Exam Access Arrangements: The Complete UK Guide

Exams are designed to measure what a student knows and what they can do. However, for some students, especially those with dyslexia, the standard exam environment creates an additional barrier that has little to do with their subject knowledge.

Exam access arrangements are designed to remove that barrier and allow students to demonstrate their ability fairly. While this process can sometimes feel complicated for parents, there are lots of different types of support available, and in this latest guide, we explore how exam access arrangements work, who may qualify, what evidence is needed, how extra time is decided and what happens when a student moves into higher education.

What is the JCQ and how do exam access arrangements work?

Exam access arrangements are agreed adjustments that allow candidates with a disability, learning difficulty or other qualifying need to access an assessment without changing the academic standard being tested. The Joint Council for Qualifications, or JCQ, brings together the major awarding organisations and publishes common regulations for many GCSE, AS and A level examinations, including those awarded by AQA, OCR, Pearson and WJEC.

The JCQ updates its guidance for examination centres, so schools should always follow the rules for the relevant examination year. The process involves identifying a student's needs, gathering evidence, determining appropriate support and, where required, submitting an application through the appropriate system. The access arrangements framework also sits alongside the Equality Act 2010, and where a disabled candidate would otherwise face a substantial disadvantage, reasonable adjustments may be required to remove that disadvantage.

Reasonable Adjustments and the Equality Act 2010

Exam access arrangements are the examination-specific application of the wider duty to make reasonable adjustments for disabled candidates. Depending on the student's needs, these can include extra time, a reader, a scribe, a word processor or a modified paper, but the adjustment must be appropriate to the individual's needs without changing the academic standard being assessed.

This is important when considering reasonable adjustments for dyslexia. A diagnosis does not automatically guarantee a particular arrangement, and schools need evidence of the student's difficulties, the impact those difficulties have and whether the requested arrangement reflects their normal way of working.

Who qualifies for access arrangements, and what types are available

Students may qualify for access arrangements because of a range of needs, and JCQ groups these broadly into cognition and learning, communication and interaction, sensory and physical, and social, emotional and mental health. Examples can include dyslexia, ADHD, autism, visual or hearing impairment, physical disabilities and certain mental health conditions. Eligibility depends on the individual's needs, evidence and the requirements of the assessment.

Who is eligible and what evidence is needed

We are often asked: “What evidence is needed for exam access arrangements?” This is an important question for many parents, and JCQ's approach considers three important areas:

• History of need: The first area is the student’s educational history and previous needs. This means providing evidence of difficulties over time, including school records, support plans and previous assessments.
• Normal way of working: The next area to review is how the student normally works and what support they routinely use in lessons, internal assessments and mock examinations.
• Formal assessment: Where required, an additional standardised assessment is completed by an appropriately qualified assessor.

So, do you need a formal diagnosis to get access arrangements? Thankfully, no, although a diagnosis alone is also not enough. The arrangement must be appropriate to the candidate and supported by evidence, and relevant assessment evidence only has a 26-month validity window under JCQ rules.

Any families considering a private assessment for their child should also check that the assessor meets the relevant JCQ qualification requirements before paying for an assessment.

The full range of access arrangements

The appropriate support depends on the barrier the student experiences, and there is a wide range of options available to choose from.

Support for reading and writing

A human reader is permitted to read material to a candidate, as long as they abide by JCQ rules. However, a human reader cannot normally be used where reading ability itself is being assessed, such as an English reading comprehension paper.

An exam-approved computer reader or reading technology may provide an alternative in some situations. For example, the C-Pen Exam Reader that we provide here at The Dyslexia Shop can scan printed text and read it aloud. Depending on the student's needs and normal way of working, this may be a practical alternative to a human reader.

For students who struggle with their writing, a scribe can write dictated answers, while a word processor allows a student who normally works electronically to produce their own answers. Where spelling is assessed, spellcheck will generally need to be disabled.

Finally, touch typing can also be useful for students with dyslexia, helping to improve independence while helping establish computer use as the student's normal way of working.

Support for timing and environment

Supervised rest breaks are another form of access arrangement, and under the 2025/26 JCQ guidance, where the impairment is not a specific learning difficulty, schools should consider supervised rest breaks before extra time.

Separate or alternative rooming may also help where a student's needs make a standard examination room a substantial barrier, while modified papers can include large print, coloured paper and Braille.

These arrangements require advance planning, so schools need to be aware of ordering deadlines, while it’s important to remember that younger pupils follow a separate system. KS2 access arrangements and SATs access arrangements are administered by the Standards and Testing Agency rather than JCQ.

Extra time in exams

For many families, extra time is the arrangement most closely associated with exam access arrangements.

How much extra time can you get

25% extra time is the standard arrangement for many candidates who meet the relevant criteria, although more than that can be provided where stronger evidence demonstrates it is necessary. When it comes to dyslexia extra time in UK exams, comprehensive insight is required. Having dyslexia does not automatically result in extra time, so the evidence must demonstrate the relevant difficulty and how it reflects the student's needs and normal way of working.

Another common question we’re asked is, “Do people with ADHD get extra time in exams?” As with dyslexia, this is not an automatic result, but individuals can qualify depending on their needs and requirements. 

Before extra time is granted, schools and examination centres will first consider supervised rest breaks if that is better suited. For example, a student with dyslexia and demonstrated processing-speed difficulties may have extra time considered as a primary arrangement, whereas a student whose main difficulty relates to ADHD or anxiety may first be considered for supervised rest breaks.

A standardised score of 84 or below is commonly used within UK assessment practice to indicate below-average performance, but the score alone should not be treated as an automatic entitlement. The test, evidence and wider picture of need all matter.

How to apply for extra time

Parents cannot apply directly to JCQ for their child's exam access arrangements as the school manages the process and, where necessary, submits the application.

However, a useful five-step approach to applying for extra time is:

1)     Speak to the SENCO and raise your concerns about the difficulties they are facing.

2)     Work with the school to gather evidence and establish the student's normal way of working.

3)     Complete the appropriate assessment and undertake standardised testing where required.

4)     The school will then complete the relevant JCQ process and retain supporting evidence.

5)     Once approved, the strategy will be implemented, and all approved support should be used consistently and reflect normal practice.

When it comes to GCSE examinations, Year 9 is a sensible time to raise concerns, with formal assessment potentially taking place during Year 10. Parents should also keep written records of conversations and emails concerning access arrangements in case questions arise later.

Special consideration, JCQ forms, and what happens after school

Special consideration versus access arrangements

Special consideration and exam access arrangements are different processes. Access arrangements are agreed in advance because a known disability, learning difficulty or other qualifying need creates a barrier to assessment, whereas special consideration applies after an examination where exceptional circumstances, such as sudden illness, bereavement or a serious family emergency, have affected a candidate.

The same underlying principle applies across all qualifications, including A levels and BTEC, although the precise evidence and forms can differ.
 

JCQ Form 8, Form 8RF, Form 9 and Form 10

The main forms associated with JCQ access arrangements have different purposes:

 

Form	What it covers	When it is used
Form 8	Evidence for arrangements relating to learning difficulties and cognitive or learning needs	Where the candidate meets the relevant criteria
Form 8RF	Roll-forward of compliant Form 8 evidence	When eligible arrangements continue into the next qualification stage
Form 9	Evidence relating to a medical condition or disability	Where Form 9 is required instead of Form 8
Form 10	Cover sheets recording use of a scribe or word processor	Where these arrangements are used in an examination

 

DSA & Access Arrangements after school

School-based access arrangements do not automatically transfer to university, and students moving into higher education may need to apply for Disabled Students' Allowance, or DSA, and register with their university's disability or accessibility service.

This process can involve providing evidence and completing a DSA Needs Assessment to establish appropriate support, and a previous Form 8 or Form 9 can provide useful evidence. However, students should not assume that school arrangements will simply carry across as universities may require updated or additional evidence.

Final thoughts

Exam access arrangements exist to remove barriers so that students can demonstrate their knowledge and skills under fair assessment conditions, but they do not change the standard being tested or give a student an academic advantage. For parents, the most useful step is to start the conversation early, and if your child needs dyslexia exam access arrangements, or support because of ADHD, autism, a physical disability or another condition, speaking to the SENCO at the start of the school year rather than nearer exam season ensures they have everything they need in place.

It is also important that you build evidence of their normal way of working. However, this can take time, so work closely with the school as soon as possible to ensure you have the opportunity to understand the difficulty, establish appropriate support and gather meaningful evidence. It’s also worth keeping the 26-month evidence window in mind and making sure any assessment is completed by an appropriately qualified assessor. Rules can change, so schools and families should always check the current JCQ guidance for the relevant examination year.

For anyone researching reasonable adjustments for dyslexia, the central principle is that support should reflect the individual student and the barrier they face. Understanding access arrangements early can make the examination process considerably clearer for both families and schools.

Want to ensure your child has everything they need to achieve their academic best? Here at The Dyslexia Shop, we provide an extensive range of tools and resources designed to support students through every stage of their schooling. Check out the range today or get in touch with our team who will be happy to help!