Exam season has its own rhythm of nerves, deadlines, and paperwork. For SENCOs and assessment leads, the worst part is not the exams themselves but the scramble that comes when decisions about exam access arrangements and students’ assessments are left until it is almost too late.
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The good news is that strong decisions are not complicated. They are early, thoughtful, and evidence-based. They reduce stress for students, staff, and school leaders, and they protect fairness.
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Below are practical principles and a simple timeline you can use now to make sound exam access arrangement decisions before exams begin.
Why early reasoning matters for exam access arrangements
Last-minute decisions lead to hurried evidence and stressful conversations. Early reasoning gives you the breathing space to collect meaningful data from standardised testing, to observe students in exam-like conditions, and to have clear, calm conversations with students and parents.
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This proactive approach not only reduces stress but also aligns with an inclusive school ethos, fostering a culture of belonging for learners with special educational needs. By integrating early reasoning into our practices, we promote an environment where every student feels supported and valued.
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From a JCQ perspective, this is critical because Access Arrangements must reflect the student’s normal way of working. For instance, if a student uses a reader pen as a regular aid in classroom activities, it should naturally extend to exam situations.
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Starting early lets you show the arrangement is an established practice, not something invented at the eleventh hour for the exams.
Quick JCQ specifics you must keep front of mind
Normal way of working
JCQ expects Access Arrangements to reflect what a student uses day to day. If an arrangement is new for exams, you must show how it was trialled, how often it is used, and why it is necessary in timed assessment conditions.
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It is important to evaluate whether the adjustment is essential for equitable access rather than simply available. By asking, ‘Is this adjustment truly needed to level the playing field for this student?’ you can focus on genuine needs and avoid over-provision.
Approvals and deadlines
Some arrangements need centre or awarding body approval. These approvals have defined deadlines, so finalise arrangements early enough to complete any external processes and avoid last minute refusals.
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To ensure accountability and track progress, set leadership checkpoints at regular intervals. These checkpoints will help senior leaders review the status of approvals and any upcoming deadlines, reinforcing a timely and coordinated approach.
Preserving the construct
Arrangements must let the student demonstrate the assessed skills without changing what is being assessed. Use this principle as your north star when choosing any adjustment.
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Quick action: Always check the current JCQ guidance and your awarding body deadlines as soon as a case is flagged.
The principles of strong assessment decisions
Start with evidence
Strong decisions rest on data and professional judgment. Standardised testing gives a reliable baseline. Classroom observations and teacher assessment add context. Together, they create the picture you need to make consistent choices about access arrangements.
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Consider the following case study: A student, Tom, exhibits reading difficulties in class. Standardised testing indicates below-average reading speed. Teacher observations confirm Tom’s struggles to complete reading tasks on time, while his classroom work shows efforts to overcome these challenges.
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Based on this data triangulation, an access arrangement for extra time is recommended to ensure Tom demonstrates his knowledge without the constraint of reading speed.
Think about need not diagnosis alone
A diagnosis can help, but the need is what matters for adjustments. Ask what this student struggles with in timed assessment conditions and whether an adjustment will materially level the playing field.
Plan the process not just the outcome
Decisions about Access Arrangements are part of a paperwork journey. Build time for assessment training, evidence gathering, and conversations with students and parents, so nothing is rushed at the end.
Prioritise fairness and function
Adjustments should allow students to demonstrate what they know, not to change what is being assessed. To ensure fairness and not an unintended advantage, ask yourself: “Does this arrangement enable the student to compete on equal terms, or does it artificially inflate their scores?”
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The more substantial the evidence that an arrangement supports access to the assessment, the better the school can defend that choice.
Use the data to monitor impact
If you put an arrangement or intervention in place, check whether it is making the intended difference. Standardised testing and classroom checks will show whether support is working and whether decisions need to be amended.
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A simple timeline you can adopt
Every school calendar is different, so think of these as suggestions, not hard rules. The key is to start early and build in checkpoints.
At the beginning of the term;
- Run standardised testing if you do not already have recent data.
- Hold an initial triage meeting to identify students who may need further assessment.
- Make a plan for any specialist assessments required.
Two to three months before exams;
- Collect classroom evidence and mock exam results.
- Meet with individual students and parents to discuss possible Access Arrangements and gather consent.
- Submit any internal paperwork needed and prepare formal evidence packs.
Four to six weeks before exams;
- Finalise Access Arrangements and check any external exam board deadlines.
- Ensure staff supporting students in exam conditions are briefed and trained.
- Run a practice session so students and staff know how the arrangements will work in real conditions.
Right before exams;
- Double check documentation and keep a clear folder of evidence.
- Confirm logistical arrangements for the exam period.
- Reassure students and keep lines of communication open.
Note: JCQ sets the principle that arrangements must reflect normal classroom practice. Some arrangements will require centre or awarding body approval, and there are series-specific deadlines. Always check the current JCQ Access Arrangements and Reasonable Adjustments guidance and your awarding body deadlines for the exam series you are entering.
What evidence to collect?
A good evidence pack is simple but complete. Include:
- Standardised testing reports from tools such as SWIFT that show scores and profiles.
- Records of interventions such as reading support or extra time practice.
- Teacher observations and examples of classroom work.
- Mock exam scripts and timing records.
- Notes from meetings with parents, students, and outside professionals where relevant.
Keep everything dated and signed. The aim is clarity, not complexity.
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Good decisions are social. Talk to subject teachers exam invigilators and students about how arrangements will work and why they are in place. Run a practice exam with the arrangements so students gain confidence and staff iron out logistics.
Quick checklist
- Do we have recent standardised testing for students in key years?
- Have we used that data to flag students for further assessment or support?
- Is there a dated evidence pack for each student needing Access Arrangements?
- Have students, parents and staff been consulted?
- Are logistics and staff briefings in place for exam conditions?
- Have we checked the exam board and school deadlines?
Download a Free Access Arrangement Starter Kit!
(Include JCQ Access Arrangements criteria summary, Internal access arrangements checklist for schools, Normal way of working: JCQ guide & teacher template and more)
Strong assessment decisions are a product of early reasoning, clear evidence and simple routines.
Use standardised testing such as SWIFT to inform students’ assessment, keep a dated evidence pack that demonstrates the normal way of working, and follow a clear exam access arrangement timeline in the UK, so you meet JCQ requirements and awarding body deadlines. The result is a calmer exam season and fairer outcomes for students.
