Question to the Department for Education:

To ask the Secretary of State for Education, what steps her Department is taking to help ensure that children with special educational needs and disabilities have adequate educational support to achieve (a) GCSEs and (b) other qualifications.

The department wants all children and young people to be able to reach their full potential and receive the right support to succeed in their education and as they move into adult life.

Under the Children and Families Act 2014, mainstream schools and colleges must use their best endeavours to make sure a child or young person who has Special Educational Needs and Disabilities (SEND) gets the special educational provision they need. This includes monitoring the progress of children and young people ahead of formal examinations and providing support where needed, including arranging diagnostic tests where appropriate.

Access arrangements can be agreed with exam boards before an assessment for candidates with specific needs, including SEND, to help them access assessments to show what they know and can do without changing the demands of the assessment. The intention behind an access arrangement is to meet the needs of an individual candidate without affecting the integrity of the assessment.

​​The Special Educational Needs Co-ordinator (SENCo) or equivalent for a school or college must lead on the access arrangements process, fully supported by teaching staff and members of the senior leadership team. SENCos are responsible for taking appropriate steps to gather an appropriate picture of need, demonstrate normal ways of working for candidates, and ensure that approved access arrangements are put in place for internal school tests, mock examinations and examinations.