Statutory guidance

2026 reception baseline assessment: modified administration guidance

Updated 1 June 2026

1. Summary

The reception baseline assessment (RBA) has been designed to be inclusive and accessible to the majority of pupils. It aims to assess pupils in a fair and comparable way, with as many pupils as possible able to access the tasks.

Most pupils with special educational needs and disabilities (SEND) should be able to participate in the standard assessment format. The RBA must be delivered in English and on a one-to-one basis. This individual administration enables the practitioner to respond to the needs of each pupil and take account of any unique characteristics such as the way the pupil pronounces words or sounds.

This guidance should be used alongside the:

• standard RBA administration guidance
• training topics within the ‘Training for the assessment’ section of the ‘Assessment service: start an assessment’

Schools must ensure all staff involved with the assessment understand:

• how the assessment should be administered
• what assistance is and is not allowed in the assessment
• any specific arrangements to enable individual pupils to access the assessment

Any adaptations made to assessment materials or to the administration of the assessment should neither advantage nor disadvantage the pupil.

The assessment questions must not be changed and should be delivered as stated on the assessment service or in the relevant guidance. The pupil’s responses should be their own.

Any support should be based on usual classroom practice. Where necessary, schools should seek advice on the pupil’s needs and appropriate support strategies (see Consult with others).

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

1.1 Who this guidance is for

This guidance is for practitioners administering the RBA. It outlines how to make adaptations within the standard assessment for pupils who have additional requirements such as:

• difficulty concentrating
• difficulty processing new information
• a hearing impairment
• a visual impairment
• verbal communication difficulties
• difficulty using a touchscreen

The next sections in this guidance, and the information in the ‘Accessibility and inclusion’ training topic, will help practitioners understand how to adapt the assessment for some pupils so that they can demonstrate their abilities when working independently.

Due to the diversity of pupils’ needs, this guidance does not list every circumstance where adaptations could be useful to support pupils. Practitioners should contact us if they require further advice (see Further support).

2. Preparing to administer the assessment to pupils with specific needs

2.1 Who should administer the assessment

The assessment should be administered by a suitably qualified practitioner who is familiar to the pupil. This may be the class teacher, a teaching assistant, a SEND specialist or another education professional. This is particularly important in the case of pupils with complex needs or those whose responses may not always be clear.

The assessment must not be administered by a parent, carer or guardian of the pupil.

2.2 Preview the assessment

Practitioners can prepare and familiarise themselves with the assessment by previewing the questions in 2 ways.

In ‘Preview the assessment’ within the ‘Assessment service: start an assessment’, practitioners can use the:

• ‘Preview the assessment questions’ section to read the questions that will appear in each of the assessment components, without interacting with them
• ‘Preview the assessment with 2 devices’ section to practise pairing the devices and interacting with the questions to see how they work on both devices

Previewing the assessment will support the practitioner to decide whether the standard or an adapted version of the assessment is more appropriate for each pupil.

After previewing the assessment questions, the practitioner may decide that a pupil should not be presented with a particular question, even in an adapted form. The practitioner will be able to route the pupil past this during the assessment by selecting ‘No response’.

Practitioners must not have a pupil present when previewing the assessment questions or familiarising themselves with the format of the assessment.

2.3 Consult with others

Where the needs of reception-aged pupils are not yet known, schools are encouraged to consult with parents, carers and other professionals for advice on how best to support the pupil. This should include specialist teachers – for example, a Qualified Teacher of Children and Young People with Vision Impairment (QTVI) or a Qualified Teacher of Deaf Children and Young People (QToD) who has been working with the pupil in relation to a specific need.

The 6-week administration window must be adhered to but should allow time for consultation with parents and specialists to take place where necessary.

For pupils who are using communication tools such as the Picture Exchange Communication System (PECS) or Makaton, the specialist practitioner familiar with that pupil should select ‘Preview the assessment questions’ within the ‘Assessment service: start an assessment’ to determine which aspects of the assessment are appropriate to attempt. We expect that, in most cases, at least part of the assessment will be accessible.

2.4 Consider the needs of pupils

We recommend that schools consider each pupil’s needs to decide on the most appropriate arrangements to administer the assessment.

As the assessment is administered on a one-to-one basis and there is no set time for the assessment to be completed, these arrangements can usually be managed by the practitioner for each pupil – for example, pupils who:

• would not be able to access a question can be routed past it by the practitioner, perhaps because the question relies on a visual or auditory prompt
• have difficulty concentrating may encounter fewer distractions in a room away from other pupils, and may need to complete the assessment in several short sessions
• find verbal communication challenging may take longer to complete the assessment
• cannot interact with their screen but can communicate their response, can have their responses confirmed on the pupil’s screen by the practitioner

2.5 Accessibility settings

The ‘Assessment service: start an assessment’ includes accessibility settings which schools can enable for any pupils who need them. We recommend practitioners complete the ‘Accessibility and inclusion’ training topic within the ‘Training for the assessment’ section of the ‘Assessment service: start an assessment’ for further information.

Schools do not need to review the accessibility settings for every pupil, but can apply them for those pupils with a known condition or need.

These settings change the way the assessment looks on screen and may make the questions more accessible for particular pupils.

The standard settings include:

• cream background
• blue text
• standard images
• borders around numbers that pupils can touch or drag and drop

When using accessibility settings:

• the background colour can be changed to blue, pink or green
• borders can be added to numbers that do not have them as standard
• the colour contrast for numbers can be changed to black on peach, yellow on black, black on white, or black on blue
• images can be changed to a simplified style or greyscale

To assign or change accessibility settings for pupils, select ‘Accessibility settings’ on the assessment overview page within the ‘Assessment service: start an assessment’.

Accessibility settings can be used in combination with each other and can be assigned or changed until the pupil starts the assessment. They will be applied to both components and cannot be added or changed once either component has been started.

If using simplified images and there is any doubt about background colours, we recommend that schools use the standard background colour, which is cream.

If a pupil has difficulty distinguishing colours, selecting greyscale images in the accessibility settings may support their needs.

The pupil will see the same settings throughout the assessment, for all questions in the mathematics and the literacy, communication and language (LCL) components.

Settings cannot be changed once the assessment has started and cannot be applied to specific questions only.

2.6 Assistive technology and devices

Other arrangements that might support pupils with additional needs could include the use of assistive technologies, as long as they are set up to ensure that they do not affect the validity of the assessment. This could include use of magnification devices or the larger screen of an interactive board. Schools should decide which devices are best suited to support the pupil in accessing the assessment, in line with usual classroom practice.

3. Administering the assessment to pupils with specific needs

3.1 Timing of the assessment

The assessment is not timed, so the practitioner can move through the questions at a pace that suits the needs of the pupil.

3.2 Practice questions for pupils

When administering the assessment to a pupil, practice questions are included at the start of each component. These help to familiarise pupils with the interactions required to respond to questions.

The practice questions may also help to identify pupils who need support interacting with their touchscreen device – for example, the pupil might point to their response rather than touching their screen, and the practitioner can select it on the pupil’s device.

3.3 Routing past questions

The assessment is automatically routed, based on responses to each question. This will prevent pupils being presented with too many questions in which they are likely to be unsuccessful.

The practitioner can manually route past any question they deem inappropriate for the pupil or inaccessible based on their needs. To do this, the practitioner should record ‘No response’ and move on to the next question.

3.4 Pausing the assessment

The practitioner can select ‘Pause assessment and exit’ to pause the assessment and return to the same question at a later stage. Administering the assessment in short sessions enables the practitioner to be sensitive to the concentration span and any listening fatigue experienced by young pupils, particularly those with additional needs.

3.5 Keeping pupils focused

The one-to-one nature of the administration enables a pupil who is unable to focus independently, or who loses concentration easily, to be supported by someone known to them who can keep them focused on the task. The practitioner can help to keep the pupil’s attention but cannot help them answer any questions.

3.6 Supporting understanding

All questions should be communicated as presented on screen, unless adaptations are suggested for pupils with specific needs later in this guidance or in the ‘Accessibility and inclusion’ training topic. Take care not to change any other wording, as this may invalidate the skill being assessed.

When delivering the assessment, practitioners must be careful to avoid overemphasising particular words through tone or gesture that may lead pupils to a specific response.

3.7 Marking the assessment

Practitioners should use their professional judgement when marking responses which require practitioner confirmation – for example, even if the pupil’s pronunciation is non-standard, if the practitioner recognises the words used by the pupil as correct, the response should be marked as correct.

3.8 Discontinuing the assessment

If an assessment component has been started and the pupil is unable to access it, the practitioner can discontinue that component.

When ‘Discontinue’ is selected, the practitioner will be asked to confirm this decision on screen.

Discontinued components cannot be restarted.

Some pupils may be able to access one of the components but not the other. In this case, the practitioner should start and then discontinue the component the pupil is unable to access. The practitioner will still be able to administer the remaining component to the pupil.

If, after starting and discontinuing one component, the practitioner decides the pupil is unable to complete both components, they will need to start and discontinue the remaining component as well and provide a reason.

You can find more information about discontinuing the assessment in the ‘Administering the assessment’ section of the RBA administration guidance.

4. Pupils who are deaf, have a hearing impairment or who use sign language

Practitioners should administer the standard version of the RBA to pupils who are deaf, have a hearing impairment or who use sign language.

The assessment may be communicated in British Sign Language (BSL) or any Sign Supported English (SSE), using signs familiar to the pupil.

BSL is an official British language used mainly by people who are deaf or hearing impaired. It uses hand shapes, facial expression, gestures and body language and has its own vocabulary, construction and grammar. BSL is different from signed systems such as SSE, Signed Exact English (SEE) or Makaton. These systems use spoken English grammar and structure but may replace words with signs and gestures.

Care must be taken when using any iconographic signs, as they might convey visually the meaning of the word or concept being assessed. Ensure that the sign used does not lead or mislead the pupil to their chosen response.

Pupils using BSL as their first or preferred first language should complete the RBA with its content translated by an adult who is fluent in BSL, but who is not a parent, carer, guardian or other relative of the pupil. 

Schools are encouraged to consult with appropriate support services, such as the British Association of Teachers of Deaf Children and Young People (BATOD) or specialists who have worked with the pupil, to determine an appropriate approach if a pupil’s needs are not yet known to the school.

During administration, the practitioner should:

• ensure that the pupil is using their usual hearing aids and that any audio aid or technology is working correctly
• ensure the lighting in the room is supportive to the pupil in viewing a screen, lipreading or watching a signer
• where possible, administer the assessment in a quiet area with minimal auditory distractions
• be alert to signs of listening fatigue in the pupil, and pause the assessment if needed
• route pupils past any questions they cannot access by selecting ‘No response’

If a sign language professional is signing for the pupil:

• signed questions may be repeated once, in line with standard guidance
• the signer’s hands should be rested after the question has been delivered to allow the pupil to respond unaided
• the pupil may respond in sign language or verbally

5. Pupils with a visual impairment

Before starting the assessment for pupils with visual impairments, the practitioner will need to be familiar with how the materials can best be adapted to support their needs – for example:

• accessibility settings can be applied within the assessment service, which may be sufficient to meet pupils’ needs without further adaptation
• it may be appropriate to use a larger screen or interactive whiteboard to meet some pupils’ needs
• pupils may use coloured overlays that are part of normal classroom practice
• pupils may use appropriate assistive technology such as magnification devices to enable them to access images
• pupils may find simplified or greyscale images more accessible
• pupils can answer questions verbally when appropriate

Please refer to the ‘Accessibility and inclusion’ training topic for further information.

During administration, the practitioner should:

• encourage pupils who have prescription glasses to wear them
• ensure the lighting in the room is appropriate and that the screen is positioned to avoid reflections or glare
• replace the instruction ‘Touch’ with ‘Point to’ if the pupil is unable to touch the screen – pupils may then indicate the appropriate place on the screen and the practitioner can perform the interaction on the pupil’s device
• allow a pupil who is unable to move (drag and drop) an object on screen to indicate where it should be placed – the practitioner can then perform the interaction on the pupil’s device
• route pupils past any questions they cannot access by selecting ‘No response’

5.1 Tactile learners

Pupils with a visual impairment may not be able to access tasks requiring a response to images. At the age they take the assessment, pupils are unlikely to have started learning braille and may not have developed sufficient tactile skills to interpret tactile images.

While we expect that much of the assessment will be accessible, schools can consider using appropriate tactile resources where required to meet a pupil’s needs.

6. Pupils who cannot use a touchscreen

In exceptional circumstances where a pupil cannot access a touchscreen, the school can request a paper version for the pupil. This allows the assessment to be administered using the practitioner device and paper assessment materials for the pupil.

The school could adapt these resources by:

• photocopying onto different coloured paper
• enlarging or reducing them to meet a pupil’s needs

The practitioner will record the pupil responses on the practitioner device.

If you request access to the paper materials and guidance, we will need to:

• confirm the pupil’s circumstances meet the intended purpose of the paper assessment
• ask you to confirm that making adaptations to the standard assessment, as detailed in this guidance, has been considered for the pupil
• grant permission and access for your school to the ‘View and download paper assessment materials’ section within the ‘Assessment service: start an assessment’

For more information about how to access the paper version of the assessment for a pupil, including paper assessment materials and further guidance, please contact us or call the national curriculum assessments helpline on 0300 303 3013, selecting the option for RBA.

7. Pupils who cannot use a touchscreen or paper

For some pupils, it may be necessary to deliver the assessment without the use of either a touchscreen or paper assessment materials. Where this is the case, practitioners can:

• record responses to questions that can be delivered without the use of either – for example, questions that require pupils to listen and respond verbally
• record ‘No response’ for questions that require interaction with the touchscreen or paper assessment materials
• consider administering some of the assessment using appropriate tactile resources for that pupil

The school should contact the Standards and Testing Agency (STA) for more information about how to access the paper version of the assessment, including paper assessment materials and further guidance (see Further support).

8. Pupils who are unable to access the assessment

Headteachers make the final decision about whether it is appropriate for a pupil to participate in the RBA. In exceptional circumstances, headteachers may decide that a pupil is unable to access the assessment, even after considering the advice in this guidance.

If a pupil is unable to access the assessment, their taking status must be updated to ‘Pupil is unable to access the assessment’ in ‘Change pupil status’ within the ‘Manage pupil’ section of the ‘Assessment service: manage your school’s assessments’.

9. Further support

If you need more support administering the RBA to pupils with specific needs, you should contact us or call the national curriculum assessments helpline on 0300 303 3013, selecting the option for RBA.

Our RBA help centre also has useful guidance and videos to support schools when administering the assessment.