Exam access arrangements are essential to ensuring that all students have a fair chance to demonstrate their knowledge and skills during exams, in compliance with the Equality Act of 2010.
These arrangements are tailored to individual needs.This article explores the types of accommodations that are available to students with specific challenges, how they can support students during exams, and the steps required to obtain them.
The Joint Council for Qualifications (JCQ)
The JCQ (Joint Council for Qualifications) and examination awarding bodies have worked together for many years to produce and update regulations and guidance for access arrangements in compliance with the Equality Act (2010) and the SEND Code of Practice (2014).
This article serves as an outline for access arrangements according to JCQ guidelines at the time of writing (November 2024). However, guidelines change every year, and it should always be read alongside the most recent JCQ regulations and guidance.
Dyslexic students and access arrangements
Each exam centre/school has an Access Arrangements Coordinator, often the SENDCO, and a qualified Access Arrangements Assessor, who is either a staff member or assessor known to the centre. Not all access arrangements require testing, but where testing is required, this is not the same as diagnostic testing for dyslexia. Equally, a diagnosis of dyslexia does not guarantee access arrangements for exams.
The decision on whether to apply for access arrangements is always and exclusively made by the centre/school and depends on:
Normal way of working in class
Test scores: these vary depending on the access arrangement in question (and not all access arrangements require testing)
The suitability of the access arrangement to remove barriers for the individual to succeed
The access arrangement that is best known and sought after is extra time, but it’s less well known that there are a few different examination access arrangements that may be used by students with dyslexia. Even with the same category of need, needs still vary, and what works for one dyslexic student may not for another.
Accommodations according to individual challenges
Challenge 1
Slower processing speed, working memory difficultes and/or phonological awareness difficulties
Students may struggle to complete exam tasks within the standard time frame, or struggle to concentrate for the whole exam.
Accommodation 1
Rest breaks (no application or testing needed)
Rest breaks allow students to pause during the exam to rest without the pressure of the clock. These breaks give the student time to recover, refocus, and continue without feeling rushed. Breaks are scheduled in advance and the time spent resting does not count against the total exam time. For students who have dyslexic type difficulties, it's important to try rest breaks first before considering extra time, because extra time can be unhelpful for some.
Age Range
Rest breaks are available from Key Stage 2 (ages 10-11) and can continue through to higher education.
Accommodation 2
Extra time (testing and approval needed)
Providing extra time is one of the most common accommodations for students with cognitive difficulties. It allows these students to process the exam questions and formulate responses at their own pace without the pressure of strict time limits. Typically, an additional 25% of the standard exam time is granted, though more time can be provided depending on the severity of the child's needs.
Age Range
This accommodation can be applied from Key Stage 2 (ages 10-11) through to GCSEs and A-levels (ages 14-18), and even in university exams.
Challenge 2
Handwriting, motor skill or visual issues
Children with significant physical impairments, visual impairments, or severe handwriting difficulties may find it difficult to write their exam answers by hand.
Accommodation 1
Use of a Word Processor or Computer
Allowing students to use a word processor or computer during exams can ease the strain of writing by hand. With this accommodation,children can type their answers, which is particularly useful for those with dyslexia, dyspraxia, or physical impairments that affect handwriting. There are two ways to use this accommodation. Use of a word processor with the spell and grammar check turned off is a centre delegated arrangement and does not require testing, while testing and approval is required if the student needs the spell and grammar check turned on.
Age Range:
This accommodation is typically granted from Key Stage 2 (ages 10-11) onwards, though it can be implemented earlier for students with significant motor or handwriting challenges.
Accommodation 2
Scribe (testing and approval required)
A scribe is a person who writes down the answers as dictated by the student. This accommodation is typically used when the student is unable to write or type due to physical or learning challenges. The scribe does not influence the content but simply transcribes what the student says.
Accommodation 3
Speech recognition technology with predictive text (testing and approval required)
As with a scribe, the student can dictate what they would like to write, and the technology writes it for them.
Challenge 3
Reading difficulties
Children with reading difficulties, such as dyslexia or visual impairments, may struggle to read and comprehend exam questions in written format.
Accommodation 1
Accommodation 1: Reader or Reading Software (may need approval, no testing required)
A reader or reading software can be used to read the exam questionsaloud to the student, helping them process the information moreeffectively. This accommodation can ensure that reading difficulties do not interfere with the student’s ability to understand and respond to exam questions. Depending on the methodused, this access arrangement may need approval, but it does not require testing. A human reader or computer reader requires approval, while a reader pen and "read aloud" does not.
Age Range:
This accommodation is commonly granted from Key Stage 2 (ages 10-11) and beyond.
Accommodation 2
Modified Papers
Modified papers, such as those in Braille or with enlarged print, are available to ensure students with visual impairments can access the exam content in a way that suits their needs. Modifications may also include different coloured paper or specific contrast settings.
Age Range:
This accommodation applies to students of all ages.
Normal Way of Working
It is expected that any exam access arrangement is the student’s normal way of working, and evidence that this is happening is required on application.
For example, if extra time is awarded in exams, best practice also allows extra time (or reduced the expected output) in lessons, tests and even homework. It's good practice to implement accommodations as early as possible.
You don't need to wait until Year 10 to implement an accommodation in class and school-based tests.
General Process for Accommodations
Some access arrangements are centre delegated and no application is required, but the school/exam centre would still be expected to implement the arrangement as a normal way of working, and have evidence of need should it be asked for. Some access arrangements require approval but no additional assessment is required. Others require approval and additional assessment by a qualified assessor known to the school. For applications, the general process is as follows:
1. Identify the Challenge (on entry to school and ongoing):
Teachers, parents, or the child may notice that they struggle in a particular area.
2. Collect Evidence (on entry to school and ongoing):
Teachers can gather evidence of need for the SENDCO or Access Arrangements coordinator. This might be test scores, performance in class, or evidence that a particular way of working helps.
3. Decide on what arrangement may apply (after Year 9 within 26 months of examinations)
The SENDCO/Access Arrangements Coordinator makes the decision whether further assessment is necessary. This depends on the type of access arrangement that is needed. If assessment is required, the school completes Part 1 of the JCQ Form 8.
3. Assess the student (after Year 9 within 26 months of examinations)
If necessary, a qualified assessor known to the school/exam centre assesses the student and completes Part 2 of Form 8.
4. Make an application (after Year 9 within 26 months of examinations)
The school makes the decision about which arrangement should be applied for, chooses the appropriate JCQ Form, and submits an application to the exam board (via JCQ for most UK exams).
4. Receive Confirmation
If the application is approved, the child will receive an accommodation for example, if it's a processing speed issue, it might be an extra 25%
extra time.
Best practice in exam access arrangements accounts for the individual, knowing that need varies. Ensure that the arrangement is appropriate for the student, and the student knows how to use it. Students with dyslexia, for example, may have difficulties with organising and understanding time, planning and self regulation, so they need coaching.
Further information
It is highly advisable, though not mandatory for the school access arrangements coordinator to receive training in access arrangements and to refresh this training every year. Assessors need to be qualified and are advised to refresh their training every year.
There are a few training providers who offer this, for example Real Training, Lia Castiglione, Praxis CPD and Patoss.
The Patoss book about access arrangements is also an excellent resource which contains all the templates and advice you need.