Reasonable Adjustments Policy

Our Reasonable Adjustments Policy ensures learners with disabilities or difficulties can access assessments fairly without compromising assessment standards.

Purpose and Scope

Hawkhill Training Services grants reasonable adjustments as per our awarding body guidelines to reduce the impact of disabilities or difficulties that could substantially disadvantage a learner during examinations or assessments. 

Identification of Learner Needs

We are responsible for identifying adjustment needs before learners undertake qualifications or assessments. This may occur during enrolment. Adjustments must be based on the individual learner’s needs and consider their normal way of working, previous assessments, and the requirements of the qualification or standard. 

We will:

    • Identify learners likely to have difficulties accessing assessments.
    • Advise learners to report adjustment needs early.
    • Decide adjustments collaboratively with the learner.
    • Document the request and rationale for audit purposes.
    • Support applications with valid, sufficient, and reliable evidence

Principles of Adjustments

Adjustments must:

  • Adjustments should not compromise the assessment requirements or validity of the qualifications or end-point assessment.
  • They should not provide the learner with an unfair advantage.
  • They should be consistent with the learner’s normal way of working.
  • They should be based on the individual need of the learner.
  • They should allow learners an equal opportunity to show what they can do and what they know without altering competence standards.
  • Adjustments should not pose an increased risk to the safety and/or wellbeing of the learner, assessor or invigilator.

Procedures for Implementation

  • If permitted at the our discretion, a Reasonable Adjustment form must be completed and submitted to our Awarding Bodies post-assessment with relevant materials.
  • For onscreen assessments a Reasonable Adjustment form must be completed and submitted to our Awarding Bodies post-assessment with relevant materials.

Prior to awarding any reasonable adjustment, we must check the content of the qualification specification and/or contact our Awarding Bodies to ensure the reasonable adjustment is permitted to be granted.

On occasion, reasonable adjustment may not be possible due to external regulatory requirements of the qualifications themselves – for example, SIA licence linked (Security) qualifications require learners to as a minimum, have language skills in reading, writing, speaking, and listening equivalent to the following:

  • B2 level on the Home Office Recognised List
  • B2 CEFR
  • ESOL Level 1 (England, Wales, NI)
  • ESOL SCQF Level 5 (Scotland)
  • Functional Skills Level 1 (English)
  • SQA Core Skills Communication SCQF Level 5

Examples of Adjustments

Adjustments vary depending on assessment type and may include:

    • Extra time (up to 25% permitted; over 25% requires Awarding Body approval)
    • Supervised rest breaks
    • Changes in assessment room organisation
    • Assessment at an alternative venue
    • Use of assistive software, coloured overlays, low-vision aids, or tinted spectacles
    • Bilingual or translation dictionaries
    • Readers or writers

Role definition of readers and writers

A reader/writer is a person who, on request, will read or write for a learner who is able to demonstrate a need for this provision.
This provision may be used for:

    • all or part of the examination or assessment papers; and
    • all or any part of the learner’s answers.

The reader/writer will not be the learner’s course tutor/trainer.

On no account should such a facilitator be a relative or friend of the learner or anyone with a vested interest in the outcome of the assessment.

Readers/writers must not in any way attempt to modify either the content of the answers given by the learner or to alter the specific qualification or end point assessment requirements.

    • Permitted readers/writers will not be related to the learners.
    • Permitted readers will only read assessment questions and answers in English.
    • Permitted readers/writers will not intentionally or unintentionally lead the learner, in any way.
    • Permitted readers/writers are not allowed to provide definitions of words.
    • Permitted readers/writers will not act as the invigilator.

Separate accommodation with its own invigilator will be made available for learners, single or as a group requiring the services of a reader/writer in order not to disturb other learners.

Invigilators/assessors supervising an assessment or examination may not act as a reader/writer.

Failure to act on these guidelines will result in the learner’s disqualification.

Compliance and Guidance

Centres must comply with Disability and Discrimination Legislation and regulatory requirements. Staff should be trained in access issues, and only approved adjustments are allowed to avoid malpractice claims.

Highfield does not allow the use of translators to assist learners who do not speak, write or understand English.
Highfield does; however, allow the provision of a reader and/or writer for learners who do not speak English as their first language, as well as the use of translation dictionaries.
Learners wishing to access these reasonable adjustments must notify us prior to the assessment taking place and in accordance with procedures.

Further guidance is available from the IFATE and JCQ websites for EPA and qualifications respectively.