Exam Access Arrangements for Children with SEND
A guide to applying for extra time, readers, scribes, and other exam adjustments for children with special educational needs and disabilities.
What Are Exam Access Arrangements?
Exam access arrangements are adjustments made to the way exams are delivered, so that children with special educational needs, disabilities, or temporary injuries can demonstrate what they know and can do without being disadvantaged. They are not about giving an unfair advantage — they are about creating a level playing field.
Common access arrangements include extra time (usually 25%), the use of a reader, a scribe, a word processor, modified papers (such as enlarged print), rest breaks, and taking exams in a smaller room. The specific arrangements available depend on the nature of the child's needs and the evidence provided.
Access arrangements for GCSEs, A-Levels, and other qualifications regulated by the Joint Council for Qualifications (JCQ) are governed by the JCQ regulations, which are updated each academic year. Schools and exam centres are responsible for applying for these arrangements on behalf of their students, but parents and carers can play an important role in making sure the process is initiated and that the right evidence is available.
It is worth noting that access arrangements are not limited to children with a formal diagnosis or an EHCP. Any child who has a demonstrable need may be eligible, provided the evidence meets the JCQ requirements.
Types of Access Arrangements Available
The JCQ regulations set out a wide range of access arrangements that can be applied for. The most commonly requested include extra time, which allows a candidate additional time to complete their exam paper. Twenty-five per cent extra time is the most frequently approved, though some candidates may receive more depending on their needs.
A reader reads questions and text aloud to the candidate, while a scribe writes down the candidate's dictated responses. A word processor allows the candidate to type their answers rather than writing by hand — this can be particularly helpful for children with dyspraxia, dysgraphia, or significant fine motor difficulties.
Other arrangements include supervised rest breaks for children who experience fatigue, anxiety, or sensory overload; a prompter to keep the candidate focused on the task; modified papers in braille or large print; and separate invigilation in a smaller, quieter room.
Some children may need a combination of arrangements. For example, a child with dyslexia might be approved for both extra time and a reader. The key principle is that the arrangements should reflect the child's normal way of working in the classroom, rather than introducing support that is entirely new for the exam.
How to Apply for Access Arrangements
The application process for access arrangements is managed by the school or exam centre, not by parents directly. However, parents and carers can — and often do — initiate the conversation by raising their child's needs with the school's Special Educational Needs Coordinator (SENCO).
The SENCO will need to gather evidence that the child has a substantial and long-term difficulty that significantly affects their ability to access exams in the standard way. This evidence typically comes from two sources: a formal assessment by a qualified assessor (such as an educational psychologist or specialist teacher with an approved practising certificate), and a picture of the child's normal way of working in the classroom.
The JCQ requires that access arrangements reflect the candidate's normal way of working. This means the school should be able to demonstrate that the child already uses the requested support (such as extra time or a laptop) as part of their regular learning. Access arrangements should not be put in place for the first time just for exams.
Applications are submitted through the JCQ's Access Arrangements Online (AAO) system. The school completes a Form 8 application, attaching the assessor's report and evidence of the candidate's normal way of working. Some arrangements, such as 25% extra time, can be approved by the centre without prior JCQ approval, while others require JCQ authorisation.
Getting the Right Assessment
A key part of the access arrangements process is the formal assessment. The JCQ regulations specify that assessments must be carried out by a suitably qualified assessor — either a psychologist (educational, clinical, or chartered) or a specialist assessor holding a current Approved Practising Certificate.
The assessment typically evaluates the child's cognitive abilities, reading and writing speed, reading comprehension, spelling accuracy, and other areas relevant to their needs. The results are used to determine whether the child meets the JCQ's criteria for specific access arrangements.
Some schools have a qualified assessor on staff, but many do not, and NHS waiting lists for educational psychology assessments can be very long. In these cases, families may want to consider arranging a private assessment. It is important to check that the assessor holds the appropriate qualifications as set out in the JCQ regulations, as reports from unqualified assessors may not be accepted.
The timing of the assessment matters too. The JCQ generally requires that assessments are carried out during the candidate's current exam cycle. Assessments conducted too early may not be accepted, so it is advisable to discuss timing with the school's SENCO.
How ChildWize Can Help with Exam Access Arrangements
ChildWize connects families with qualified educational psychologists and specialist assessors who can carry out the formal assessments needed to support an application for exam access arrangements. Our professionals hold the qualifications required by the JCQ, and their reports are designed to meet the regulatory standards.
If you are unsure whether your child might be eligible for access arrangements, our educational support specialists can discuss your child's difficulties and advise on whether an assessment might be appropriate. They can also help you understand the process and prepare for conversations with the school's SENCO.
Because all our sessions take place online, you can access the right specialist quickly and without lengthy waiting times. Many families come to us when they are concerned about the time pressure of approaching exams and the length of NHS or school assessment waiting lists.
Our specialists can also support families where access arrangements have been applied for but declined, by reviewing the evidence and advising on whether further assessment or a different approach might help.
Frequently Asked Questions
When should I start the process for exam access arrangements?
It is generally advisable to start the process well before exam season. For GCSEs, many schools begin identifying candidates in Year 9 or Year 10. If you have concerns, raising them with the SENCO as early as possible gives the school time to gather evidence and arrange any necessary assessments.
Does my child need a diagnosis to get extra time in exams?
Not necessarily. Access arrangements are based on evidence of need, not solely on a diagnosis. However, a formal assessment by a qualified assessor is required to demonstrate that the child meets the JCQ criteria. A diagnosis can provide helpful context, but on its own it does not guarantee access arrangements.
Can parents apply directly for exam access arrangements?
No. Applications must be made by the school or exam centre through the JCQ’s Access Arrangements Online system. However, parents can initiate the process by speaking to the SENCO and providing any relevant evidence or professional reports.
What if the school refuses to apply for access arrangements?
If you believe your child should have access arrangements and the school is not acting, you can request a meeting with the SENCO to discuss your concerns and present any evidence. If the issue is not resolved, you may wish to raise the matter with the head teacher or contact the exam board directly for guidance. Organisations such as IPSEA can offer advice.
Are access arrangements available for SATs and 11+ exams?
Yes, access arrangements can be applied for Key Stage 2 SATs, although the process is different and is managed through the Standards and Testing Agency (STA). For 11+ exams, arrangements vary depending on the examining body and the local authority. It can be helpful to contact the relevant body directly to understand the requirements.
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