Exams Information

Access arrangements are provisions made by exam boards to ensure that students with needs, such as learning difficulties, physical disabilities, or mental health conditions, can access exams on an equal basis to their peers. These adjustments help to remove any barriers to a student’s performance.

Students with documented physical disabilities, learning difficulties (e.g., dyslexia), sensory impairments, long-term medical conditions, social, emotional, or mental health needs, or other specific conditions that affect their ability to access an exam are eligible. Evidence from qualified professionals is usually required to support the application.

Common types of access arrangements include:

• Extra time (usually 25% more time)
• A reader or computer reader
• A scribe (someone to write on behalf of the student)
• Rest breaks
• Use of a word processor
• Modified exam papers (e.g., enlarged text, Braille)
• Separate invigilation or a smaller exam room

Please note, although you may have documentation and approval for any of the above arrangements, centres may not be able to cater for them. Please ask your entering centre directly for further information.

Applications for access arrangements are made by the centre where you are registered to sit the exams, not necessarily KIH. The process involves gathering supporting evidence, such as assessments from educational psychologists or medical professionals, and submitting it to JCQ for approval.

Applications should be made as early as possible, the access arrangement deadline for the June 2025 series will be the same as the entry deadline for each exam board.  Please be aware that if you are entering through a private centre, these deadlines could be earlier.

The evidence required depends on the student’s condition. It could include a diagnostic report from an educational psychologist, a medical report, or an Education, Health, and Care Plan (EHCP). The evidence must demonstrate the student’s need for specific access arrangements.

A Form 8 assessment is typically associated with the Special Educational Needs and Disabilities (SEND) process. It is used to assess a child’s educational needs and determine if they require an Education, Health and Care Plan (EHCP). This form is often required for children who may need additional support in school due to learning difficulties or disabilities. The assessment helps identify the specific needs and the type of support required to help the child succeed in their educational environment.

If you have a SPLD alone with no other medical conditions you will need a Form 8 assessment. If you have a SPLD and another medical condition e.g ASD/ADHD etc, you will not need a Form 8, you will just need to provide a diagnosis for the medical condition.

If you are completing a Form 8, please contact the centre where you are registering to sit exams directly, as they may have an assessor that they insist on using.

If not, please contact thomas.millington@kingsinterhigh.co.uk for further assistance.

No, if a student requires an assessment, you will need to source an assessor privately. Please see the following link for assistance in finding an Assessor – https://www.bps.org.uk/find-psychologist

To evidence any condition outside of a SPLD (Dyslexia/processing issues) you will need to provide a formal diagnosis.

No, formal evidence is required to apply for access arrangements. Schools may carry out assessments or refer students to specialists (such as educational psychologists or doctors) who can provide the necessary documentation.

Students can only get extra time if an assessment by a qualified professional shows they have a substantial impairment affecting their speed of reading, writing, or processing information. Simply being slow is not enough to qualify; there must be a diagnosed learning difficulty or disability.

If a student’s condition worsens or improves after arrangements have been approved, the school can submit additional evidence to the exam boards to modify the access arrangements, if necessary.

Yes, access arrangements can apply to coursework, practical exams, and oral assessments, depending on the student’s needs and the type of qualification. Schools should make sure these provisions are also available in these assessments.

Yes, access arrangements can be denied if the evidence does not meet JCQ’s requirements, or if the proposed adjustment is not deemed appropriate. Schools and colleges are responsible for ensuring the application is made correctly.

Yes, access arrangements are confidential and are only shared with staff members who need to know in order to support the student during their exams.

Yes, the JCQ guidelines apply to all major UK exam boards, such as AQA, OCR, Edexcel, and WJEC, ensuring consistency across qualifications.

Access arrangements are designed to level the playing field for students with additional needs, so they should not have a negative impact on your final grade. They are not designed to give an unfair advantage but to ensure that you can demonstrate your knowledge and skills to the best of your ability.

Yes, if your application for access arrangements is denied, your school or college can appeal the decision through JCQ’s appeals process. This may involve providing additional evidence to support the need for arrangements.