Exam Access Arrangements (EAAs) are the reasonable adjustments that can be made for an exam candidate and might include things like extra time to complete an exam paper, permission to use assistive technology, or provision of rest breaks.
Exam arrangements can only be granted if they are a candidate’s ‘normal way of working’ and the candidate has a history of need. This is quite commonly misinterpreted, so parents, beware. Any arrangements made must reflect the support that the candidate has had in the past few years, alongside their assessment test results.
An assessor’s report must show that the candidate has a significant and long-term impairment. For example, a candidate who is eligible for extra time would need to have scores that are below average in speed of writing, reading, reading comprehension or cognitive process, demonstrating they work much more slowly than others. This must then be backed up by an Educational Psychologist’s report and teacher report, and evidence must be provided that this is the candidate’s normal way of working.
This list is not exhaustive, but these are some of the most common arrangements:
Candidates who have a history of needing rest breaks and/or a separate room do not necessarily have to apply for EAAs, the school's special needs co-ordinator (SENCo) can organise this as long as it reflects the person’s normal way of working and can be evidenced. The SENCo must be satisfied the need is genuine, and those eligible might include pupils with learning, communication and interaction needs; a medical condition, sensory, physical, social or mental and emotional needs.
Not necessarily. Arrangements only apply in certain circumstances where it has been evidenced that for particular skills, the candidate is at a substantial disadvantage compared to others.
Although currently few exams involve coursework, a candidate who has extra time for exams is unlikely to have this arrangement for coursework as it is not a timed exam.
A candidate who qualifies for access arrangements in exams that involve reading, spelling and writing would not necessarily get the same arrangements for practical based tests or exams such as painting, photography or sports.
Special Considerations are a separate issue and a post-exam adjustment so should not be confused with Exam Access Arrangements. An exam centre can apply for Special Considerations for a candidate in exceptional or adverse circumstances such as bereavement, serious illness or accident. Any applications made for Special Considerations would need to be supported by evidence.
If you are aware your child is likely to need Exam Access Arrangements draw the school’s attention to this during year 9. Candidates will need to be assessed by the school or college’s assessor with the standardised testing materials to see whether they qualify. Applications must be made by the Joint Council for Qualification’s annual deadline which varies but is always during the Spring term.
Don’t leave it until the Easter holidays, you will be too late!
Schools and colleges must have a designated member of staff, usually the SENCo, who organises exam arrangements and then works with an exam officer to put the arrangements in place. Schools and colleges should have an in-house officer to assess each candidate for exam arrangements. This person must be a specialist teacher with a Level 7 EAA assessing qualification.
EAAs need to be approved by the Joint Council for Qualifications (JCQ), which brings together examination boards for GCSEs, A Levels and Functional Skills to create uniformity in how exams are run.
The regulations have become tighter in recent years, and all schools and colleges that act as exam centres, regardless of how they are funded, must follow the JCQ directives. This is to ensure fairness across the spectrum. Exam centres are inspected by JCQ to check they are following the regulations correctly. Inspectors can ask to see evidence to support any decision that has been made regarding an individual’s exam arrangements. Exam centre files are inspected to ensure that unfair advantages are not being given to candidates.
Need help? Perhaps you suspect your child has some learning difficulty and you would like advice on what you should do. Or perhaps it is becoming clear that your child's current school is not working for him or her, and you need help to find a mainstream school which has better SEN provision, or to find a special school which will best cater for your child's area of need. Our SEN consultancy team advises on both special schools, and the mainstream schools with good SEN support, from reception through to the specialist colleges for 19+. Special Educational Needs Index
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