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Access to Assessment Policy

1. POLICY STATEMENT

DTMK Limited is committed to ensuring that all learners have fair and equal access to assessment. This policy sets out how we will identify, agree, and implement reasonable adjustments to remove or minimise disadvantage for learners, without compromising the validity, reliability, safety, or integrity of assessment.

We recognise our responsibilities under the Equality Act 2010 and other relevant legislation. This policy will be applied consistently across all operations in England and Scotland, and is designed for both internal use and submission to the Awarding Organisation.

2. SCOPE

This policy applies to:

  • All assessments delivered by DTMK Limited, including practical, written, online, and driving assessments

  • All learners, regardless of age, background, disability, or protected characteristic

  • All staff and contractors who design, deliver, assess, or quality assure training programmes

3. LEGAL AND REGULATORY CONTEXT

This policy is informed by:

  • Equality Act 2010 – duty to make reasonable adjustments

  • Ofqual General Conditions of Recognition – Conditions D2 and G6 on accessibility and reasonable adjustments

  • Awarding Organisation requirements – principles of fairness, access, and safety for regulated first aid qualifications

4. DEFINITIONS

  • Reasonable Adjustment: An action taken before or during assessment to reduce disadvantage caused by disability or need (e.g. extra time, assistive technology, alternative formats).

  • Special Consideration: An adjustment applied after assessment to reflect temporary illness, injury, or circumstances affecting performance.

  • Disabled Learner: A learner with a physical or mental impairment that has a substantial and long-term adverse effect on normal day-to-day activities.

5. PRINCIPLES

  • Access to assessment will be based on fairness, equality, and consistency.

  • Reasonable adjustments must not give an unfair advantage or compromise competence standards.

  • Adjustments must preserve safety, integrity, and core competence of regulated first aid assessments.

  • Adjustments should reflect a learner’s normal way of working where possible.

  • All requests will be treated confidentially and in line with data protection law.

6. PROCEDURE – HOW WE WILL DO THIS

6.1 Identification of Need

  • Booking/enrolment forms include a section for additional needs.

  • Tutors and assessors are trained to identify possible needs during induction and delivery.

  • Any disclosed or observed needs are recorded using the Access to Assessment Request Form.

6.2 Request and Evidence

  • Learners (or representatives) complete the request form with supporting evidence (e.g. medical note, psychologist report).

  • Where no formal evidence exists, staff record a written account and agree temporary measures.

  • Requests are acknowledged within five working days.

6.3 Review and Decision

  • The Access Coordinator reviews requests with the assessor/tutor.

  • Decisions are made within ten working days of receiving all evidence.

  • Requests requiring Awarding Organisation approval (e.g. BSL assessments, significant modifications) will be submitted by the Access Coordinator, with progress updates given to the learner.

  • Decisions are confirmed in writing, outlining what has been agreed and why.

6.4 Implementation

  • Tutors/assessors receive written confirmation of approved adjustments.

  • Adjustments are included in lesson and assessment planning.

  • Venues, equipment, and invigilators are briefed.

  • A pre-assessment check ensures arrangements are in place.

6.5 Monitoring

  • After assessment, tutors/assessors complete a feedback form on the effectiveness of the adjustment.

  • Learners are invited to provide feedback verbally or in writing.

  • The Access Coordinator reviews and records improvements for future practice.

7. EXAMPLES OF REASONABLE ADJUSTMENTS

  • Extra time for written/online tests

  • Assistive technology (screen readers, voice-to-text software)

  • Modified materials (large print, Braille, coloured paper)

  • Scribe, reader, or BSL interpreter

  • Alternative venues or seating arrangements

  • Additional rest breaks

Note: Any assessment delivered in a language other than English, including BSL, requires prior Awarding Organisation approval.

8. SPECIAL CONSIDERATION

  • Learners affected by illness, injury, bereavement, or another serious event immediately before or during assessment may apply.

  • Assessors complete a Special Consideration Form and submit it to the Access Coordinator.

  • Where required, the Access Coordinator will seek Awarding Organisation approval and communicate the decision.

9. COMPLAINTS AND APPEALS

If a learner feels their request was not handled appropriately, they may:

  • Submit a written complaint to the Access Coordinator or Director

  • Receive a written response within 10 working days

  • Escalate to the Awarding Organisation if unresolved

10. STAFF RESPONSIBILITIES

  • Director: Overall accountability for compliance and resourcing

  • Access Coordinator: Manages requests, liaises with learners/staff, ensures Awarding Organisation processes are followed, and maintains accurate records

  • Assessors & Trainers: Apply adjustments consistently and ensure arrangements are in place on the day

  • Quality Assurance Staff: Sample records, monitor practice, and ensure fairness and compliance

11. RECORD KEEPING

  • All requests, evidence, decisions, and outcomes recorded in the Access to Assessment Register

  • Records stored securely (digitally with password protection or in locked cabinets)

  • Retained for three years unless a longer period is required under another policy (e.g. safeguarding)

12. POLICY REVIEW

  • Last reviewed: September 2025

  • Next review due: 30th June 2026

  • Policy Owner: Christopher Cook, Director

  • Contact: christopher@dtmk.co.uk

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