18.0%–27.7%
of assessed students in England had at least one approved access arrangement valid for use in 2024–25
Tutor news
Exam access arrangements are now a bigger tutoring issue
Ofqual’s 2024–25 England figures show high and rising approvals, especially 25% extra time. Tutors need to explain evidence, normal way of working and private-candidate centre rules without promising an outcome.
Current answer
Quick answer: what tutors should tell families
Exam access arrangements are becoming a bigger tutoring issue because Ofqual’s 2024–25 England data shows high and rising approvals, especially 25% extra time. Ofqual reports that “18.0% to 27.7% of students had at least one access arrangement” valid for use in that academic year. That does not mean every student used an arrangement in the exam room, and it is not UK-wide data.
For tutors, the practical message is simple: explain the process, encourage early centre contact and record lesson observations carefully where they are relevant. Do not promise that a student will get extra time, a reader, a scribe or any other arrangement. The school, college or accepting exam centre has to lead the access-arrangements process, and the evidence has to show need and normal way of working.
JCQ wording is especially important for private tutors: “A private tutor cannot facilitate an access arrangement.” The same JCQ parent guidance for families also says: “Additional needs or a diagnosis alone do not entitle a student to access arrangements.”
Key facts tutors need before speaking to families
Use these points before giving families advice about exam access arrangements, extra time or private-candidate entry.
The data is England-only
Ofqual’s 2024–25 release applies to GCSE, AS and A level students assessed in schools, colleges and other exam centres in England. It should not be described as UK-wide.
The figures are ranges
Ofqual classifies the release as official statistics in development and presents access-arrangement figures as ranges because of uncertainty in linking approvals to assessed students and avoiding duplicates.
25% extra time is the largest category
Ofqual reports 25% extra time approvals for 16.6%–25.5% of assessed students in 2024–25, compared with 14.7%–20.6% in 2023–24.
Approval is not the same as use
Ofqual records arrangements approved as valid for use. The release does not show whether a student used the arrangement during an exam.
Current deadlines are annual
JCQ’s 2025–26 deadlines include 21 March 2026 for June 2026 all other access arrangements, but these dates should be refreshed for later series.
Scotland needs a separate caveat
Qualifications Scotland/SQA uses its own assessment-arrangements materials, so do not apply Ofqual England data or JCQ deadlines to Scottish qualifications without checking the Scottish guidance.
Access arrangements, reasonable adjustments and special consideration are not the same
Families often use these terms interchangeably. Tutors should keep them separate, especially when a family is asking about extra time or a private-candidate exam entry. According to JCQ, access arrangements allow candidates to “show what they know and can do without changing the demands of the assessment”.
Plain-English definitions of the main terms tutors need when discussing exam access arrangements.
| Term | Plain-English meaning | Tutor takeaway |
|---|---|---|
Access arrangements | Pre-exam adjustments for candidates with specific needs, such as SEND, disability or temporary injury, so they can access the assessment without changing what is being assessed. | Talk about the process and evidence; do not promise a particular arrangement. |
Reasonable adjustments | The Equality Act-linked duty to take reasonable steps where a disabled candidate would otherwise be at a substantial disadvantage, provided the adjustment is reasonable and does not undermine the assessment. | Use this as a guidance definition, not legal advice. |
Special consideration | A separate post-exam process for a candidate affected by temporary illness, injury or other circumstances at the time of assessment. | Do not confuse it with pre-exam access arrangements. |
Normal way of working | The support the candidate normally uses or needs in learning, internal tests, support lessons, small-group work or mock examinations. | Evidence should show a usual pattern, not a new request added at exam time. |
Evidence of need | The centre’s evidence picture showing why the arrangement is required. Depending on the arrangement, this may involve teacher feedback, internal tests, mock evidence, Form 8 or Form 9, and specialist evidence. | Tutor observations can help the centre understand the pattern, but they are not approval by themselves. |
What Ofqual’s 2024–25 data actually shows
The table below keeps the core figures in their official range format. It should be read as England-only data on arrangements approved as valid for use, not as proof of use in the exam room or proof of any cause behind the increase.
Ofqual 2024–25 access-arrangement findings for GCSE, AS and A level students assessed in England.
| Area | Official point | Tutor takeaway | Caveat |
|---|---|---|---|
Students with at least one approved access arrangement valid for use | Ofqual reports 18.0%–27.7% in 2024–25, up from 15.9%–22.5% in 2023–24. | Families may be more aware of access arrangements and may ask tutors earlier. | England-only range; approvals valid for use, not confirmed use. |
Students with 25% extra time approved | Ofqual reports 16.6%–25.5% in 2024–25, compared with 14.7%–20.6% in 2023–24. | Extra time is the most prominent arrangement in the data. | Do not imply every slower student should receive extra time. |
Reading support arrangements | Ofqual names computer reader or reader as one of the five most common approved access-arrangement categories in 2024–25. | Reading access may be part of the discussion for some students. | The centre decides what evidence and process apply. |
Writing support arrangements | Ofqual names scribe or speech recognition as one of the five most common approved access-arrangement categories in 2024–25. | Writing support needs careful centre evidence and delivery planning. | A tutor cannot act as the appointed exam facilitator. |
Higher extra-time arrangements | Ofqual names extra time over 25% as one of the five most common approved access-arrangement categories in 2024–25. | Higher extra-time questions are more technical and should be left to the centre’s process. | Do not advise on an individual percentage. |
Language-related arrangement | Ofqual names bilingual dictionary with extra time as one of the five most common approved access-arrangement categories in 2024–25. | Language-related arrangements have specific rules and should not be generalised. | Keep any advice tied to the qualification, centre and official guidance. |
Evidence tutors can help families think about
The most useful tutor contribution is often a clear description of what happens in learning over time. Keep it factual and send it through the family or centre as requested; do not try to complete official forms or interpret specialist scores for the centre.
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Normal lesson patterns
Note whether the student regularly struggles with speed, reading, writing, processing information, focus, fatigue or working under timed conditions.
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Timed work and mocks
Where relevant, keep examples of timed tasks, mock scripts or practice papers that show the effect of support such as extra time, reading support, a word processor or supervised rest breaks.
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Teacher or support-staff evidence
For school or college candidates, teacher feedback and centre records matter. JCQ’s 2025–26 Form 8 changes put weight on teacher feedback and evidence of normal way of working before assessment.
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Private-candidate evidence
For private candidates, the centre may build its picture from the application form, conversation with the candidate, previous centre evidence, distance-learning provider information, qualified private tutor observations, timed tasks, work logs and samples of work.
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Plans and specialist evidence
IEPs, ILPs, EHCPs, Individual Development Plans, Statements of SEN or specialist evidence may help where relevant, but the centre decides what evidence is needed for the specific arrangement.
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Different arrangements
Extra time is not the only possible support. Depending on the evidence, questions might include supervised rest breaks, a reader or computer reader, a scribe, a word processor or modified papers.
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Tutor boundary
A tutor record can support the conversation. It does not prove eligibility or replace the centre’s evidence, assessor process or awarding-body approval where required.
Current JCQ 2025–26 deadlines tutors should know
These are the JCQ 2025–26 published deadlines recorded in the current guidance. They are useful for tutor conversations, but centres may set earlier internal deadlines so they can gather and collate evidence.
JCQ 2025–26 published access-arrangement deadlines for the main exam series in the guidance.
| Exam series | Modified papers | All other access arrangements | Tutor caution |
|---|---|---|---|
November 2025 | 20 September 2025 | 1 November 2025 | Ask the centre early; evidence still has to meet the same standard. |
January 2026 | 4 October 2025 | 21 October 2025 | These are final published deadlines, not necessarily the centre’s internal deadline. |
June 2026 | 31 January 2026 | 21 March 2026 | Private candidates should declare needs at application or enrolment and follow the centre’s internal timetable. |
Private candidates: the extra lead-time problem
Private candidates can have access arrangements, but the accepting centre must manage the process. JCQ’s private-candidate guidance says: “Requirements for access arrangements must be notified at the point of application/enrolment.” That single sentence is often the most useful thing a tutor can tell a home-education or external-candidate family early.
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Contact the accepting centre early
Do not wait until exam-entry paperwork is nearly complete. Ask who handles access arrangements and what the centre needs before it can accept or process the request.
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Ask for the internal deadline
The JCQ final deadline is not the only date that matters. Centres may need earlier deadlines to gather evidence, complete forms and process online applications.
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Check what is centre-delegated
JCQ says many arrangements for private candidates are delegated to centres in most cases, but the SENCo must be satisfied of need and agreed arrangements should be confirmed in writing.
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Know what needs online application
Arrangements such as 25% extra time, computer reader or reader, and scribe or speech-recognition technology usually require an online application and evidence.
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Build the evidence picture
The centre may use previous centre evidence, distance-learning provider information, tutor observations, screening, timed tasks, work logs and samples of work where appropriate.
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Do not assume the tutor can attend the exam
A tutor may provide observations, but the centre must appoint and train any person facilitating an approved arrangement such as a reader or scribe.
Questions tutors can encourage families to ask the centre
These questions keep the conversation constructive without implying that the tutor can secure the outcome.
What is your internal deadline?
Ask separately about modified papers and other access arrangements, because deadlines can differ.
Who is the named contact?
Find out whether the family should speak to the SENCo, access-arrangements coordinator, exams officer or another centre contact.
Which evidence do you need?
Ask what evidence the centre can use from school records, previous centres, a distance-learning provider, a tutor, timed tasks or samples of work.
Is this centre-delegated or online?
Some arrangements can be handled by the centre in most cases; others need an online application and evidence.
How will the arrangement be confirmed?
For private candidates, ask whether any centre-delegated arrangement will be confirmed in writing.
What happens if the need is late or temporary?
Late applications can be possible in limited circumstances, but evidence is still required and the centre may face practical limits.
Can the centre deliver the arrangement?
Ask early about rooming, staffing, technology and modified papers rather than assuming availability.
Suggested wording tutors can adapt
Suggested wording for tutors
A family asks whether the student can get extra time or another access arrangement, or a private-candidate family asks what to do first.
When a family asks about extra time: I can help you think through what I am seeing in lessons and what evidence may be useful to share with the school, college or exam centre. The access-arrangements process has to go through the centre, and the arrangement needs to reflect the student’s normal way of working and the current evidence. I cannot guarantee extra time or act as an exam access-arrangement facilitator, but I can help you ask the centre the right questions early.
When a private-candidate family asks what to do first: Please tell the accepting exam centre about any access-arrangement needs at application or enrolment, and ask for their internal deadline. The centre may need time to gather evidence, decide what is centre-delegated and submit any online application that is required. I can share lesson observations if the centre asks for them, but the centre must lead the process.
It offers practical support while avoiding promises, diagnoses, entitlement language or claims that the tutor can make the exam arrangement happen.
Official sources behind this article
This article is based on official statistics and exam-sector guidance. Tutors should use these sources for the rules and keep local centre practices separate from the official requirements.
- Open source
Ofqual access-arrangements statistics
- Open source
JCQ access arrangements and reasonable adjustments guidance
- Open source
JCQ private-candidate access-arrangements guidance
- Open source
JCQ parent guidance on access arrangements
- Open source
JCQ guidance on requests without centre evidence
- Open source
JCQ teacher access-arrangements flowchart
- Open source
Qualifications Scotland assessment arrangements
Related guidance
More guidance from this section
More guidance from this part of the Ed Centre that may help with the same decision, stage or next step.
Access arrangements and private candidates: what tutors can and cannot do
A practical guide to supporting evidence, centre conversations and exam preparation without overpromising extra time, readers, scribes, rest breaks, word processors or other arrangements.
Working with home-educated pupils: a tutor guide
A practical guide to role boundaries, safeguarding, UK home-education caveats and private-candidate exam planning when tutoring pupils educated outside school.
AI coursework rules for tutors: where support becomes malpractice
Ofqual and JCQ have sharpened the message on AI-generated coursework. Private tutors need clear boundaries around coursework, NEA, EPQ-style work and admissions writing.
Support and clarity
Frequently asked questions
Straight answers to the questions people ask most often.
What are exam access arrangements?
Exam access arrangements are agreed before an assessment for candidates with specific needs, such as SEND, disability or temporary injury. They are designed to let the candidate access the assessment without changing what is being tested. Examples can include extra time, a reader or computer reader, a scribe, supervised rest breaks or modified papers, depending on the candidate and the qualification.
Why is extra time in exams becoming a bigger issue for tutors?
Ofqual’s 2024–25 England data shows high and rising approved access arrangements, and 25% extra time is the largest category. Tutors are more likely to hear questions from families supporting SEND learners, anxious candidates and private candidates, so they need clear, source-backed language about evidence, normal way of working and centre decisions.
Can a tutor help a student get extra time in exams?
A tutor can help the family understand the process, encourage early contact with the centre and provide factual lesson observations if the centre asks for them. The tutor cannot approve, submit, guarantee or facilitate the arrangement in the exam. The school, college or exam centre must lead the process.
What does normal way of working mean for access arrangements?
Normal way of working means the support the candidate normally uses or needs in learning, internal tests, support lessons, small-group work or mock examinations. The arrangement should reflect a documented pattern, not something introduced suddenly at exam time.
What evidence is needed for access arrangements?
The evidence depends on the candidate’s need and the arrangement requested. JCQ guidance points to centre evidence, teacher feedback, internal tests, mock evidence and specific forms such as Form 8 or Form 9 where relevant. A diagnosis, preference or tutor opinion alone is not enough.
Can private candidates get access arrangements?
Yes, but the accepting centre must manage the process. The candidate should declare access-arrangement or reasonable-adjustment needs at application or enrolment, ask for the centre’s internal deadline and find out whether the arrangement is centre-delegated or needs an online application and evidence.
What is the access arrangements deadline for June 2026?
In JCQ’s 2025–26 guidance, June 2026 modified papers are listed as 31 January 2026 and June 2026 all other access arrangements are listed as 21 March 2026. Centres may set earlier internal deadlines, especially for private candidates or where evidence has to be gathered.
Are reasonable adjustments the same as special consideration?
No. Reasonable adjustments are considered before assessment where a disabled candidate would otherwise be at a substantial disadvantage, provided the adjustment is reasonable and does not undermine the assessment. Special consideration is a separate post-exam process for circumstances affecting the candidate at the time of assessment.
Sources and references
Sources and references
- 1.Ofqual access-arrangements statistics
Current Ofqual statistics on GCSE, AS and A level access arrangements in England for the 2024 to 2025 academic year.
- 2.JCQ access arrangements and reasonable adjustments guidance
Primary guidance for definitions, evidence, normal way of working, deadlines, Form 8/Form 9, centre responsibilities and tutor limits.
- 3.JCQ private-candidate access-arrangements guidance
JCQ guidance for centres accepting private candidates and managing access arrangements or reasonable adjustments.
- 4.JCQ parent guidance on access arrangements
Reader-friendly guidance on diagnosis, evidence, school or college decisions, and family communication.
- 5.JCQ guidance on requests without centre evidence
Guidance for centres when a parent or candidate requests an arrangement but the centre has no evidence of need.
- 6.JCQ teacher access-arrangements flowchart
Teacher-focused flowchart covering observation, feedback, classroom support, mock evidence and SENCo review.
- 7.Qualifications Scotland assessment arrangements
Official assessment-arrangements resources used for the Scotland scope caveat.