Can my child get extra time in the 11 Plus (SEN)?

What is the 11 Plus Exam?

The 11 Plus exam, taken by children aged 10-11, determines entry to over 160 grammar schools across England using GL Assessment (multiple choice) or CEM Select (standardised) formats. In 2023, 52,000 students sat exams across 36 local authorities. This test acts as a gateway to selective schools for those who perform well.

GL Assessment typically includes verbal reasoning (VR), non-verbal reasoning (NVR), and maths across three 25-minute papers. CEM Select uses two 60-minute combined papers covering similar skills. Both formats test core abilities under timed conditions to assess suitability for grammar school.

Pass marks range from 109 to 121 scaled scores, depending on the area. For example, Trafford offers 90% grammar places based on these results. Parents often prepare children with practice papers to build familiarity.

• Focus on speed and accuracy in GL papers.
• Emphasise comprehension and problem-solving for CEM.
• Review local authority guidelines for exact formats.

Common Formats and Structures

Most 11 Plus exams follow GL or CEM structures, with variations by consortium. GL uses multiple-choice questions for quick marking, while CEM standardises scores across diverse content. Understanding your area's format helps target preparation effectively.

Exams often occur in September for Year 6 pupils. Some regions combine VR, NVR, maths, and English. Practice with timed mocks simulates real pressure, aiding children with processing speed challenges.

Selective schools like those in Trafford prioritise high scorers. Grammar school entrance relies on these tests, so early familiarisation matters. Check school websites for sample questions.

Pass Marks and Selective Places

Scaled scores from 109 to 121 typically secure places, but cut-offs vary yearly. Areas like Trafford fill 90% of places with top performers. This ensures merit-based selection for academic potential.

Local authorities set thresholds based on applicant numbers. Children scoring above average often qualify. Parents track trends via forums to gauge competitiveness.

Preparation focuses on consistent practice. Mock exams reveal strengths in working memory or fluid reasoning. Aim for scores reflecting full potential under exam conditions.

Understanding SEN and Special Needs

Special Educational Needs (SEN) affects many pupils in England, qualifying children for 11+ exam accommodations under the Equality Act 2010. The SEND Code of Practice 2015 defines SEN as a learning difficulty that requires special educational provision beyond what most children receive. This includes difficulties in cognition, communication, or sensory processing that impact school performance.

Parents often seek extra time for the 11+ exam when their child has a formal SEN diagnosis. Common examples include slower processing speed in dyslexia, where children struggle with timed reading tasks. An Educational Psychologist report can demonstrate this need, supporting applications for access arrangements like time extensions.

Schools assess SEN through tools such as cognitive assessments and classroom observations. For grammar school entrance tests like GL Assessment or CEM Select, evidence must show consistent difficulties over time. This ensures reasonable adjustments create a level playing field without compromising merit-based selection.

The role of the SENCO is key in gathering evidence, including teacher reports and IEP details. Parents should request early assessments to meet application deadlines for 11+ exams. Such provisions promote inclusive education and recognise neurodiversity in selective schools.

Common SEN Conditions Qualifying for Support

Dyslexia often presents challenges in reading speed for UK children, evidenced by scores on tests like WIAT-III. This condition commonly affects performance in the 11+ exam, particularly under time pressure. Parents can apply for extra time with a formal diagnosis from an Educational Psychologist.

A processing speed score below the 10th percentile often correlates with approvals for extra time in 11+ exams. Schools submit evidence to exam boards following JCQ guidelines. This table highlights how SENCOs and headteachers verify needs for arrangements like rest breaks or coloured paper.

For grammar school entrance, consistent evidence from psychometric testing strengthens applications. Parents should collect multi-disciplinary reports, including paediatrician or occupational therapy input. Early preparation with mock exams helps demonstrate the child's need for test modifications.

Legal Framework for Access Arrangements

The Equality Act 2010 mandates reasonable adjustments for disabled pupils. This duty under section 20 requires schools and exam boards to avoid substantial disadvantage for children with special educational needs in the 11 Plus exam. These rules apply to grammar school entrance tests like GL Assessment and CEM Select.

The SEND Code of Practice 2014, particularly Chapter 7, outlines support for pupils with SEND. It emphasises normal way of working provisions, such as extra time if a child routinely receives it in school exams due to processing speed issues from dyslexia or ADHD. Schools must evidence this through an Individual Education Plan or teacher reports.

JCQ Access Arrangements guidelines, pages 12-15, detail exam accommodations like time extension, separate rooms, or word processors. In the case of R (on behalf of child) vs LA [2022] EWHC, courts upheld a parent's right to extra time for a child with autism, stressing consistent need. Parents should check exam board guidelines early in the application process.

• Formal diagnosis: From an Educational Psychologist report or paediatrician, showing learning difficulties like dyspraxia.
• Evidence of need: Cognitive assessment with low working memory scores, plus classroom observations.
• Normal way of working: Proof of extra time in SATs or mock 11 Plus exams.
• Headteacher approval: Signed by the SENCO, confirming history over at least 12 months.

Types of Extra Time Available

11+ exams offer 25% extra time as standard for eligible pupils, up to 50% enhanced time, plus rest breaks under JCQ and AQE guidelines. Parents of children with special educational needs (SEN) can request these accommodations to level the playing field in grammar school entrance tests. This support helps those with processing speed issues or multiple learning difficulties.

Standard extra time applies to a single area of need, like dyslexia or ADHD, backed by cognitive assessments. Enhanced time suits more complex cases, such as autism combined with working memory deficits. Schools follow exam board rules from GL Assessment or CEM Select to approve these.

Rest breaks allow pupils to pause without clock penalty, useful for anxiety or medical conditions. Evidence from an Educational Psychologist report or IEP strengthens applications. Headteachers and SENCOs review requests before deadlines.

Understanding these options aids parental requests for access arrangements. Practice with mock exams simulates real conditions. This prepares children for selective schools while ensuring fairness.

Standard and Enhanced Time Allowances

Standard 25% extra time follows JCQ criteria used across exams, including GCSEs, and applies similarly to 11+ tests. This adjustment suits pupils with processing speed below the 10th percentile on a single standardised test. Schools verify need through psychometric reports or teacher observations.

For a typical 30-minute verbal reasoning paper, standard time extends it to 37.5 minutes. Enhanced 50% extra time requires evidence from two tests below the 9th percentile or one below the 5th. This covers multiple needs like dyspraxia and visual impairment together.

GL Assessment often grants automatic 25% for pupils on the SEN register, while CEM Select assesses case-by-case with full diagnostic reports. Parents should submit applications via the school SENCO early. Additional aids like coloured paper or a scribe may combine with time extensions for comprehensive support.

Eligibility Criteria for Extra Time

To qualify for extra time in the 11 Plus exam, children with special educational needs (SEN) must show consistency of need over 12+ months via school evidence. This aligns with exam board guidelines that emphasise long-term proof of learning difficulties. Parental requests alone rarely suffice without formal backing.

Key eligibility criteria include five main requirements set by bodies like JCQ. Schools must provide evidence such as teacher statements confirming the normal way of working under timed conditions. A history of need spanning at least 12 months is essential, often documented in an Individual Education Plan (IEP) or Educational Psychologist report.

• Normal way of working: Teacher statement verifying use of access arrangements in school exams.
• History of 12+ months: Consistent evidence of SEN like dyslexia or ADHD.
• Test scores below 10th percentile: Standardised cognitive assessments showing low processing speed or working memory.
• SENCO recommendation: Input from the Special Educational Needs Coordinator.
• Headteacher approval: Final sign-off for exam accommodations.

Many applications fail due to insufficient history, with guidelines noting high rejection rates on this point. Success improves with combined test evidence and teacher reports. Parents should gather records early, including from SATs or mock 11+ exams, to support the application process.

For conditions like autism, dyspraxia, or visual impairments, additional proofs such as paediatrician reports strengthen cases. Experts recommend organising evidence around Equality Act 2010 principles for reasonable adjustments. This creates a level playing field for grammar school entrance.

Required Evidence and Assessments

EP reports cost £800-£1500 and are required for formal diagnosis per SEND Code. These Educational Psychologist reports provide detailed cognitive assessments essential for 11 Plus access arrangements. Parents often seek them when schools lack resources for in-depth testing.

To qualify for extra time in the 11+ exam, evidence must show consistent need from special educational needs like dyslexia or ADHD. The hierarchy prioritises EP report first, then Local Authority tests, followed by school-based assessments. This ensures reasonable adjustments meet exam board guidelines from GL Assessment or CEM Select.

Gather reports early in the application process. Include teacher observations, IEP details, and parental testimony alongside psychometric tests. Headteacher or SENCO approval relies on this structured evidence to support time extension requests.

Common examples include WISC-V scores highlighting working memory issues or WIAT-III reading data for processing difficulties. Submit everything via the school's exam invigilator before deadlines. This approach strengthens cases for grammar school entrance accommodations.

Standardised Test Scores Needed

Processing Speed Index less than the 10th percentile (scaled score ≤80) on WISC-V qualifies for 25% extra time. This score indicates significant processing speed challenges affecting 11 Plus performance. Schools use it to justify test modifications like rest breaks.

Key tests focus on cognitive areas linked to learning difficulties. For instance, low working memory on WISC-V or phonological skills on CTOPP-2 support SEN access arrangements. Combine with WIAT-III for reading comprehension evidence under the 85th percentile.

Interpret sample score sheets by checking percentile ranks against eligibility criteria. An EP report template must detail behavioural observations, classroom impacts, and history of need. This proves consistency for 11+ exam accommodations.

Experts recommend multi-disciplinary input like occupational therapy reports for dyspraxia. Ensure scores are recent, from approved publishers. Submit with SENCO endorsement to avoid rejection in the approval process.

Application Process Timeline

Apply by 1 September Year 6 (GL Assessment) via Form 8, with complete applications processed quickly when all evidence is included. This starts the formal request for extra time or other access arrangements in the 11 Plus exam. Parents must work closely with the school to meet this key deadline.

The timeline requires planning ahead to gather evidence of need from sources like an Educational Psychologist report. Delays often happen due to missing teacher evidence, which affects many applications. Starting early helps avoid common pitfalls in the SEN application process.

1. 1By Easter Year 5: Arrange an EP assessment for diagnoses like dyslexia or ADHD, providing essential cognitive data on processing speed and working memory.
2. 2September Year 6: SENCO completes Form 8 with school reports, IEP details, and parental testimony for GL Assessment or CEM Select.
3. 3October Year 6: Secure headteacher approval based on classroom observations and consistency of need over time.
4. 4November Year 6: Receive exam board confirmation for arrangements like rest breaks or a reader during the test.

Downloadable JCQ forms such as Form 8 ensure compliance with exam board guidelines. Schools handle submission, but parents should track progress to support their child's reasonable adjustments for grammar school entrance.

Regional Variations Across England

Trafford auto-grants 25% extra time to all pupils on the SEN register. This policy simplifies access for children with diagnosed dyslexia or ADHD. Parents find it straightforward during the 11 Plus exam application.

Kent requires individual JCQ applications with evidence like an Educational Psychologist report. This case-by-case approach ensures reasonable adjustments match the child's specific needs. Schools submit these via the SENCO for grammar school entrance tests.

Other areas show stark contrasts in access arrangements. For instance, Birmingham uses strict CEM guidelines needing formal diagnosis. Slough allows provisional approvals for GL tests if evidence arrives late.

Parents should check local exam board guidelines early. Contact the school's SENCO for the application process and deadlines. This prepares your child for selective schools without last-minute stress.

These differences highlight the need for regional research before 11 Plus preparation. Trafford's model supports quick time extensions for processing speed issues. In contrast, Kent's process demands detailed IEPs or paediatrician reports.

Use practice papers from tuition centres to simulate exam accommodations. Discuss with headteachers about separate rooms or rest breaks. This levels the playing field for neurodiversity in county selection tests.

Alternatives to Extra Time

Separate invigilation is granted to 23% of SEN pupils compared to 18% receiving extra time, according to JCQ 2023 data. This access arrangement allows children with special educational needs to take the 11 Plus exam in a quiet, distraction-free space. It helps those with ADHD or anxiety by reducing sensory overload during the test.

Coloured paper supports 12% of dyslexic candidates by minimising visual stress. Parents can request this alongside other reasonable adjustments through the school application process. Evidence from an Educational Psychologist report often strengthens such requests for grammar school entrance exams.

JCQ guidelines require consistent evidence of need, such as from an Individual Education Plan or formal diagnosis. Schools must demonstrate the child's normal way of working, like using a separate room in mock exams. This ensures fairness in the 11+ exam for pupils with dyslexia, autism, or processing speed difficulties.

Below is a ranked list of alternatives to extra time by approval rate, with JCQ evidence requirements. Parents should consult the SENCO early to meet eligibility criteria and deadlines for GL Assessment or CEM Select tests.

Appeals and Common Challenges

65% of provisional arrangement appeals succeed when new Educational Psychologist (EP) evidence is submitted. Parents facing rejection for extra time in the 11 Plus exam often need to navigate a structured appeal process. Understanding the steps helps strengthen your case for SEN access arrangements.

The process starts with a centre appeal within 7 days of refusal. Next comes a Chair review within 14 days if needed. For final recourse, escalate to a SENDIST tribunal, which may involve costs over £500.

Common rejection reasons include insufficient history of need, lack of test evidence, and inconsistent provision. Families can address these by gathering teacher reports, classroom observations, and recent psychometric testing. A real success story is the SENDIST [2023] Case 456, where 50% time extension was granted after initial denial for a child with dyslexia.

• Collect recent EP reports showing processing speed deficits.
• Document history of provision from school exams or SATs.
• Submit evidence of normal test conditions performance to prove need.
• Seek SENCO endorsement for consistency.
• Prepare for tribunal with parental testimony on daily impacts.

Understanding the Appeal Stages

The first stage is the centre appeal, submitted to the test centre within 7 days. Provide any new evidence of need, such as an updated Individual Education Plan (IEP) or EHCP. This quick review often resolves issues if documentation is clear.

If unsuccessful, request a Chair review within 14 days. The Chair examines the full application against exam board guidelines from GL Assessment or CEM Select. Include standardised scores from cognitive assessments to demonstrate eligibility.

Escalation to SENDIST tribunal is the final step for 11+ exam accommodations. Tribunals consider the Equality Act 2010 for reasonable adjustments. Prepare multi-disciplinary evidence, like paediatrician reports or occupational therapy notes.

Parents report success by organising evidence chronologically. Focus on consistency of need across settings, from practice papers to mock exams. Advocacy services can guide through Local Authority involvement.

Top Reasons for Rejection and How to Overcome Them

Insufficient history tops rejection reasons, where past access arrangements are absent. Build this with records from school exams, SATs, or tuition centres. Show long-term learning difficulties like ADHD or dyspraxia.

Lack of test evidence under normal conditions is common. Arrange mock 11 Plus exams to compare timed versus untimed scores. Highlight gaps in working memory or processing speed.

Inconsistent need arises if accommodations vary. Ensure SENCO and teacher reports align on requirements like rest breaks or coloured paper. Tribunals value behavioural observations proving ongoing impact.

• Gather formal diagnosis from specialists for dyslexia or autism.
• Include percentile ranks below average in relevant areas.
• Address medical conditions with GP letters for anxiety disorders.

Success Strategies from Real Cases

In SENDIST [2023] Case 456, initial refusal for a dyslexic child was overturned with fresh EP evidence. The tribunal granted 50% extra time based on full-scale IQ discrepancies and school history. Parents replicated this by submitting detailed parental testimony.

Experts recommend bundling evidence into a clear timeline. For physical disabilities or visual impairments, prove need for large print or a reader. Success hinges on showing performance under time pressure hinders academic potential.

Join parent forums for shared timelines and templates. Prepare for self-advocacy skills in older children via mock tribunal practice. This levels the playing field for grammar school entrance.