13th February 2017 1:00
By Blue Tutors
Data published by Radio 4 has revealed that on average 20% of students in independent schools receive an extra time allowance for GCSE and A-level exams, as opposed to only 12% in state schools. Extra time, typically 25%, can be requested for students with specific learning disabilities, such as dyslexia. It is just one of 20 such measures available during exams to accommodate special educational needs (SEN). This is particularly vital in subjects that involve large amounts of reading in the examination paper which would otherwise put the student at a disadvantage. In total, some 227,000 students received an extra time allowance last year in GCSE and A level exams, only 27,000 of which were in the independent sector, however it represents almost twice the proportion of the student population. The difference did also depend significantly on the exam centre.
The former shadow education secretary has called for an enquiry as to why this significant gap has arisen. The numbers have risen significantly over the past decade, which some perceive as a triumph as it means schools are getting better at identifying and catering to pupils with special needs. Some have said the increased proportion in independent schools looks “suspicious”, given that the number of SEN students is on average slightly lower in independent schools than in their state-run counterparts. The most obvious reason for the discrepancy is the difference in resources dedicated to “tracking, better diagnosis and responding to” students with additional educational needs. In many state schools, on the other hand, there is far less awareness and resource to pursue such a diagnosis meaning some SEN students who may be eligible are slipping through the cracks.
Applying for extra time was instituted to improve fairness in the examination system, yet it appears to be aggravating socioeconomic factors, with those at independent schools more likely to be identified as requiring and then granted the concession. Ofqual, the exam regulator, has been criticised for not identifying and rectifying this gap sooner. They are responsible for ensuring that no school is abusing the system and that there is no significant disadvantage to certain pupils due to lack of resources. “It’s Ofqual’s job – and if it’s not their job then the [Department for Education] should make it their job – to make sure there’s a level playing field here” says Labour MP Lucy Powell.