For schools managing exam access arrangements, compliance with the regulatory framework is an essential responsibility. Periodically, centres may be selected for inspection by the Joint Council for Qualifications (JCQ) to ensure that access arrangements are being applied correctly and supported by appropriate evidence.

For SENDCos and exams officers, the prospect of an inspection can feel daunting. However, schools that maintain clear systems and well-organised documentation throughout the year are typically well prepared.

Understanding the types of evidence inspectors expect to see can help schools approach the process with confidence.

Understanding the Purpose of Inspection

A JCQ access arrangements inspection is not designed to challenge the principle of providing support for pupils with additional needs. Instead, its purpose is to ensure that schools are applying the regulations correctly and that access arrangements are supported by appropriate evidence.

Inspectors will generally focus on whether a centre’s processes are robust, whether documentation is complete, and whether the arrangements granted reflect candidates’ genuine needs and normal way of working.

Schools that treat access arrangements as a structured, evidence-based process usually find that inspections confirm the strength of their systems.

Form 8 Documentation

One of the first pieces of evidence inspectors typically review is Form 8 documentation for candidates who have been assessed for certain arrangements.

Inspectors will look for:

• a completed and detailed teacher evidence section
• clear descriptions of the candidate’s difficulties
• evidence that the difficulties affect access to exams
• an appropriate specialist assessment where required
• alignment between the assessment outcomes and the recommended arrangements

Incomplete or generic descriptions in the teacher evidence section can raise concerns about the quality of the evidence gathered.

For this reason, many schools are placing increasing emphasis on ensuring that teacher contributions to Form 8 are detailed and specific.

Evidence of Normal Way of Working

Another key area of scrutiny is the requirement that exam access arrangements reflect a candidate’s normal way of working.

Inspectors may ask to see evidence demonstrating that arrangements such as extra time, readers, or assistive technology are routinely used in lessons, internal assessments or mock examinations.

This evidence may include:

• records of classroom practice
• mock exam arrangements
• internal assessment records
• teacher observations or SEND documentation

Schools that embed access arrangements within everyday classroom practice usually find it easier to demonstrate this evidence.

Centre-Delegated Arrangements

Some access arrangements can be approved directly by the school without awarding body approval. While this provides flexibility for centres, it also places responsibility on schools to ensure that decisions are supported by appropriate evidence.

Inspectors may review how the school determines eligibility for centre-delegated arrangements and whether documentation clearly supports those decisions.

Clear internal processes help ensure that such decisions are both consistent and defensible.

Systems and Record Keeping

Beyond individual cases, inspectors will also be interested in how the school manages access arrangements overall.

This may include reviewing:

• how evidence is stored and organised
• how the SEND and exams teams collaborate
• how arrangements are tested during mock exams
• how the school ensures arrangements are implemented correctly during exam series

Schools that maintain clear records and shared systems between SENDCos and exams officers are generally able to demonstrate compliance more easily.

Preparing in Advance

The most effective preparation for inspection is not a last-minute review of files but a consistent approach throughout the year.

Regular communication between SENDCos and exams officers, clear documentation procedures, and routine checks of evidence help ensure that arrangements remain compliant.

When schools treat access arrangements as a whole-school system rather than a reactive task, inspection preparation becomes a natural outcome of good practice.

Conclusion

JCQ inspections are an important part of maintaining confidence in the examination system. By ensuring that access arrangements are supported by clear evidence and robust processes, schools demonstrate both compliance with regulations and their commitment to fair access for pupils.

For SENDCos and exams officers, strong systems, clear documentation and close collaboration are the key foundations of successful inspection readiness.