A Guide to Exam Access Evidence for UK Learners

A pupil can be bright, hardworking and well prepared, yet still be unable to show what they know under standard examination conditions. For families trying to put support in place, a guide to exam access evidence can make a confusing process feel far more manageable. The key point is simple: access arrangements are not an advantage. They are intended to remove barriers caused by a recognised difficulty, so that the examination measures subject knowledge rather than the impact of that difficulty.

The evidence needed is not usually one document alone. Schools and colleges must consider a learner’s history, their usual way of working and, where appropriate, specialist assessment evidence. Starting the conversation early gives everyone time to understand the learner’s needs and make decisions carefully.

What is exam access evidence?

Exam access evidence is the information an examination centre uses to decide whether a candidate needs an adjustment, such as extra time, a reader, a scribe, use of a word processor, rest breaks or a smaller room. The precise requirements depend on the qualification and awarding body, but for GCSEs, A levels and many vocational qualifications, schools generally work within the Joint Council for Qualifications, known as JCQ, guidance.

The strongest evidence shows a consistent picture. It explains not only that a learner has dyslexia, dyscalculia, ADHD traits or another difficulty, but how that difficulty affects them when reading, writing, processing information, organising work or working at speed in timed conditions.

A formal diagnostic assessment can be a valuable part of this picture. However, a diagnosis does not automatically result in a particular arrangement. The school or college, acting as the examination centre, must determine what is appropriate and confirm that the arrangement reflects the learner’s normal way of working.

Why normal way of working matters

“Normal way of working” means the support a student regularly uses in class, internal tests and school-based assessments. If a pupil only begins using a laptop or extra time shortly before public examinations, it may be difficult for the centre to show that the arrangement is established and genuinely needed.

This is why families should not wait until Year 11, or the final term of a university course, to raise concerns. A learner who struggles to finish written work, loses marks through slow reading, or becomes overwhelmed by lengthy multi-step questions may need support well before exam entries are finalised.

Teachers can contribute useful day-to-day evidence. This might include observations of slow reading fluency, persistent spelling difficulties, reduced written output, problems copying from the board, inaccurate calculation under time pressure or an inability to sustain focus during longer tasks. School records, intervention notes and internal test results may also help demonstrate a longstanding need.

A guide to exam access evidence: what may be needed

Requirements vary, so the school’s SENCo or examinations officer should always be the first point of contact. In many cases, they will gather evidence from teaching staff, review the learner’s normal way of working and arrange or request specialist assessment evidence where needed.

A high-quality assessment report should be clear enough for both parents and education professionals to understand. It will normally set out the learner’s cognitive profile, attainment skills and the functional impact of any identified specific learning difficulty. It should also make practical recommendations that relate to the difficulties found.

For example, a learner with dyslexia may have significant weaknesses in reading accuracy, reading speed, spelling, written organisation or working memory. A learner with dyscalculia may understand mathematical concepts verbally but struggle to retrieve number facts, align calculations accurately or work efficiently under timed conditions. The report should explain these differences in practical terms, rather than relying on labels alone.

Depending on the arrangement sought, the school may need evidence from an appropriately qualified specialist assessor and may complete its own supporting paperwork. The assessment must be current enough to reflect the learner’s needs and carried out by a professional whose qualifications meet the applicable examination requirements. A report prepared for clinical understanding, tutoring or general educational advice may be helpful, but may not include every element an exam centre needs.

When to arrange an assessment

There is no single perfect age. The right timing depends on what has already been observed, the learner’s stage of education and the reason for assessment. Where a child has a history of reading, spelling, writing or numeracy difficulties, assessment in the later primary years or early secondary years can provide clarity before examination pressure builds.

For students approaching GCSEs or A levels, it is wise to speak with the SENCo as soon as concerns emerge. Schools need time to trial support, gather teacher evidence and follow their own internal process. An assessment booked shortly before examinations may still offer valuable understanding and recommendations, but it cannot guarantee that an arrangement will be approved in time.

University students should also act early. Evidence for Disabled Students’ Allowance and evidence for exam arrangements are related but not identical processes. A diagnostic assessment can support a DSA application, while a university disability or inclusion team will make its own decision about reasonable adjustments for teaching, assessment and examinations.

Adults taking professional qualifications should contact their training provider or examination centre before booking an assessment. Some providers have specific requirements for the format, date or assessor credentials of supporting evidence.

Which arrangements could be considered?

The arrangement must match the barrier. Extra time may be considered where standardised evidence and the learner’s day-to-day performance show a significant difficulty with reading, writing or processing speed. A word processor may be appropriate for a student whose handwriting is slow, illegible or exhausting, but only where it is their established way of working and they can use it independently.

Rest breaks can help learners who experience fatigue, pain, attention difficulties or reduced stamina. A reader or reading technology may be considered where reading accuracy is a substantial barrier, while a scribe may be relevant for some candidates with significant difficulty recording their answers.

There are trade-offs. Technology can reduce the physical and organisational burden of handwriting, yet it also requires confident keyboard skills and familiarity with the permitted settings. Extra time can relieve pressure, but it does not solve gaps in subject knowledge or an unfamiliarity with exam technique. The most helpful arrangement is the one that allows the learner to demonstrate their knowledge with the least unnecessary disruption.

How parents and students can prepare

Begin by asking the school what it has already noticed and what support is currently in place. Bring examples of work, test papers, reports and any notes that show a repeated pattern of difficulty. It can also help to ask the learner directly which part of an exam feels hardest: reading the questions, planning answers, writing fast enough, remembering instructions, concentrating or checking calculations.

Avoid approaching an assessment as a search for a particular concession. A thorough assessment is designed to understand the learner as a whole person. Sometimes it confirms dyslexia or dyscalculia. Sometimes it identifies a different pattern, such as working-memory weakness, slower processing speed, attentional concerns or uneven attainment. Each outcome can still provide a clearer route to appropriate support.

If an assessment is arranged privately, tell the assessor that exam access evidence may be needed. Share any guidance the school has provided in advance. This helps ensure that the assessment considers the right questions, while remaining an independent evaluation rather than a promise of a particular outcome.

What a useful report should give you

Families deserve more than a score or a label. A useful report explains strengths as well as difficulties, gives plain-language meaning to test findings and sets out recommendations for school, home and future study. It should help a young person understand that needing support is not a sign of low ability.

At Dittas Dyslexia & Dyscalculia Assessments, the aim is to provide that clarity through a comprehensive assessment and practical follow-up guidance. Where exam arrangements are being considered, an assessor can explain what the findings mean and what to discuss with the school, while respecting that the final decision sits with the examination centre.

The most constructive next step is often a calm conversation: speak to the SENCo, gather the learner’s existing evidence and seek specialist advice early enough for support to become familiar. With the right understanding in place, exams can become a fairer opportunity to show what a learner can genuinely do.