Access Arrangement Solutions

My name is Sarah Jakeman. After more than two decades in secondary education, I've transitioned from the classroom and would now like to utilise my experience to assist others. My journey began as a History teacher, but I was soon drawn to the pastoral aspects of education, eventually becoming a head of year and then an ALNCo (SENCo). I was responsible for all AA assessments and online applications, working closely with the Exams Officer. I understand first hand that the demands of this role are ever-growing, paralleled by the rising number of students requiring Access Arrangements. My aim is to assist schools with this process by offering a dependable and efficient Access Arrangement Assessment service, thereby alleviating some of the burden.

I hold a Level 7 Postgraduate Award of Proficiency in Assessment for Access Arrangements (PAPAA). As an ALNCo, I have extensive experience in the complete process of gathering evidence and applying for Access Arrangements. Recognising the importance of staying updated with current knowledge on the JCQ guidelines, I regularly undertake training including the yearly update course and other relevant CPD.

I am proficient in the JCQ Exam Access Arrangement process and am committed to sharing this knowledge with my colleagues in schools and colleges.

I am an Associate member of PATOSS and hold my own DBS certificate and follow GDPR guidelines.

The importance of access arrangements

It is crucial for schools to be involved in this process, adhering to the Joint Council of Qualifications (JCQ) requirements. The process for determining access arrangements is a collaborative effort between the school and the specialist assessor. The Access Arrangements Assessment must mirror the child's documented needs and their usual way of working within the school.

While I can provide recommendations on suitable access arrangements, the ultimate decision and application to the awarding body rests with the school. It is important to note that the criteria for access arrangements in exams are evidence-based and must satisfy JCQ standards; an assessment does not automatically ensure that the evidence for access arrangements will be established.