Exams can be stressful for any young person, but for those with special educational needs (SEN), the pressure can feel even greater.
Did you know that special adjustments can be put in place to make sure SEN pupils can demonstrate what they know and can do, without their barriers unfairly getting in the way?
Exam access arrangements
Exam access arrangements are not about giving an advantage to a pupil. Instead, they are about fairness and equity, making sure that every pupil has the same opportunity to succeed.
At Cavendish Education, we believe that every learner should be able to show their true ability and that means ensuring they can access exams in the way that works best for them.
Who qualifies for exam access arrangements?
Exam access arrangements are most commonly put in place for pupils who have:
- Specific learning difficulties such as dyslexia or dyspraxia
- Autism spectrum conditions, especially where anxiety or processing speed is affected
- Attention difficulties such as ADHD
- Speech and language difficulties
- Physical or medical needs, such as epilepsy, mobility difficulties, or visual impairments
- Mental health needs, such as severe anxiety, that impact exam performance.
It’s important to note that arrangements are based on evidence of need, and not just on parental request. The school’s Special Educational Needs Coordinator (SENCo) and exams officer will work together to decide what is appropriate.
What types of support are available?
There are a wide range of possible arrangements. The right ones will depend on the individual student’s needs. Common examples include:
- Extra time – often 25%, but sometimes more in exceptional cases. This is useful for pupils who process information more slowly, or who need extra time to plan and organise their answers.
- A reader – an adult who reads exam questions aloud to the student. This is only permitted if the difficulty is with reading, not comprehension.
- A scribe – an adult who writes down the pupil’s dictated answers, if handwriting is slow, painful, or illegible.
- Laptop or word processor – for students who struggle with handwriting but can type more effectively.
- Rest breaks – supervised short breaks for students with medical or attention needs.
- Separate or smaller rooms – for those who are easily distracted or find large exam halls overwhelming.
- Prompts and supervised breaks – to help students stay on task.
- Modified papers – such as large print, coloured paper, or braille.
These adjustments are not a “one size fits all.” They must reflect what the student normally uses in class so that exams are consistent with their usual way of working.
What can parents do to support the process?
- Be aware of deadlines – applications for exam access arrangements for GCSEs and A level exams are usually submitted well before the final exam season.
- Communicate with the school:: Contact the SENCo well before mock exams – ideally in Year 9 for Key Stage 4, or in Year 11 for Sixth Form transitions.
- Evidence matters just as much as diagnosis: Encourage teachers to document support strategies, such as using a laptop in lessons or regular rest breaks in class assessments.
- Facilitate assessments where appropriate:: A centre-based assessor should conduct tests for learning difficulties; if you arrange external assessment, ensure the assessor liaises with school beforehand and completes required paperwork.
- Keep records and share any professional reports (Educational Psychologist, Speech & Language, Occupational Therapy) with the School SENCo/Exam officer.
- Encourage your child to use support strategies in class, as this builds the evidence base for exam arrangements.
- Monitor ongoing usage: EAAs must be used regularly in class and in mock exams. If they are to be used only in public examinations, but not in preparation, they may be withdrawn.
Who is responsible for applying for EEA?
The school’s Special Educational Needs Coordinator (SENCo) and/or the exams officer will work together to decide what is appropriate.
Cavendish Education’s approach
The schools in the Cavendish Education family work with each student and their family to make sure that support is in place well before exam day. Our staff are experienced in identifying needs early, embedding strategies into classroom learning, and liaising with exam boards to secure the right arrangements.
By the time our pupils sit their exams, they are familiar and comfortable with the access arrangements available to them, whether that’s using a laptop, working in a smaller room, or taking supervised breaks. This helps to reduce anxiety and ensures exams feel manageable.
Many of our pupils who benefit from access arrangements go on to thrive at GCSE, A Level and beyond, proving that with the right support, young people with SEN can achieve their potential.
Where can I find out more information?
- The JCQ website publishes the official regulations each year: www.jcq.org.uk
- Speak to your child’s school SENCo or exams officer for personalised advice and support.
Exam access arrangements are not a shortcut or a privilege. They are about ensuring fairness so that every child, whatever their needs, can show what they are capable of.
For families, the process can feel confusing, but with the right support from school and clear communication from parents, pupils can go into exams with confidence that they have a fair chance to succeed.
At Cavendish Education, we are committed to supporting every learner to do just that.
