A Parents Guide to Exam Access Arrangements
A bright pupil can know the work, understand the question and still be blocked by the way an exam is delivered. Reading speed, handwriting pain, attention difficulties, anxiety, sensory needs or a temporary injury can all get in the way of showing what a child can actually do.
Exam access arrangements exist to reduce that barrier. They do not make an exam easier. They are there so a pupil can access the assessment fairly and demonstrate their knowledge, skills and understanding.
For parents and carers, the process can feel confusing. Some pupils have a diagnosis. Some do not. Some arrangements need formal approval. Others can be made by the school or college as part of normal support. This guide explains what access arrangements are, who they are for, what “normal way of working” means, and how families can work with schools in a sensible, evidence-based way.
What exam access arrangements are
Access arrangements are adjustments that can be made during examinations and assessments when a pupil has a disability, learning difficulty, medical condition or other identified need.
They are used so that the pupil can access the exam in a fair way, without changing what the assessment is designed to measure.
For example, if an exam is testing historical knowledge, a pupil with a significant writing difficulty may need to use a word processor or scribe so they can record their answers. The arrangement helps them show their knowledge. It does not change the history being assessed.
Access arrangements may apply to:
GCSEs
A levels
vocational qualifications
internal school assessments
mock exams
other formal tests and assessments
The exact rules depend on the qualification, the exam board and the current Joint Council for Qualifications guidance, often referred to as JCQ guidance. Schools and colleges follow this guidance when applying for and using many arrangements in public exams.
Common types of access arrangements
The right arrangement depends on the individual pupil and the assessment. There is no single package that fits everyone.
Common arrangements include:
Arrangement | What it may support |
25% extra time | Pupils who process, read, write or work significantly more slowly because of an identified need |
Supervised rest breaks | Pupils who need short breaks due to fatigue, anxiety, attention difficulties, pain or a medical condition |
Use of a word processor | Pupils whose normal way of working includes typing because handwriting is a barrier |
A reader or computer reader | Pupils who have significant difficulty reading text independently, where the assessment allows it |
A scribe | Pupils who cannot write or type their answers effectively because of a significant difficulty or injury |
Speech recognition | Pupils who normally use dictation technology to produce written work |
A prompter | Pupils who lose focus or need a prompt to stay on task, where this reflects their usual support |
Modified papers | Pupils who need papers in a different format, such as enlarged print or braille |
Coloured overlays | Pupils who use overlays as part of their usual learning support |
Alternative rooming | Pupils who need to sit exams away from the main hall because of medical, sensory, anxiety or attention needs |
Schools may also put in place other reasonable adjustments where appropriate. Not every arrangement has the same evidence requirements. Some need an online application and formal approval. Others can be granted by the centre, meaning the school or college, if the evidence supports it.
Access arrangements are about fairness, not advantage
This is one of the most misunderstood parts of the process.
Access arrangements are not special treatment. They are designed to remove or reduce a barrier that would otherwise stop a pupil from accessing an assessment fairly.
A pupil should not receive an arrangement simply because it would be helpful, comforting or preferred. The arrangement must be based on need. It must also be suitable for the exam.
For example:
A pupil who types all substantial written work in lessons because handwriting is slow and painful may be allowed to use a word processor in exams.
A pupil who prefers typing but usually writes by hand and has no evidence of need may not qualify.
A pupil with a broken wrist shortly before an exam may need a temporary arrangement, such as a scribe or word processor.
A pupil with anxiety may need supervised rest breaks or a smaller room, but only where this reflects the evidence and their usual support.
The key question is not “Would this help?” It is “Is this a fair and necessary way for this pupil to access the assessment?”
Who access arrangements are for
Access arrangements are individual to the pupil. They may be appropriate for pupils with:
dyslexia or other specific learning difficulties
difficulties with reading, writing or processing
ADHD
autism
physical disabilities
sensory disabilities
medical conditions
mental health needs
temporary injuries or temporary medical conditions
A formal diagnosis does not automatically mean a pupil will qualify for a specific arrangement.
A pupil with dyslexia, for example, will not automatically receive 25% extra time. The school still needs evidence that extra time is needed and reflects how the pupil normally works.
At the same time, a pupil does not always need a formal diagnosis before support can be considered. A school may already have strong evidence from classwork, assessments, teacher observations and support records.
What matters is:
the pupil’s individual need
the barrier they experience
the evidence available
how they usually work in school
whether the arrangement is allowed for that assessment
What “normal way of working” means
“Normal way of working” is a key phrase in access arrangements. Parents and carers need to understand it early, because it often shapes what will and will not be approved later.
An access arrangement should usually reflect the way a pupil normally works in school. It should not appear for the first time on GCSE exam day.
If a pupil needs a word processor in GCSE English, for example, they should normally be using a word processor for extended writing in lessons, internal assessments and mock exams. If they need rest breaks, there should usually be evidence that breaks are used as part of their support, not just requested for public exams.
This protects the fairness of the exam system. It also protects the pupil. An unfamiliar arrangement can create more stress, not less.
A pupil who has never used speech recognition may find it difficult to dictate answers under exam conditions. A pupil who has never worked with a scribe may struggle to organise their thoughts out loud. A pupil given extra time for the first time in a major exam may not know how to use it well.
The best access arrangements are practised, familiar and genuinely useful.
Why early conversations matter
Access arrangements should not usually be left until Year 11.
Schools gather evidence over time. Teachers notice how a pupil works in class. Support staff may record interventions. The SENDCo may review literacy, processing or working memory concerns. Mock exams can show whether current support is effective.
If concerns appear in Year 7, Year 8 or Year 9, it is sensible to raise them then. That does not mean a public exam application will be made immediately. It means the school can monitor the pupil’s needs and put support in place where appropriate.
For GCSEs, many schools will review access arrangements during Key Stage 4 and may use evidence from Year 9 onwards, depending on the requirement and the current guidance. The school will decide what evidence is relevant and whether formal assessment is needed.
Parents can help by sharing information early, such as:
previous specialist reports
medical letters
occupational therapy reports
evidence of a diagnosis
examples of homework taking much longer than expected
concerns about fatigue, pain, anxiety or concentration
information about support used in primary school or previous settings
This information does not guarantee an arrangement, but it can help the school build a clearer picture.
What evidence schools and colleges may need
The evidence needed depends on the arrangement.
Some arrangements need formal evidence and approval through the relevant system used by schools and colleges. Others can be put in place by the centre if they are supported by clear evidence and a normal way of working.
Evidence may include:
teacher observations
samples of classwork
internal test results
mock exam evidence
records of support or interventions
specialist assessment results
a history of need
medical evidence
evidence from outside professionals
pupil voice
parent or carer information
For some arrangements, the school may need an assessment by a qualified specialist assessor. This is often coordinated by the SENDCo or learning support team. The assessor must usually be known to, or approved by, the school or college for public exam purposes.
Private reports can be helpful, especially when they describe a pupil’s needs clearly. Yet a privately commissioned report does not automatically lead to exam arrangements. The school still has to follow JCQ rules, match the report to school evidence and confirm whether the arrangement reflects the pupil’s normal way of working.
A useful report will describe functional impact, not just labels. It should help answer questions such as:
How does the pupil’s difficulty affect reading, writing, processing or attention?
What support currently helps?
What happens when support is not available?
Does the recommended arrangement match what the pupil already uses?
Diagnosis and access arrangements are linked, but not the same
Many parents understandably assume that a diagnosis should lead directly to access arrangements. The reality is more specific.
A diagnosis can be very useful evidence. It may explain why a pupil is struggling. It may support wider school adjustments. It may help staff understand the pupil’s profile.
But exam access arrangements are based on the impact of the need in assessment situations.
For example, two pupils with the same diagnosis may need different arrangements. One autistic pupil may need a smaller room because sensory overload affects their ability to sit the exam. Another may not need a different room but may need a carefully explained exam routine. One pupil with ADHD may need a prompter. Another may benefit more from supervised rest breaks.
The diagnosis matters, but the practical barrier matters too.
The same applies where there is no diagnosis. A pupil with clear, evidenced reading difficulties may still be considered for support. A pupil recovering from surgery may need temporary arrangements. A pupil with a mental health need may need adjustments if the evidence shows a real barrier.
The role of the SENDCo, exams officer and teachers
Access arrangements are a school or college process, not something parents apply for directly to an exam board.
The people involved may include:
the SENDCo or learning support lead
the exams officer
subject teachers
pastoral staff
specialist assessors
senior leaders
the pupil
parents or carers
The SENDCo or learning support lead usually gathers evidence of need and normal way of working. Teachers provide information about how the pupil manages in lessons and assessments. The exams officer makes sure any approved arrangement is recorded and put in place correctly for public exams.
Parents and carers play a useful role by sharing concerns, evidence and context from home. Pupils should also be involved. They often know which support helps and which support feels uncomfortable or distracting.
Good arrangements should be understood by the pupil before the exam season begins. They should know:
what support they can use
when they can use it
what it will look like in the exam room
who to speak to if something goes wrong
how to practise using the arrangement
Why some arrangements are not allowed in every exam
Not every access arrangement can be used in every assessment. This is because some exams assess skills that would be changed by certain types of support.
For example, a reader may not be allowed for parts of an exam where reading itself is being assessed. A scribe may not be suitable where writing accuracy is part of the mark. Spellcheck may be restricted in assessments where spelling, punctuation and grammar are being tested.
This can feel frustrating, but the principle is simple. An access arrangement must help the pupil access the exam without changing the skill being measured.
Schools and colleges check the rules for each qualification and component. This is one reason the process can feel different from subject to subject.
A pupil might have a reader in one exam, a computer reader in another and no reader in a specific section where reading is being assessed. A word processor might be allowed, but certain functions may be disabled.
The arrangement must fit the assessment.
Extra time is common, but it is not the answer to everything
Many families first think of 25% extra time. It can be the right arrangement for some pupils, especially where evidence shows slow processing, slow reading, slow writing or another need that affects timed performance.
But extra time is not always the most helpful support.
Some pupils become more fatigued when exams are longer. Some struggle to manage time even when given more of it. Some need breaks more than extra working time. Some need a word processor because speed is not the only issue, the physical act of writing is the barrier.
A pupil who works very slowly due to anxiety may not benefit from simply adding time if they need strategies, rest breaks or a different rooming arrangement. A pupil with attention difficulties may need a prompter rather than a longer exam.
The question should always be: what barrier is affecting this pupil, and what arrangement directly addresses it?
Word processors need a clear reason
Using a laptop or word processor in exams is now common, but it still needs a clear rationale.
A school may consider a word processor where a pupil:
has slow or painful handwriting
has illegible handwriting
has a physical difficulty
normally types extended written work
produces written work more effectively when typing
uses a word processor as part of their usual support
A word processor should not be granted simply because a pupil prefers typing or has poor handwriting that has not been a barrier in their normal work.
Schools also need to manage word processor use safely. In exams, pupils may use a device that has been prepared for assessment conditions. Internet access, stored files, spellcheck or grammar tools may be restricted, depending on the exam rules.
If a pupil needs a word processor, they should practise using it in timed conditions. They should know how to save work, format answers simply and manage their time without spending too long editing.
Rest breaks can be powerful when used properly
Supervised rest breaks are sometimes overlooked, but they can be very effective.
A rest break is different from extra time. During a supervised rest break, the pupil pauses working. The clock stops for that pupil, and they are supervised. They do not continue answering questions during the break.
Rest breaks may support pupils who experience:
fatigue
pain
anxiety or panic symptoms
attention difficulties
medical symptoms
sensory overload
concentration dips linked to a disability or condition
Rest breaks can help a pupil reset and return to the paper. They may be more helpful than adding a fixed amount of extra time.
The pupil should know how rest breaks work before the exam. Some pupils need a planned break after a set period. Others need to request a break when symptoms build. The school will decide what is suitable and manageable, based on the evidence.
Alternative rooms are not just about preference
Some pupils sit exams in a smaller room, a separate room or a room with specific arrangements. This may be linked to anxiety, sensory needs, medical needs, attention difficulties or the use of particular support.
A separate room is not automatically granted because a pupil feels nervous. Exams are stressful for many pupils, and ordinary exam nerves are not usually enough. The school will need evidence that the main exam hall creates a significant barrier linked to the pupil’s need.
Alternative rooming can help where a pupil:
is overwhelmed by noise, movement or large groups
needs medical equipment or monitoring
uses a scribe or speech recognition
has tic behaviours or involuntary movements
needs a low-distraction setting
may disturb others through no fault of their own
As with other arrangements, this should usually reflect normal practice. If a pupil has never needed a smaller room for internal assessments, the school may need to understand why it is being requested for public exams.
Temporary injuries and short-term conditions
Access arrangements can also be used for temporary needs.
A pupil who breaks their dominant arm shortly before an exam may need a scribe, word processor or extra rest breaks. A pupil recovering from an operation may need a different chair, rest breaks or an accessible room. A pupil with a short-term medical issue may need practical adjustments.
These situations are handled differently from long-term needs because they can arise suddenly. Schools and colleges still need evidence and must follow exam board or JCQ requirements, but the process may be more urgent.
Parents should contact the school as soon as possible if a temporary injury or condition may affect exams. Do not wait until the morning of the exam unless it is unavoidable.
What parents and carers can do
Parents do not need to become exam regulation experts. The most useful role is to share clear information and work with the school early.
A helpful approach includes:
Raise concerns early
Speak to the form tutor, subject teacher, SENDCo or pastoral lead if homework, reading, writing, attention, anxiety or fatigue is becoming a pattern.
Describe what you see at home
Be specific. “Homework takes three hours and ends in tears” is more useful than “they struggle”. Mention whether the difficulty appears across subjects or only in certain tasks.
Share relevant reports
Send copies of specialist, medical or therapy reports to school. Ask whether they are useful for access arrangement evidence.
Ask about normal way of working
Find out what support your child currently uses in class, tests and mock exams. If support is needed but not yet used, ask how the school can review this.
Encourage practice
If an arrangement is agreed, your child should practise it in real assessment conditions where possible. Familiarity matters.
Keep the pupil involved
Some pupils dislike support that singles them out. Others may not understand why they need it. A clear conversation can reduce worry and build confidence.
Stay realistic
The school must follow the rules. A request may be refused if evidence is not strong enough or if the arrangement does not match the assessment.
Questions to ask the school
If you think your child may need support in exams, these questions can help keep the conversation focused:
What difficulties have teachers noticed in class or assessments?
Does my child currently use any support as their normal way of working?
Is there evidence that the difficulty affects timed assessments?
Would any screening or specialist assessment be appropriate?
Which arrangements, if any, might be considered?
Which arrangements need formal approval?
Can my child practise the arrangement in tests or mock exams?
How will the arrangement work on the day?
Who should my child speak to if there is a problem?
These questions are not about pushing for a particular outcome. They help everyone understand the pupil’s needs and the evidence.
What to do if you disagree with a decision
Sometimes parents feel that a school has misunderstood their child’s needs. Sometimes schools decide that an arrangement is not supported by the evidence. Both situations can be difficult.
Start by asking for the reasons in writing or in a meeting. Keep the tone calm and practical. Ask what evidence has been considered and what further information would be useful.
You might ask:
Has evidence from home been included?
Have subject teachers been asked for comments?
Has the pupil used the arrangement in internal assessments?
Is further monitoring planned?
Does the school think a different arrangement would be more suitable?
Is the issue that the arrangement is not permitted for that exam?
If you have new medical or specialist evidence, share it promptly. If the concern relates to SEND support more generally, ask for a wider review rather than focusing only on exams.
Access arrangements sit within a wider picture. A pupil who is struggling in exams may also need classroom support, intervention, pastoral help or reasonable adjustments during the school day.
Common misunderstandings about access arrangements
A few myths cause unnecessary stress.
A diagnosis always means extra time
It does not. A diagnosis may support the evidence, but the school must still show need, impact and normal way of working.
Private reports automatically override the school
They do not. Schools and colleges must follow official exam rules and consider whether the report matches the pupil’s current school evidence.
Extra time is the best arrangement
Not always. Rest breaks, a word processor, a reader, a smaller room or another adjustment may be more appropriate.
Access arrangements can be sorted at the last minute
Sometimes urgent temporary arrangements can be made. For long-term needs, schools usually need evidence built over time.
Using an arrangement is cheating
It is not. A properly agreed arrangement allows a pupil to access the exam fairly.
Helping a pupil feel confident about support
Some pupils worry that access arrangements make them different. Others worry that classmates will notice. Some do not want help, even when they need it.
Parents and carers can help by talking about arrangements in a calm, matter-of-fact way.
Try language such as:
“This helps the exam measure what you know.”
“You have practised this, so it will feel familiar.”
“Lots of pupils use different arrangements for different reasons.”
“The support is there because it removes a barrier.”
Avoid presenting the arrangement as a rescue plan. It should feel like a normal part of how the pupil works.
If the pupil is embarrassed, ask the school how the arrangement will be managed discreetly. Many schools are used to this and can explain the routine clearly.
The main takeaway for parents and carers
The best access arrangements are not rushed, random or based only on a label. They are built from real evidence of need and reflect how a pupil normally works.
If there is one thing to remember, it is this: start the conversation early.
Raise concerns before exam season. Share useful evidence. Ask how your child manages in class tests and mock exams. Make sure any agreed support is practised and understood.
Exam access arrangements cannot remove every challenge, but when they are chosen carefully, they can make a real difference. They help pupils sit assessments in a way that is fair, familiar and focused on what they know and can do.
If you would like any additional information email karencolton@carestcs.co.uk
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