Exam Access Arrangements

If a student has an identified learning need or disability that means that he or she is disadvantaged in comparison to other students of similar ability, he or she may qualify for access arrangements for public examinations. There are a number of different types of access arrangement and these are determined by the Joint Council for Qualifications (JCQ). The main ones are listed at the bottom of this document. The criteria that must be met for an access arrangement changes frequently and JCQ issue guidance booklets every year. You can access these online – www.jcq.org.uk for information.

Please note, exam access arrangements given in primary school do not automatically continue up into secondary school. All students will be monitored and those where there is sufficient evidence to suggest that their identified learning need is hindering exam success will be assessed. This process is led by the school, not by parents.

More information can be found below.

JCQ Parent Guidance Information Sheet

Reasonable Adjustments

The Equality Act 2010 requires an Awarding Body (Exam Board) to make reasonable adjustments where a disabled person would be at a substantial disadvantage in undertaking an assessment.

How reasonable the adjustment is will depend on a number of factors including the needs of the disabled candidate/learner. An adjustment may not be considered reasonable if it involves unreasonable costs, timeframes or affects the security or integrity of the assessment. (JCQ 2017)

When will we assess students?

We will assess all students at the end of year 9 in order to ascertain whether students meet the criteria and subsequently apply for access arrangements to be granted. Any application is only valid for 26 months and it is for this reason that we do not apply earlier.

In order for us to apply we need to provide evidence of an ongoing need and show that the access arrangement we apply for is the student’s normal way of working. Therefore, throughout Years 7, 8 and 9 we may trial various strategies in order to make sure that we are not only meeting the criteria but that we can work out what might be the best provision for your child.

No access arrangement is formalised until the end of Year 9/start of Year 10 and any arrangement made before that time is essentially part of the assessment process. This can be quite confusing for parents as we are aware that students have sometimes been granted an access arrangement for tests at primary school. Please be aware that these do not carry forward and that the assessment process for GCSE examinations, does not occur until year 9/10. Please also be aware that having an Education Health and Care Plan or diagnosis of a Specific Learning Difficulty or ASD or ADHD does not necessarily mean that a student will qualify for access arrangements, even if your child has regular in class support.

In some exceptional circumstances, if there has been a significant change in needs, we may assess your child or apply for access arrangements in the summer of year 10 or year 12. If this is the case, we will still need evidence that the access arrangement is the student’s normal way of working.

This page provides information and advice relating to access arrangements in public exams, including: GCSE, A Level, BTEC Diploma, Functional Skills and EPQ. Below you will find some frequently asked questions and answers related to access arrangements applications.

What are access arrangements?Who is eligible for access arrangements?

Anyone with a special educational need or disability may be eligible for access arrangements in public exams. They can also be considered for candidates with temporary injury. Please note that a formal diagnosis does not automtically entitle a student to an access arrangement.

Access arrangements are teacher-led and if a student is identified as requiring an access arrangement, this will be communicated to both the student and the parents/carers of that child.

Who are the JCQ?

The JCQ – Joint Council of Qualifications – are the Regulatory body who regulate most of the exam boards in external examinations. Their Regulations are published in September and updated every year. These Regulations are mandatory to schools who are offering external exams and the JCQ will inspect schools’ records every year.

Does an EHC Plan qualify a candidate for access arrangements?

No. The EHCP can be used as evidence for the requirement to implement access arrangements. However, as described above, the application must be based upon evidence of need, which would be determined by the specialists involved in the care of the candidate. This also involves evidence that this is the candidates usual way of working. Applications must be processed in the same way as for those without an EHCP, through the AAO and the access arrangements must be stated within the EHCP documentation. There is no requirement to complete a Form 8.

Can a candidate have an exam concession without a diagnosis?

The short answer is yes. A candidate does not necessarily have to have a diagnosed learning difficulty or disability to be allowed an access arrangement. However, there must be evidence of need and normal way of working, in addition to other criteria, such as an assessment by a school appointed assessor which demonstrates a below average performance (below standard score of 85) in certain skills.

If a candidate has a specific diagnosis, there is still a requirement to provide evidence of need and normal way of working before an application can be made.

There is no automatic entitlement to access arrangements for a student who is disabled or experiencing special educational needs. Each application has to be made on its own merit. For some students a reasonable adjustment may not remove their barrier to achievement, whereas for another student it may.

 

What are the most common types of need for an access arrangement?

Most applications for access arrangements are for candidates who experience difficulties in areas such as:

  • slow and/or inaccurate reading
  • maintaining attention and/or concentration
  • very slow and/or illegible handwriting
  • weak memory
  • speech and language difficulties
  • visual perception and/or visual tracking
  • visual impairment or hearing impairment
  • slow rate of working
  • anxiety (Please note - per the JCQ 2025/26 update, low-level anxiety is no longer a suitable reason for alternative rooming)*

What is the difference between an access arrangement and special consideration?

Special consideration is an adjustment to a candidate’s mark or grade to reflect temporary illness, injury or other indisposition at the time of the assessment. It may be applied for a candidate if the Centre has failed to put permitted access arrangements into place during the exam series. It can only be provided when all the correct procedures have been followed and it is clear that the candidate was eligible for arrangements at the time of the exam. Access arrangements are alterations or adjustments to the delivery of the external exams themselves, based upon evidence of need.

What are the most common types of access arrangements?

There are a number of different arrangements which can be made according to the individual needs of the candidate. All applications must be personalised to the individual and based upon a rigorous evaluation of need through specialist assessments by the appropriate professional.

The most common types of access arrangements are:

  • supervised rest breaks
  • prompt
  • extra time
  • separate invigilation/small group room 
  • word processor/laptop
  • human or computer reader
  • modified papers
  • coloured overlays
  • human scribe or voice activated software

What information is needed to make an application?

The information needed depends upon the access arrangement being applied for. Some arrangements require a specialist assessment by a level 7 qualified specialist assessor, whereas others require an assessment by other professionals, such as an occupational therapist.

The JCQ Regulations are updated every year at the beginning of each academic year and provide information regarding the evidence needed for each access arrangement.

It is essential that the application reflects the candidate’s need and normal way of working: i.e. if a candidate requires a reasonable adjustment within the classroom to access the learning environment, they will also need this adjustment to access an external exam.

Who makes the decision over the arrangements to be made?

The SENCO is responsible for making the final decision. Where there has been a specialist assessment, the SENCO should consider the recommendations, but does not have to follow them. The application must be based upon need and normal way of working in the classroom, in addition to meeting the revised published criteria.

Can a setting charge for an exam arrangement?

No. An exam access arrangement is a reasonable adjustment under Disability legislation and is therefore put in place to support a protected characteristic, as a legal requirement. It is therefore illegal to request payment for something which is a legal requirement.