KS2 SATs access arrangements: a clear guide for schools
Understand the key access arrangements for KS2 SATs: extra time, readers, scribes, evidence-based advice & practical tips for year 6 and schools.
Updated as of January 2026.
Access arrangements ensure that pupils with specific needs can take part in KS2 SATs without being unfairly disadvantaged. The key principle from the Standards and Testing Agency (STA) is that any support given must reflect normal classroom practice and not provide an unfair advantage. Access arrangements for KS2 SATs can feel overwhelming, especially if it's your first year in year 6 - and even experienced teachers need a refresher each time!
This guide sets out the main access arrangements, the evidence schools need, and how to decide which pupils require additional support during SATs. If you would like guidance on when the 2026 SATs are, best SATs 2026 strategy or the results release date, read our Ultimate guide to KS2 SATs 2026.
What's in this guide?
What are KS2 SATs access arrangements?
Which pupils should receive access arrangements?
Types of access arrangements for KS2 SATs
A quick reference guide for 1:1 helpers on SATs days
How do schools decide who should receive access arrangements?
What sort of evidence should I provide for access arrangements?
How to find resources that help SEN year 6s with SATs
What are KS2 SATs access arrangements?
Access arrangements are adjustments that allow pupils with particular needs to take KS2 SATs in a way that is fair, appropriate, and familiar to them.
These may include extra time, a reader, a scribe, rest breaks, or modified formats of test papers.
Did you know? Among pupils with SEN, only 24% met the expected standard in reading, writing and maths combined in 2025.
Find out more: See a full breakdown of the 2025 results with analysis from Sophie Bartlett
Which pupils should receive access arrangements?
access arrangements may be appropriate for pupils:
- with an education, health and care (EHC) plan
- for whom provision is being made in school using the SEN Support system
- whose learning difficulty or disability significantly affects their ability to access the tests
- who have behavioural, emotional or social difficulties
Access arrangements may also be used to support pupils’ specific needs with:
- difficulty reading
- difficulty writing
- difficulty concentrating
- difficulty processing information
- a hearing impairment
- a visual impairment
- English as an additional language
Due to the diversity of pupils’ needs, this guidance does not list every circumstance where it may be appropriate to use access arrangements.
Types of access arrangements for KS2 SATs
- extra time (25%)
- adapted test papers (e.g. enhanced text)
- compensatory marks for spelling
- using a scribe (1:1 throughout the test)
- using a reader (1:1 throughout the test)
- work being transcribed (at the end of the test)
- electronic aids (e.g. screen readers)
- translations
- rest breaks
- prompters to keep children focussed
For more detailed information on anything discussed here, see the key stage 2 access arrangements guidance.
A quick reference guide for 1:1 helpers on SATs days
If you’re going to be a 1:1 helper and you’d like more information on SATs, our Ultimate guide to KS2 SATs will give you a great overview.
There are often a whole host of people involved in making SATs week run smoothly. If you have a large number of children requiring a variety of different access arrangements, you’re probably running the most logistically complex operation your school has ever seen! Alongside the complicated timetabling, there’s the coordinating of the extra adults - especially those helping individual students on a 1:1 basis. It is important to ensure that everyone involved approaches these tests fairly and consistently, not only because it’s just the right thing to do, but also because some schools will receive a monitoring visit!
The guidance quoted throughout can be a lot for anyone to take in, let alone someone who perhaps doesn’t regularly teach (which may be the case if you are having to use extra adults). Hopefully the summaries below will help - although do give the full guidance to each supporting adult as well, just in case.
1:1 readers
pupils who have difficulty reading may be supported in the tests by having text read to them. In most cases, these pupils will have a reading age that is considerably lower than their actual age. If a pupil requests it, the reader may also read back any part of a pupil’s written response to a question. If a pupil is eligible for up to 25% additional time via the application form, solely because they have difficulty reading, they may be given either additional time or a reader, but not both.
Detailed guidance for each specific test is provided in the ‘test administration instructions’ of the test pack, but general guidance is as below.
In the reading test, a 1:1 reader…
- can assist pupils with general instructions during the English reading test, such as directions on the front cover or navigation cues, but they must not read any texts, questions, or pupil responses
In the maths test, a 1:1 reader…
- can clarify instructions, as long as no additional information is given which could give the pupil an advantage
- can read, but not clarify, subject-specific vocabulary
- can read words and numbers in a question, but not mathematical symbols (this is so the function of a mathematical symbol is not inadvertently explained by reading its name)
In the GPS test (paper 1), a 1:1 reader…
- can read all text with neutral intonation and take care not to overemphasise particular elements of the questions unless they are in bold or underlined
- can read, but not clarify, subject-specific vocabulary
- must not read aloud the names of punctuation marks
- should say ‘BLANK’ where missing letters or word/s should be written or chosen
- shouldn’t, in multiple choice questions, read the sentence with any of the options inserted (see Questions 3 and 4 in the ‘Notes for readers in the English grammar, punctuation and spelling test: questions’)
- shouldn’t, in matching affix questions, read words with prefixes or suffixes attached (see Q8 in the Notes above)
- can rephrase some questions for clarity (see Q6, Q9 and Q16 in the Notes)
- can pause where commas are placed (see Q13 and Q14 in the Notes)
1:1 scribes
schools can provide a scribe if other options to enable the pupil to work independently are not appropriate, and the use of a scribe reflects normal classroom practice. A scribe can be used when a pupil is unable to use a word processor, unable to write or has difficulty writing, or known to experience fatigue. The scribe must:
- work at the pupil’s pace and not hurry them if they need time for reflection, rest or reading
- have a working knowledge of the subject
- follow the pupil’s instructions precisely to draw or add to diagrams, charts and graphs in the mathematics tests
- write precisely what the pupil instructs and only make a correction on a test script if asked to do so by the pupil
- only provide support for the duration of the time awarded to the pupil in the test
If a pupil is eligible for up to 25% additional time via the application form, solely because they have difficulty writing, they may be given either the additional time or a scribe, but not both.
In the reading and maths tests, a 1:1 scribe…
- should not pause for the pupil to dictate spellings of words in the English reading and mathematics tests unless the pupil usually works in this way
In the GPS test, a 1:1 scribe…
- must pause for the pupil to dictate relevant spellings (correct spelling is required for questions assessing contracted forms, verb forms, plurals, and prefixes and suffixes)
- all language, punctuation and phrasing must be the pupil’s own.
- in Paper 2 (spelling), must pause for each spelling to be dictated by the pupil. The spelling must be the pupil’s own.
Related content:
2025 KS2 SATs results analysis
KS2 SATs 2026: topics to prioritise and revise
The ultimate guide to KS2 SATs
How do schools decide who should receive access arrangements?
1. It must reflect normal classroom practice
This is the key test.
If a pupil doesn’t use a reader or scribe daily, they should not suddenly receive one for SATs.
2. Clear evidence must support the need
Suitable evidence includes:
- classwork
- assessment scripts
- teacher observations
- SEND records
- intervention logs
- medical or sensory notes
A full and detailed list of evidence is provided below.
3. Staff should work together
SENCOs, year 6 teachers, and support staff should collaborate to determine appropriate provisions.
What sort of evidence should I provide for access arrangements?
schools must ensure they have documentation available to demonstrate that a pupil is eligible for access arrangements. Evidence will vary according to the type of support and may include notes recorded in teaching plans, individual pupil support plans, or a pupil’s classwork. Schools could be subject to a maladministration investigation if they fail to use access arrangements appropriately (such as not having evidence that access arrangements used in the tests reflect normal classroom practice).
The examples given here are quite vague - so what might this look like in reality?
Evidence for extra time
- Educational Psychologist or Specialist Teacher reports indicating slower processing speed or working memory issues
- In-class assessment results (e.g., working well below expected reading/writing/maths speed)
- Teacher records of how long tasks take compared to peers
- Work samples with teacher annotations showing extended time needed for task completion
- SEND Support Plans or EHCPs that specify processing or concentration difficulties
- Reading speed assessments showing below-average processing (WPM scores)
- Use of extra time in practice tests or mock SATs with performance improvement documented
Evidence for 1:1 reader
- SEND register indicating a specific difficulty (e.g., decoding issues, dyslexia)
- Classroom observations where the child is regularly read to in maths lessons
- Classwork or test scripts showing comprehension (on maths or GPS work) improves significantly with a reader
- Evidence from standardised reading tests showing below expected levels but adequate comprehension when read to
Evidence for 1:1 scribe
- Work samples showing strong oral responses but poor written output
- SEND records or professional assessments identifying fine motor difficulties, dysgraphia, or severe spelling issues
- Evidence from class assessments where scribing leads to significantly improved outcomes
- Use of a scribe or transcription regularly in class and for mock assessments
Evidence for use of a word processor
- SEND plans stating fine motor difficulties, fatigue, or handwriting issues
- Examples of typed vs. handwritten work showing improvement in legibility, structure, or quantity
- Consistent classroom use of a laptop or tablet (logs, photos, or notes)
- Occupational Therapist recommendations, if available
Evidence for use of a prompter
- Classroom observations or behaviour logs showing pupil gets distracted or fails to complete tasks without verbal/non-verbal cues
- SEND or behaviour plans
- Notes from practice tests where pupil needed frequent reminders to continue or refocus
Evidence for rest breaks
- Teacher logs or reports showing pupil struggles with stamina, anxiety, or fatigue during lessons or tests
- Reports of health/mental health difficulties
- EHCP or SEND plans detailing sensory or emotional regulation needs
- Past incidents during assessments showing distress or lack of focus
Ensuring fair and consistent implementation of any access arrangements used in the KS2 SATs is essential for supporting all pupils to perform at their best. With clear evidence, thoughtful planning and trained support staff, schools can uphold the integrity of the tests while meeting individual needs. Remember to always refer to the latest STA guidance and use these arrangements only when they reflect normal classroom practice.
Frequently asked questions
Can pupils have more than one access arrangement?
Yes, if each arrangement is supported by evidence and aligns with normal classroom practice.
Do we need to apply online for every arrangement?
No. Rest breaks, prompters, and some adjustments do not require an online application.
Extra time usually does.
What happens if the wrong support is given by mistake?
Schools must report the incident to the Standards and Testing Agency. It may affect the pupil’s marks if the error gives an unfair advantage.
How to find resources that help SEN year 6s with SATs
- Understand the official access arrangements firstBefore you look for appropriate resources, be crystal clear on what support the children are officially entitled to. You can then consider resources that will help them with the tests, but also practice with the type of support they are allowed, eg. using a TA as a reader in class for reading activities.
- Check out specialist providers and ask experienced peers. Your authority might have a guidance document, like this SEND Toolkit from Herfordshire. But perhaps one of the best sources of information you can tap into are your SEN-experienced colleagues. Seek out the SEND specialists in your school, or even those teachers who have spent the longest in the classroom. They are likely to have the best information and potentially, SEN-specific resources they won't mind sharing.
- Utilise official materials and AI in a smart wayAvoid just giving SEND pupils past papers. Get creative, adapt and utilise AI for good!
- Give pupils one question at a time.
- Scaffold questions - you could use AI here to help write out scaffolding to save time.
- Change the format e.g. allow pupils who struggle to write and who will have a scribe to answer verbally.
- If budget is tightLook for resources that are inclusive by design so that you don’t need to invest in multiple resources for lots of different needs. SATs Springboard from Learning by Questions uses inclusion as a fundamental design principle. Find out more and trial SATs Springboard for free to see if it works well for your SEND pupils.
