ADHD and extra time in exams

[VivienScott]

Hi All,

I’m hoping for help/advice. My son was diagnosed with ADHD last year. I had the full educational psychologist and psychiatrist report done which lays out the diagnosis, how it’s likely to affect him and what support he should have at school. I sent this to his school and although they put together a “passport” for him and his teachers there have been a number of issues with teachers not reading it, telling him off for fidgeting despite it being a symptom etc. I’ve had to speak to the school a number of times about it and it’s clear it’s not been communicated very well.
His ADHD report clearly states he should be given extra time in exams. However, the school are now saying that the decision to grant extra time is down to them to recommend to the exam board and a psychiatrist report has no influence here, nothing I can do etc.
Any plans experience or thoughts? I know ADHD is a recognised disability so it feels like an unusual approach.
AIBU for thinking the school are being very odd here?

The school is correct, the psychiatrist report does not grant him extra time, it's a recommendation. It's not necessarily about just giving him more time, it's about making sure he has the right provision for him to take the test. This may be him having a reader, or a scribe or break time. The school then has to apply to exam board for the extra provision.

I think the school are right in that their exams officer carries out a test that works out if pupils need extra time in exams. But all that says to me is you have a report recommending this screening takes place so the school should do the tests.

Also as an aside a lot of pupils benefit from rest breaks more than extra time.

thanks Perfect28 - my child would greatly benefit from it on exams.. when she is taking exams and gets into the focus of the work she can do very well but she is time blind and can't keep on track.. she just needs more time to get her knowledge out - it's not a huge difference but it is enough to allow her to reread questions - she makes a lot of silly mistakes from panic and rushing etc.. extra time would also help with her extreme anxiety over not doing well.

Spendonsend - agree that rest breaks are great for some.. my daughter would use them but it doesn't solve her timing issue and many schools implement both which is what i would like and what was recommended.

Matronic6 - yes the SENCo holds all the power to decide... the doctor knows my daughter and her teachers have all written in documenting timing issues but the SENCo said no -even though she has never met her. Her marks were too high - even though she would have done better had she been able to finish.

oops sorry i think i mixed up what thread was for me!

yes two years of teacher comments that she is the top of the class but unable to complete work in time limits, doesn't participate in class or listen... but she teachers herself on the weekends - she knows she doesn't get the information from the lectures so goes over it in a way she can understand later, it's hard work. Many teachers have sent comments to the SENCo but I keep asking for the file and they won't give it to me.

Ds got extra time & to use a laptop for all his exams straight from him getting his diagnosis of hypotonia & Autism. He had extra time from Y6 SATS & it carried on through secondary school.

That's certainly not how it worked for us.

Dc both have ADHD and both have extra time granted across the board in every subject. They were assessed in a short interview by an external assessor following a request by their school.

Once it was approved it applied automatically across everything. It wouldn't make sense really otherwise.

Is it a private diagnosis?

And if the school fails to make reasonable adjustments, and the child meets a defition under EA2010, then a claim of unlawful disability discrimination can be made. Schools sometimes only think about the SEN CoP and forget it is designed to dovetail with the provisions of the Equality Act. The standard of understanding of the legislation schools need to comply with is often shickingly poor.

Is there a reason you ask?

Just like my spelling. 😳

With your ADHD child did they also have to have two below average standardized scores to get the extra time? That's what our SENCo has said - because my daughter doesn't have cognitive disability she can't have the extra time... so in short ADHD isn't enough of a reason.

Hi @RaraMT, if your child has a diagnosis of ADHD and school have received a copy of the diagnostic report, there is no need for below average scores. Refer school to the JCQ regs, it is very clear. If they are suspected ADHD, but not diagnosed or on a diagnostic pathway then they will need to be assessed and found to have 2 below average scores related to speed of working.

The guidelines on this are very clear and school should be aware, but what your senco told you is incorrect

Just found this helpful thread.

FirstTimeNameChanger - do you absolutely know this to be correct? And do you know where I can find more information about this from JCQ?

DS has a diagnosis of ADHD from a consultant psychiatrist but has been refused extra time by school. He’s in year 11 so we’re running out of time and I don’t know where to turn.

Would welcome any help or thoughts from others too.

The JCQ regs are available here: file:///C:/Users/User/Downloads/AAregs23-24_FINAL.pdf

Page 36 is probably the most relevant here.

Worth bearing in mind they change year on year, and access arrangements are getting harder and harder to get.

My understanding is that an ADHD diagnosis isn't enough to automatically get 25% extra time- there needs to be additional evidence BUT this does not have to be 2 below average scores.

The school does have to show they have trialled rest breaks, and these are not enough- that extra time is needed. They need to have evidence from teachers that extra time is the normal way of working AND evidence from teachers that the student has persistent difficulties completing work in class. This is alongside confirmation of the disability.

As others have mentioned, some students with ADHD will rush to complete assessments etc, and won't necessarily use extra time effectively. Because of this, it can be very hard for the school to collate evidence which suggests extra time is necessary.

Are the school allowing other access arrangements, such as rest breaks and a prompter?

Oh thank you, helpful and clear.

He’s had extra time in the near past and does make use of it. But he changed schools last year and was then only allowed rest breaks. His academic performance has dipped significantly and I’ve been told he’s not achieving at the level of his ability.

Academic Support refusing to consider extra time so no one is on the case looking for evidence of using/needing extra time.

Just don’t know how to move this forward. Any suggestions?

That is a real shame that his new school won't consider it. If extra time was officially approved at his last school (in Y10?) then I would ask if they could transfer their evidence to the new school. If access arrangements have been officially approved at one centre, these can transfer to another centre.

The other option might be to try and get some of his subject teachers on board. In general, subject teachers want students to do as well as possible, so are usually in favour of access arrangements unless a student obviously isn't using them (for example I've had students who are supposed to use laptops, but they don't like to). If they are also pushing for it, then it may be able to be agreed.

Do you think he'd benefit from a prompt at all? Is he making full use of the rest breaks- the student has to ask to take them, which I know some students struggle with. We normally advise students to take 5 minutes an hour, unless the rest breaks are for a specific reason (e.g. student with Tourette's who has a tic attack).

A good idea to see if the old school can help, thank you. He only had school approval for extra time and they were about to apply to the exam board to get official approval. Still might be worth asking what information they have on his record there.

And another very good idea to get some of his teachers on board! Thank you. Makes good sense.

I’ll chat with him about a prompt. He did try using rest breaks but wasn’t sure how effective they were. And you’re right, he doesn’t like to ask for a rest break.

Thank you for your ideas, I’m on the case.

Another school where teachers think they are above the recommendation of a qualified professional in that disorder and their lay opinion is the more valid. Disgusting.

I am not bashing all teachers, I have come into contact with many amazing teachers. But there are too many who are over-confident in their abilities and operate outside of their expertise and cause problems.

Yes ADHD is a valid and oft-cited reason for the extra time. Push for it.

Sorry just seen this was a thread update on something from a while ago. With regard to the latest, IMHO get a solicitor specialising this area involved if you haven't already. This sounds like disability discrimination to "not consider it" (based on what grounds, exactly?). Others can advise more specifically and advocacy organisations can help. Quite often it only takes some stridency and one solicitor's letter at most; unfortunately that isn't always the case but it's worth trying ASAP. I've been through this with a different disability so I can't be more specific but this is something basic that the school can get right without it taking much time or any financial resources. If it would benefit the child it can also sometimes be a good idea to take slightly fewer subjects especially at GCSE or stagger GCSE and/or A-levels across 3-4 years. This won't matter in the long run but can ease the passage through coursework and exams It's often based on the incorrect idea that if the child is doing well enough that's okay even though the playing field isn't level and they may miss out on opportunities and not meet their potential. It can also be based on the incorrect idea that something confers an advantage rather than levelling the playing field and is then unfair on the other students. Mind boggling. I've heard both these more than once, but it is possible to correct them. Keep going.

. Because of this, it can be very hard for the school to collate evidence which suggests extra time is necessary.

A diagnosis of the condition is all the evidence that is needed. They don't need evidence on top of that evidence.

If it is any consolation, it gets better at university for many conditions including ADHD, including support, extra time and DSA and likewise things can be put in place in work-based training with Access to Work support if required. Keep advocating for him to get him through this phase and agree to get subject teachers on board. But you might need to use the stick rather than the carrot with the school or as well as, with whoever is trying to block this, and you need to get on with it as soon as possible for your child so they can practice using extra time in mocks etc.

At a primary and secondary level, I'm afraid that isn't true. Those diagnosing the condition always, without fail, say the child should have extra time because they aren't the ones who actually have to apply for that. Schools have to prove that not only is extra time required for the child to achieve inline is his/her potential but that it is his/her normal way of working and that extra time has been provided for the child to complete work/learning over time.

Now, it's possible for schools to make the changes required to support the child over the year (if they are required) and, through that, gather the evidence and then apply, as they should. But a diagnosis alone would not be deemed sufficient by the testing authority and if a school gave extra time without evidence or without approval from the authority, this would be considered maladministration and the child's results would be voided.