Page 3 | Extra time in exams - how schools actually decide.

Talkingfrog · 12/03/2026 02:11

As others have said, it shouldn't be for the parents to have to understand. Whether there is a diagnosis or not, if there is a reason to believe a child may need access arrangements put in place, the senco should be doing an assessment in relation to that. Unfortunately that doesn't always happen, unless parents do know the system and push for an assessment to take place.

Despite knowing of a dyslexia diagnosis, DC having been receiving extra time in numerous tests etc from year 7, no assessment was made as to whether they were entitled to adjustments in exams until I pushed for one to be done. One of the members of staff had also been asking about extra time being allowed for NEAs but got no answer either.

This isn't meant to be a comment bashing all those that act as senco. It isn't an easy job, and in a lot of schools there is probably too much workload for the amount of time available, However, I had allowed plenty of time before emailing again. The form tutor also had to email twice before I got a response. The teachers themselves were no issue, but they were reliant on the senco doing their part.

Original poster

MJHLondon · 10/03/2026 14:54

@ExistingonCoffee Yes, that's right - there are essentially two different routes.

When extra time is applied for on the basis of a specific learning difficulty schools need two standardised scores derived from two different areas affecting speed of working one at 84 or below and at least one other below 89.

However, for some medical conditions or other needs (for example ADHD, ASD or physical difficulties), the application may rely more on evidence of how the student works in timed tasks and confirmation that the support is their normal way of working.

That's why the evidence requirements can look slightly different depending on the primary need.

OP posts:

ExistingonCoffee · 10/03/2026 14:40

I don’t see why parents need to be worried about the JCQ regulations.

Not worried, but I do think they need to be aware of what JCQ regulations say and not necessarily rely on the school’s word. For example, sometimes some schools incorrectly tell parents their (say for example autistic) DC isn’t eligible for extra time because they do not have two standardised scores of 84 or below. When DC with ASD do not require standardised scores and they can be considered under the other route rather than the learning difficulties without an EHCP route.

mondaytosunday · 10/03/2026 14:38

@CurlyKoaliethat’s not entirely true. My DD was diagnosed with MS shortly before her A levels, with the primary symptom at the time numbness on her right side, affecting her ability to use her hand and write. With an Art and two essay based A levels her school scrambled to get the necessary tests done but it also required a letter from her consultant detailing the diagnosis. Fortunately for my DD he specifically mentioned her ability to write was affected. She got extra time and rest breaks and was able to complete (and get A stars) her exams, but the letter confirmed the issue. The school was very proactive, in that my DD missed a week initially and when we told them why they jumped right on it to get everything in place.
OP I didn’t have to interpret the regulations, the school knew what was required and did it.

Original poster

MJHLondon · 10/03/2026 14:37

Yes, there are essentially two different routes. The medical route for medical conditions such as ADHD and a learning difficulty route. The forms are different depending upon the most significant need. (there can be co-morbidity). A form 8 is used for a learning difficulty as primary need and a form 9 for a medical diagnosis.

The route is determined by primary need. For example, some arrangements rely more heavily on standardised scores (often when the application is based on a specific learning difficulty), whereas others rely more on evidence from teachers about the student's normal way of working and the impact of their difficulty in timed tasks.

That's perhaps one reason why parents find the system confusing - the evidence requirements can look slightly different depending upon the route.

OP posts:

Buscobel · 10/03/2026 14:32

Children do not need a diagnosis to qualify for support, either in the classroom, or for exams. What is necessary, as you have indicated OP, is evidence from testing in school, perhaps from outside agencies and examples of it being the child’s normal way of working.

All of those things will probably be long term. The child will have been identified as requiring additional support in whatever way and strategies put in place for support.

The school should be speaking to parents about the need (or not) for additional time, reader, scribe, rest breaks etc al, but parents will not be applying for them. As you work in Learning Support, you should be familiar with any pupil who requires support and evidence of need and the SENCo will coordinate written evidence and the exams officer and SENCo will apply for whatever adjustments are deemed appropriate.

I don’t see why parents need to be worried about the JCQ regulations. They need to have conversations with the school if they are. It would be surprising if most pupils didn’t have long term support in school, to accommodate their need, whether learning differences, ND or both.

Original poster

MJHLondon · 10/03/2026 14:27

CurlyKoalie - yes, you are absolutely correct schools normally gather the evidence and retain it for inspection by the exam boards.

Where parents sometimes struggle is understanding how the criteria are applied. The regulations require quite specific evidence about the impact on speed of working and also that the support reflects the student's normal way of working in school.

So while the evidence is gathered by schools, the underlying criteria can still be quite confusing for families.

OP posts:

ExistingonCoffee · 10/03/2026 14:23

Standardised scores are only required for applications for extra time made under the learning difficulties without an EHCP criteria. They are not required for those made for other reasons using a Form 9.

TeenToTwenties · 10/03/2026 14:22

It is helpful if parents are vaguely aware as then they can say 'please could you assess to see if DC qualifies for extra time', but apart from that I think the ball is firmly in the school's court.
(I say this as a parent both of whose dc got extra time).

Octavia64 · 10/03/2026 14:18

Parents aren’t involved in the evidence gathering.

one of my children got extra time.

at the school I worked at we assessed students in year 10 and both parents and teachers could ask for children to be added to the list for assessment

Original poster

MJHLondon · 10/03/2026 14:17

Yes, that may well be part of it. The system is different in Scotland.

In England, Wales and Northern Ireland, exam access arrangements are governed generally by the regulations from the JCQ, which require specific evidence that a student's difficulty affects their speed of working in timed tasks.

Schools usually have to gather evidence from tests and from teachers about how the student works in timed conditions, and the support also has to be part of the student's normal way of working in school.

In Scotland the arrangements are handled through the SQA I think and schools may have a bit more flexibility in how they apply support.

It sounds like your daughter's school recognised she would benefit and put support in place early, which is exactly what good schools try to do.

OP posts:

CurlyKoalie · 10/03/2026 14:15

MJHLondon · 10/03/2026 12:40

I work in learning support and am worried about how difficult parents with neurodiverse children find it to interpret the JCQ (exam board regulations). I am wondering how common this is and what help is available generally?

I'm surprised if you work in Learning Support that you don't realise it's the schools who provide the evidence to send to the exam boards. Parents are not involved in collecting the evidence and all secondary schools will have assessment procedures to identify who might need this help and where to get the supporting evidence.

MoonfaceBestie · 10/03/2026 14:08

Maybe depends where you are. My daughter got extra time for all of her exams, she has ADHD. She does not have a learning difficulty and she achieves relatively highly (she's now at university). I didn't ever look at any guidelines, the support for learning teacher called me from the school. She said they think she would benefit from additional time in an exam due to her lack of focus. She also had separate accommodation within the school to complete her exams.

We are in Scotland, I don't think things are as rigid here.

Original poster

MJHLondon · 10/03/2026 14:01

In theory yes - schools should identify students who may need support and investigate. In practice it can be a bit more complicated because the exam regulations (set by the Joint Council for Qualifications) require specific evidence that a student's difficulty affects their speed of working in timed tasks.

So schools usually need:

-evidence from tests of reading, continuous writing or cognitive processing speed (in the case of a learning difficulty)
-evidence from teachers about how the student works in timed conditions
-and importantly that extra time is part of a student's normal way of working in school.

That's why sometimes a diagnosis alone doesn't automatically lead to extra time, which can be confusing for parents.

Good SENDCos will normally monitor this and test students where appropriate, but sometimes it only becomes obvious once exam pressure increases in Y 9-10.

OP posts:

TeenToTwenties · 10/03/2026 13:45

It shouldn't be up to parents though should it?

The school SENCO should run official tests with any flagged children and go from there?

Or am I missing something?