About
Exam access arrangements are changes to help a pupil take an exam. They do not change what the exam tests. They must not give an unfair advantage. They help a pupil show what they know. Learners who may need these arrangements include:
- Those with a long-term medical condition, disability or learning difficulty.
- Those with a temporary injury at exam time.
- Those who have English as an additional language.
Access arrangements:
- Do not change the skills or knowledge being tested
- Must not give an unfair advantage. But do give a level playing field, so students can show their knowledge
Examples include:
- Reading support – a person reads the questions or software reads the text aloud
- Writing support – a scribe writes what the pupil says, or the pupil uses speech-to-text or a laptop
- Timing support – extra time or rest breaks
Arrangements should match the student’s normal way of working. They should help the student work as independently as possible.
Some arrangements need evidence and approval before exams. This may involve tests to check reading speed, writing speed or processing skills. Schools and colleges must follow strict rules when testing.
Arrangements must be set up well before the exam. Talk to your school’s SENCO at least 12 months in advance. Private reports (like dyslexia assessments) cannot be used unless agreed with the school first that it meets any requirements.
Access arrangements are decided for each subject. For example, a word processor may help with extended writing in English but not in maths.
Access arrangements for SATs
Key stage 1 assessments (Year 2) are flexible arrangements based on the child’s normal way of working. No formal application needed.
Key stage 2 assessments (Year 6) can have similar arrangements as for public exams. Some access arrangements (like extra time, early opening, or compensatory marks) need to be applied for in advance. You do not need reports from professionals. Students with an EHC plan automatically get up to 25% extra time.
Other arrangements (like scribes or word processors) do not need an application, but schools must inform the Standards Testing Agency after the tests. Some arrangements (like readers, prompters, or rest breaks) do not need an application or notification.
Access arrangements for GCSEs
For General Certificate of Secondary Education (GCSEs), access arrangements must be in place from the start of the course.
- Extra time or a scribe – needs an assessment by a qualified assessor and an application to the exam board.
- Other supports (like rest breaks, readers, laptops) – can be decided by the school without an application, but must be the student’s normal way of working.
Applications for special help in June exams usually close in February. Rules are explained in the Joint Council for Qualifications guide: “Access Arrangements and Reasonable Adjustments”.
Moving on from GCSE to GCE study
GCSE arrangements do not automatically carry over to future study like A Levels and GCE.
Schools and colleges will review and apply again if needed.
Applying for access arrangements
- Talk to the school’s SENCO or college’s SEN Lead as soon as possible.
- Share any reports (doctor, therapist, past exam support).
- Let the pupil try the arrangement in lessons.
- The school or college applies to the exam board before the deadline, if approval is needed.
- Aim to start this at least 12 months before public exams.