Your child works twice as hard as their classmates. They know the material. They understand the concepts. But when the exam paper lands in front of them, the clock becomes the enemy.
Exam access arrangements exist to remove barriers, not to give an unfair advantage. If your child has a disability or special educational need that affects their ability to show what they know under standard exam conditions, they may be entitled to adjustments.
Here’s how the system works.
What are access arrangements?
Access arrangements are adjustments made to exams so that disabled candidates and those with special educational needs can demonstrate their knowledge and skills without being disadvantaged by the assessment method.
They’re governed by the Joint Council for Qualifications (JCQ), which sets the rules for all major exam boards in England. Schools must follow JCQ regulations when applying for and implementing access arrangements.
This isn’t about making exams easier. It’s about making exams fair. A child with dyslexia given extra time isn’t getting an advantage. They’re getting the same chance as everyone else to show what they’ve learned.
Types of access arrangements
The range of adjustments available is broader than most parents realise:
- Extra time - usually 25%, sometimes 50% for severe needs
- Rest breaks - supervised breaks during the exam (the clock stops)
- A reader - someone who reads the questions aloud
- A scribe - someone who writes the answers as the candidate dictates
- Word processor - a laptop for typing answers
- Modified papers - enlarged print, different colours, Braille
- Separate room - sitting the exam away from the main hall
- A prompter - someone who refocuses the candidate’s attention
- Practical assistant - help with practical tasks in science or art exams
- Sign language interpreter - for deaf candidates
- Transcript - an examiner transcribes illegible handwriting after the exam
The most common arrangements are extra time (25%), rest breaks, and use of a word processor. But the full range is available depending on your child’s needs.
Who decides?
The school’s Special Educational Needs Coordinator (SENCo) is responsible for assessing whether a student needs access arrangements and applying to the exam board through JCQ Access Arrangements Online (AAO).
This is important: parents cannot apply directly. The application must come from the school. But you can, and should, make sure the school knows about your child’s needs and is taking action.
The SENCo must be satisfied that the arrangement is the candidate’s “normal way of working.” This means the student should already be using the adjustment in class and internal assessments before it’s applied in external exams.
If your child needs extra time in exams, they should already be getting extra time in class tests and mock exams. The JCQ requires evidence that the arrangement is the student’s normal way of working, not something introduced just for the exam.
When to apply
Access arrangements should be applied for well before the exam series. The timeline depends on the type of arrangement:
Starting this process early gives you the evidence and breathing room you need. Waiting until Year 11 puts the assessment timeline at risk.
Don’t leave it until Year 11. If your child is in Year 9 or 10 and you think they might need access arrangements, talk to the SENCo now. The evidence needs time to build.
Evidence needed
JCQ requires specific evidence to support an application. The SENCo must demonstrate three things:
- History of need - evidence that the student has a learning difficulty or disability that substantially affects them
- Normal way of working - proof that the adjustment is already being used in school
- Assessment evidence - a formal assessment by the SENCo or a specialist assessor
The most persuasive evidence comes from EHCP or SEN Support documentation, reports from educational psychologists or specialist teachers, and standardised test results from the school (such as processing speed, reading speed, or writing speed scores). Teacher reports and internal exam records showing the student already using the adjustment in class are also crucial.
A diagnosis alone isn’t enough. JCQ needs evidence that the need actually affects exam performance. Similarly, a parent’s request alone won’t work. The school must support the application with their own evidence.
For extra time, the assessment typically involves standardised tests measuring processing speed, reading speed, or writing speed. For a reader, evidence of reading difficulty is needed. For a scribe, evidence of writing difficulty. Note that specialist assessments must have been carried out within 26 months of the exam, so timing matters when planning ahead.
Private assessments
If the school hasn’t assessed your child and you believe they need access arrangements, you can arrange a private assessment by a specialist assessor or educational psychologist.
However, the JCQ requires that assessments used for access arrangements be conducted by someone with a specific practising certificate (a SpLD Assessment Practising Certificate, or equivalent). Not all educational psychologists hold this.
A private assessment can cost between £300 and £600. If it confirms a need, the SENCo can use the findings to support a JCQ application. But the school must still agree to implement the arrangement.
What if the school won’t apply?
If you believe your child needs access arrangements and the school disagrees:
- Ask the SENCo for a meeting to discuss your concerns
- Provide any professional reports you have (from your child’s therapist, psychologist, or paediatrician)
- Put your request in writing to the SENCo and the headteacher
- Contact your SENDIASS (Special Educational Needs and Disabilities Information, Advice and Support Service) for advice and support
- If your child has an EHCP, ensure the access arrangements are discussed at the annual review
If the school still won’t act and your child has a disability, a refusal to make reasonable adjustments in exams could amount to disability discrimination under the Equality Act 2010.
Access arrangements for SATs
Primary school children can also receive access arrangements for Key Stage 2 SATs. The process is different, as SATs are administered by the Standards and Testing Agency (STA) rather than JCQ. The school applies directly.
Available adjustments for SATs include extra time, rest breaks, a reader, a scribe, and modified papers. The headteacher makes the decision based on the child’s normal way of working.
Getting help
Your local SENDIASS can advise on access arrangements and help you communicate with the school if there’s a disagreement.
IPSEA (Independent Provider of Special Education Advice) provides free legal advice on education rights, including exam adjustments for children with SEND.
JCQ Access Arrangements guidance is the official rulebook. It’s technical, but reading the relevant sections can help you understand what your child is entitled to.
How our free tool can help
The AI assistant at SEND Parents Help can help you understand which access arrangements might suit your child, what evidence the school needs, and how to approach the SENCo if you’re not sure where to start.
Your child deserves a fair exam
Access arrangements aren’t special treatment. They’re the removal of a barrier. If your child has a disability or SEN that affects how they perform under exam conditions, the system has a mechanism to level the playing field.
Talk to the SENCo early. Build the evidence. And don’t accept “we don’t do that” as an answer. The rules are clear, and your child has the right to a fair assessment.
Sources and further reading
Legislation and official guidance
- JCQ Access Arrangements and Reasonable Adjustments (current regulations for exam access arrangements)
- Equality Act 2010 (reasonable adjustments duty, including in assessments)
- SEND Code of Practice (school duties for children with SEN)
- Key Stage 2 access arrangements guidance (STA guidance for SATs adjustments)