Language test developers have a responsibility to ensure that their tests are accessible to test takers of various backgrounds and characteristics and also that they have the opportunity to perform to the best of their ability. This principle is widely recognised by educational and language testing associations in guidelines for the production and delivery of ethical tests. This paper reports on the process of formulating good policy and practice within the British Council, an organisation with a clear agenda for promoting equality, diversity and inclusion in education contexts. In accordance with these goals, the British Council's Assessment Research Group has developed a framework to help integrate its multifaceted work on inclusivity: increasing levels of knowledge and expertise by documenting case studies; developing ethical guidelines; and communicating policy to internal and external stakeholders. In developing the framework, there has been an ongoing transition from a responsive model to a more proactive one, in which accessibility issues are addressed at all stages of the test development cycle, from design, production and delivery through to scoring and validation. This framework is demonstrated through the Aptis test. While much progress has been made, theoretical implications and practical challenges still remain to be addressed.