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Access arrangements remain a key area of SEND, exams and whole-school compliance. This essential conference will provide a practical update on JCQ Access Arrangements for 2025/26, including the March 2026 updates, current expectations and the implications for SENCOs, SLT, exams officers, assessors and heads of centre.
Following feedback from our previous conference, this year’s programme includes a dedicated focus on gathering evidence and securing effective staff feedback. Delegates will explore what evidence should be in place before assessment, how to demonstrate normal way of working, and how to build systems that reduce chasing, improve consistency and avoid last-minute or unsupported requests.
The conference will also cover Form 8, late diagnoses, private assessment reports, parent and carer expectations, and exam anxiety. Through expert input, practical examples and an interactive panel discussion, delegates will leave with greater confidence in applying JCQ requirements and supporting pupils to access assessments fairly and appropriately..
Who should attend?
Anyone involved in the access arrangements process, including but not limited to SENCOs, members of the SLT, Exams Officers, Heads of Centre and Assessors.
This conference will enable you to:
Understand the current JCQ access arrangements and reasonable adjustments requirements for 2025/26, including the March 2026 updates.
Identify what has changed, what remains the same and what this means for day-to-day practice.
Recognise key compliance risks, including incomplete evidence, weak referrals, late requests and inconsistent
Implementation.
Understand the respective roles of SENCOs, SLT, exams officers, assessors, teaching staff and heads of centre in the access arrangements process.
Explain when supervised rest breaks, 25% extra time and other adjustments may be appropriate.
Build a stronger whole-centre approach to gathering evidence before assessment.
Identify what good evidence of normal way of working looks like across lessons, interventions, mocks, timed tasks and internal assessments.
Improve the quality, specificity and consistency of teacher feedback.
Develop systems, templates and internal deadlines to reduce chasing and avoid last-minute requests.
Complete and review Form 8 more confidently, with a clearer understanding of what is required before assessment.
Respond appropriately to late diagnoses, private assessment reports and parent-led requests.
Communicate decisions clearly and sensitively to parents, carers and pupils, particularly where expectations differ from the evidence available in centre.
Support pupils experiencing exam anxiety using appropriate tools, techniques and access arrangements.
