KS2 SATs access arrangements made simple
Understand access arrangements KS2 SATs pupils may need, from extra time to readers and scribes. A practical guide for schools, with tips and evidence examples.
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! Understanding and correctly applying these arrangements is essential to ensure all pupils, including those with additional needs or English as an additional language, have a fair chance to succeed. This guide explains the key access arrangements, who they’re for, and how to implement them consistently. It also includes a quick-read section for additional adults, ideal for schools relying on extra support during SATs week where clear, consistent communication can be a challenge.
What are key stage 2 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.
The access arrangements available include:
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-read of advice for 1:1 helpers
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
Ideas for year 6 maths after SATs
What sort of evidence should I provide?
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.
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