Exam access arrangements are allocated on a case-by-case basis, depending on an individual’s history of need and their ‘normal way of working’ (Joint Council for Qualifications, 2023) This means that any support given in exams must reflect the support the student regularly uses in their lessons, mocks and class tests.

Students must not be given arrangements they are not accustomed to using, as this can have a detrimental impact on their performance in the exam and may ultimately be counterproductive.

In addition to historical evidence, an assessment may be carried out to support an application for exam access arrangements, where test results are used to show that a student has a ‘substantial’ and ‘long-term’ impairment and requires ‘reasonable adjustments’ in order to access the exams (Equality Act, 2010). For example, a student who works much more slowly than their peers and whose test scores show a below average speed of cognitive processing may be given extra time. This must also be supported by evidence from educational professionals that this is the student’s normal way of working.

Some common Exam Access Arrangements

Exam access arrangements vary from one student to another, but here are some of the most common ones:

• Extra time: this is one of the most common EAA. Students are usually given 25% additional time, although more time can be given in some circumstances, where there is a more significant need.
• Assistive technology: this may consist of technology such as word processors, computer readers or eye-gaze technology.
• A reader: students who require a reader may have visual impairments or a disability or specific learning difficulty that affects their ability to read accurately themselves. A reader can be a human or reading software. It is important to note that in an exam that assesses reading ability, such as English Language, a human reader is not allowed, whereas a computer reader may be allowed.
• A scribe: students who have a disability or injury that affects their ability to write clearly may use a scribe.
• Rest breaks: it may be possible for students to have supervised rest breaks, where they may take breaks from the exam. During these breaks, the student may not have access to the exam paper or materials. Rest breaks are not deducted from the allocated exam time.
• Alternative rooming arrangement: sometimes an alternative room may be required, for example, where a student has a medical condition that means they cannot be in the exam hall, or where they need to communicate with an exam assistant, such as a scribe.
• Modified papers: these must be applied for well in advance of the exams and involve changes to the physical exam paper, such as enlarged font size, coloured paper or Braille papers.

It is important to remember that all applications for exam access arrangements must be supported with historical evidence that this is the student’s normal way of working, as well as assessments, reports (where appropriate) and evidence from teaching staff.

Do Exam Access Arrangements cover coursework and practical exams?

Coursework is not timed in the same way as exams, so it is unlikely that exam access arrangements such as extra time would apply. Access arrangements such as a word processor or computer reader would be used, however, as this should be the student’s normal way of working. It would therefore be expected that they would use these tools for all their written work.

Access arrangements only apply where there is evidence that, for particular skills, a student is at a substantial disadvantage when compared to others. Consequently, exam access arrangements allocated for written exams do not automatically apply in practical-based exams that do not involve reading, spelling and writing. Examples of such practical assessments include photography, sports or art.

Special Consideration

Special Consideration is where an application is made after the exam, where un unexpected situation has occurred that may have affected a student’s performance in the exam. Special Consideration may be applied for in exceptional or adverse circumstances such as bereavement, illness or accident.

If you feel you may be eligible for special consideration, you must notify the college’s exams team at the earliest opportunity. You may do this either directly: exams-helpdesk@btc.ac.uk, or via your tutor.

Please note: if you are ill on the day of an exam and unable to attend, you must inform your tutor or the exams team as soon as possible on the day of the exam, otherwise medical evidence will be required.

In the case of bereavement resulting in you being unable to attend an exam or impacting your performance in the exam, a notification to your tutor or the exams team is sufficient, and no further evidence is required.

How do I apply for Exam Access Arrangements?

If you have had exam access arrangements in the past or think you may need them, speak to your tutor or any member of staff at the college, who can complete a referral for you to meet with an exam access arrangements assessor, who will liaise with your teachers, carry out an assessment, if necessary, and complete the application on your behalf. It is important that you notify the college as soon as possible, as there is a strict deadline for applications, all of which must be approved by the Joint Council for Qualifications (JCQ), who set regulations and oversee the running of examinations to ensure fairness and uniformity across all centres.

If you have any questions regarding learning support, EAA or exams, please email us at:

• learning.support@btc.ac.uk for queries relating to additional learning support.
• alseaateam@btc.ac.uk for queries relating to exam access arrangements.
• exams-helpdesk@btc.ac.uk for queries relating to exams.