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CandLE have supported the access to formal examinations (Entry Levels, GCSEs, A-Levels, International Baccalaureates and university-level) for a number of students.
Working with the setting, the family and the student CandLE can advise on adaptations of Normal Ways of Working (NWoW) in class to find the optimum way, reducing as many barriers as possible.
CandLE can support the setting in applying for the appropriate exam access arrangements which for some students may include an Alternative Evidence Assessment (AEA) approach. As part of this CandLE may provide written reports that can be used as supplementary evidence in requesting specific arrangements. This is bespoke to each individual and because of this reason the student must be assessed by CandLE in their learning environment.
We have had approval for a range of access arrangements, in line with the Joint Council for Qualifications for the following exam boards across a range of courses:
Examples of Access Arrangements previously approved:
JCQ define NWoW as:
“The usual support arrangements that a student routinely uses in their day-to-day classroom learning and internal assessments.”
This means that any access arrangements (for example, using a word processor, having extra time, or using a reader) must reflect what the student normally does in lessons, homework, and internal tests, not just what they do in exams.
Paragraph 4.2.5 (in the “Access Arrangements and Reasonable Adjustments” 2025/26 document) states:
“The arrangement(s) put in place must reflect the support given to the candidate in the centre, for example:
• in the classroom (where appropriate);
• working in small groups for reading and/or writing;
• support lessons;
• intervention strategies;
• in internal school tests/examinations;
• mock examinations.
This is commonly referred to as ‘normal way of working’.
For this reason, to offer any support, advice or guidance to the setting the student must be assessed by our team at CandLE to determine their NWoW before we can make recommendations for an individual.
CandLE cannot offer free general advice relating to a student without assessing the student in the first instance. Please see our position statement on reasoning for this below.
In the context of the JCQ (Joint Council for Qualifications), an alternative evidence assessment refers to a method of assessing a candidate’s skills, knowledge, and understanding that differs from the standard written examination format but still meets the same assessment objectives and maintains the integrity of the qualification.
An alternative evidence assessment is any approved method of assessment that:
Alternative Evidence Assessments can be negotiated with exam boards in situations where for a student, when all ‘standard’ exam access arrangements have been applied, the student would still be disadvantaged by sitting formal examinations.
Please see our blog post and handout for more information on Alternative Evidence Assessment.
Initial assessment on NWoW and exam access arrangements required – this would produce a report and recommendations on reducing barriers further and identifying NWoW and the relevant exam access arrangements required.
Following an assessment we can provide the following:
These are all chargeable services.
Please get in touch to request an Exams Access Assessment.
Supporting Parents
We created this parent letter template to help families start confident, informed conversations with their child’s setting about possible exam access arrangements.
Our letter does not assume eligibility, request specific arrangements, or offer external recommendations. Instead, it empowers parents to:
We hope this gives you the right tools, confidence, and wording to advocate for your child.
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The AAC Exams Access Working Group is a collaborative group of professionals, parents, and AAC equipment suppliers in the UK, dedicated to supporting students using Augmentative and Alternative Communication (AAC) in accessing formal exams. They meet regularly to discuss best practices and develop guidance for parents and educational settings on requesting exam access arrangements. The group has published several documents and guides, including case studies and resources for teachers and students, to ensure that every young person can demonstrate their academic abilities using suitable access methods.
Resource Development can be a one off or an on going service. Contact us to discuss your needs.
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Contact us to discuss your needs.
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