When it comes to preparing for exams, we all find our own ways to handle the pressure of revision and test conditions. However, for some, this process is made more complex by disabilities, temporary illness, or specialist learning requirements, meaning those same obstacles can’t be as easily overcome through the usual measures. Instead, what’s required is careful management and access considerations to help even the playing field, allowing every student to focus on performing to the best of their academic ability, unhindered by external pressures. The most commonly talked about provision to account for special educational needs is extra time in exams, where students could receive up to 50% more time than originally provisioned by the exam board. Nevertheless, there is a broad and growing range of regulated allowances designed to help students succeed. If you feel that you or your child may be eligible to get extra time in exams, or perhaps would benefit from another form of access arrangement, you can find a wealth of resources and information here.
Known formally as Access Arrangements, the Joint Council for Qualifications (JCQ) defines these as ‘pre-examination adjustments for candidates based on evidence of need and normal way of working’. Comprised of the UK’s eight largest qualification providers, the JCQ defines the purpose of Access Arrangements as to allow all candidates to take qualifications without having to change the demands of the assessment itself. This objective also brings national assessments in line with the 2010 Equality Act, which dictates that Awarding Bodies must make reasonable adjustments if a disabled person would be substantially disadvantaged by the format of their assessment.
Since 2010, however, the range and frequency of common access arrangements has grown exponentially. In the 2022-3 exam cycle, 556,435 students benefitted from approved access arrangements. 27.7% of all candidates in the UK who took GCSEs, AS and A Levels received 25% extra time, 9.2% used a computer reader or reader, and 3.5% used a scribe or speech recognition arrangement.
Image source: Contains public sector information licensed under the Open Government Licence v3.0.
As by far the most commonly awarded access arrangement, what makes extra time so beneficial, and how do you actually get it?
Qualifying to get extra time in exams can make an exceptional difference for students who face certain learning difficulties. In England, the requirements to receive extra time are:
OR
To qualify for extra time through an exam centre, you will need to prove to the Access Assessor that having extra time aligns with your needs and normal method of working within the school or college. Assessors are asked to ‘paint a picture’ of a candidate’s specific circumstances based on personal knowledge and a pupil’s tracked history. This testimony is then submitted alongside assessed evidence of below-average performance in at least two of the following:
These categories are fairly broad, making extra time applicable to a wide range of students who may have trouble with various elements of the exam environment. Some of the most common are:
If you are not eligible for extra time, you may benefit from a more specialised access arrangement that better addresses your specific needs.
Naturally, getting extra time in exams is not right in every case - access requirements are never a one-size-fits-all solution! If you do not struggle with slow processing or any of the other conditions mentioned above, you may benefit from one of a wealth of other arrangements that centres now provide, based on the recommendations of Access Assessors. Some of the most broadly implemented are:
A full list of Access Arrangements is available in the JCQ’s Access Arrangements and Reasonable Adjustments document which is available for download on this page.
Staying on top of Access Arrangements and care for learning disabilities can prove a tricky task, especially with the landscape shifting perennially from one exam cycle to another. Overall, it is clear that an increasing percentage of students are being approved to get extra time in exams and are arranging other accommodations to champion their success. These special circumstances take advantage of the new technological landscape in schools and colleges, making better allowances for disabilities and learning difficulties that have gone unnoticed for far too long. Getting started with the assessment process can seem a daunting task, but with what’s at stake, it could definitely be worth it for you or your child. Contact your school or exam centre today to find out what might be available, or get in touch with us here at Shine Tutoring to discuss a wide range of learning support options.
