Beatrice’s Changed Room

Beatrice has prepared for a practice assessment in the room shown on her plan. She knows the desk near the window and where she can put her water. On the morning of the assessment, a leak closes that room. Her class is directed towards a larger hall instead.

Beatrice stops beside Ms Wood’s desk. The hall is busy, and she cannot picture how her agreed support will work there. She is worried that asking will use up her assessment time. Ms Wood listens before sending her anywhere, and checks the arrangements recorded for her.

A smaller room is available nearby. Ms Wood explains where it is, who will supervise and how the timing will be managed. She confirms that Beatrice’s agreed support will still apply. Beatrice asks to see the room before she decides whether she is ready to begin.

They walk there together. Beatrice checks the desk, the light and the place for her water. The chair is uncomfortable, so Ms Wood finds another one. They agree how Beatrice can signal for a pause. The practice can begin after the arrangements are clear, rather than while she is still moving.

During the assessment, Beatrice uses the pause signal once. The supervising adult follows their plan. Afterwards, Beatrice and Ms Wood record which arrangements helped and what needs checking before the next assessment. Today’s change has shown them a gap in the backup plan.

Beatrice feels tired but heard. She did not choose the room change, and needing support did not make her difficult. Adults helped keep her access arrangements in place. The next plan will include a clearer alternative if the usual room cannot be used.