SATs Exam Support and Dyslexia

For many children, taking a structured exam in a formal environment is straightforward. However, for pupils with Special Educational Needs and Disabilities (SEND), neurodivergent traits, physical impairments, or temporary injuries, standardized testing environments can create artificial barriers that prevent them from demonstrating their true academic ability.

This is where SATs access arrangements and exam access support come in. Designed by the Standards and Testing Agency (STA) in the UK, these accommodations ensure that every pupil receives a fair opportunity to showcase their knowledge without changing the integrity of the test.

Whether you are a parent wondering how to support your Year 6 child or an educator seeking clarity on the latest statutory guidance, this guide explains everything you need to know about primary school exam accommodations, qualifying criteria, and practical next steps.

What Are SATs Access Arrangements?

Access arrangements are non-standard adaptations approved or implemented by a primary school to allow pupils with specific learning needs, processing differences, or disabilities to take part in National Curriculum assessments on an equal footing.

The golden rule set out by the Department for Education (DfE) is that access arrangements must reflect normal classroom practice. They are not intended to give any child an unfair advantage, nor are they granted simply because a pupil is working below the expected age-related standard. Instead, they level the playing field so that a child’s final score reflects their actual understanding of the curriculum rather than their difficulty with reading text, writing by hand, or staying focused.

If a child regularly receives human or technological assistance during weekly spelling checks, guided reading, or routine classroom tasks, those same provisions should naturally form the basis of their KS2 SATs access arrangements.

Common Types of SATs Exam Support Available

The Standards and Testing Agency provides a wide spectrum of exam access support options. Depending on the specific adjustment, some arrangements require formal online applications submitted months in advance, while others can be arranged internally by the school’s Special Educational Needs Coordinator (SENCO).

1. Additional Time (25% to 100%)

Time constraints cause significant anxiety for children with slower processing speeds, working memory deficits, or motor skill challenges.

• Standard 25% Extra Time: Allows an extra 15 minutes per hour-long paper. Children with an Education, Health and Care Plan (EHCP) automatically qualify. Other pupils must meet specific speed-of-processing or assessment criteria, for which schools submit an application on the National Curriculum Assessment (NCA) Portal.
• 100% Extra Time: Reserved for pupils using modified large print (MLP) or Braille versions of the assessments.

2. Designated Readers

A reader is an adult who reads questions, instructions, or passages aloud to a pupil on a 1-to-1 basis.

• Mathematics and Grammar Papers: A reader can read instructions, questions, and numbers to the child whenever requested.
• English Reading Test: Crucially, a human reader cannot read the text passages or questions in the English Reading paper, as doing so would invalidate the assessment of the child’s independent decoding skills.

3. Scribes and Transcribers

For pupils with dysgraphia, severe fine motor impairment, physical injury (such as a broken wrist), or rapid physical fatigue, a scribe can write down the child’s dictation word-for-word.

• Scribes must record exactly what the child says without correcting spelling, grammar, or punctuation.
• Where a child’s handwriting is partially legible, a transcriber may produce a typed version alongside the original paper at the end of the exam.

4. Word Processors and Electronic Aids

Pupils who routinely use a laptop or tablet for daily schoolwork may use a word processor during SATs. However, to maintain test security:

• All internet connections must be disabled.
• Spellcheck, grammar check, and predictive text functionality must be turned off.

5. Rest Breaks and Test Splitting

Children who experience high anxiety, attention deficit hyperactivity disorder (ADHD), fatigue, or sensory overload can take supervised rest breaks. The clock stops when the break begins and restarts when the pupil resumes working. In exceptional circumstances, a school may split a long paper into shorter sections administered across the same day.

6. Prompters

A prompter is an adult sat near a pupil who gently refocuses their attention when they lose concentration or drift off task. Prompters use agreed verbal or non-verbal cues (such as tapping the table or calling the child’s name) but must never guide the child toward answers or prompt them on which question to answer next.

Who Qualifies for SATs Access Support?

Qualifying for access arrangements is an evidence-based process. Schools cannot simply request extra time or scribes based on a single parent request or a last-minute test score drop.

To build a robust case for access arrangements, SENCOs compile an internal evidence folder containing:

• Classwork Samples: Showing a clear disparity between handwritten work and dictated/typed work.
• Standardized Standard Score Reports: Documenting reading ages, writing speeds, screening tests or cognitive processing scores significantly below chronological age.
• Teacher Observation Logs: Recording instances where a child required frequent prompting or struggled with test stamina.
• Professional Reports: Recommendations from educational psychologists, specialist assessors, speech and language therapists, or occupational therapists.
• EHCP or SEN Support Documents: Demonstrating that the support provided in the test reflects documented daily interventions.

What to Do If You Think Your Child Might Be Dyslexic

Many parents first notice their child struggling as academic demands increase in upper Key Stage 2. Dyslexia a specific learning difficulty primarily affecting the skills involved in accurate and fluent word reading and spelling is one of the most common reasons children require exam access support.

If you suspect your child might be dyslexic, navigating the journey toward understanding their learning profile can feel overwhelming. The essential first step is to undergo a formal screening test for dyslexia.

Why Start with a Screening Test?

A dyslexia screening test is a preliminary, lightweight assessment tool designed to identify visual, phonological, or working memory indicators associated with dyslexia. It differs from a full diagnostic assessment in several ways:

1. Early Identification: A screening test quickly highlights specific areas of difficulty such as phonemic awareness, rapid naming speed, or auditory sequential memory allowing teachers to introduce immediate targeted support.
2. Cost and Accessibility: Full diagnostic assessments carried out by a registered Specialist Educational Assessor or Educational Psychologist can involve waiting lists and financial investment. A screening test provides an efficient, accessible starting point to determine whether full diagnostic testing is warranted.
3. Building the Evidence Base: The results of a dyslexia screening test provide clear data that parents and SENCOs can use collaboratively. If the screening indicates a high probability of dyslexic traits, the school can immediately implement structured literacy interventions and trial accommodations like coloured overlays, readers, or extra time during classroom tasks.

Practical Steps for Parents

• Speak to Your Child’s Teacher or SENCO: Share your concerns regarding reading fluency, spelling struggles, fatigue, or homework distress. Ask if the school can conduct an in-house dyslexia screening test.
• Arrange an Independent Screening: If you prefer an instant, detailed professional screening services.
• Review and Act: Discuss the screening findings with your school. If the screening points toward dyslexia, the SENCO can begin gathering the necessary classroom evidence to establish normal classroom practice ensuring your child has the right SATs access arrangements in place well before Year 6 testing begins.

How Parents and Schools Can Collaborate for SATs Success

Preparing a child for Key Stage 2 SATs should never feel like a high-pressure ordeal. When parents, teachers, and SENCOs work together early, exam accommodations become a seamless part of the child’s daily routine.

Preserving Emotional Well-being

It is vital to remind pupils that SATs are simply a measure of school performance and curriculum progress not a reflection of their personal worth, intelligence, or future potential. For neurodivergent children, receiving the correct exam access support removes undue stress, boosts self-esteem, and ensures they complete primary school feeling capable and supported.

Final Thoughts

SATs access arrangements exist to ensure fairness. If your child struggles with processing speed, reading comprehension, motor control, or attention, accommodations like extra time, readers, scribes, and rest breaks can transform their assessment experience.

If you suspect an underlying specific learning difficulty like dyslexia is holding your child back, do not wait for test season to arrive. Take the proactive first step by arranging a dyslexia screening test today. Identifying learning differences early gives your child the tools, strategies, and official exam support they need to thrive both in SATs and throughout their secondary education.