Access arrangements

Access arrangements let a child show what they know in GCSEs and other public exams without being unfairly held back by a disability or difficulty. Common ones are extra time, rest breaks, a separate room, a reader, a scribe, or use of a laptop.

Two things surprise most parents. First, the decision is made by the school, usually led by the SENCO SENCO The teacher in your child's school who leads support for children with special educational needs. They are usually the quickest person for a parent to reach. Read the full definition of SENCO , under rules set by the Joint Council Local authority Your local council. In England, Wales and Scotland, this is the body you ask to assess what extra help your child needs. Read the full definition of Local authority for Qualifications. Second, the deciding evidence is the child's "normal way of working" in school, not an outside report. A private assessment on its own does not secure extra time: the school has to show the arrangement reflects how your child already works day to day.

So the practical step is to make sure support is in place and used well before exam years. If your child needs it, ask the SENCO early, in writing, how their normal way of working is being recorded.