lip-read?

3. Does the pupil need braille and/or enlarged print in order to read and understand text?

4. Can the pupil focus on a task, which requires them to work independently and without interruption, for at least 15 minutes without being prompted to stay on task?

5. Is the pupil prevented from being able to write independently at a speed of more than 10 words per minute by a physical, motor skill or learning disability?

6. Can the pupil read age-appropriate texts aloud and fluently without making errors, or with very few errors?

7. Does the pupil have difficulty processing information, which prevents them from being able to answer questions on practice key stage 2 tests, even when they are allowed to refer back to the questions?

Based on the responses to the questions in the application, STA may decide the pupil qualifies for up to 25% additional time. However, a pupil may also be allowed the use of an aid as outlined in the application outcome - for example, a pupil who has difficulty reading and difficulty writing could use a scribe for writing and still qualify for up to 25% additional time if they are reading independently. If the pupil was supported by a scribe, a 'Notification of aid' form would need to be completed for its use in the tests (see section 6).

Allowing a pupil additional time in the tests without authorisation from STA may lead to a maladministration investigation.

Once submitted, applications for additional time cannot be amended or deleted. If you make a mistake, you will have to reapply. If you reapply, you will need to explain why there are multiple applications and which is the correct one if you receive a monitoring visit. Please note the error on your school copy of the correct application form. If you require any further information, please contact the national curriculum assessments helpline on 0300 303 3013.

Schools will receive the outcome of their application directly after submitting the form. The outcome will confirm whether the pupil is eligible for additional time or whether the school could consider alternative access arrangements.

To ensure any potential mistakes are identified before the application deadline, STA suggests that schools check each application form and application outcome letter following submission. Any applications where mistakes have been made cannot be re-submitted after the deadline.

There is a step-by-step video tutorial on how to make an application for additional time:
YouTube video: How to make an application for additional time
4. Early opening to adapt a test paper

Before making the decision to adapt test materials, schools should consider whether modified tests provided by STA would meet the needs of the pupil (see section 20).

Modified tests are primarily designed for pupils with visual impairments, although they may be suitable for pupils with other needs.

Schools may open test papers up to one hour before a test is due to start, to make adaptions or preparations, without seeking permission from STA. This flexibility is designed to help schools that need to:

Schools do not need to make applications for early opening for subject-specific guidance and models, which are provided with the MLP and braille tests.

Schools are responsible for ensuring that any adaptations to the tests are made correctly. Specific guidance will be provided in the 'Test administration instructions' supplied with the tests. STA will not compensate or give special consideration where test papers have been incorrectly modified.

Opening test papers earlier than the date specified in the statutory test timetable, or earlier than your approved early opening application by STA, may lead to a maladministration investigation.

Applying for early opening - Monday 10 February to Friday 7 March

If you need to open test papers (including modified test papers) more than one hour early to make complex adaptations, you must have an approved application for early opening. If you are planning to make the same adaptations for more than one pupil, and you require the same amount of time, you can include multiple pupils on the same application form.

STA will only allow schools to open standard test materials more than one school day before the scheduled test date, or modified materials more than 2 school days before the scheduled test date, in exceptional circumstances.

If the adaptation required to support your pupil can be completed in the hour before you are due administer a test, then you do not need to make an application for early opening.

Appropriate reasons for an application include:

The headteacher is responsible for ensuring the integrity, security and confidentiality of test materials. Only the headteacher, or the person making adaptations, should have access to test papers that have been opened early.

If a school submits an application for early opening for all test papers, requesting one school day early opening, and the application is approved, it would mean:

English grammar, punctuation and spelling papers 1 and 2 could be opened on Friday 9 May

the English reading paper could be opened on Monday 12 May

mathematics papers 1 and 2 could be opened on Tuesday 13 May

mathematics paper 3 could be opened on Wednesday 14 May

If your school is adapting test papers, please ensure they are sent for marking in the green panelled inner bag for modified test scripts.

There is a step-by-step video tutorial on how to make an application for early opening:
YouTube video: How to make an application for early opening
5. Compensatory marks for spelling

Pupils with a profound hearing impairment and who do not lip read or use a signing system, or can only use fingerspelling signing, may not be able to access the spelling paper of the English grammar, punctuation and spelling test even with the full range of access arrangements.

Raw scores from both English grammar, punctuation and spelling papers are needed to give an overall scaled score. Awarding compensatory marks allows these pupils to receive an overall test outcome for the English grammar, punctuation and spelling test. Compensatory marks are based on the average raw score achieved by pupils who take the test.

Applying for compensatory marks - Monday 10 February to Thursday 17 April

When applying, you must confirm that the pupil:

has a profound hearing impairment and is unable to access Paper 2: spelling

will take Paper 1: questions

If the application is approved, the pupil should be marked absent (A) on the test attendance register for Paper 2: spelling. The pupil should still take Paper 1: questions. If the spelling paper is administered to a pupil who is unable to access the test, their script must be sent for marking. The pupil will be awarded a test outcome based on their achievements in the test and will not be eligible for compensatory marks.

There is a step-by-step video tutorial on how to make an application for compensatory marks for spelling:
YouTube video: How to make an application for compensatory marks for spelling
6. Arrangements requiring a notification

Schools must submit 'Notification of aid' forms to STA about the use of the following access arrangements before submitting the 'KS2 headteacher declaration form' on the PAG:

At the end of each test, test administrators must inform the headteacher about:

Schools must submit 'Notification of aid' forms on the PAG. The form will be available from 7am on Monday 12 May to Friday 23 May.

Schools do not need to wait until all test scripts have been collected before submitting a notification of aid on the PAG.

Where a pupil has been supported by a scribe, transcribe or has a word processor or other electronic aid to provide their answers, their test scripts should be sent for marking in the green panelled inner bags for modified test scripts.

Schools must not send copies of notification of aid forms, or any other correspondence with the test scripts, as this will slow down the marking process.

A scribe is a writing assistant who writes out answers dictated by the pupil during the test. Schools can provide a scribe if other options to enable the pupil to work independently are not appropriate, and the use of a scribe reflects normal classroom practice.

A scribe can be used when a pupil is:

The scribe must:

If a pupil is eligible for up to 25% additional time via the application form, solely because they have difficulty writing, they may be given either the additional time or a scribe, but not both.

All scribed test scripts should be sent for marking in the green panelled inner bags for modified test scripts.

Incorrect use of a scribe may lead to a maladministration investigation.

English grammar, punctuation and spelling

In Paper 1: questions, the scribe must pause for the pupil to dictate relevant spellings and all language, punctuation and phrasing must be the pupil's own.

Correct spelling is required for questions assessing:

contracted forms

verb forms

plurals

prefixes and suffixes

In Paper 2: spelling, the scribe must pause for each spelling to be dictated by the pupil. The spelling must be the pupil's own.

English reading and mathematics

The scribe should not pause for the pupil to dictate spellings of words in the English reading and mathematics tests unless the pupil usually works in this way.

8. Transcribes

If it will be difficult for a marker to read the pupil's writing, schools should make a transcript at the end of the test, but before the pupil leaves the test room. Schools can transcribe all or part of a pupil's test script. If the marker can read the pupil's writing, they will mark the original work.

All transcribed test scripts should be sent for marking in the green panelled inner bags for modified test scripts.

When transcribing a pupil's work, schools must:

keep the pupil under test conditions and separate from the rest of the cohort until the transcript is complete

use a different coloured pen from the pupil, but not red

where only part of the test paper needs transcribing, transcribe alongside the pupils answers but not on the pupil's work, and return the script in the green panelled inner bag for modified scripts

make extensive or full transcripts on a new test paper and return the pupil's original test script with the transcript attached in the green panelled inner bag for modified scripts

not change any of the pupil's original answers, including the positioning of commas and decimal places in the mathematics tests or the positioning and type of punctuation in the GPS tests

not transcribe any answers the pupil has crossed out

ensure that the spelling reflects the pupil's original answer in the English grammar, punctuation and spelling tests

Incorrect transcription of tests scripts may be escalated by a marker and could lead to a maladministration investigation.

Braille test scripts must not be transcribed. STA will make appropriate marking arrangements.

9. Word processors or other technical or electronic aids

Pupils must use equipment, such as a screen reader, independently.

Schools must test the functionality of the equipment by using previous KS2 test papers. If equipment has functionality that would provide the pupil with an advantage and this cannot be turned off, the pupil must not use the equipment in the test. Schools may arrange for the test to be read to the pupil or for a scribe to record the pupil's answers instead.

Schools should ensure that pupils regularly save their work. Pupils cannot restart a test, and STA will not compensate or give special consideration if any work is lost. Any partially completed test scripts must be sent for marking.

After the test, the pupil's work should be printed and attached to their test script and sent for marking in the green panelled inner bags for modified test scripts.

Schools should ensure that any test content is removed from the equipment.

English grammar, punctuation and spelling and mathematics

The equipment must not:

English reading

Screen readers, word processors or other technical or electronic aids may be used to record pupils' answers in the English reading test. They must not be used to provide reading support, other than to read the general instructions on page 3 of the reading answer booklet - for example, a screen reader must not be used in the English reading test.

There is a step-by-step video tutorial on how to make an aid notification:
YouTube video: How to make an aid notification
10. School-delegated arrangements

The following access arrangements may be used without prior approval, or the need to notify STA, providing they reflect normal classroom practice:

written or oral translations

readers

rest breaks

keeping pupils focussed (prompters)

Schools must have evidence to show that the pupil routinely receives this support in case of a monitoring visit or maladministration investigation.

Schools should note the name of the translator, reader or prompter used by each pupil in the tests for their own records.

11. Written or oral translations

STA does not provide translations of the tests, but schools can prepare written or oral translations of the mathematics tests to meet an individual pupil's needs if a pupil is working at the standard of the mathematics tests.

If schools use an electronic or a web-based translation service to prepare a translation, they must ensure it is secure and any data or content placed there must not be shared with, or visible to, any other party. Schools are responsible for checking the security of translation services before use.

All translated test papers or translations of the pupil's answers must be sent for marking in the green panelled inner bags for modified test scripts.

Mathematics

Translators should take care to ensure that any translation does not provide additional support or explanation of mathematical terms.

Pupils may write their responses in English or in their own language. If a pupil's answers are not in English, the translator should make a transcript of the pupil's answers into English after the test before the pupil leaves the test room. The pupil's original test script must be attached to the translated test script and returned in the green panelled inner bag for modified scripts. Alternatively, pupils may answer orally and the translator can scribe the answers in English.

Written translations of the mathematics tests can be made one hour before the test is due to start. If it will take longer, schools must make an application for early opening.

Oral translations may be given by a translator at the time of the tests. Translators must work with pupils on a one-to-one basis. If several pupils require a translator but only one is available, the school should administer the test in multiple sittings or apply for a timetable variation to administer the test on a different day. Translators may want to review the test papers before the test is administered to check for any unfamiliar vocabulary.

If the translator acts as a scribe or makes a transcript, the headteacher must complete and submit the notification of aid form once the pupil has completed the test.

English grammar, punctuation and spelling and English reading

Translations can only be made to directions or instructions that are not part of the test questions. No help may be given with reading or understanding the questions or passages of text.

Pupils who have difficulty reading may be supported in the English grammar, punctuation and spelling and mathematics tests by having text read to them by a reading assistant. In most cases, these pupils will have a reading age that is considerably lower than their actual age. Readers must not be used by pupils who can read the test materials themselves.

Readers must be used on a one-to-one basis. Test administrators must consider the individual needs of the pupils to ensure they are not disadvantaged by the pace at which any text is read. If a pupil requests it, the reader may also read back any part of a pupil's written response to a question.

Readers:

If a pupil is eligible for up to 25% additional time via the application form, solely because they have difficulty reading, they may be given either additional time or a reader, but not both.

English grammar, punctuation and spelling

The notes for readers in the English grammar, punctuation and spelling test give examples of how to read particular types of questions aloud to a pupil. Readers should ensure they understand the guidance so that they read each question type correctly, particularly for questions with multiple choice answers. This is so they do not give pupils an advantage by reading questions in a particular way.

English reading

As the English reading test is designed to allow pupils to demonstrate reading skills and comprehension, readers may only help pupils read the general instructions.

This includes information on the front cover of the test paper and any directions that are not part of the actual questions - for example, readers may say "Questions 1 to 15 are about The Panda Bear (pages 4 to 5)". Readers must not read the texts, questions or any part of a pupil's response back to the pupil. Specific instructions are included in the test pack.

Mathematics

A reader may help a pupil to read the mathematics tests. They may:

clarify instructions, as long as no additional information is given which could give the pupil an advantage

read, but not clarify, subject-specific vocabulary

If a mathematics question is read to a pupil, the reader may read words and numbers, but not mathematical symbols. This is so the function of a mathematical symbol is not inadvertently explained by reading its name.

Further instructions will be given in the 'Test administration instructions', as appropriate, if there are certain questions that need specific guidance in terms of what can and cannot be read.

13. Rest breaks

Most pupils should be able to complete the tests without a break. However, supervised rest breaks may be appropriate for pupils who find it difficult to concentrate or experience fatigue. Rest breaks may also be beneficial to pupils using modified versions of the tests.

Schools must supervise pupils and keep them under test conditions during the rest break. There must be no contact with pupils who have taken the test and no opportunity to discuss test content.

Pupils using rest breaks should be given the same overall time as the rest of the cohort. Schools may want to split a test into sections for pupils who are known to need a rest break. If a school decides to split a test, they should:

For the English reading test, schools may want to consider stopping the test for a rest break once the pupil has completed each passage of text and answered the questions related to that text.

The test must be completed on the same day that it was started. Any partially completed tests must be sent for marking in the green panelled inner bags for modified test scripts.

14. Keeping pupils focussed (prompter)

A pupil who is unable to focus independently, or who loses concentration easily, may be supported by someone known to them who can keep them on task. They will keep the pupil's attention on the test paper but not help them answer any questions. They may tap on the desk or say the pupil's name, depending on what is normal classroom practice, to remind the pupil to focus on the question they are working on.

To enable pupils to stay focussed you should:

You must not:

If a pupil finds it difficult to focus on individual questions, schools could use adhesive notes or stickers to cover other questions on the page. In these circumstances, the whole question the pupil is working on should remain uncovered until the pupil indicates when they want to move on.

15. Accessibility objects in the mathematics test

If a pupil is known to have difficulty accessing two-dimensional diagrams, schools may show them real objects that look like those illustrated in the mathematics test, so they understand the context of the question.

Number apparatus, counters or number squares must not be used.

Schools must not explain any subject-specific terminology. If any context or words related to a question are unfamiliar to a pupil, you may show them related objects or pictures, or describe the context. Test administrators may indicate on the test papers where real objects are available for pupils to look at.

The arrangement must reflect normal classroom practice. Schools may consider making use of early opening arrangements (see section 4).

16. Squared paper

Mathematics test papers include space for working out, with gridlines included in the standard tests where these are useful to pupils. STA discourages the use of additional squared paper for the standard tests, as pupils may lose marks if they make an error or omission when they transfer their working to the test paper.

However, if using squared paper is part of normal classroom practice, it can be used as an access arrangement and must be attached to the pupil's test script. Schools should check that pupils have noted the correct question number for which they have used squared paper. Schools should also ensure that the pupil's name, school's name, school's DfE number and question numbers are written on the additional paper and sent for marking in the green panelled inner bags for modified test scripts.

17. Highlighter pens

Pupils may highlight passages of text, in any of the tests, provided this reflects normal classroom practice. Pupils must not write their answers with a highlighter pen. Test administrators should not:

highlight text, unless instructed by the pupil

draw the pupil's attention to the correct response

18. Administering the tests at an alternative location

Schools can administer the tests at an alternative location to the rest of the cohort away from the school. This may include administering at a pupil referral unit or the pupil's home, as long as the pupil is in a fit state.

The headteacher is responsible for ensuring that the integrity, security and confidentiality of the tests is maintained (including the transporting of test papers to and from the alternative location) and that the tests are administered according to the test administration guidance.

19. Illness or injury at the time of the tests

Schools should not administer a test to a pupil who is too ill to take the test. If a pupil is not fit to take the test, the school should consider applying for a timetable variation for permission to administer the test up to 5 schools days after the scheduled test day.

Pupils who become ill while taking a test will not qualify for special consideration.

If a pupil becomes ill during a test, the school should stop the test and make a note of the time. The pupil can be given a supervised rest break in school and can continue the test with the remaining amount of time when they are feeling better. If the pupil is not able to continue, or is sent home, the partially completed test script must be sent for marking.

If the pupil leaves the school premises, they will have left test conditions and must not be allowed to continue or restart the test when they return to school.

If the pupil sustains an injury that impacts their ability to write, they may use a scribe. If the injury occurred within one week of the tests, the school may also allow up to 25% additional time because the pupil is unfamiliar working with a scribe. In these situations, an application for additional time is not required, but the school should be prepared to explain their arrangements in case of a monitoring visit. If the pupil is already familiar with working with a scribe, additional time must not be given. The scribe must follow the guidance in section 7 and the school must submit a notification of aid form on the PAG and the scribed test script must be sent for marking in the green panelled inner bags for modified test scripts.

20. Further information

Modified tests

You can find full details about which modified tests are available in section 4.6 of the KS2 ARA.

If you require further advice about the available braille papers and MLP formats, you can contact the national curriculum helpline 0300 303 3013 or email modifiedtesthelpline@pia.co.uk (do not email about test specific content).

Help and support

There are step-by-step video guides on how to apply and notify STA of your pupil's access arrangements on STA's YouTube playlist.

You can find instructions on packing test scripts for marking in the guidance for returning test scripts.

For general questions about access arrangements, you can contact the national curriculum assessments helpline on 0300 303 3013 or email assessments@education.gov.uk.

For enquiries relating to KS2 access arrangements to meet a pupil's specific needs, schools can use the 'Message us - access arrangements' form on the PAG.

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2025 key stage 2 access arrangements guidance

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This guidance details the access arrangements available for pupils participating in the key stage 2 (KS2) national curriculum tests. Pupils with specific needs may require additional arrangements so they can take part in the KS2 tests. Access arrangements are adjustments that can be put in place to support those pupils.

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Cohere Arts is a CIC providing opportunities for people living with health challenges & disabilities to engage with arts, culture & heritage.

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When you order your book, please tell us the:

font type, such as Comic Sans or Verdana

font size, such as 18 or 48

font strength, such as bold or normal

line spacing, such as single, 1.5 or double

paper colour for the pages

binding, for example spiral binding so books lie flat

To work out what's best, add a free copy of our sample book to your order - at the top of each page, there are clear details about the font and spacing used. When you know what you need, please donate the sample book to a school or library so others can order large print CustomEyes Books. You can also send it back to us at:

CustomEyes Books
Hillfields
Burghfield Common
Reading
RG7 3YG

# data[].attributes.attachment_link.description
When you order your book, please tell us the: font type, such as Comic Sans or Verdana font size, such as 18 or 48 font strength, such as bold or normal line spacing, such as single, 1.5 or double paper colour for the pages binding, for example spiral binding so books lie flat To work out what's best, add a free copy of our sample book to your order - at the top of each page, there are clear details about the font and spacing used.

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Warning! Our website requires JavaScript to function and display as intended. You may have a reduced experience if you do not enable JavaScript or use a browser with JavaScript support.

1. Home

2. EasyReader App (US)

Open a World of Accessible Books

EasyReader App gives you free access to over 40 libraries and book collections around the world.

It enables you to enjoy books and read the way you prefer, on a wide range of devices.

Flexibility to Read Your Own Way

Use EasyReader App to browse libraries and accessible newspaper stands, then download and read for pleasure or for study, in ways that suit your vision and your reading preferences.

When you access books and read in ways that reflect your needs and reading style, you find enjoyment in reading and get more from books. So, whether you're reading for leisure or learning, access to books enables you to thrive, in school, at work and at home.

Sign in to your favourite talking book libraries through EasyReader App and customize your reading experience. You can adjust text, color schemes and speech, or attach a braille display if that's your preference.

Download EasyReader Apps

EasyReader App is available to use on a wide range of devices. These include iPhones, iPads, Android phones and tablets, Amazon Kindle Fire tablets, Chromebooks and Windows computers.

Simply download the free EasyReader App from your preferred app store, and follow the simple instructions to install it on your device.

Schools can install the EasyReader App for Windows across their whole network with the EasyReader Network Installation Package

If you need help with EasyReader App, information and advice is available at EasyReader Support

Access Talking Book Libraries

When you use EasyReader on a smartphone, tablet or PC, it links you to the world's largest collection of accessible libraries and talking newspaper stands.

Simply login to your library accounts to browse, read and listen to bestsellers, classics, textbooks and magazines.

Please note that membership is required for all talking book libraries. You can usually join these via the library's website. Each library listed in EasyReader App has a link to its website within the app to help with this.

Libraries List

Discover EasyReader Premium

Get more from the EasyReader App with an EasyReader Premium subscription.

Read more with EasyReader Premium available for personal use for just $30 a year (excluding tax). This provides additional, premium features and synchronizes settings across your devices.

Learn more with an EasyReader Premium Education Subscription, which has additional education-focused accessibility features for students in school, college or university.

More About EasyReader Premium

EasyReader Webinars

Dolphin runs regular webinars in partnership with talking book libraries. Find out which webinars are coming soon, and register your interest to learn more.

Webinars are perfect for educational staff and EasyReader users to help you get the most out of EasyReader.

These short online sessions also provide opportunities to ask questions and obtain additional training on Dolphin EasyReader products, so you can feel confident using and recommending EasyReader App.

Visit Webinar Calendar

Further information and articles

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Free reading app for people who are blind, partially sighted or dyslexic. Magnification, speech and braille on any device Links to NLS Bard, CELA & Bookshare.