Exam access arrangements are officially approved adjustments that help students with learning difficulties, disabilities or medical conditions sit exams on equal terms with their peers. They are not an advantage — they level the playing field. Understanding what is available and how to apply is the first step to getting the support you deserve.
What are exam access arrangements?
Exam access arrangements (sometimes called EAAs) are special provisions that allow students with specific needs to demonstrate their knowledge and skills without being unfairly disadvantaged by the exam format itself. They are regulated by the Joint Council for Qualifications (JCQ), the body that oversees GCSE and A-level examinations in the UK.
The key principle is that an access arrangement must reflect how a student normally works — not something introduced specifically for the exam. A student who has always used a word processor for written work will be approved to use one in exams; a student who has never used a scribe but applies for one the week before GCSEs is unlikely to be approved.
Access arrangements are not about making exams easier. They are about removing a barrier that is unrelated to the skill being tested.
What types of exam access arrangements exist?
| Arrangement | Who it typically helps |
|---|---|
| Extra time (25%) | Students with processing difficulties, slow reading speed, dyslexia, SpLD |
| Rest breaks | Students with conditions causing fatigue, pain, or anxiety (time does not run during breaks) |
| Reader / reading pen | Students who struggle to process written text independently |
| Scribe | Students who have significant difficulties with handwriting |
| Word processor | Students who normally use a laptop for written work in class |
| Separate room | Students with anxiety, medical conditions, or who require modified equipment |
| Modified papers (enlarged print, Braille) | Students with visual impairments |
| Prompter | Students with attention difficulties who need a quiet reminder to stay on task |
The most common arrangement at GCSE level is 25% extra time. This means a 90-minute paper becomes 112.5 minutes, and a 2-hour paper becomes 150 minutes.
Who decides whether a student qualifies?
Access arrangements are processed through your school's SENCO (Special Educational Needs Co-ordinator). The SENCO coordinates assessments and submits applications to the exam board on your behalf.
To qualify for most arrangements, a student typically needs:
- A formal assessment by a qualified specialist assessor (usually a specialist teacher or educational psychologist) that shows a specific difficulty meeting JCQ's qualifying criteria.
- Evidence of normal classroom use. The arrangement must reflect how the student normally works — this is usually evidenced by a history of use in lessons, tracked by the school.
- A documented need — a diagnosed condition or measured difficulty that falls within JCQ's guidelines.
Some arrangements (such as a separate room for a known medical condition) may require medical evidence rather than a specialist assessment.
How do you apply for exam access arrangements?
The application process works like this:
- Speak to your form tutor, head of year, or a subject teacher about your concerns. Be specific: "I find it hard to read the exam paper quickly enough" or "I struggle to get my ideas down in writing as fast as I think them" is more useful than a general worry.
- Your school refers you to the SENCO. The SENCO will discuss your specific difficulties and decide whether a formal assessment is appropriate.
- A qualified assessor carries out a needs assessment. This involves standardised tests of reading, writing speed, processing, and other areas relevant to your difficulty.
- The school submits the application to the exam board (typically before the Easter before your GCSE summer exams, though deadlines vary).
- You receive confirmation of what has been approved before your exams.
Do not wait until Year 11 to raise this. The earlier you speak to your school, the more time there is for assessment, practice with the arrangement, and — if needed — an appeal.
What should you expect when using an access arrangement in an exam?
If you are approved for an arrangement, practise using it before the actual exams. If you have extra time, practise with that extra time in your mock exams so you know how to pace yourself. If you will be in a separate room, try to have at least one practice exam in a similar setting.
On the day:
- Your arrangement will be noted on your admission form and known to the invigilator.
- If you have extra time, you will usually be told when the standard time ends and when your extended time ends separately.
- If something goes wrong — the word processor fails, your rest break arrangement is not followed — tell the invigilator immediately. Issues can be noted and raised with the exam board afterwards.
Are exam access arrangements confidential?
Your access arrangements are not shared with universities, employers, or anyone outside the examination system. The grades awarded after an exam with access arrangements are identical in status to grades awarded under standard conditions — they appear the same on your results and on any certificates.
Many students feel self-conscious about using access arrangements, particularly extra time or a separate room. It can help to remember that these arrangements exist specifically because the exam format would otherwise produce results that underrepresent what a student knows. Using an arrangement you have been assessed and approved for is simply sitting the exam in a way that is fair to you.
Frequently asked questions
Can I apply for exam access arrangements for anxiety?
Anxiety alone is generally not sufficient to qualify for access arrangements under JCQ guidelines. However, if anxiety is severe enough to be diagnosed as an anxiety disorder with a significant impact on functioning, a medical letter or documentation may support an application — typically for a separate room rather than extra time. Speak to your SENCO and, if appropriate, your GP. The NHS mental health pages have guidance on seeking support for anxiety.
What if my school says I do not qualify?
If you believe you have a genuine difficulty that is not being addressed, ask for a meeting with the SENCO to understand specifically why the assessment outcome was as it was. If you have an independent assessment (such as a recent educational psychology report), share it with the school. Schools can also apply to the exam board for arrangements not captured by the standard assessment routes if there is strong evidence of need.
Does having extra time mean I have to use all of it?
No. You can hand in your paper whenever you are ready, including before the extra time expires. The purpose of extra time is to remove a time-based barrier, not to require you to sit longer than you need to. Some students find that having the time available reduces their anxiety even when they do not use all of it.
Will exam access arrangements be available for A-levels too?
Yes. Access arrangements approved at GCSE level are generally carried forward to A-level, subject to a review of whether they remain appropriate. When you start sixth form, inform your new school's SENCO of your existing arrangements so they can be reconfirmed. Arrangements do not transfer automatically — each school must submit its own application.
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