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12.12Access arrangements for the mental mathematics test
With the exception of the pupils described in this section, the recorded version of the mental mathematics test must be administered to all pupils. In most cases, pupils who need the specific support described in this section will have a statement of special educational needs or will be pupils for whom English is an additional language.
Headteachers must ensure access arrangements are only used for the mental mathematicstest in appropriate cases. The test must be administered on Thursday 15 May 2008. If a school needs to administer it individually or in small groups, the headteacher is responsible for making sure that pupils do not have an opportunity to discuss the content of the test until they have all taken it. Schools can make the following access arrangements at their own discretion; they do not have to request permission.
Additional time and early opening
With the exception of the pupils described in this section, no additional time will be allowed for the mental mathematics test. Pupils who have been given permission for additional time in the written tests, including those with a statement of special educational needs, are not entitled to additional time for the mental mathematics test unless they fall into the categories described below.
If schools need to translate the mental mathematics test, they must apply for permission for early opening in the usual way, see section 12.3.
Arrangements for pupils with visual impairment
Pupils with visual impairment who use modified versions of the written tests might need the following access arrangements to ensure they have access to the information on the mental mathematics answer sheet.
- Pupils who use modified large print papers for the written mathematics test will be provided with a modified version of the mental mathematics answer sheet. These pupils must not use the standard recorded version of the mental mathematics test. A modified script will be provided.
- Pupils who use braille will be provided with grade 2 braille versions of the stimulus material from the answer sheet. These pupils must not use the standard recorded version of the mental mathematics test. A modified script will be provided.
Because of changes to timings and the modification of some questions, neither the recorded version of the test nor the standard script can be used with the modified large print and braille materials. In these cases, the mental mathematics test must be administered in a separate room on a one-to-one or small-group basis.
Modified subject-specific guidance on how to administer the mental mathematics test for pupils using modified large print or braille versions of the tests will accompany the modified tests.
Pupils who use enlarged print tests must use the standard recorded version of the mental mathematics test. They must not be given additional time to answer test questions or to familiarise themselves with any stimulus material.
Additional time for pupils using modified large print or braille versions of the mental mathematics test
Pupils using the modified large print or braille versions of the mental mathematics test may be given as much additional time as they need to familiarise themselves with any stimulus material before a test question is read.
Once a question has been asked, teachers may allow pupils up to 100 per cent additional time to process the language of the question and record their answer. The additional time is reflected in the modified script. Timings in the script must be strictly adhered to.
Arrangements for pupils with hearing impairment and pupils who use sign language
Wherever possible, schools should use either the recorded or test administrator read version of the standard mental mathematics test on a one-to-one or small-group basis. They should consider administering the test:
- individually, at full volume
- through earphones
- by reading it aloud to the pupil.
Where this is possible, pupils should use the answer sheet provided with no additional time and no additional stimulus materials. Schools where British Sign Language is not used can produce rolling subtitles displayed via a computer if this is normal classroom practice. Schools will need to apply for early opening to make these modifications. For further details, see section 12.3.
Modified versions of the mental mathematics test are available for pupils with permanent or long-term hearing loss, who rely on British Sign Language or other sign-supported communication, or who supplement their residual hearing with lip-reading.
The modified materials consist of:
- a modified script for the test administrator (an oralist and sign-supported English modified script for lip-readers, or a British Sign Language script)
- a CD-ROM or flashcards of the stimulus material from the answer sheet plus some additional stimulus material where this will support access to the test content.
Neither the recorded version of the test nor the standard script can be used with the additional support materials because of changes to timings and the wording of some questions. A communicator or signer should administer the tests in a separate room on a one-to-one or small-group basis using the modified script provided. Each pupil must be provided with a standard pupil answer sheet.
Additional time for pupils using the modified versions of the test
Pupils using the modified versions of the mental mathematics test may be given as much additional time as they need to familiarise themselves with any stimulus material before a question is read.
Once a question has been asked, teachers may allow pupils up to 100 per cent additional time to process the language of the question and record their answer. The additional time is reflected in the modified test script. Timings must be strictly adhered to.
Pupils with profound hearing loss who are unable to take the test
A very small number of pupils will be unable to take the mental mathematics test even with the full range of access arrangements allowed. These pupils will have profound hearing impairment and be unable to lip-read or to use a signing system. For more information on what to do in these cases, see section 6.4.
Arrangements for pupils with hearing impairment who do not use sign language or lip-read
Pupils with profound hearing impairment who are unable to use a sign system or lip-read may have the test delivered by rolling subtitles, where each question is repeated twice on screen and then the correct time allocation given. For more information, please contact the national curriculum tests helpline on 08700 60 60 40 and ask to speak to the access arrangements coordinator.
Pupils with dual sensory impairment
A small number of pupils have both a visual and hearing impairment. These pupils might be able to access the mental mathematics test if provided with an enlarged answer sheet, which can be used with the stimulus material for pupils with hearing impairment. For more information, see section 8.5.
Arrangements for pupils with a motor disability
If a pupil with a motor disability is unable to write down their answers within the time limits given on the CD for the mental mathematics test, schools may use the teacher transcript enclosed with the test papers to read the test to the pupil.
In these cases, teachers must administer the test to the pupil individually and ensure the pupil does not have any more than the 5, 10 or 15 seconds’ ‘thinking time’ allowed for each question. However, they may have additional time to record or communicate their answers, depending on the nature and degree of their needs.
Translating the mental mathematics test
Schools may choose to deliver an oral translation of the mental mathematics test to a pupil with limited fluency in English as long as:
- the translated version of the test is delivered orally
- all timings are strictly observed
- the translation is not made or delivered by a relative of the pupil.
Oral translations can usually be made in the hour before the test. However, early opening may be allowed if a school has difficulties making translations in time. For more information on applying for early opening, see section 12.3.
Rest breaks in the test
Rest breaks may only be used in the mental mathematics test for pupils who suffer from recognised medical conditions such as Tourette’s syndrome or absence seizures.
If a pupil is temporarily unable to continue the test because of their condition, the test should be stopped until the pupil is ready to start again. If a pupil has an absence seizure in the middle of a question, the test should be restarted at the beginning of the question