Navigating through exams can be a daunting task, especially for those facing additional challenges such as learning difficulties, disabilities, or specific health conditions. In such cases, extra time in exams can be a valuable accommodation that helps level the playing field.
This comprehensive guide will help you understand:
- What extra time is and how much you can get
- Current statistics on access arrangements
- Who qualifies for extra time
- The application process
- Evidence requirements
- Your rights under UK law
Understanding access arrangements: The current picture
Access arrangements are pre-examination adjustments that allow eligible students with special educational needs, disabilities, or temporary conditions to access assessments without being unfairly disadvantaged.
How many students receive extra time?
Important update
According to Ofqual’s November 2025 report, in July 2025, Ofqual withdrew previous statistics covering 2014-2024 due to data recording issues that overstated the number of arrangements. The new figures provide a more accurate picture and show that while access arrangements have increased, they’re lower than previously reported.
The most common access arrangements
According to withdrawn 2023-2024 data (which showed trends even if absolute numbers were inflated), the most common access arrangements were:
- 25% extra time (most common by far)
- Computer reader or reader
- Scribe or speech recognition technology
- Extra time over 25% (up to 50% in exceptional cases)
- Other arrangements (various accommodations)
25% extra time is by far the most frequently granted arrangement, as confirmed by Ofqual’s regulatory report.
How much extra time do you get?
Extra time in exams is a special arrangement provided to students who might struggle to complete their exams within the standard time due to certain conditions.
Standard extra time amounts
| Standard Exam Duration | 25% Extra Time | 50% Extra Time (Exceptional) |
|---|---|---|
| 1 hour | +15 minutes (1h 15m total) | +30 minutes (1h 30m total) |
| 1.5 hours | +22.5 minutes (1h 52.5m total) | +45 minutes (2h 15m total) |
| 2 hours | +30 minutes (2h 30m total) | +60 minutes (3h total) |
| 3 hours | +45 minutes (3h 45m total) | +90 minutes (4h 30m total) |
About 100% extra time
100% extra time (double time) is very rare and only granted in the most exceptional cases where there is compelling evidence of need.
Purpose of extra time
Extra time is aimed at providing a fair and equal opportunity for every student to showcase their understanding and skills.
| What extra time IS for | What extra time is NOT for |
|---|---|
| Compensating for slower processing speeds | Giving students an unfair advantage |
| Allowing time for students with specific learning difficulties | Compensating for lack of preparation |
| Accommodating physical disabilities affecting writing speed | Allowing more time to learn content during the exam |
| Supporting students with conditions affecting concentration or stamina | Replacing the need for proper revision |
Who qualifies for extra time in exams?
We all learn differently, and while some students thrive in a timed exam environment, others face challenges that make it more difficult.
Important
According to JCQ regulations 2025-2026, access arrangements are granted based on:
- Evidence of need – documented assessment or diagnosis
- Normal way of working – the arrangement reflects how the student normally works in class
- Impact on exam performance – the condition substantially affects exam performance
Conditions that may qualify for extra time
Several conditions can qualify a student for extra time in exams. Expand each section below to learn more:
Dyslexia
- Difficulty with reading speed and accuracy
- Challenges with processing written information
- Slow writing speed
- Note: Not all dyslexic students automatically qualify – assessment needed
Dyspraxia (Developmental Coordination Disorder)
- Poor handwriting or slow writing speed
- Difficulty with fine motor skills
- Challenges organizing thoughts on paper
Dyscalculia
- Difficulty processing mathematical information
- Slow processing of numerical tasks
- May qualify for extra time in maths exams specifically
Slow processing speed
- Identified through standardized testing
- Takes longer to process and respond to information
- May affect reading comprehension or task completion
Working memory difficulties
- Challenges holding information in mind while processing
- May need extra time to re-read and process questions
ADHD (Attention Deficit Hyperactivity Disorder)
- Difficulty sustaining attention
- Challenges with task completion
- May need extra time to refocus and check work
- Combined with other arrangements like rest breaks
Autism Spectrum Disorder (ASD)
- May process information differently
- Can take longer to formulate responses
- Sensory processing differences
- Often combined with separate room or rest breaks
Physical disabilities affecting writing
- Cerebral palsy
- Muscular dystrophy
- Arthritis
- Repetitive strain injury
- Limited hand function
- May qualify for extra time and/or a scribe
Temporary injuries
- Broken arm/hand/wrist
- Severe sprains
- Post-surgical recovery
- Valid for one exam series only
Visual impairments
- Difficulty reading standard print
- Slower reading speed with assistive technology
- Often combined with modified papers or a reader
Hearing impairments
- May need extra time to process lip-reading or sign language
- Particularly relevant for language exams with listening components
Chronic fatigue conditions
- ME/CFS (Myalgic Encephalomyelitis/Chronic Fatigue Syndrome)
- Fibromyalgia
- Long COVID with fatigue symptoms
- Conditions causing significant tiredness affecting sustained concentration
Epilepsy
- If medication causes drowsiness or cognitive side effects
- If frequent absences affected learning
- May need rest breaks in addition to extra time
Chronic pain conditions
- Conditions causing significant pain affecting concentration
- May need rest breaks as well as extra time
Diabetes
- If blood sugar management affects concentration
- May need supervised breaks for testing/treatment
Anxiety disorders
- Severe exam anxiety affecting performance
- Panic disorder
- OCD if it significantly impacts exam performance
- Must be diagnosed and evidenced
Depression
- If significantly affects concentration and cognitive processing
- Medication side effects affecting performance
PTSD (Post-Traumatic Stress Disorder)
- If symptoms affect concentration and performance
Medication side effects
- Drowsiness from prescribed medication
- Cognitive effects from necessary medication
- Must be documented by medical professional
English as an Additional Language (EAL)
- Limited circumstances – usually only if:
- Very recent arrival to UK (typically within 2 years)
- Combined with learning difficulty
- Not automatically granted just for being an EAL student
Recent significant trauma
- Bereavement
- Family crisis
- Major life changes
- Usually temporary arrangement
Speech, language and communication needs
- Conditions affecting verbal or written communication
- Slow processing of language
Important requirements for extra time
Criteria changed in September 2021
According to Government guidance on access arrangements, for 25% extra time based on learning difficulties (without an EHC Plan), the criteria now requires:
- At least 2 below-average standardised scores of 84 or less, OR
- One below-average score of 84 or less AND one low-average score of 85-89
(Previously only one score of 84 or less was required)
These scores must be from standardised tests assessing:
- Speed of reading
- Reading comprehension
- Speed of writing
- Cognitive processing measures
And the arrangement must be the student’s normal way of working in class tests and assessments.
The application process: Step by step
Early identification
When to start: Ideally as early as possible in the academic year, but at least several months before exams.
Who initiates:
- Usually the school’s SENCo (Special Educational Needs Coordinator)
- Parents can request an assessment if they suspect a need
- Students can self-advocate (particularly in colleges)
- Teachers can refer students showing difficulties
Assessment and evidence gathering
The school/college must gather evidence showing:
A. Picture of need:
- Clear documentation of the student’s difficulty
- How it substantially affects their exam performance
- Medical diagnosis or educational psychologist assessment (where applicable)
B. Normal way of working:
- Crucially important: The arrangement must reflect how the student normally works
- Evidence from class work, homework, and internal assessments
- Records showing extra time is routinely given in class tests
- Cannot be introduced just for public exams
C. Assessment results (for learning difficulties):
- Standardised test scores (if applying based on learning difficulty)
- Conducted by qualified assessor (specialist teacher or educational psychologist)
- Tests must be recent (usually within 2 years, but longer for persistent conditions)
Application submission
Who applies:
- The SENCo at the exam centre (school or college)
- NOT parents, students, or external professionals
- The SENCo makes the final decision based on JCQ regulations
System used:
- JCQ Access Arrangements Online system
- Separate systems for different exam boards (AQA, Edexcel, OCR, WJEC)
Timeline:
- Applications can be made once arrangements are identified
- Once approved, arrangements are valid for up to 26 months (for long-term conditions)
- Temporary arrangements valid for one exam series only
Approval process
Automatic approval:
- Many 25% extra time applications are automatically approved by the system
- If evidence criteria are clearly met
Manual review:
- Some applications require exam board review
- Particularly for:
- More than 25% extra time
- Unusual combinations of arrangements
- Cases outside standard criteria
If approved:
- Arrangements are recorded in the system
- Valid for specified exam series
- School implements arrangements for the student’s exams
If not approved:
- School receives explanation
- Can provide additional evidence
- Can request reconsideration
- Can escalate to exam board if needed
Implementation in exams
On exam day:
- Extra time is calculated and added to exam
- Usually in separate room (to avoid disturbing other students finishing at different times)
- Same exam paper, same conditions, just more time
- Invigilators manage timings
- Student must still arrive at standard start time
Your rights under UK law
Access arrangements are rooted in UK equality legislation.
The Equality Act 2010
Under the Equality Act 2010, exam boards and schools have a legal duty to make “reasonable adjustments” for disabled students.
What this means:
- If you have a disability that puts you at a substantial disadvantage in exams
- Schools and exam boards must make reasonable adjustments
- This includes access arrangements like extra time
- Failure to do so may constitute disability discrimination
“Disability” under the Act includes:
- Physical or mental impairments
- Substantial and long-term adverse effect on ability to carry out normal day-to-day activities
- Includes many learning difficulties, mental health conditions, and medical conditions
Your rights
| You have the right to: | Schools and colleges must: |
|---|---|
| Request an assessment for access arrangements | Have clear processes for identifying students who need arrangements |
| Receive appropriate arrangements if you meet the criteria | Provide appropriate evidence and assessments |
| Have your normal way of working reflected in exams | Apply for arrangements on behalf of eligible students |
| Appeal if an arrangement is refused (through your school/college) | Implement approved arrangements correctly |
| Receive reasonable adjustments as a legal entitlement if you’re disabled | Keep evidence on file for inspection |
Common questions and challenges
No. While dyslexia may qualify a student for extra time, it’s not automatic.
Requirements:
- Assessment showing impact on processing/writing speed
- Standardised test scores meeting criteria (84 or below in relevant areas)
- Evidence of normal way of working
- Demonstrated impact on exam performance
Some dyslexic students may not need extra time but benefit from other arrangements (reader, word processor, etc.).
It depends. A private diagnosis is helpful but may not be sufficient alone.
You’ll still need:
- Evidence meeting JCQ criteria
- Standardised test scores (for learning difficulties)
- Evidence of normal way of working in school
- The school’s SENCo to assess and apply
A private educational psychologist report can provide strong supporting evidence if it includes the required assessments.
No. This violates the “normal way of working” principle.
The arrangement must:
- Be how the student regularly works in class
- Be used in internal tests and mocks
- Have been in place for a reasonable period
- Not be introduced suddenly just before public exams
Steps to take:
- Request a meeting with the SENCo to understand their reasons
- Provide additional evidence if the school feels there’s insufficient need
- Request a formal assessment if one hasn’t been done
- Escalate to SEN Governor or headteacher if you believe the refusal is unreasonable
- Contact the exam board for guidance on the process
- Seek advice from organizations like IPSEA (Independent Provider of Special Education Advice)
- Consider a disability discrimination claim if you believe your child’s rights are being violated
Yes. Temporary arrangements can be granted for:
- Broken bones or injuries
- Temporary illness
- Recent bereavement
- Other temporary circumstances
These are valid for one exam series only and require medical or other professional evidence.
Universities have separate processes:
- Apply through the university’s disability/wellbeing service
- Usually need to provide evidence (medical/diagnostic reports)
- Arrangements can include extra time, separate rooms, breaks, etc.
- Process varies by institution
- Arrange ASAP after starting university (don’t wait until exams)
No. There is no indication on GCSE, A Level, or other exam certificates that a student received extra time or any other access arrangement.
Certificates are identical regardless of access arrangements used.
How to maximize your chances of success
Even with extra time, you still need to prepare thoroughly.
1. Understand what extra time gives you
| Extra time is for: | Extra time is NOT for: |
|---|---|
| Re-reading questions more carefully | Learning content you didn’t revise |
| Checking your answers | Making up for poor preparation |
| Having extra thinking time | Turning a fail into a pass without studying |
| Managing your specific difficulty |
2. Practice using your extra time
During revision:
- Do practice papers with your extra time allocation
- Time yourself properly
- Learn how to use the time effectively
- Don’t waste it – structure your approach
Develop strategies:
- Plan how to allocate extra time across questions
- Practice your checking routine
- Identify which question types need more time
3. Combine with other effective strategies
If you have a learning difficulty:
- Consider working with a tutor who specializes in SEN
- Learn study strategies suited to your learning style
- Use assistive technology if appropriate
- Develop strong organizational skills
Create an effective revision plan:
- Start early
- Break material into manageable chunks
- Use varied revision techniques
- Regular practice papers
- Get feedback on your work
4. Use all appropriate arrangements
Extra time might not be your only option. Consider whether you’d also benefit from:
- Computer/word processor (if you have slow/illegible handwriting)
- Reader or computer reader (if reading speed is affected)
- Scribe (if writing is very difficult)
- Rest breaks (for medical conditions or concentration difficulties)
- Separate room (to minimize distractions)
- Colored overlays (for visual stress)
Multiple arrangements can be combined if all are needed and justified.
5. Communicate with your teachers
- Let teachers know your specific challenges
- Ask for the same arrangements in class tests and mocks
- Request feedback on how you’re using your extra time
- Discuss strategies that help you
Further resources and support
To help you navigate the process of qualifying for extra time in UK exams, consider exploring these resources:
Official guidance and regulations
Joint Council for Qualifications (JCQ)
JCQ Access Arrangements guidance
The definitive guide to access arrangements, updated annually (current: 2025-2026).
Exam board resources
Edexcel (Pearson)
Charity and support organizations
National Autistic Society
Student forums and peer support
University applications
Conclusion
Qualifying for extra time in exams can make a significant difference for students who face additional challenges due to learning difficulties, disabilities, or medical conditions.
Key takeaways
- 16.6%-25.5% of students receive 25% extra time – you’re not alone
- Evidence of need is essential – diagnosis alone isn’t enough
- Normal way of working matters – arrangements must reflect regular practice
- Schools apply, not parents – but parents can advocate
- It’s a legal right for disabled students – reasonable adjustments are required by law
- Start early – don’t wait until exam season
- Extra time helps, but isn’t magic – you still need to revise thoroughly
Understanding the process and knowing your rights is the first step towards receiving this support.
If you think you or your child may qualify for extra time in exams, do not hesitate to seek help and start the process. Speak to your school’s SENCo, request assessments if needed, and ensure appropriate arrangements are in place well before exam season.
Need additional support?
There are other steps you can take to ensure the best chance of exam success:
- Create a practical revision timetable
- Get help from a tutor, including specialists in SEN
- Explore alternatives to university if exams really are a struggle
It’s worth exploring all avenues so that exam season can be as stress-free as possible.
Remember: Access arrangements exist to ensure fairness and equal opportunity. They allow students to demonstrate their true abilities without being disadvantaged by their disability or learning difficulty. Don’t hesitate to pursue the arrangements you need.
Information in this guide is based on 2025-2026 JCQ regulations and November 2025 statistics. Sources include Ofqual, JCQ, and Government reports. Always check with your school and current JCQ guidance for the most up-to-date requirements.
