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

The information expands on 鈥楾est administration鈥� in the 2025 KS2 assessment and reporting arrangements (ARA).

You should use this guidance together with the:

• KS2 test administration guidance
• test administration instructions provided with the braille 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 past papers to help pupils prepare for the tests.

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

1. Planning for the tests

1.1 Access arrangements

In addition to the , you should follow the specific guidance below when administering braille 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 an access arrangement was provided in the tests and, if appropriate, the name of the scribe, transcribe, reader, prompter or translator used by each pupil.

Additional time

Pupils using braille tests are automatically entitled to up to 100% additional time in the tests. 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

The Standards and Testing Agency (STA) has already made changes to the wording and layout of the standard test questions, where appropriate, to produce the braille versions of the tests. All KS2 tests are available in contracted braille (grade 2). The KS2 English reading test聽is also available in uncontracted braille (grade 1). Contracted versions include the capital letter sign.

You may re-braille the tests in a mixture of uncontracted and contracted braille and without the capital letter sign if this is the pupil鈥檚 normal way of working.

If you make further adaptations to a braille version of the tests, you must take care to ensure that the page layout and accuracy of the materials are not affected. If you adapt the corresponding text, questions or page references incorrectly, pupils may be disadvantaged. We are unable to compensate or give special consideration where schools have incorrectly modified test papers.

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 the scribe has written.

All language, punctuation and phrasing must be the pupil鈥檚 own. Particular care should be taken when scribing the English grammar, punctuation and spelling test papers.

The scribe must pause for relevant spellings to be dictated in 鈥楶aper 1: questions鈥� and for all spellings to be dictated in 鈥楶aper 2: spelling鈥�. 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.

If a scribe supports a braillist, the scribe should record the pupil鈥檚 answers on plain paper in a numbered list. For questions using diagrams, evidence of the pupil鈥檚 work should be securely attached to the scribe鈥檚 answer booklet and sent for marking.

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 this 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 by Friday 23 May.

Transcribing and making corrections on pupils鈥� work

Pupils who wish to correct their work should do this as clearly as possible to assist external markers. For braillists, we recommended you use a series of 鈥榝or鈥� signs (full 6-dot cells) to obscure the incorrect work. You should then record the correct answer under the first answer. If this is difficult, you should write on the pupil鈥檚 braille answers, indicating which response the pupil does not wish to be marked. You must do this accurately, according to the pupil鈥檚 instructions and before the pupil leaves the test room.

You must not transcribe or overwrite any part of a pupil鈥檚 test script, unless it is a correction of braille requested by the pupil. If a pupil produces unclear braille that needs to be clarified, you should transcribe this in print on the pupil鈥檚 braille answers. You should clearly indicate which section of braille the annotation refers to.

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 with a visual impairment who are known to need a rest break. 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.

Timetable variation

Where it is not possible for a pupil to complete more than one braille paper in a single day, we will consider a timetable variation application to split the papers, if necessary.

1.2 Equipment for the tests

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

1.3 Use of rooms for modified tests

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

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 braille versions of the tests may need more space to lay out their test papers and equipment.

2. Administering the tests

2.1 Test materials

The braille test pack will contain a copy of the test in Unified English Braille (UEB). You will also receive a printed transcript to help you administer the test. You should check the printed transcript carefully before starting the test, as the wording of text and questions may be different to the standard versions.

A small amount of additional text may be added to clarify visual references and explain information that appears as images in the standard version. Some tables, diagrams or charts may also have been simplified. At a pupil鈥檚 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.

Contracted braille versions of the tests may contain contractions pupils are not familiar with. You may tell the pupil what the letters or signs are if they are unfamiliar with them. The capital sign, italic sign, letter sign and bracket sign are used in all tests. Other punctuation marks will be used in the English grammar, punctuation and spelling test. You must not explain any punctuation marks in this test.

2.2 When to open test materials

Each test pack includes instructions on the front detailing when you can open the test materials to prepare for their administration.

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

2.3 Pupils鈥� responses

Pupils should respond using the blank sheets or braille paper for their answers and not use the braille question booklet.

Braillists will use separate sheets of braille paper and are not expected to record their answers on the test papers. Braille versions of the mathematics tests may include separate inserts for particular questions. These are tagged at the back of the test papers. Pupils should draw or braille on these inserts. To use double-page spreads, braillists will need sufficient space to lay out their test papers and equipment.

Before the pupil鈥檚 test script is sent for marking, ensure any additional paper used where a pupil has recorded their answers are:

• labelled with the pupil鈥檚 name, school name and school DfE number
• securely attached to the pupil鈥檚 test script at the end of the test

2.4 Instructions for mathematics

The test materials consist of:

• a braille test paper which contains a contracted braille version of the questions
• any additional stimulus material necessary for pupils to access the questions

Some questions may be accompanied by stimulus material presented on separate braille sheets or separate inserts for particular questions. Where appropriate, copies of materials for specific questions will be tagged at the back of the test papers.

Some braille test papers may have loose sheets of plain paper inserted between facing page diagrams and the text to protect the braille dots. You should remove these before the test paper is given to the pupil.

We use established UEB code to indicate missing words, letters or expressions. The braille code for missing numbers is given in the instructions section of the mathematics papers.

Models

Models may be provided for pupils to handle or look at for specific questions within the braille mathematics Papers 2 and 3: reasoning. The braille test administration instructions will include guidance on using these models.

Pupils鈥� responses

Pupils should respond using the blank sheets or braille paper for their answers and not use the braille question booklet.

For some questions, they may need to respond using the stimulus material or inserts tagged at the back of the test papers. You must ensure any inserts are securely attached to the pupil鈥檚 brailled test scripts at the end of the test so they can be marked. Do not send the question booklets for marking.

Drawings, diagrams and tables

Mathematics Paper 2 and Paper 3: reasoning 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 diagrams or clarifying their layout. Compared with standard versions of the tests, some non-essential diagrams and pictures may have been omitted from the braille test papers.

Before the pupil鈥檚 test script is sent for marking, ensure any separate sheets where a pupil has recorded their answers are:

• labelled with the pupil鈥檚 name, school name and school DfE number
• securely attached to the pupil鈥檚 test script at the end of the test

Drawings

Pupils may need to draw in response to some questions. Where this is the case, pupils should use the method they think is most suitable 鈥� for example, the area covered by the shape may be shaded, marked or indicated by pins (if used), so the marker can clearly read it.

Where braillists need to draw on plastic film, spare copies of the diagrams are provided so they can make a second attempt if necessary. Where appropriate, you should encourage pupils to use a ruler when drawing a straight line on film. You may need to assist the pupil when labelling these diagrams. You should ensure the diagrams are securely attached to the pupil鈥檚 test script at the end of the test.

Pupils may draw using one, or a combination, of the following techniques:

• with a stylus on plastic film (a jelly mat to place the plastic film on is essential)
• with pins and bands made by the pupil on either the thermoform or a plastic film sheet, or points shown with adhesive putty 鈥� you should mount the diagram on a corkboard if pins will be used and you will remove the pins and bands, or adhesive putty, then indicate their positions by marking or drawing on the sheet (preferably with a permanent marker) 鈥� labels should be transcribed as positioned by the pupil
• made by placing cardboard shapes in a particular position 鈥� when a diagram is created with several shapes, you should show the outline of the individual components as well as the outline of the whole shape created 鈥� for example, a shape made up of 4 triangles should show the 4 triangles and not just the outline of the completed shape

Materials used to 鈥榙raw鈥� a shape or diagram, such as pins, elastic bands, cardboard shapes and adhesive putty, should not be sent for marking.

Diagrams

Some diagrams may be tagged separately at the back of the test booklet. These are for use on a graph board or jelly mat, or for pupils to braille on directly. You should detach these diagrams before administering the test so you can prepare them appropriately. Keep spare copies of the diagrams separate in case they are needed during the test.

You may stop the clock if pupils with severe visual impairment need time to interpret diagrams. You can help the pupil to identify key features of the diagram, but you must not explain the information or help the pupil by interpreting it.

Tables

If a pupil has to fill out a table, we will either provide:

• labels for pupils to put into the cells of the table
• a separate copy of the table, which pupils should use their braillers to complete

You may help the pupil to align their responses within the table.

2.5 Assistance

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

If a pupil has used a word processor to type their answer and asks to hear their response read back to them, or played back via a screen reader, this would be allowed 鈥� but only if a pupil requests it and they should not be prompted.

3. Test administration on Monday 12 May

3.1 English grammar, punctuation and spelling test Paper 1: questions

Format

鈥楶aper 1: questions鈥� 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.

There is a printed transcript to help test administrators. You must refer to the printed transcript, rather than the standard test questions, when administering the braille version of the test. We have made minor changes to the text and layout of the braille booklet, compared with the standard version.

Pupils should work through the question booklet provided, recording their responses on separate sheets of braille paper. For some questions, pupils will be able to record just the letter of the correct answer. For other questions a word, sentence or phrase may be required.

Equipment

Each pupil will need:

• a suitable way of recording their answers that reflects the usual way the pupil writes in class, such as a brailler, electronic braille display or word processor
• braille paper, if the pupil is brailling their responses

If a pupil is using an electronic braille machine, such as a BrailleNote, you must turn off the grammar and spell check before the test.

Pupils are not allowed:

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

Assistance

If a pupil requests it, you can 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 to help them understand.

You may explain or rephrase a question, provided you do not give away subject-specific information 鈥� for example, if a question asks: 鈥淩ewrite the sentence below in the passive鈥�, 鈥榬ewrite鈥� may be explained, but not 鈥榩assive鈥�. You must not give alternative explanations 鈥� for example, explain 鈥榠nverted commas鈥� as 鈥榮peech marks鈥�, or name punctuation.

You should use the Notes for readers in the English grammar, punctuation and spelling tests to help you understand how to read particular types of questions.

3.2 English grammar, punctuation and spelling test Paper 2: spelling

There is no braille version of 鈥楶aper 2: spelling鈥�. Instructions for administering this paper to pupils with a visual impairment are the same as the standard instructions. You should use the test transcript from the standard version and pupils should spell the target words in list form in braille.

Pupils should use uncontracted braille to spell the target words. If any pupil is unable to record their answers using uncontracted braille, they should be asked to spell the word orally and their answers should be recorded by a scribe. If any pupil inadvertently uses a braille contraction in their spellings, test administrators may check the pupil鈥檚 spelling of the word orally and annotate the paper accordingly. If the test administrator suspects that a braillist has used a braille reversal in their answer, they may ask the pupil to spell the word orally and annotate the paper accordingly.

If a pupil is using an electronic braille machine, such as a BrailleNote, the grammar and spell check must be turned off prior to the test.

4. Test administration on Tuesday 13 May

4.1 English reading

Format

This test consists of a reading question booklet and a separate reading booklet. There are printed transcripts of both booklets to help administrators. You must refer to the printed transcript, rather than the standard test questions, when administering the braille version of this test.

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

Changes have been made to the text and layout of the braille question booklet, compared with the standard version of the test. Changes have also been made to the text and layout of the questions in the braille version of the reading question booklet.

Throughout the test, where question responses are labelled with letters, or letters and numbers, pupils may either:

• record the letter or number as their chosen answer 鈥�- for example, b, d, 1c, 2a
• record the answer in full

Equipment

Each pupil will need:

• a suitable way of recording their answers that reflects the usual way the pupil writes in class, such as a brailler, electronic braille display or word processor
• braille paper, if the pupil is brailling their responses

If it is normal classroom practice, pupils may use monolingual English electronic spell checkers, provided they do not give definitions of words.

Pupils must not use a dictionary or thesaurus.

You may give tactile diagrams where appropriate and they may be included in the reading booklet. You may stop the clock while braillists examine the diagrams, as they will need additional time to interpret them.

Assistance

As the English reading test is assessing reading skills, you must not read 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 1, 2 and 3 of the Grade 1 (uncontracted) reading question booklet and pages 1 and 2 of the Grade 2 (contracted) reading question booklet to ensure all pupils understand them.

You may help pupils to locate pages or paragraphs in the text, as well as the questions in the reading question booklet. You may help to identify and interpret any pictorial details within the test, but you must not help with the reading of any text. Pupils with a severe visual impairment will need extra time to interpret pictures and diagrams. You may stop the clock while pupils examine them.

Braillists may choose to record themselves reading out loud the questions they have decoded, which they can play back to themselves instead of having to re-read the braille text.

Pupils using braille may need some additional assistance to understand the connection between the length of response required and the number of marks allocated for each answer. The instructions section of the braille question booklet gives guidance on the length of answers needed. The type of answer required, and the maximum number of marks, will be shown after each question.

If a pupil asks a question about test content, you must not explain the meaning of any word or expression.

5. Test administration on Wednesday 14 May

5.1 Mathematics Paper 1: arithmetic

Format

鈥楶aper 1: arithmetic鈥� consists of a single test booklet in braille.

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

There is a printed transcript of the braille booklet to help test administrators. You must refer to the printed transcript, rather than the standard test questions, when administering this test.

Equipment

Each pupil will need:

• a suitable way of recording their answers that reflects the usual way the pupil writes in class, such as a brailler, electronic braille display or word processor
• braille paper, if the pupil is brailling their responses

Braille test materials may include diagrams on film, brailon or swell paper, but pupils may still require assistance in drawing and labelling.

Pupils are not allowed:

• calculators
• other mathematical equipment, such as angle measurers

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 may read words and numbers but not mathematical symbols. This ensures pupils are not given an advantage by having the function inadvertently explained by reading its name.

5.2 Mathematics Paper 2: reasoning

Format

鈥楶aper 2: reasoning鈥� 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.

Any additional diagrams needed for the braille version of the test will be included in the back of the braille test booklet.

There is a printed transcript of the braille booklet to help test administrators. You must refer to the printed transcript, rather than the standard test questions, when administering this test.

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

Equipment

Each pupil will need:

• a suitable way of recording their answers that reflects the usual way the pupil writes in class, such as a brailler, electronic braille display or word processor
• braille paper, if the pupil is brailling their responses
• a suitable tactile ruler, for measuring in centimetres and millimetres
• a suitable tactile protractor or angle measurer

Braille test materials may include diagrams on film, brailon or swell paper, but pupils may still require assistance in drawing and labelling.

If it is normal classroom practice, pupils may use:

• pins and bands to help record responses on diagrams
• stylus and floppy mat to help with drawing on plastic film

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

Pupils must not use a calculator.

Assistance

If the 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 ensures pupils are not given an advantage by having the function inadvertently explained by reading its name.

At a pupil鈥檚 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 braille test packs include further guidance for any specific questions.

6. Test administration on Thursday 15 May

6.1 Mathematics Paper 3: reasoning

Format

鈥楶aper 3: reasoning鈥� consists of a single test paper.

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

Any additional diagrams needed for the braille version of the test will be included in the back of the braille test booklet.

There is a printed transcript of the braille booklet to help test administrators. You must refer to the printed transcript, rather than the standard test questions, when administering this test.

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

Equipment

Each pupil will need:

• a suitable way of recording their answers that reflects the usual way the pupil writes in class, such as a brailler, electronic brailled display or word processor
• braille paper, if the pupil is brailling their responses
• a suitable tactile ruler, for measuring in centimetres and millimetres
• a suitable tactile protractor or angle measurer

Braille test materials may include diagrams on film, brailon or swell paper, but pupils may still require assistance in drawing and labelling.

If it is normal classroom practice, pupils may use:

• pins and bands to help record responses on diagrams
• stylus and floppy mat to help with drawing on plastic film

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

Pupils must not use a calculator.

Assistance

If a pupil requests it, a question may be read 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鈥檚 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 braille test packs include further guidance for any specific questions.

7. After the tests

7.1 Packing and sending scripts for marking

Pupils taking braille versions of the tests should be marked as 鈥榓ttended鈥� on the attendance register. You will receive the braille materials in a padded envelope, which you should retain and use to return the completed braille scripts for marking.

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

7.2 Amendments to mark schemes

In some cases, changes are made to the standard questions for the braille version of the tests. 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 braille tests, which will be available to download from 伊人直播 after the test period.

8. Help and support

8.1 Modified tests

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

8.2 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.

8.3 Message us

For queries relating to access arrangements to meet a pupil鈥檚 specific needs, schools can use the 鈥楳essage us 鈥� access arrangements鈥� form on the .