When Should Parents Ask About GCSE Access Arrangements?
Updated: 4 days ago
Do not wait until the final GCSE term
If your child reads slowly, struggles to finish written answers or becomes overwhelmed in timed tests, it is sensible to raise this with school well before the examinations. That does not mean asking for extra time automatically.
It means asking staff to investigate the barrier, trial appropriate support and gather the evidence that JCQ may require. Schools and colleges are responsible for access arrangements for the qualifications they enter candidates for; the parent’s role is to share relevant information and ask clear questions.
Years 7 and 8: notice patterns
Early secondary school is a good time to identify whether difficulties persist as reading and writing demands increase. Look beyond marks: does homework take unusually long? Does your child know the answer orally but produce very little in writing?
Are reading-heavy subjects becoming exhausting? Tell the form tutor or SENCo what you see, and ask what teachers observe. At this stage, everyday teaching adjustments and targeted literacy support matter more than predicting a particular future exam allowance.
Year 9: discuss the likely evidence route
Year 9 is an important point for planning because JCQ places timing and procedural requirements on assessments used for relevant learning-difficulties applications.
The SENCo should confirm which assessments are valid for the pupil’s examination series and which evidence the centre is collecting. The practical priority is not a blanket requirement to assess every child in Year 9, but to identify needs early and avoid an unsupported last-minute application.
Year 10: practise and review
By Year 10, pupils should have opportunities to use suitable support in lessons and timed assessments. If a word processor, supervised rest breaks or a computer reader is being considered, the pupil needs to know how it works and whether it helps.
Mock exams can provide valuable evidence of how a student uses additional time or other arrangements. Staff should also check whether support is appropriate in each subject rather than assuming one approach suits every paper.
Year 11: confirm the details
In Year 11, ask the exams officer or SENCo to confirm what arrangements have been agreed, whether required online applications have been processed, and how they will operate on exam days. Students should know which papers or sections allow particular support and where they will sit.
JCQ deadlines and regulations should be checked for the current examination series; families should not rely on a deadline quoted in an old blog post. If needs change late in the year, contact the centre promptly rather than assuming nothing can be done.
What if you are only noticing a problem now?
It is still worth asking. A late concern may need urgent investigation, but a school cannot invent a long history of normal practice that does not exist.
The SENCo can explain what evidence is available, whether an arrangement is possible under the current rules and what other support may help. Be specific: “My child finishes only half the paper despite knowing the material” is a more useful starting point than “Please give them 25% extra time”.
What about a private assessment?
A private dyslexia assessment can explain why reading or writing is difficult and can recommend strategies. It does not automatically authorise JCQ arrangements.
Before commissioning an assessment solely for GCSE extra time, speak to the SENCo about the centre’s evidence requirements and assessment process. If you are considering a diagnostic assessment for broader educational reasons, that is a separate decision with benefits beyond exam access.
A simple question to ask each year
Ask: What is the main barrier in timed work, what support is my child using successfully, and what evidence will the school need next? Revisit the answer as demands change. A sensible, evidence-led approach reduces last-minute uncertainty and keeps the focus on helping the young person show what they know.