Update on access arranagements for GCSE & A level exams

The beginning of September is a significant time for exam access arrangements (EAAs) assessors.

This is when the new AQA, OCR and other JCQ exam board guidelines for EAAs are released, and updated training by various providers commences. Maidenhead Tutorial college works to keep

This year, several positive changes to the exam access arrangements have been introduced, but confusion persists, particularly around the issue of extra time, which is often misunderstood by students and parents.

Extra Time and Areas for Improvement

Extra time is the most common EAA, typically granting students 25% more time during exams. It is worth questioning why 25% is the standard figure, as there is little research supporting this specific amount.

Alternatives, such as 10%, 20%, or 30%, might be more appropriate for some students.

Many students are given extra time without any clear plan on how to use it effectively, both in the classroom and later in their careers.

Rest Breaks: An Undervalued Option

Rest breaks are another form of reasonable adjustment, often underused but highly effective, especially for neurodiverse students.

Rest breaks allow students to manage their focus and energy during exams, providing a more tailored solution compared to extra time.

These breaks are particularly helpful for students with ADHD, autism, anxiety, and similar conditions (Kirby et al., 2008).

Despite these benefits, schools often favour extra time over rest breaks, likely due to the familiarity and simplicity of extra time.

Preparing Students for the Workplace

Perhaps we all need to reflect the types of adjustments students may encounter in the workplace, rather than focusing solely on extra time.

Workplace adjustments might include flexible hours, assistive technology, or regular breaks to manage stress and fatigue.

Aligning exam accommodations with real-world scenarios can help students transition more smoothly into their careers, ensuring long-term success.

Changes to Exam officer and Exam special needs co ordinator for 2024-2025

Updates to EAAs for the 2024-2025 academic year aim to reduce administrative workload and improve student support.

One key change is the streamlined process for completing Forms 8 and 9, combining documentation for extra time, a reader, or a scribe into Part 1 of Form 8. Another significant update addresses long waiting lists for diagnoses, allowing a referral to CAMHS or an NHS Trust for a likely diagnosis to serve as sufficient evidence for Form 9.

SENDCos are now encouraged to use their professional judgement when determining the appropriate exam arrangements, emphasising their role over that of specialists.

JCQ’s message is clear: if evidence supports that a reasonable adjustment reflects a student’s normal way of working, schools and colleges should apply for it without needing frequent approval from the exam board or JCQ.

Timers and Visual Aids

Empirical research on students’ ability to read analogue clocks is limited, but anecdotal evidence suggests most students aged 16-19 rely on digital time, often on their phones.

Digital time only displays the present moment, whereas analogue clocks provide a broader sense of time management.

Visual timers are now a centre-delegated reasonable adjustment, helping students who struggle with planning and time management during exams. This change aligns with recommendations for students with ADHD and similar conditions.

Music and Headphones as Adjustments

Listening to music is now explicitly listed as a reasonable adjustment on Form 9, benefiting students with ASD, ADHD, or anxiety who find music helps them focus.

Similarly, non-electronic headphones are now centre-delegated, ensuring students who use them regularly in class can continue to do so during exams.

Clarification on Rest Breaks

Supervised rest breaks should not exceed 30 minutes except in exceptional circumstances, and breaks within the first 10 minutes of an exam should not be the norm.

However, brief breaks to help students ground themselves are permitted if genuinely needed.

Long-Term Benefits of These Changes

These updates reflect the kinds of reasonable adjustments students are likely to encounter in the workplace.

The changes not only address students’ immediate academic needs but also prepare them for long-term success and inclusion in their future careers.