Statutory guidance

Key stage 2 modified test administration guidance: administering modified large print versions

Updated 11 March 2024

1. Introduction

This guidance will help you prepare to administer the modified large print (MLP) versions of the key stage 2 (KS2) tests. You should follow it to ensure pupils using MLP versions of the tests can access them properly and are not at a disadvantage.

The information expands on section 7 of the 2024 KS2 assessment and reporting arrangements (ARA).

You should use this guidance together with the:

• KS2 test administration guidance
• test administration instructions provided with the MLP test materials

The test administration instructions include information about what you should do before, during and after each test. Schools may also want to use practice test materials to help prepare for the tests.

Headteachers are responsible for the test administration arrangements within their school. Failure to adhere to this guidance could lead to a maladministration investigation.

2. Changes for 2024

2.1 Modified large print format

Following research into the accessibility and adaptability of the KS2 MLP test papers, we are changing the format from B4 18-point to A4 24-point. This is in response to feedback that the font size was not large enough. It also means the papers are more adaptable, automatically increasing to 36-point when enlarged onto A3.

Past MLP papers have been adapted to this format and are available in the collection of practice test materials if you wish to familiarise pupils with the papers.

Please note, the past papers adapted to the new format have not been through the usual rigorous modification and checking process but have been made available to help give pupils an indication of what to expect in May 2024.

3. Planning for the tests

3.1 Access arrangements

In addition to the KS2 access arrangements guidance, you should follow the specific guidance below when administering the MLP versions of the tests.

Adults providing support for an access arrangement must not be a relative, carer or guardian of the pupil.

Test administrators should note for their own records where they provide an access arrangement in the tests and, if appropriate, the name of the scribe, reader, prompter or translator used by each pupil.

Additional time

Pupils using the MLP tests are automatically entitled to up to 100% additional time. You should use your discretion about whether to use the full amount of additional time, based on what is normal classroom practice, and tell the pupils how much time they are allowed before each test starts. Pupils who are automatically allowed additional time may also use other access arrangements if this reflects normal classroom practice.

Making further adaptations to the tests

Where appropriate, changes will have been made to the wording and layout of the standard test questions to produce the MLP versions of the tests - for example, some tables, diagrams or charts may have been simplified.

If you make further adaptations to the MLP versions of the tests, you must take care to ensure the page layout and accuracy of the materials are not affected. If the corresponding text, questions or page references are adapted incorrectly, pupils may be disadvantaged. The Standards and Testing Agency (STA) is unable to compensate or give special consideration where schools have incorrectly modified test papers.

There may be questions in the mathematics tests that are unsuitable for further enlargement. If enlarging mathematics test papers, schools will be informed of particular questions that should not be enlarged - for example, questions that require the pupil to measure length. For mathematics test papers, the modified test administration instructions will provide guidance if there are questions that are unsuitable for further enlargement.

Scribes

If a scribe supports a pupil with a visual impairment, it must be clear to the marker which responses the pupil has written, and which have been written by the scribe. All language, punctuation and phrasing must be the pupil’s own.

Particular care should be taken when transcribing the English grammar, punctuation and spelling test papers. The scribe must pause for relevant spellings to be dictated in Paper 1: questions and for all spellings to be dictated in Paper 2: spelling. Correct spelling is required for the award of the mark for the majority of questions in Paper 1, especially for questions assessing contracted forms, verb forms, plurals, prefixes and suffixes. Correct spelling is required for the award of the mark in all questions in Paper 2.

In the mathematics test, any diagram that has been transcribed must show evidence of the pupil’s work - for example, pin marks. Diagrams transcribed without such indication will not be accepted.

At the end of each test, test administrators should make a note for their own record of which pupils used a scribe, including the name of the scribe and the test the scribe was used in, and give the information to their headteacher. You do not need permission from STA or your local authority to use a scribe if it reflects normal classroom practice for the pupil. However, schools must notify STA of their use on the Primary Assessment Gateway (PAG) by Friday 24 May.

Word processors or other technical or electronic aids

Pupils who normally use word processors, technical or electronic aids in the classroom, including low vision aids such as closed-circuit television or JOCR scanners, may use these for the tests, provided the functionality does not give the pupil an advantage. You do not need permission from STA or your local authority, but schools must notify STA of their use on the PAG by Friday 24 May.

Rest breaks

Test administrators should consider using rest breaks for pupils who find it difficult to concentrate or who may experience fatigue. Schools do not need to notify or receive approval from STA if they are using rest breaks, but the arrangement must reflect normal classroom practice. Schools must supervise pupils and keep them under test conditions during rest breaks.

Schools may want to split a test into sections for pupils using the MLP versions of the tests. Rest breaks should be used by stopping and restarting the clock, so the pupil has the same overall test time. The content of the test must not be discussed during rest breaks. The test must be completed on the same day it was started. Any partially completed test scripts must be sent for marking.

Squared paper

The MLP version of the mathematics test includes space for working but does not include gridlines. We discourage the use of additional squared paper, as pupils may lose marks if they make an error or omission when they transfer their working to the test paper. However, if using squared paper is part of normal classroom practice, then it can be used as an access arrangement. Schools do not need to notify or receive approval from the STA if a pupil uses squared paper. If squared paper is used, ensure the pupil’s name, school name and school DfE number are written on the additional paper and the paper is attached to the pupil’s script.

Additional paper

If pupils require additional paper, ensure the pupil’s name, school’s name and school DfE number are written on the additional paper and the paper is attached to the pupil’s test script.

Highlighting questions

You may highlight whole questions on the MLP papers - for example, with a highlighter pen - if this helps pupils to recognise the questions more easily. You must take care not to invalidate the test by drawing the pupil’s attention to the correct response.

3.2 Equipment for the tests

MLP versions of the tests are designed so standard classroom equipment can be used. The test administration instructions provided with the MLP test materials will list specific equipment needed for each test.

3.3 Use of rooms for modified tests

You should consider administering MLP versions of the tests to pupils in a separate room from other pupils taking the tests. The instructions and content of the MLP tests may be slightly different from the standard versions, and pupils using MLP tests are automatically entitled to up to 100% additional time.

Administering the tests in a separate room from the rest of the cohort will avoid distracting pupils using different versions of the tests. Pupils using MLP versions of the tests may need more space to lay out their test papers and equipment.

4. Administering the tests

4.1 When to open test materials

Instructions are included on the front of each test pack, detailing when the test materials can be opened to prepare for their administration.

You must not open the test packs early to familiarise yourself with the test content.

4.2 Pupils’ responses

Pupils using MLP test papers will usually answer on the test paper in the spaces provided but they may also use separate sheets of paper, if required.

Any additional answer sheets must have the pupil’s name, school’s name and school DfE number written on them and be securely fastened to the pupil’s original test script before it is sent for marking.

4.3 Instructions for mathematics

Models

Models may be provided for pupils to handle or look at, for specific questions within the MLP mathematics Papers 2 and 3: reasoning. If applicable, guidance will be provided in the MLP test administration instructions.

4.4 Assistance

You must ensure nothing you say or do during the test could be interpreted as giving pupils an advantage, such as indicating an answer is correct or incorrect, or suggesting the pupil look at an answer again.

5. Test administration on Monday 13 May

5.1 English grammar, punctuation and spelling Paper 1: questions

Format

Paper 1: questions is a combined question and answer booklet. Pupils will have 45 minutes to answer the questions, plus up to 100% additional time. The paper is worth 50 marks in total.

Equipment

Each pupil will need:

• a suitable way to record their answers, to reflect how they usually write in the classroom
• a dark pencil or a blue or black pen

Rubbers are allowed, but please encourage pupils to cross out answers they wish to change instead of rubbing them out.

If this is normal classroom practice, pupils may use:

• technical or electronic vision aids, including low-vision aids such as closed-circuit television or JOCR scanners
• highlighter pens

If pupils are using an electronic aid to record their answers, any grammar and spell check functionality must be turned off.

Pupils are not allowed:

• a dictionary or thesaurus
• electronic spell checkers
• bilingual word lists or electronic translators

Assistance

Administrators should ensure that pupils are able to locate all answer spaces correctly.

If a pupil requests it, you may read a question to them on a one-to-one basis.

You must not explain any subject-specific terminology. If any other word in a question is unfamiliar to a pupil, you may explain it or show them objects or pictures to help them understand.

You may explain or rephrase a question provided you do not give away subject-specific information - for example, if a question asks to “insert a pair of commas”, ‘insert’ may be explained, but not ‘commas’.

If used, readers must read the question to the pupil in full. Readers may also read any part of the pupil’s response back to them if the pupil requests this. Notes for readers in the English grammar, punctuation and spelling test gives examples of how to read particular types of questions.

The following examples illustrate how to deal with some common situations:

Question: “I do not understand the question.”

Answer: “Read the question again and underline key words that tell you what to do.”

Question: “What does ‘adverb’ mean?”

Answer: “I cannot tell you but think hard and try to remember. We can talk about it after the test.”

5.2 English grammar, punctuation and spelling Paper 2: spelling

Format

Paper 2: spelling consists of a test transcript to be read by the test administrator and an answer booklet in which pupils write 20 spellings.

Pupils will have approximately 15 minutes to complete the test, plus up to 100% additional time, but it is not strictly timed. The paper is worth 20 marks in total.

The MLP version of the spelling test is administered in a similar way to the standard version. Specific modified test administration instructions are provided with the modified test papers.

The answer lines in the spelling answer sheet are numbered. You should use these numbers to help pupils to locate the correct line to write on before reading the sentence aloud, including the missing word for pupils to spell. Alternatively, pupils may write their answers in a numbered list on plain paper.

Equipment

Each pupil will need:

• a suitable way to record their answers, to reflect how they usually write in the classroom
• a dark pencil or a blue or black pen

Rubbers are allowed, but please encourage pupils to cross out answers they wish to change instead of rubbing them out.

If this is normal classroom practice, pupils may use:

• technical or electronic vision aids, including low-vision aids such as closed-circuit television or JOCR scanners
• highlighter pens to highlight text

If pupils are using an electronic aid to record their answers, any grammar and spell check functionality must be turned off.

Pupils are not allowed:

• a dictionary or thesaurus
• electronic spell checkers
• bilingual word lists or electronic translators

Assistance

Pupils should not require any assistance during the administration of Paper 2: spelling.

You should take care not to overemphasise spelling when reading out the words that pupils are asked to spell.

6. Test administration on Tuesday 14 May

6.1 English reading

Format

This test consists of a reading answer booklet and a separate reading booklet. All pupils must receive an unused reading booklet. Do not reuse reading booklets if you administer the test to groups of pupils at different times.

Pupils will have one hour to read the 3 texts in the reading booklet and answer the questions, plus up to 100% additional time. They can approach the test as they choose – for example, by working through one text and answering the questions before moving onto the next. The paper is worth 50 marks in total.

Changes have been made to the layout and wording of some questions in the MLP reading answer booklet compared with the standard version of the test. The layout of the reading booklet may also vary.

Ensure pupils using the MLP versions of the tests can understand all pictorial representations and photographs. You may help pupils to identify aspects of pictures, but you must not help them to read any text. You may stop the clock where pupils with severe visual impairments need additional time to interpret the pictures and diagrams.

The number of marks and type of question are indicated within the test to help pupils judge how much to write.

You must not refer to the standard test paper when administering this test.

Equipment

Each pupil will need:

• a suitable way to record their answers, to reflect how they usually write in the classroom
• a dark pencil or a blue or black pen

Rubbers are allowed, but please encourage pupils to cross out answers they wish to change instead of rubbing them out.

If it is normal classroom practice, pupils may use:

• technical or electronic vision aids, including low-vision aids such as closed-circuit television or JOCR scanners
• monolingual English electronic spell checkers, provided they do not give definitions of words
• highlighter pens to highlight text

You may give pupils additional lined paper if they request it.

Pupils must not use a dictionary or thesaurus.

Assistance

You must not read the English reading test to individuals or to a group, except for the general instructions. However, you may read and rephrase, if necessary, the information provided in the test instructions on pages 2 and 3 of the reading answer booklets to ensure all pupils understand them.

You may help pupils to identify and interpret aspects of pictures, but you must not help them read any text. You may stop the clock where pupils with severe visual impairments need additional time to interpret the pictures and diagrams.

If a pupil asks a question about test content, you must not explain the meanings of any words or expressions.

The example below illustrates how to deal with a common situation:

Question: “I do not understand the question.”

Answer: “Read the question again and underline key words that tell you what to do.”

7. Test administration on Wednesday 15 May

7.1 Mathematics Paper 1: arithmetic

Format

Paper 1 assesses arithmetic. Pupils will have 30 minutes to answer the questions, plus up to 100% additional time. The paper is worth 40 marks in total.

You must not refer to the standard test questions when administering this test.

Equipment

Each pupil will need a dark pencil or a blue or black pen.

Rubbers are allowed, but please encourage pupils to cross out answers they wish to change instead of rubbing them out.

If it is normal classroom practice, pupils may use:

• technical or electronic vision aids, including low-vision aids such as closed-circuit television or JOCR scanners
• highlighter pens to highlight text

Pupils are not allowed:

• calculators
• tracing paper
• other mathematical equipment, such as angle measurers or mirrors

Assistance

If a pupil requests it, you may read a question to the pupil on a one-to-one basis.

If reading to a pupil, you can read words and numbers but not mathematical symbols. This is to ensure that pupils are not given an advantage by having the function inadvertently explained by reading its name.

The example below illustrates how to deal with a common situation:

Question: “Do I need to multiply when I calculate 95% of 240?”

Answer: “I cannot tell you but think hard and try to remember. We can talk about it after the test.”

7.2 Mathematics Paper 2: reasoning

Format

Paper 2 assesses reasoning. Pupils will have 40 minutes to answer the questions, plus up to 100% additional time. The paper is worth 35 marks in total.

Models may be provided within the MLP test administration pack for specific questions. If applicable, guidance will be provided in the MLP test administration instructions.

The paper may contain diagrams, graphs and pictures. Where necessary, we have simplified or adapted these for pupils with a visual impairment, but they might still need help locating the correct diagrams or clarifying their layout. Compared with standard versions of the tests, some non-essential diagrams, graphs and pictures may have been omitted.

Pupils will need to draw in response to some questions. Where this is the case, pupils should use the method they think is most suitable. If appropriate, the area covered by the shape may be shaded or marked so that the marker can clearly read it.

You must not refer to the standard test questions when administering this test.

Equipment

Each pupil will need:

• a dark pencil or a blue or black pen
• a sharp, dark pencil for mathematical drawing
• a ruler, showing centimetres and millimetres
• an angle measurer or protractor
• a mirror

Rubbers are allowed, but please encourage pupils to cross out answers they wish to change instead of rubbing them out.

If it is normal classroom practice, pupils may use:

• monolingual English electronic spell checkers
• bilingual word lists
• bilingual dictionaries or electronic translators, provided they only give word-for-word translations
• highlighter pens to highlight text

Pupils are not allowed:

• calculators
• tracing paper

Assistance

If a pupil requests it, you may read a question to the pupil on a one-to-one basis.

If reading to a pupil, you can read words and numbers but not mathematical symbols. This is to ensure pupils are not given an advantage by having the function inadvertently explained by reading its name.

At a pupil’s request, you may point to parts of the test paper such as charts, diagrams, statements and equations, but you must not explain the information or help the pupil by interpreting it.

You must not explain any subject-specific terminology. If any context or words related to a question are unfamiliar to a pupil, you may explain it or show them related objects or pictures to help them understand.

The examples below illustrate how to deal with some common situations:

Question: “What does ‘quadrilateral’ or this symbol (‘>’ or ‘<’) mean?”

Answer: “I cannot tell you but think hard and try to remember. We can talk about it after the test.”

Question: “What is ‘0.6’?”

Answer: “That is nought point six.”

Further guidance for any specific questions is included in the MLP test packs.

8. Test administration on Thursday 16 May

8.1 Mathematics Paper 3: reasoning

Format

Paper 3 assesses reasoning. Pupils will have 40 minutes to answer the questions, plus up to 100% additional time. The paper is worth 35 marks in total.

Models may be provided within the MLP test administration pack for specific questions. If applicable, guidance will be provided in the MLP test administration instructions.

The paper may contain diagrams, graphs and pictures. Where necessary, we have simplified or adapted these for pupils with a visual impairment, but they might still need help locating the correct diagrams or clarifying their layout. Compared with standard versions of the tests, some non-essential diagrams, graphs and pictures may have been omitted from the MLP versions.

Pupils will need to draw in response to some questions. Where this is the case, pupils should use the method they think is most suitable. If appropriate, the area covered by the shape may be shaded or marked so that the marker can clearly read it.

You must not refer to the standard test questions when administering this test.

Equipment

Each pupil will need:

• a dark pencil or a blue or black pen
• a sharp, dark pencil for mathematical drawing
• a ruler, showing centimetres and millimetres
• an angle measurer or protractor
• a mirror

Rubbers are allowed, but please encourage pupils to cross out answers they wish to change instead of rubbing them out.

If it is normal classroom practice, pupils may use:

• technical or electronic vision aids, including low vision aids such as closed-circuit television or JOCR scanners
• monolingual English electronic spell checkers
• bilingual word lists
• bilingual dictionaries or electronic translators provided they only give word-for-word translations
• highlighter pens to highlight text

Pupils are not allowed:

• calculators
• tracing paper

Assistance

If a pupil requests it, you may read a question to them on a one-to-one basis.

If reading to a pupil, you can read words and numbers but not mathematical symbols. This is to ensure pupils are not given an advantage by having the function inadvertently explained by reading its name.

At a pupil’s request, you may point to parts of the test paper such as charts, diagrams, statements and equations, but you must not explain the information or help the pupil by interpreting it.

You must not explain any subject-specific terminology. If any other word in a question is unfamiliar to a pupil, you may explain it or show them related objects or pictures to help them understand.

The examples below illustrate how to deal with some common situations:

Question: “What does ‘quadrilateral’ or this symbol (‘>’ or ‘<’) mean?”

Answer: “I cannot tell you but think hard and try to remember. We can talk about it after the test.”

Question: “What is ‘0.6’?”

Answer: “That is nought point six.”

Further guidance for any specific questions is included in the MLP test packs.

9. After the tests

9.1 Packing and sending test scripts for marking

Instructions for completing attendance registers and packing scripts for marking are provided in the guidance for returning test scripts.

9.2 Amendments to mark schemes

In some cases, changes are made to the standard questions for the MLP version of the test. This may result in a change to the standard mark scheme for these questions.

These changes are recorded in the amendments to mark schemes for MLP tests, which will be available to download with the test materials from GOV.UK after the test period.

10. Further information

10.1 Modified tests

Schools can discuss the suitability of, and order, MLP versions of KS2 tests by contacting the national curriculum assessments helpline on 0300 303 3013 or emailing MTH@iwanttoconnect.co.uk.

10.2 General enquiries

For general enquiries about test administration at KS2, call the national curriculum assessments helpline on 0300 303 3013 or email assessments@education.gov.uk.

10.3 Message us

For queries relating to access arrangements to meet a pupil’s specific needs, schools can use the ‘Message us – access arrangements’ form on the PAG.