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12.10Arrangements for pupils who have difficulties concentrating or suffer fatigue
Schools can make the following access arrangements at their own discretion; they do not have to request permission.
Rest breaks
Schools can give rest breaks to pupils who find it difficult to concentrate, or who are likely to experience fatigue, by splitting the tests into sections or stopping the clock.
If a school decides to split a test into sections, it must:
- ensure the splitting into sections is carried out only during the hour before the test is due to start
- administer all the sections of the test on the timetabled day
- make sure the pupil has the same overall time to complete the test as those who take the test in one sitting
- keep the questions in the same order
- give the pupil an opportunity to attempt all parts of a paper, so that the test properly reflects their attainment.
The content of the test must not be discussed during a rest break. Schools that allow pupils to talk during rest breaks may have their results annulled. Schools providing rest breaks must stop the clock and must not give additional time. Rest breaks can be used during the reading passage in the English reading test. However, all of the reading passage must be read before the questions are seen or attempted.
If a school is considering using additional time with rest breaks, it must apply for permission for the additional time, see section 12.4.
Using prompters
Schools may use prompters in all the tests to help pupils with severe attention problems.
Prompters should only be used to draw a pupil’s attention back to the task in hand – not to advise the pupil on which questions to do, when to move on to the next question, or the order in which to tackle questions.
Ideally, the prompter should be the pupil’s own learning support assistant, so that they know the pupil is not, for example, simply looking away from the paper while thinking. A prompter must not be a relative of the pupil.
The prompter must be used on a one-to-one basis. Before the test, they should agree the best way to prompt, for example by tapping lightly on the pupil’s desk (without indicating any part of the test paper). Verbal prompting may be used where this is in line with the support the pupil normally receives in class.
In situations where the pupil finds it difficult to concentrate on individual questions, Post-it notes or stickers may be used to cover other questions on the page. However, the whole of the question the pupil is currently working on should remain uncovered. This should only be done when it is in line with the support the pupil normally receives in class.