In every primary school, inclusive practice means ensuring that all pupils can access the curriculum and assessments in ways that allow them to demonstrate their true potential. For pupils with literacy difficulties, one increasingly effective support tool is the computer reader a form of assistive technology (AT) that promotes access while fostering pupil independence, self-confidence, and long-term digital competence.
A computer reader, such as Sensory Readable, uses synthetic speech to read aloud digital text. This can include classroom materials, instructions, or statutory assessment papers. In the context of Key Stage 2 (KS2) statutory assessments, this support is particularly valuable for pupils working at age-related expectations in subject knowledge but whose reading accuracy or speed presents a barrier in timed tests.
While the Joint Council for Qualifications (JCQ) provides the regulatory framework for Exam Access Arrangements (EAA) at secondary level (e.g., GCSEs), KS2 access arrangements are governed by the Standards and Testing Agency (STA). Despite the different age groups, both bodies uphold a common principle: that any access arrangement must be:
- The pupil’s normal way of working, and
- Not give an unfair advantage.
According to the STA’s 2024 Access Arrangements Guidance, the use of a computer reader is permitted in the following KS2 test papers:
- Mathematics: Paper 1 (Arithmetic), Paper 2 & 3 (Reasoning)
- Grammar, Punctuation and Spelling (GPS): Paper 1 (Questions)
This is because these assessments measure subject knowledge rather than reading ability, making the use of a computer reader both valid and appropriate provided it reflects the pupil’s usual classroom support.
However, in the English Reading Paper, neither a human nor computer reader is permitted. This is because the assessment is specifically designed to test independent reading comprehension, and any form of reading assistance would compromise the validity of the test.
To implement this provision meaningfully and in line with STA guidance and DfE Digital Standards, schools should follow a structured approach:
Establish Normal Way of Working; The pupil must routinely use a computer reader during classwork, internal assessments, and practice SATs papers. This ensures the support is genuinely embedded and not introduced solely for test purposes.
Engage Pupils and Parents; Parents and carers should understand that the tool is about access, not deficit. Pupils should be confident in using it as a means to demonstrate their knowledge, helping to reduce anxiety and stigma.
Ensure Technical Readiness; Staff must check that the software functions reliably with KS2 test formats. Devices should be tested in advance, and support staff should be trained to assist only with technical setup, not test content.
Maintain Clear, Purposeful Evidence; Schools should hold records showing:
- The pupil’s specific reading difficulty
- How the computer reader enables access
- Evidence of improved confidence, engagement, or assessment outcomes
This evidence supports internal quality assurance, transition to secondary school, and Ofsted inspection readiness.
Introducing a computer reader in primary school does more than support pupils in KS2 SATs, it lays essential groundwork for the secondary phase, where JCQ-regulated arrangements (e.g., for GCSEs) will apply. Under JCQ rules, a computer reader is permitted in English exams (including GCSE English Language reading components) where a human reader is not, as long as it reflects the candidate’s normal way of working and complies with AARA (Access Arrangements and Reasonable Adjustments) guidance.
Embedding assistive technology early helps normalise its use and ensures pupils are prepared to advocate for themselves in later life. In line with the DfE’s Digital and Technology Standards, schools should actively model and promote tools such as text-to-speech, dictation, and screen customisation, not just for SEND pupils, but as part of universal access and digital equity.
Supporting pupils with assistive technology like a computer reader is not just about compliance or access. It’s about:
- Recognising ability over difficulty
- Building independence and resilience
- Creating a culture of inclusion, self-advocacy, and readiness for life beyond school
SENCOs and school leaders must champion the meaningful use of technology thus ensuring that all pupils have the tools they need, not just to succeed in assessments today, but to thrive in education, employment, and society tomorrow.