Teachers play an important part in the access arrangements process. You see how learners work every day. This puts you in a strong position to spot barriers, record what helps and share useful evidence with your SENCo.
Access arrangements are changes made before an exam to help learners with disabilities, special educational needs or other difficulties access an assessment. They remove barriers without changing what the exam is testing.
What are exam access arrangements?
Exam access arrangements give learners a fair way to show what they know and can do.
The right arrangement will depend on the learner and their needs. In most cases, it should also reflect their normal way of working in lessons, internal tests or mock exams.
Common arrangements include extra time, a reader or computer reader, a scribe, supervised rest breaks and the use of technology.
Readers, scribes and assistive technology
A reader can read permitted exam text aloud. A scribe records a learner's dictated answers. Technology can also provide support, such as computer readers, speech recognition tools and word processors.
What happens in the classroom matters here too. If a learner regularly uses text-to-speech to access written information, for example, this can help show that technology is part of their normal way of working.
Extra time
Extra time can support learners whose needs affect their speed of working. This may include difficulties with reading, processing information or writing.
For many learners who qualify, 25% extra time is enough. More than 25% requires stronger evidence under JCQ rules.
As a teacher, your observations matter. You might notice that a learner understands a topic but often runs out of time. Evidence from internal tests and mock exams can help show this pattern. Current JCQ guidance requires teacher comments and samples from internal tests or mock exams for many new applications for 25% extra time.
Supervised rest breaks
Supervised rest breaks let a learner pause during an exam. The clock is stopped during the break, so this is different from extra working time.
Rest breaks can support learners who experience fatigue or other barriers that make it hard to work for long periods. Teachers can help by recording patterns they notice during lessons and assessments.
Key JCQ rules every teacher should know
The Joint Council for Qualifications (JCQ) sets access arrangement rules for its member awarding bodies. Teachers don't need to memorise the full guidance. But there are some key principles worth knowing.
Normal way of working
A learner's normal way of working is central to the process.
An arrangement shouldn't appear for the first time when formal exams begin. There should usually be evidence that the learner needs and uses that support in the classroom, internal tests or mock exams.
JCQ guidance makes clear that an arrangement must be based on evidence of need and, where required, the learner's normal way of working.
Start gathering evidence early
Don't wait until exams are close.
Early observations give your SENCo time to build a clear picture of need. Some learners may also need an assessment before an application can be made.
Starting early can reduce pressure on staff and learners later in the year.
The access arrangements process step by step
The SENCo manages the formal process, but teachers can provide much of the evidence that supports it. Here are five key stages.
1. Find persistent barriers
Look for difficulties that happen repeatedly rather than a one-off problem.
A learner may regularly run out of time even though they know the answers. Another may explain an idea clearly in discussion but find it much harder to record the same idea in writing.
You may notice:
- slow reading or processing
- difficulty remembering several instructions
- handwriting that takes a lot of effort and time
One difficult lesson doesn't show a persistent need. A pattern across lessons and assessments tells you much more.
2. Gather classroom evidence
You don't need to create a large amount of new paperwork. Much of the evidence already exists in everyday teaching.
Useful evidence can include timed assessments, examples of work, teacher observations and records of support already used.
For example, keep a test where a learner ran out of time but showed good understanding in the questions they completed. You could also compare work completed with and without assistive technology.
The aim is to show what happens in real lessons and assessments.
3. Refer to your SENCo
Share concerns with your SENCo when you see a clear pattern.
Your SENCo can review the evidence and decide what happens next. This could include further screening or an assessment.
Your classroom knowledge gives important context. It helps turn a test score into a fuller picture of how the learner works.
4. Support the formal evidence
Depending on the learner's needs and the arrangement being considered, the SENCo may need to complete JCQ documentation such as Form 8 or Form 9.
Teachers don't usually complete these forms themselves. However, you may be asked for examples, observations or information about how the learner works in your lessons.
For example, current JCQ rules require teaching staff observations as part of the evidence for many learners applying for 25% extra time.
5. Use and review the support
Once support is agreed, use it consistently as a student’s normal way of working.
This helps the learner become familiar with the arrangement and keeps their normal way of working clear. Tell your SENCo if the support isn't helping, or if the learner's needs change.
You can find lots more information about Exam Access Arrangements in our hub.
Everyday signs a learner may need support
You don't need to diagnose a condition to notice that a learner is facing a barrier.
You might see a learner who reads much more slowly than others or regularly loses their place. They may take much longer to copy information or finish written work.
Some learners find it hard to stay focused during longer tasks, even when they're trying to engage. You may notice fatigue, a need for regular movement or a clear drop in concentration over time.
Timed work can reveal other patterns. A learner may become very anxious before timed tasks or produce much less in writing than their classroom discussions suggest they know.
These signs don't automatically mean a learner needs exam access arrangements. They are a reason to observe, record and speak with your SENCo.
Gathering normal way of working evidence without stress
Evidence gathering should fit into teaching rather than become another large task.
Keep short, dated notes when you notice something useful. A shared document can help teachers across different subjects record patterns. Internal tests are also valuable. Keep examples that show how time, technology or another form of support affects a learner's work.
Learner voice matters too. Ask what they find difficult and what helps. A short conversation can reveal information that isn't clear from a test result.
Patterns across several lessons and assessments are more useful than one isolated example.
Building inclusive practice with assistive technology
Assistive technology can help learners access information and express what they know throughout the school year.
Text-to-speech software can read digital text aloud. A learner might use it to access a worksheet, read an online resource or check their own writing.
Speech-to-text turns spoken words into written text. It can help learners who find typing or handwriting a barrier to getting their ideas down. The learner still creates the answer. The technology helps them record it.
Tools such as visual timers and digital planners can also support organisation, working memory and time management.
When these tools form part of everyday learning, teachers can see what works and build useful evidence over time.
Explore our assistive technology solutions and find ways to support different ways of learning in the classroom.
Working together with your SENCo
Good communication makes the access arrangements process easier.
Teachers bring detailed knowledge of what happens in the classroom. SENCos bring knowledge of the formal process and JCQ requirements. Sharing both gives schools a clearer picture of each learner's needs.
Simple systems can help. A shared evidence folder means teachers can add useful work samples or observations as they happen. Short check-ins can also help teams spot changes early.
The goal is a joined-up approach where support is part of everyday learning.
Support learners through everyday accessibility
Your role in the access arrangements process starts long before exam day.
By noticing persistent barriers, using agreed support and sharing evidence with your SENCo, you can help learners access assessments in a way that reflects how they normally work.
Access arrangements don't lower assessment standards. They remove barriers that could stop a learner from showing their knowledge, skills and understanding.
This is part of a wider approach to inclusive education, where different ways of thinking and learning are supported every day.
Frequently asked questions about access arrangements for teachers
How often should normal way of working evidence be updated?
Evidence should give a current picture of the learner's needs and usual way of working. Keep recording useful evidence through lessons, internal tests and mock exams. If a learner's needs change, speak to your SENCo. JCQ guidance confirms that changed needs can require updated documentation.
What should I do if a learner's needs change?
Tell your SENCo as soon as you notice a change. Record what you've observed and how it affects the learner's work. The SENCo can then decide whether the existing arrangement remains suitable or further evidence is needed.
Do teachers need specialist qualifications to spot a possible need?
Teachers don't need specialist qualifications simply to notice and report classroom barriers. Your role is to observe what happens during everyday teaching and share that information. Formal assessments and decisions about access arrangements must follow the relevant JCQ requirements.