Accessibility statement for the NCFE Skills Assessment Tools service
This page contains information about the accessibility of the NCFE Skills Assessment Tools service, available at https://learning.myncfe.org.uk
Using this service
You can use the NCFE Skills Assessment Tools service to take initial, diagnostic and summative assessments along with viewing learning resources.
We want as many people as possible to be able to use this service. For example, this means that you should be able to:
- Change colours, contrast levels and fonts
- Zoom in up to 400% without the text spilling off the screen
- Get from the start of the service to the end using just a keyboard
- Get from the start of the service to the end using voice recognition software
- Listen to the service with a screen reader (including most recent versions of JAWS, NVDA and Narrator)
AbilityNet has advice on making your device easier to use if you have a disability.
How accessible the service is
We know some parts of this service are not fully accessible:
- Not all elements of the service have been labelled correctly.
- Not all elements of the service meet colour / contrast standards.
- The heading level structure has been missed from a majority of pages.
- When zooming to 400% using the browsers zoom, the service does not reflow into a single column.
- Not all elements of the service can be accessed by using the keyboard only.
- Some of the pages within the service have been titled incorrectly.
- Not all elements of the service follow a logical tabbing order.
- It is not always possible to tell where the visible focus is on screen.
Reporting accessibility problems with this service
We are always looking to improve the accessibility of this service. If you find any problems that are not listed on this page or think we are not meeting accessibility requirements, report the accessibility problem to the Skills Assessment Customer Engagement Team email@example.com or raise a ticket within the system if you are a tutor or admin of the platform.
If you are not happy with our response
The Equality and Human Rights Commission (EHRC) is responsible for enforcing the Public Sector Bodies (Websites and Mobile Applications) (No. 2) Accessibility Regulations 2018 (the 'accessibility regulations'). If you are not happy with how we respond to your complaint, contact the Equality Advisory and Support Service (EASS), or the Equality Commission for Northern Ireland (ECNI) if you live in Northern Ireland.
Technical information about this service's accessibility
ncfe is committed to making this service accessible, in accordance with the Public Sector Bodies (Websites and Mobile Applications) (No. 2) Accessibility Regulations 2018.
This service is partially compliant with the Web Content Accessibility Guidelines version 2.1 AA standard.
The content listed below is non-accessible for the following reasons.
Non-compliance with the accessibility regulations
1.10 – Status – Open
Located at – Skills Builder / Skills Review page.
With the exception of assessments, not of the pages have any headings.
This does not meet WCAG 2.1 success criterion 1.3.1 - Info and Relationships (Level A).
We plan on fixing this issue by 01 September 2023.
Issue ID: ATI11
11.1 – Status – Open
In order to pass the WCAG success criterion 4.1.1, each page included in the user journey documentation must be found to contain no parsing errors.
To determine if a page contains parsing errors, the HTML code is extracted and checked for compliance via the W3C Markup Validation Service.
The list of pages below have been found to contain parsing errors. As such, these pages will need to be amended so that no errors are detected during re-testing.
- Terms and Conditions of Use
- Skills Builder Homepage
- FS English Screening
- FS English ISP
- FS English Learning Assessments
- FS English Writing Practice
- FS English Marked Resources
- Builder Learner
- Skills Review
- Skills Review intro
- Skills Review Assessment
We plan on resolving this over time but is at a very deep technical level across the site.
This statement was prepared on 29 December 2022. It was last reviewed on 24th July 2023.