6.5 Publicly-funded provision outside mainstream education
6.5.1 Control
6.5.2 Purpose(s)
6.5.3 Participation
6.5.4 Nature
6.5.5 Administration
6.5.6 Grading process
6.5.7 Consequences
6.5.8 Use of results
6.5.9 Output statistics
6.5 Publicly-funded provision outside mainstream education [see 3.2.5]
In general, the same examinations and certification are available for students with SEN as for mainstream students. In addition, Entry level qualifications are available for students with SEN. See section 6.5.3 and section 6.3.4 of the mainstream archive. 27
However, students in special provision are not necessarily subject to the system of assessment for those in ordinary mainstream provision (for details of mainstream assessment see sections 6.1, 6.2, 6.3 and 6.4 of the mainstream archive). Instead the methods and processes used to assess such students are largely determined by their individual needs. Testing methods and procedures may be modified or, in exceptional circumstances, disapplied altogether. Students with statements of special educational needs who have severe learning difficulties are exempted from statutory teacher assessment. Some students may have a statement of special educational needs which exempts them from identified attainment targets because of their specific learning difficulties. See section 6.5.3 for further information. 27
Students who may need special arrangements are:
When decisions concerning special arrangements are being made, the following points must be considered:
Headteachers of schools have a duty to ensure the implementation of the Northern Ireland Curriculum in their schools, including the statutory assessment arrangements. This includes deciding which students may be exempt from assessment, such as those who have statements of special educational needs because of severe learning difficulties. 27
The Northern Ireland Council for the Curriculum Examinations and Assessment (CCEA) maintains a register of all students sitting the key stage tests. See sections 6.1.1, 6.2.1, 6.3.1 and 6.4.1 . for further information about the key stage tests and the role of the CCEA.
The general purpose of student assessment is to inform teachers what students know and understand, and to inform parents how their child is progressing at school. 28
The methods and processes used to assess students with SEN are largely determined by their individual needs. Testing methods and procedures may be modified or, in exceptional circumstances, disapplied altogether. 27
All students who have a statement of special educational needs and have been assessed as having severe learning difficulties, for example, are exempt from statutory assessment. Teachers are required to assess all students with moderate learning difficulties and all other students with special educational needs unless they have been statemented as exempt from statutory assessment. Some students may have a statement of special educational needs which exempts them from identified attainment targets because of their specific learning difficulties. 27
A child who has a statement of special educational needs because of a physical disability is assessed in the same way as other children who do not have a statement. There are special arrangements available to accommodate physical needs. 27
At key stages 1 and 2 (ages 4 to 11), students with a statement of special educational needs because of moderate learning difficulties are assessed in the same way as children who do not have a statement. However, at key stage 3 (tests are taken in year 10, age 14), a child who has moderate learning difficulties or who is working below level 3 of the 8-level scale (see section 6.3.6 of the mainstream archive) is assessed by his or her teacher but is not required to take the tests. 28
Teacher assessment is carried out as part of teaching and learning in the classroom and takes account of evidence and achievement in a range of contexts, including information gained through discussion and observation. 27
Assessment of students at the end of key stage 4 (age 16) is linked to the main external examination for secondary school students aged 16, the General Certificate of Secondary Education (GCSE). In general, the same examinations and certification are available for students with SEN as for mainstream students. The national qualifications framework, which covers academic and vocational qualifications, also includes Entry level qualifications. These are aimed particularly at students aged 14 to 16 years with SEN in mainstream schools or special schools. There are over 100 Entry level qualifications on offer in a wide range of subjects. 8
Special arrangements in examinations may be needed for some candidates. The Joint Council for Qualifications (JCQ) publishes regulations and guidance for heads of examinations centres and examinations officers on these arrangements: [Web Page]. 8
See sections 6.1.4, 6.2.4, 6.3.4 and 6.4.4 of the mainstream archive.
See 6.1.5, 6.2.5, 6.3.5 and 6.4.5 of the mainstream archive.
Key stage 3 tests
The special provisions available for students with special educational needs taking the key stage 3 tests, outlined in the SEN Code of Practice, are:
Communication and cognition related provision - using word processors or amanuenses (people who are employed to take dictation).
Cognition and learning related provision - where students may require reading or writing assistance.
Provision for sensory and physical needs – for students with physical disabilities and students with long term medical conditions.
Modified versions of written tests are available for students with hearing impairments and tests are also available in Braille, modified large print and enlarged print for students with visual impairment. These modifications may also be suitable for students with motor disabilities. Enlarged and Braille versions of mental maths answer sheets are also available. 27
In most cases the decision to implement special arrangements rests with the school or centre organising the tests. However, in a small number of cases involving the variation of test time beyond 30 minutes, the early opening of tests (more than one hour in advance of the test session), or the addition of time in excess of 25 per cent of overall time, permission must be requested from the National Council for the Curriculum, Examinations and Assessment (CCEA). 27
In the case of students for whom English is not their first language, all English and Irish test responses must be written in English or Irish since these tests are designed to assess students’ ability to read and write in the relevant language. Only general instructions may be translated, paraphrased or explained. In written papers for maths and science, translation of words or phrases that may cause difficulty may be provided, if this is part of normal classroom practice for the student. In these tests the student is allowed to use additional aids such as spell checkers and word lists, provided the translation is word for word and does not provide any extra interpretations. 27
Students’ responses in mathematics and science written papers should normally be in English or Irish. However, where students have difficulty responding, a language assistant may be provided where this is normal classroom practice for the student. 27
In the case of the mental mathematics test, the test may be translated into the student’s language; however, permission to do so must be requested from the CCEA. In such cases, the following conditions apply:
Key stage 4 examinations and qualifications
In general, the same examinations and certification are available for students with SEN as for mainstream students. In addition, Entry level qualifications are available for students with SEN (see section 6.5.3 and section 6.3.4 of the mainstream archive). 8
Special arrangements in examinations may be needed for some candidates. The Joint Council for Qualifications (JCQ) publishes regulations and guidance for heads of examinations centres and examinations officers on these arrangements. 8
See sections 6.1.6, 6.2.6, 6.3.6 and 6.4.6 of the mainstream archive.
See sections 6.1.7, 6.2.7, 6.3.7 and 6.4.7 of the mainstream archive.
See sections 6.1.8, 6.2.8, 6.3.8 and 6.4.8 of the mainstream archive.
Transition plans
The first annual review after a student's 14th birthday should include a transition plan which draws together information to plan for his or her transition to adult life. The review should involve all the agencies that may play a role in the young person’s life during the post-school years. 7
Further education is available for young people over the age of 16. If a child has a statement of special educational needs, further education is usually considered when a transition plan is drawn up at age 14. Many students with learning difficulties or disabilities attend ordinary courses at colleges with the help of special equipment or support. 20
Statements of special educational needs do not have any force once a student has entered the further education sector, although institutions may take them into consideration when assessing the needs of students. 7
In some instances, a student approaching the age of 16 may have special educational needs which do not call for a statement, but which are nevertheless likely to require some support if he or she goes on to further education or training. ELBs and schools are required to provide appropriate help and guidance, such as the provision of school/college link courses or work placements. In some cases, schools may wish to prepare their own transition plans for non-statemented students with special educational needs. 7
Universities and colleges offer education at a level beyond GCE ‘A’ level for students from about the age of 18. Such opportunities are available to all young people who have the ability to benefit from them. 20