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Exam Access Arrangements

For many children and young people, the right exam access arrangements can be the difference between an assessment that reflects what they truly know, and one that doesn't. At Hopscotch, our specialist Occupational Therapists and Speech and Language Therapists provide the clinical evidence schools, colleges, and universities need to put the right arrangements in place.

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We offer assessments and reports in line with the JCQ (Joint Council for Qualifications) regulations governing access arrangements for GCSEs, A-Levels, and other qualifications, covering primary, secondary, and post-16 settings.

What are Exam Access Arrangements?

Exam access arrangements are adjustments made to standard exam conditions to ensure that candidates with identified needs can demonstrate their skills, knowledge, and understanding fairly. They are not advantages; they are reasonable adjustments designed to remove barriers that would otherwise prevent a candidate from showing what they can do.

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Access arrangements must reflect a candidate's normal way of working in the classroom and must be supported by appropriate clinical or specialist evidence. Without that evidence, schools cannot apply.

Arrangements We Provide Evidence For

Our Occupational Therapy reports can support applications for:

  • Extra time (on the basis of motor difficulties, slow handwriting speed, sensory processing differences, or fatigue)

  • Use of a word processor

  • Use of a scribe or speech-to-text software

  • Supervised rest breaks (for sensory regulation, fatigue, or attention difficulties)

  • A separate room

  • Use of a prompter.

Our Speech & Language Therapy reports can support applications for:

  • Reader or computer reader

  • Modified language papers

  • Communicator (for hearing-impaired candidates)

  • Extra time (on the basis of language processing difficulties).

Where a child or young person presents with overlapping needs, we offer joint Occupational Therapy and Speech & Language Therapy assessments to provide a single, integrated report. Click here to learn more about our assessments.

Our Process

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Step 1: Parent/Carer Consultation (Online)

We begin with you. An online session with one of our specialist therapists gives us the context we need: your child or young person's developmental and educational history, current difficulties, and the specific exams or assessments they are preparing for.

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Step 2: Clinical Assessment

Your child or young person attends an in-clinic assessment with the relevant specialist therapist. Using a combination of standardised assessments and clinical observation, we evaluate the specific functional areas relevant to the access arrangement being sought; whether that is handwriting speed, sensory processing, language processing, or related domains.

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Step 3: Report and Recommendations

Following the clinic session, you will receive a comprehensive written report formatted to meet JCQ evidential requirements. The report clearly evidences the need, links it to your child or young person's normal way of working, and specifies the recommended access arrangements.

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Your school's SENCO or Exams Officer then uses this report as the clinical evidence required to submit the application to JCQ.

Important to Know

  • Timing matters. JCQ requires that applications are submitted well in advance of exams: for GCSE and A-Level candidates, this typically means assessment in Year 9 or Year 10 at the latest, so that arrangements are in place and reflect the candidate's normal way of working before formal exams.

  • Normal way of working. JCQ requires that the access arrangement reflects how the candidate works day-to-day in school. We recommend that schools begin providing the arrangement in classwork and internal assessments as soon as it is identified, rather than waiting for exams.

  • The school applies, not the family. Our report provides the clinical evidence; the SENCO or Exams Officer at your child or young person's school is responsible for submitting the JCQ application on their behalf.

Who Should Consider an Access Arrangements Assessment?

An assessment may be appropriate for any child or young person who:

  • Has a diagnosis of Autism, ADHD, DCD/dyspraxia, Dyslexia, sensory processing differences, developmental language disorder, or related conditions.

  • Struggles with handwriting speed, stamina, or legibility.

  • Has difficulty processing language at the pace required in exams.

  • Experiences sensory overload, fatigue, or regulation difficulties in exam conditions.

  • Is approaching GCSEs, A-Levels, university entrance exams, or other formal assessments and has not yet had their needs formally evidenced.

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