Access Arrangements

Exam access arrangements

With GCSEs and A Levels fast approaching many students, parents and teacher will be thinking about the practicalities of sitting the exams. For some students this can be a very daunting period, however, reasonable adjustments can be made for students and might include things like extra time to complete an exam paper, permission to use assistive technology, or provision of rest breaks. These alterations are called Exam Access Arrangements (EAAs).

Exam arrangements can only be permitted if they are based upon an identified need plus they are a ‘normal way of working’ for the student, for instance, if a student normally has a break after 30 minutes because they have concentration difficulties, this is their normal way of working and an application for a supervised rest break can be made based upon this need. Hence, any arrangements made must reflect the support that the student has had in the past few years, alongside their assessment test results.

An assessor’s report must show that the student has a significant and long-term impairment. For example, a student who is eligible for extra time would need to have scores that are below average in speed of writing, reading, reading comprehension or cognitive process, demonstrating they work much more slowly than others. This must then be backed up by an Educational Psychologist’s report and teacher report, and evidence must be provided that this is the student’s normal way of working.

What sort of exam arrangements are available?

Some of the most common access arrangements include:

• Extra time: The most frequent EAA is extra time which is usually around 25 per cent. More time can be allocated to students with more severe difficulties and disability on an individual case by case basis.
• A reader: Readers can be used for students who have visual impairments or a disability that affects their ability to read accurately themselves. In an exam that assesses reading ability a human reader is not allowed. In some cases, a computer reader will be allowed.
• A scribe: Scribes can be allocated to students who have a disability or injury that affects their ability to write legibly.
• Modified papers: These are papers which must be ordered well in advance of the exam in different sizes, fonts, colours, braille, or modified language.
• Assistive technology: If the student uses assistive technology as their normal way of working, they will be able to continue this for exams. Some of the most common requests are for word processors, exam reading pens, computer text readers, and voice processors.
• Separate room: Many students who have EAAs will need to work in a separate room.
• Rest breaks: Supervised rest breaks, these are not included in the extra time allowance.

One very important point for parents to be aware of is that students who have a history of needing rest breaks and/or a separate room do not necessarily have to apply for EAAs, the school's special needs co-ordinator (SENCo) can organise this as long as it reflects the person’s normal way of working and can be evidenced. The SENCo must be satisfied the need is genuine, and those eligible might include pupils with learning, communication and interaction needs; a medical condition, sensory, physical, social or mental and emotional needs.

Can Access Arrangements be applied to cover coursework and practicals?

Not automatically. Access Arrangements can generally only be put into place in circumstances where the student has demonstrated that for particular skills required, they are at a substantial disadvantage compared to their peers. A student who has extra time for exams is unlikely to have this arrangement for coursework as it is not a timed exam.

Additionally, students who qualify for access arrangements in exams that involve reading, spelling and writing would not necessarily get the same arrangements for practical based tests or exams such as painting, photography or sports as they are based on specific identified needs.

Access Arrangements vs Special Considerations

People sometimes confuse Special Considerations with Access Arrangements, however, these are different matters. Special Considerations are post-exam adjustments that can be applied for in exceptional or adverse situations such as bereavement, serious illness or accident. All applications made for Special Considerations require supporting evidence.

When should you start discussions with the school about Exam Arrangements?

Your child’s school may start discussing Access Arrangements with you as soon as your child has decided what GCSEs they would like to take. It is never too early to start the conversation with the school but generally during year 9 is a good time.

Students will need to be assessed by the school or college’s assessor with the standardised testing materials to see whether they qualify. Applications must be made by the Joint Council for Qualification’s annual deadline which varies but is always during the Spring term.

Do not leave it until the Easter holidays, you will be too late!

Who assesses Exam Access Arrangements?

All schools and colleges have a designated member of staff, usually the SENCo, who organises exam arrangements and then works with an exam officer to put the arrangements in place. A majority of schools and colleges have an in-house officer to assess each student for exam arrangements. This person must be a specialist teacher with a Level 7 EAA assessing qualification.

All EAAs applications need to be approved by the Joint Council for Qualifications (JCQ), which brings together examination boards for GCSEs, A Levels and Functional Skills to create uniformity in how exams are run.

In recent years the regulations have become far tighter, and all schools and colleges that act as exam centres, regardless of how they are funded, must follow the JCQ directives. This is to ensure fairness across the spectrum. Any organisations responsible for delivering exams are inspected by JCQ to ensure they are following the regulations correctly. Inspectors can ask to see evidence to support any decision that has been made regarding an individual’s exam arrangements. Exam centre files are inspected to ensure that unfair advantages are not being given to students.

For the full Joint Council for Qualifications 2022-2023 report please click here.