Exam Support for SEND Students: A Parent’s Guide to Extra Time, Rest Breaks and Access Arrangements

Exam season can be stressful for any student. For children and young people with special educational needs and disabilities, exams can feel even more challenging if the format does not reflect the way they read, write, process information, concentrate or manage anxiety.

This is where exam access arrangements can help.

Access arrangements are adjustments agreed before an exam to help students with specific needs access the assessment fairly. They may include support such as extra time, supervised rest breaks, a reader, a scribe, a word processor, modified papers or a smaller room.

The aim is not to make the exam easier. The aim is to remove barriers so the student can show what they know and can do. 

What are exam access arrangements?

Exam access arrangements are practical adjustments that allow a student to sit an exam in a way that reflects their needs.

They may support students with:

• dyslexia or other specific learning difficulties

• ADHD

• autism

• anxiety or social, emotional and mental health needs

• physical disabilities

• sensory needs

• speech, language and communication needs

• medical needs

• temporary injuries, such as a broken arm

For example, a student with slow processing speed may need extra time. A student with anxiety, fatigue or attention difficulties may benefit from supervised rest breaks. A student who finds handwriting difficult may need a word processor or, in some cases, a scribe.

The key point is that access arrangements should be based on the individual student’s needs, not simply on a diagnosis.

Access arrangements and reasonable adjustments

Access arrangements are closely linked to reasonable adjustments.

A reasonable adjustment is a change made to reduce the disadvantage a disabled student may face. In exams, this means allowing the student to demonstrate their knowledge, skills and understanding without changing what is being assessed or giving an unfair advantage. Ofqual explains that reasonable adjustments must not change what is being assessed or give the student an unfair advantage or disadvantage.

In simple terms:

Reasonable adjustments are about fairness. Access arrangements are the practical exam support put in place.

Common types of exam access arrangements

Different students need different forms of support. Some of the most common access arrangements include the following.

Extra time

Extra time is one of the most recognised exam access arrangements. It may support students who need longer to read, process information, plan answers or write.

However, extra time is not automatic. A student usually needs evidence that they have a persistent difficulty and that extra time reflects their normal way of working in lessons, tests or mock exams.

Supervised rest breaks

Supervised rest breaks allow a student to pause during an exam while remaining under exam conditions. The exam clock is stopped during the break, and the student resumes when ready.

Rest breaks can be helpful for students with anxiety, ADHD, fatigue, medical needs, sensory overload or concentration difficulties. For some students, rest breaks may be more appropriate than extra time because they allow time to regulate, recover and return to the task. 

Reader or computer reader

A reader or computer reader may support students who find reading difficult because of a learning difficulty, visual impairment or other need.

This arrangement can help a student access the exam questions. However, rules may differ depending on the subject, especially where reading itself is part of what is being assessed.

Scribe

A scribe writes down a student’s dictated answers. This may be suitable for a student who cannot write independently, has a physical difficulty, or has a temporary injury.

A scribe is not used simply because a student dislikes writing. There must be clear evidence that the student needs this support.

Word processor

Some students may use a laptop or word processor in exams if this is their usual way of working and is needed because of their difficulties.

This can support students with handwriting difficulties, physical needs, slow writing speed or some processing difficulties. Exam centres must follow awarding body rules, including restrictions on spellcheck, grammar tools and internet access where required.

Smaller room or separate room

Some students may need to sit exams in a smaller room or separate room because of anxiety, sensory needs, medical needs or concentration difficulties.

This can reduce distractions and help the student feel more regulated. However, it should be based on need, not preference.

Modified papers

Some students may need exam papers in a modified format, such as enlarged print, coloured paper, braille or another accessible format.

Modified papers often need to be requested well before the exam series, so early planning is important.

Who decides whether a student gets access arrangements?

For GCSEs and many other public exams, access arrangements are usually managed by the school, college or exam centre. The SENCO, exams officer and relevant staff work together to identify what support is appropriate.

Decisions should be based on:

• the student’s needs

• evidence gathered by the school or centre

• the student’s normal way of working

• the rules set by awarding bodies and JCQ

Parents can support the process by sharing relevant reports, medical letters, previous school information and examples of how their child works in lessons or assessments.

Does a diagnosis automatically mean extra time?

No. A diagnosis alone does not automatically mean a student will receive extra time or another access arrangement.

The British Dyslexia Association explains that a diagnosis of dyslexia does not automatically lead to exam access arrangements. It also notes that a learner does not need a diagnosis of dyslexia to receive access arrangements. The most important evidence is how the student’s needs affect them in their normal learning situation.

This is important for parents to understand. Access arrangements are based on evidence of need, not simply the name of a condition.

What does “normal way of working” mean?

“Normal way of working” means the support the student usually uses in lessons, class tests, mock exams or assessments.

For example:

• a student who regularly uses a laptop for extended writing may be considered for a word processor in exams

• a student who uses supervised rest breaks in timed assessments may need the same support in public exams

• a student who consistently struggles to complete tasks because of slow processing may need extra time

Access arrangements should not suddenly appear only on exam day. They should reflect how the student normally works and what support they genuinely need to access assessment.

When should parents ask about exam access arrangements?

Parents should ask as early as possible, ideally well before exam season.

Some arrangements require formal approval, evidence and deadlines. If a child has been struggling for a long time, it is better to raise the issue early rather than waiting until Year 11.

Parents can ask the SENCO or exams officer:

• Has my child been considered for exam access arrangements?

• What evidence is needed?

• Is my child’s normal way of working being recorded?

• Will support be trialled in class tests or mock exams?

• Are any formal applications needed?

• What are the deadlines?

Early conversations can reduce stress and help ensure the right support is in place before exams begin.

What evidence may be needed?

The type of evidence depends on the arrangement requested and the student’s needs.

Evidence may include:

• teacher observations

• records of support used in lessons

• class test or mock exam evidence

• standardised assessment results

• SENCO records

• medical letters

• educational psychologist or specialist assessor reports

• information from previous schools

• examples of work showing the impact of the difficulty

A private assessment report can be helpful, but it does not automatically guarantee an arrangement. The school or exam centre must consider whether the evidence matches the student’s normal way of working and the exam regulations.

How parents can support their child

Parents can help by starting conversations early and keeping clear records.

Useful steps include:

• speak to the SENCO or exam centre as soon as concerns arise

• ask what support your child currently uses in lessons and tests

• keep copies of reports, emails and professional advice

• ask whether access arrangements will be trialled in mock exams

• encourage your child to practise using the support before exam day

• help your child understand that access arrangements are about fairness, not special treatment

• check deadlines well before the exam series

It is also helpful to reassure your child that needing support does not mean they are less capable. Access arrangements exist so students can demonstrate their knowledge without being blocked by barriers linked to their needs.

Exam access arrangements can make a significant difference for SEND students. Support such as extra time, supervised rest breaks, a reader, a scribe, a word processor or a smaller room can help remove barriers and allow students to show what they know.

However, access arrangements need to be planned early. They must be based on evidence, normal way of working and the rules of the exam boards.

For parents, the key message is simple:

Do not wait until exam season to ask about support.

If your child has SEND, anxiety, dyslexia, ADHD, autism, sensory needs or another difficulty that affects exams, speak to the school, SENCO or exam centre as early as possible. Early planning can help reduce stress and make exams feel more manageable for the student.

Frequently Asked Questions

What are exam access arrangements?

Exam access arrangements are adjustments agreed before exams to help students with specific needs access assessments fairly. They may include extra time, rest breaks, a reader, a scribe, a word processor or a smaller room.

Does my child need an EHCP to get exam access arrangements?

No. A student does not need an EHCP to receive access arrangements. Decisions are based on evidence of need and the student’s normal way of working.

Does dyslexia automatically mean extra time?

No. A diagnosis of dyslexia does not automatically mean a student will receive extra time. The school or exam centre must consider evidence of need, assessment information and how the student normally works.

What is 25% extra time?

25% extra time means the student receives an additional quarter of the exam time. For example, in a one-hour exam, this would usually mean an extra 15 minutes.

Are rest breaks better than extra time?

For some students, yes. Students with anxiety, ADHD, fatigue or concentration difficulties may benefit more from supervised rest breaks than extra time. The best arrangement depends on the individual student’s needs.

Who applies for exam access arrangements?

For GCSEs and many other public exams, the school, college or exam centre usually manages the process. The SENCO and exams officers are normally involved.

When should parents ask about access arrangements?

Parents should ask as early as possible, ideally well before Year 11. Some arrangements require evidence, trialling and formal approval before exam board deadlines.

Can students use a laptop in exams?

Some students can use a laptop or word processor if it is their normal way of working and is needed because of their difficulties. The exam centre must follow the relevant exam board rules.