What Evidence Does School Need for Extra Time in Exams?
Updated: 4 days ago
Extra time is not awarded simply because someone is dyslexic
Parents understandably ask whether a dyslexia diagnosis means their child will receive 25% extra time. The answer is no: JCQ access arrangements are based on the candidate’s needs, the effect of those needs on examination performance and the published criteria.
A pupil may have dyslexia but work effectively without extra time; another may need extra time because of demonstrable difficulties in speed of working. Schools and colleges are responsible for assessing the evidence and processing any required application.
The role of the SENCo and the centre
For the JCQ learning-difficulties route to 25% extra time, the centre must establish a picture of need from teaching and timed assessments and follow the current Form 8 and assessment requirements. The SENCo coordinates the process; assessment evidence alone does not replace centre evidence.
Different routes may apply for other disabilities, so parents should not assume Form 8 is required in every case. The school should check the current JCQ regulations and keep the necessary documentation for inspection.
What do standardised scores contribute?
For the learning-difficulties route to 25% extra time, JCQ specifies qualifying combinations of standardised scores from different areas of speed of working, together with centre-based evidence. Scores may concern reading speed, writing speed or cognitive processing speed.
The precise score thresholds and permitted combinations must be checked in the current JCQ guidance; a single low score or a dyslexia diagnosis is not sufficient on its own. Other routes may apply to candidates with different disabilities.
Evidence from lessons and mock examinations
A complete picture includes how difficulties affect real work. JCQ’s published guidance identifies samples of internal tests or mock papers showing the application of extra time, together with relevant teacher comments about why it is needed and how it is used.
A pupil might consistently leave the final section unfinished despite understanding the material, then complete it accurately when given an appropriate extension. That observation is more informative than a vague claim that the pupil “works slowly”. Evidence should be genuine, current and related to the subjects concerned.
Why timing and preparation matter
Families sometimes discover the rules only a few weeks before the GCSEs. By then, it may be difficult to gather a credible record of need and normal practice. Speak to the SENCo during Key Stage 3 or early Key Stage 4 if there are concerns about reading or writing speed.
This is not about obtaining an arrangement years in advance: it is about ensuring that difficulties are noticed, classroom support is tried and the appropriate evidence is available when the school makes decisions.
What about rest breaks or a word processor?
Extra time is not the only option. Supervised rest breaks may be more useful for some pupils who experience fatigue or attention difficulties. A word processor may address slow or effortful handwriting where its use is appropriate.
Different arrangements have different rules, including whether the centre can make the decision or must apply online. The school should consider what removes the actual barrier, rather than choosing the arrangement that sounds most generous.
If a private report recommends extra time
Give the report to the SENCo and ask how its findings will be considered alongside classroom and timed-work evidence. It is reasonable to ask which JCQ route is relevant, whether a Form 8 is required and what additional assessment or evidence the centre needs.
It is not reasonable to expect the report to guarantee approval. If the school concludes that extra time is not appropriate, ask for a clear explanation and discuss what support will be provided instead.
A practical parent checklist
Before your next meeting, write down where your child runs out of time, what happens when they have longer, whether they use any adjustments already and how they feel about timed work.
Ask the school who will coordinate the evidence, when the decision will be reviewed and how the student will practise any agreed arrangement. For the detailed thresholds and exceptions, rely on the current JCQ regulations rather than informal summaries online.