Examination Documentation

Statement from ISEB on use of SEND guidance

ISEB has produced and provided guidance to support guardians, invigilation centres and schools in navigating the ISEB Pre-Tests when supporting candidates with SEND. The guidance provided is not intended to replace any pre-existing invigilation centre or school policies and is exclusively applicable to the ISEB Pre-Tests.

Guardians have a responsibility to ensure discussions regarding access arrangements, and SEN are raised in advance of registering through the Guardian Portal.

Invigilation centres and schools have a responsibility to ensure the information provided regarding SEN and requests for access arrangements are processed in line with existing policies to avoid discrimination or unfair use of the information.

Applicants with SEND

Where appropriate and in agreement with senior schools, applicants with SEND can be given an additional time of 25% to complete each test element. Applicants requiring extra time should have extra time requested for them by the guardian as part of their registration through the ISEB Guardian Portal.

Evidence of SEND status

Guardians must check with the senior school what documentation is needed as evidence for this request before completing their child’s Applicant Profile. It is usually an Educational Psychologist’s report (or other suitably qualified professional). Some schools require proof that the applicant’s reading speed or cognitive processing is less than average a standardised score below 89). As different senior schools have different SEND policies, ISEB recommends speaking with the SEND departments of the relevant senior schools. The guardian will need to upload this evidence as part of the registration process in order to request extra time. A senior school will be able to view the applicant’s record and evidence. If the information does not meet their requirements for extra time, they will appeal the request for extra time. This process is outlined in the ISEB Common Pre-Tests SEND Guidance documentation. 

Senior schools should take into account the potential impact of any specific needs in their overall assessment of an applicant’s application.

Guardians can still register without entering their child’s SEND information, however, once their child’s Applicant Profile has been submitted and approved by the invigilation centre, there will be a limit on the changes guardians can make, including to SEND evidence and information. If you require your child’s SEND status to be reset, either to add further evidence or review existing documentation, you must contact ISEB to do so. 

The ISEB Pre-Tests have been designed to be accessible to applicants with a range of special educational needs or disabilities. Reasonable adjustments may be applied, the nature of which will depend on the applicant’s specific needs. In individual cases, schools may decide that not all test elements are a suitable form of assessment for a particular applicant.

There are three test features built into the online testing platform, specifically to support applicants with SEND.

1. Applicants will be able to select a coloured overlay to help improve the visibility of the questions, particularly for applicants who face visual discomfort and disturbance when reading.  
2. The font size can be adjusted to suit visually-impaired applicants.  
3. The timer for the test will be visible to all applicants (even those with 25% extra time), and it can be hidden from view if the countdown makes an applicant anxious.

Further information

To support applicants with SEND, the ISEB SEND Guidance has been created for parents/guardians, senior schools and invigilation centres. This document explains in detail how the tests are constructed and how the questions have been designed to reduce the load on working memory to be more inclusive for applicants with SEND. It also contains further guidance on the registration process and where to go for support.

Applicants with EAL

The ISEB Pre-Tests are accessible to applicants for whom English is an additional language.

Reasonable adjustments may be applied, the nature of which will depend on the applicant’s specific needs and in agreement with the invigilation centre and senior school. For applicants with EAL, this may include the use of a standard bilingual paper dictionary. In individual cases, schools may decide that not all test elements are a suitable form of assessment for an applicant whose first language is not English.

Guardians should include what reasonable adjustments are required for their child when they register for the tests. There is no extra time element for applicants with EAL. A senior school will be able to view the applicant’s record and evidence. If they have any issues with the reasonable adjustments, they will contact the parents/guardians and/or the current school directly.