Returning to Secondary School: Why Exam Access Arrangements Matter

Returning to secondary school after the summer break can bring a mixture of excitement, nerves and new expectations. For many pupils, the move into a new academic year means more homework, longer written tasks, increased reading demands and, for older pupils, a growing focus on GCSE preparation.

For pupils with dyslexia or other specific learning differences, this can sometimes be the point where difficulties become more noticeable. A pupil may be bright, capable and full of ideas, but still find reading, writing, spelling, processing information or completing work under timed conditions much harder than expected.

This is why the start of the school year is a good time to think about support, evidence and, where appropriate, exam access arrangements.

What are exam access arrangements?

Exam access arrangements are adjustments that may be put in place to help pupils access exams without changing what the exam is assessing. They are designed to remove unnecessary barriers for learners with disabilities, specific learning difficulties or other needs.

Examples may include:

• extra time

• use of a word processor

• a reader or computer reader

• a scribe

• rest breaks

• a smaller room or separate room

• modified papers

• coloured overlays or other visual adjustments, where appropriate

  
  

Not every pupil will need the same arrangements. The right support depends on the individual learner’s needs, their usual way of working and the evidence held by the school or college.

Why are access arrangements relevant when returning to school?

It is common for parents and pupils to think about exam access arrangements only when GCSE exams are approaching. However, this can leave very little time to gather the right evidence.

Schools and colleges need to show that an arrangement is the pupil’s normal way of working. This means the support should usually reflect what the pupil already uses in class, assessments, mock exams or other timed tasks.

For example, if a pupil needs extra time because they read slowly, process information more slowly or take longer to produce written work, this should usually be seen in their everyday school work and internal assessments. If a pupil uses a laptop because handwriting is slow, painful or difficult to read, this should also usually be part of their established way of working.

The return to school is therefore an ideal time to review whether a pupil’s current support reflects their actual needs.

Signs that a pupil may need support to be reviewed

Parents, carers and teachers may notice that a pupil:

• takes much longer than others to complete reading or writing tasks

• struggles to finish tests or timed activities

• understands the work verbally but finds it hard to show this in writing

• avoids reading aloud or becomes anxious about reading

• has persistent spelling difficulties

• finds copying from the board slow or inaccurate

• produces written work that does not reflect their verbal ability

• becomes very tired after literacy-heavy tasks

• struggles to plan, organise or structure written answers

• performs less well in timed assessments than expected

  
  

These signs do not automatically mean that a pupil will qualify for exam access arrangements. However, they may suggest that further discussion, classroom support, screening or assessment would be useful.

Why evidence matters

Exam access arrangements are not based on preference alone. Schools and colleges must follow formal guidance and keep appropriate evidence on file.

For pupils with learning difficulties, this may include teacher feedback, examples of work, evidence from internal tests, details of support used in lessons and, where required, assessment evidence completed by an appropriately qualified assessor.

This is particularly important for arrangements such as extra time. A pupil may feel they need more time, but the school will need to show why the arrangement is needed and how it reflects the pupil’s normal way of working.

What is “normal way of working”?

“Normal way of working” means the support a pupil usually uses in school, not something introduced only for the final exam.

For example, if a pupil regularly uses a laptop for extended writing in lessons and assessments, this may help show that using a word processor is their normal way of working. If a pupil usually receives rest breaks during longer tasks because of fatigue, attention or processing needs, this may be relevant evidence.

This is why early planning is important. If support is needed, it should be embedded, reviewed and used appropriately before formal exams take place.

Do pupils need a dyslexia diagnosis to receive access arrangements?

Not always. Access arrangements are based on need, evidence and the relevant exam board criteria. A diagnosis of dyslexia can be very helpful in understanding a pupil’s learning profile, but the school or college must still consider the pupil’s normal way of working and the evidence required for the specific arrangement.

A diagnostic assessment may be useful where there are persistent difficulties with reading, spelling, writing, processing speed, working memory or literacy-based tasks. It can help explain a pupil’s pattern of strengths and difficulties and provide recommendations for support.

However, decisions about exam access arrangements are made by the school or college in line with the current regulations.

Why Year 10 and Year 11 planning is especially important

For pupils moving into Year 10 or Year 11, exam access arrangements become particularly relevant because GCSE courses include more formal assessment, timed writing and exam preparation.

If a pupil has struggled for some time, it is better to raise concerns early rather than waiting until close to the exam period. Early discussion gives the school time to:

• review classroom evidence

• consider current support

• gather teacher feedback

• look at internal assessment performance

• identify whether further assessment is needed

• apply for arrangements where required

• ensure the pupil knows how to use the support effectively

  
  

An arrangement is only helpful if the pupil understands how to use it. For example, extra time may support some pupils, but they may still need explicit strategies for planning, checking, pacing and managing exam anxiety.

How parents and carers can help

Parents and carers can support the process by keeping a record of concerns and sharing relevant information with school.

Useful information may include:

• when difficulties first became noticeable

• whether there is a family history of dyslexia or other learning differences

• examples of homework taking much longer than expected

• concerns about reading, spelling, writing or organisation

• previous assessments, reports or support plans

• whether the pupil becomes anxious or avoids literacy-based tasks

• whether there are differences between what the pupil can explain verbally and what they can write down

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If you are concerned, contact the school’s SENCo, learning support department, form tutor or head of year. It can be helpful to ask whether the pupil’s current support is being reviewed and whether there is evidence of need in classwork, assessments or mock exams.

How a dyslexia assessment can support next steps

A dyslexia diagnostic assessment can provide a detailed picture of a pupil’s strengths and difficulties. It may explore areas such as reading accuracy, reading speed, comprehension, spelling, writing, phonological processing, memory and processing speed.

The assessment report can help parents, pupils and schools understand what support may be appropriate. It may also provide useful evidence when discussing learning support, study strategies and reasonable adjustments.

At Lancashire Dyslexia Specialists, assessments are carried out in a supportive and professional way, with recommendations tailored to the individual learner’s needs.

Key message for the new school year

Returning to secondary school is a good opportunity to ask whether the right support is in place.

If a pupil is finding reading, writing, spelling, organisation or timed tasks more difficult than expected, it may be worth exploring this sooner rather than later. Exam access arrangements are most effective when they reflect a pupil’s genuine needs and their usual way of working.

Early identification, appropriate support and clear evidence can make a significant difference to confidence, independence and exam preparation.

Taking the next step

If you are unsure whether your child may need a dyslexia assessment, or whether their current difficulties could be linked to dyslexia, you are welcome to contact Lancashire Dyslexia Specialists to discuss your situation.

You may also wish to complete a dyslexia screener as an initial starting point.

Please note: This article is for general information only. It does not replace a full diagnostic assessment, medical advice, legal advice or decisions made by schools, colleges, universities, employers, awarding bodies or funding bodies.