Exam access arrangements come up a lot in conversations with both parents and schools, and there’s understandable confusion about what they are, who decides them, and where an outside assessor fits in. Here is a straightforward guide.
What exam access arrangements are
Exam access arrangements are adjustments made to the way a candidate sits an exam, so that the exam measures what it’s supposed to measure (subject knowledge), rather than being skewed by an unrelated barrier such as slow processing speed or reading difficulty. Common examples include extra time, a reader, a scribe, or the use of a word processor.
These arrangements are governed by regulations set by the Joint Council for Qualifications (JCQ), the body that represents the UK’s exam boards. JCQ sets out exactly what evidence is needed to support each type of arrangement, and schools are responsible for applying those regulations correctly.
Who decides, and who assesses
This is the point that’s most often misunderstood. The school decides whether to apply for an arrangement, and the exam board approves or declines it. It is not the specialist assessor’s decision. An assessor’s role is to carry out a standardised assessment against the JCQ criteria and produce the evidence (a report showing, for example, a qualifying processing speed score) that the school then uses to make its application.
This matters for parents in particular: a private assessment does not, on its own, give a child extra time. JCQ rules also mean a report can only be used if the school agreed the assessment with the assessor beforehand, so speak to the SENCo first. The report then gives the SENCo or exams officer evidence to use, alongside their own records of the pupil’s normal way of working, when deciding whether to apply.
Why “normal way of working” matters
JCQ requires that any arrangement reflects the pupil’s normal way of working. In other words, if a pupil is going to use a word processor in their GCSE exams, they need to normally use one in class and in internal assessments too. This is one of the most common reasons an otherwise well-evidenced application is queried, so it’s worth schools building this evidence over time rather than only at the point of applying.
How an assessment fits in
I assess individual pupils against the JCQ criteria, working with the school’s SENCo or exams officer to fit around their existing evidence and timeline. Each pupil’s assessment costs £50, with package prices for four or more pupils in one visit, and travel is charged at 45p per mile. See the Schools page for details, or get in touch to talk through your pupils and timings.
For parents asking on behalf of their child
If your child’s school has not yet raised exam access arrangements and you think they might be relevant, it is usually best to speak to the school’s SENCo first, since they hold the “normal way of working” evidence an application depends on. A diagnostic assessment can add valuable evidence to that conversation, particularly where a specific learning difficulty like dyslexia has not yet been formally identified.
If it would help to talk it through first, get in touch.