Exam Access and International Schools: What parents Need to Know

I see it frequently - families feeling anxious, schools feeling cautious and a sense that there must be a hidden rulebook somewhere. 

There is.

And when you understand it properly, the process is far more structured - and far less mysterious than people assume.  This is an area where clarity matters. Not opinion. Not comparison with other schools. Not what a friend’s child received. Clear, regulated process.

What access arrangements actually are

Access arrangements are adjustments made before or during examinations to reduce substantial disadvantage for a student with a recognised need - without changing the integrity or demand of the assessment.  That final point is critical.

They are not designed to give an advantage. They are designed to remove a barrier.

In the UK, the Joint Council for Qualifications (JCQ) sets out the regulatory framework for GCSEs, A Levels and many other qualifications. The JCQ guidance is explicit: arrangements must reflect the candidate’s normal way of working and be supported by evidence of need.

This principle - normal way of working - underpins the entire process.

Common Access Arrangements: the most widely used adjustments

Across GCSE, A Level and equivalent qualifications, including those delivered internationally under UK awarding bodies, the most common access arrangements (regulated by JCQ and aligned bodies such as Cambridge International) include:

• Extra time
  Additional time is one of the most frequently requested arrangements - often 25% more than the standard exam duration where supported by evidence of need.
• Rest breaks / supervised breaks
  Breaks scheduled during exams, supervised appropriately, to help candidates manage fatigue, concentration or internal regulation.
• Use of a word processor
  Permitted when handwriting barriers compromise the candidate’s ability to show their knowledge and when it reflects their usual classroom practice.
• Reader / computer reader
  A reader can read text aloud where appropriate; in some awarding bodies, a computer reader (screen reader) may also be permitted within regulatory rules.
• Scribe
  Where writing independently is a barrier, a scribe may transcribe a student’s dictated answers, reflecting their classroom practice.
• Alternative Room (smaller room)
  For students disadvantaged by noise, distraction or processing load, separate room arrangements are possible.
• Modified question papers
  Including enlarged print, Braille formats, large-print text or other formats to make materials accessible while retaining content integrity.
• Assistive technology
  Where permitted by the awarding body, equipment such as screen magnifiers or amplification devices may be used.

Different awarding bodies organise these arrangements in slightly different ways and some may require prior approval whereas others can be centre-delegated (i.e., provided at school level without direct awarding body submission).

JCQ principles and why they matter internationally

The JCQ framework is widely regarded as one of the most structured and evidence-based regulatory systems globally. Even outside the UK, many British international schools operate under JCQ guidance when they deliver UK qualifications.

The core principles include:

• Evidence of need must be documented
• The arrangement must reflect normal classroom practice (normal way of working)
• The integrity of the qualification must be maintained
• Decisions must be made by appropriately qualified professionals

Importantly, if external assessments are commissioned privately by parents for the purpose of supporting exam access arrangements, they must be completed in collaboration with the school SENCO and meet JCQ requirements. Reports that are not aligned with JCQ criteria - or completed outside regulatory frameworks - cannot automatically be accepted for access arrangements purposes.

This protects both students and schools.

Evidence thresholds: what actually counts

Evidence is not a single test score.

Schools are expected to build a picture over time. That might include (not exhaustive):

• Standardised attainment data
• Internal assessment outcomes
• Teacher observations
• History of support
• Processing speed indicators
• Reading fluency data
• Writing speed evidence
• Mock examination performance

The evidence must demonstrate a substantial and persistent difficulty - not a one-off dip, not exam nerves and not lack of revision.

This is where careful professional judgement comes in.

Why arrangements are not automatically granted

This is perhaps the most misunderstood element.

A diagnosis does not automatically entitle a student to a specific arrangement.  Equally, a lack of diagnosis does not automatically prevent support if evidence of need is robust. The decision is evidence-led, not label-led.

JCQ guidance is clear that schools must not award arrangements solely on the basis of a diagnosis. The arrangement must be the student’s normal way of working and must be supported by current need.  This ensures fairness across all candidates.

How international schools handle arrangements

International schools operate with multiple awarding bodies: Cambridge International, Pearson Edexcel International, the International Baccalaureate and sometimes local national examination systems.

Each awarding body has its own access and inclusion policies, deadlines and evidence expectations - but the underlying principles remain consistent across organisations:

• Evidence-based decision making
• Clear documentation and record keeping
• Defined deadlines
• Formal application or notification procedures

In many international settings, the SENCO works closely with the Examinations Officer to ensure compliance across boards. It is not simply a pastoral decision - it is regulatory and compliance work.

Differences between UK state, UK independent and international contexts

• UK state schools
  Operate strictly under JCQ and equality legislation principles. Processes are tightly regulated and audited.
• UK independent schools
  Also operate under JCQ for qualifications, but internal screening and evidence collection practices may vary.
• International schools
  May operate under JCQ and other bodies simultaneously. In these contexts, national equality legislation may differ and centres must navigate multiple regulatory frameworks.

The complexity internationally is often higher than many families realise.

Common misconceptions 

• “Extra time is given easily.”
  It isn’t. It must be evidenced and reflect normal way of working.
  
  
• “If my child had it before, they automatically get it again.”
  Not necessarily. Current evidence and current context matter.
  
  
• “A private report guarantees arrangements.”
  It does not. Reports must be mapped to awarding body criteria via the school process.
  
  
• “Schools don’t want to give arrangements.”
  Schools are bound by regulations. Their responsibility is fairness and compliance, not gatekeeping.
  

Professional oversight and regulatory frameworks

In the UK, access arrangement recommendations should be made by appropriately qualified professionals, often holding Level 7 qualifications in assessing for access arrangements and registered with relevant regulatory bodies e.g. PATOSS

The process is structured deliberately to protect standards for all candidates.  When implemented correctly, it safeguards:

• The student
• The school
• The integrity of the qualification
  
  

Final reflections

Exam access arrangements are not a loophole. They are not a negotiation. They are not a reward.

They are a regulated mechanism to remove demonstrable barriers so that a student can show their learning under fair conditions.

The calmest outcomes occur when:

• Conversations start early
• Evidence is gathered gradually
• Mock exams reflect true arrangements
• Expectations are aligned with regulatory reality

Handled properly, the process is transparent and ethical.  And that is exactly how it should be.

Ian Edwards