Ofqual today published revised statistics on access arrangements
for GCSEs, AS and A levels, alongside new research into the role
of time pressure in assessment. It has also set out its
expectations of exam boards in relation to access
arrangements.
The regulator has asked exam boards to review the access
arrangements system, improve the clarity and quality of
information and data they provide about it, ensure their
requirements take account of school and college workload, and
enhance their monitoring. It will monitor the exam boards'
progress as part of its normal regulatory approach.
Access arrangements are measures agreed before an exam that help
students with disabilities or temporary needs to demonstrate
their knowledge, skills and understanding. The most common exam
board-approved arrangement is 25% extra time. Other arrangements
include braille papers, readers and scribes.
Today's revised statistics for
2015/16 to 2024/25 follow Ofqual's withdrawal of previous
official statistics in July 2025, which had not given an accurate
picture of the number of students with access arrangements within
a specific year's exam cohort.
The statistics are designated official statistics in development
and are published with ranges due to the use of new
methodology.
Ofqual's revised statistics suggest that the actual proportion of
exam students with an approval for 25% extra time is lower than
previous data suggested, and broadly in line with the rate of
special educational needs (SEN) in the student population
(as reported by the
Department for Education).
Sir Ian Bauckham CBE, Chief Regulator at Ofqual, said:
Today's improved statistics will more accurately inform the
legitimate interest the education sector and the public take in
access arrangements.
Access arrangements must meet the needs of students, allowing
them to demonstrate fairly what they know, understand and can do.
They must also be manageable for schools and colleges to
implement.
Notes for editors
Exam boards administer access arrangements through the Joint
Council for Qualifications (JCQ). Schools and colleges identify
arrangements students require based on individual need and normal
way of working.
Access arrangements include reasonable adjustments. Students with
disabilities are entitled to reasonable adjustments under
equalities legislation. In the context of exams, access
arrangements aim to allow disabled students and those with access
needs to demonstrate their knowledge, skills and understanding
without changing what is being assessed or giving an unfair
advantage.
The revised statistics are designated official statistics in
development.
All research reports are available on our Research on time in
assessmentcollection page.
More information is available in our blog on understanding and improving
access arrangements.
