Extra Time and the Myths around it

                               Extra Time: Eligibility, Evidence and Common Misconceptions

When parents hear the phrase exam access arrangements, the first thing that often comes to mind is extra time. It is one of the most well-known exam adjustments, but it is also one of the most misunderstood. Many people assume that a diagnosis of dyslexia, ADHD, or another learning difficulty automatically means a student will receive 25% extra time in exams. In reality, the process is far more nuanced.

 

The Joint Council for Qualifications (JCQ) has clear regulations to ensure that extra time is awarded only where there is a genuine need, supported by appropriate evidence and the student’s normal way of working.

Understanding how eligibility is determined can help schools and parents prepare effectively while managing expectations.

What Is Extra Time?

Extra time is an exam access arrangement that allows eligible students additional time to complete an examination. The purpose is not to give a student an advantage, but to reduce the impact of a disability or learning difficulty that affects the speed at which they can process information, read, write, or organise their thoughts.

 

The most common arrangement is 25% extra time, although other adjustments may be appropriate in specific circumstances depending on a student’s needs and the relevant examination regulations.

Extra time is intended to ensure that students have an equal opportunity to demonstrate their knowledge and understanding under exam conditions.

Who May Qualify?

There is no single diagnosis that guarantees eligibility for extra time. Instead, each student is considered individually based on how their difficulties affect their ability to work under timed conditions.

Students who may be considered include those with:

• Specific learning difficulties, such as dyslexia, where processing speed or reading efficiency is significantly affected.
• Attention difficulties, including ADHD, where concentration and task completion are substantially impacted.
• Physical disabilities that affect writing speed or stamina.
• Medical conditions that slow working pace or require regular treatment.
• Sensory impairments where reading or processing information takes longer.
• Other long-term conditions or disabilities that create a substantial and demonstrable need.

Having one of these conditions does not automatically result in extra time. The decision is based on evidence of functional need rather than the name of a diagnosis.

 

What Evidence Is Required?

 

The JCQ expects schools to build a clear picture of a student’s needs over time. Evidence should demonstrate that the student regularly requires additional support in their day-to-day learning, rather than only during examinations.

 

Evidence may include:

Normal Way of Working

One of the most important requirements is that the student already uses additional time or similar support during classroom learning, internal assessments, and mock examinations.

This demonstrates that the arrangement reflects the student’s everyday educational experience rather than being introduced solely for external exams.

Teacher Observations

Teachers can provide valuable evidence by recording how a student performs during lessons and assessments.

For example, they may note that a student consistently finishes work late despite good understanding of the subject, struggles to process written instructions quickly, or requires additional time to complete reading and writing tasks.

School Assessment Data

Internal assessments, mock examinations, progress monitoring, and class tests completed using the student’s usual support arrangements provide important evidence of ongoing need.

SEND Records

Where appropriate, SEND Support plans, Education, Health and Care (EHC) Plans, intervention records, review meetings, and other school documentation help demonstrate a consistent history of support.

 

Specialist Assessment

A qualified assessor may carry out a formal assessment to investigate areas such as processing speed, reading accuracy, reading fluency, or other relevant cognitive skills.

These assessment results contribute valuable information but form only one part of the overall evidence considered by the school.

 

 

Common Myths About Extra Time

Misunderstandings about access arrangements are common. Here are some of the myths schools and parents frequently encounter.

Myth 1: Every Student with Dyslexia Gets Extra Time

Not necessarily.

Dyslexia affects individuals differently. Some students experience significant difficulties with reading speed or processing information, while others develop effective strategies that mean extra time is not required.

Eligibility depends on demonstrated need, not simply a diagnosis.

Myth 2: A Private Assessment Guarantees Extra Time

A privately commissioned assessment may provide useful information about a student’s learning profile, but it does not automatically result in exam access arrangements.

Schools must still ensure that the student meets the JCQ requirements, including evidence that the arrangement reflects their normal way of working.

Myth 3: Extra Time Improves Everyone’s Results

Extra time is designed to remove a disadvantage, not improve performance beyond a student’s ability.

Research and classroom experience suggest that students who do not genuinely need extra time often gain little benefit from having additional minutes in an examination.

Myth 4: Schools Can Decide to Give Extra Time to Anyone

Schools must follow JCQ regulations and maintain appropriate evidence for every access arrangement awarded.

Decisions cannot be based solely on parental requests, examination pressure, or a desire to improve results.

Myth 5: Extra Time Is the Only Access Arrangement Available

Extra time is just one of many possible arrangements.

Depending on a student’s needs, alternatives such as supervised rest breaks, a reader, a scribe, a word processor, speech recognition technology, or a separate room may be more appropriate.

The most suitable arrangement is always the one that best reflects the student’s usual way of working.

Why Assessments Alone Don’t Guarantee Eligibility

One of the biggest misconceptions is that completing an assessment automatically leads to extra time.

In reality, an assessment identifies how a student performs on a range of standardised tasks. It helps determine whether there is evidence of underlying difficulties that may affect examination performance.

However, the JCQ requires schools to consider a much wider range of evidence.

This includes:

• The student’s normal way of working in school.
• Teacher observations.
• Internal assessment outcomes.
• Classroom performance over time.
• The student’s history of support.
• Relevant professional judgement.

An assessment should therefore be viewed as one piece of the puzzle rather than the final decision.

Even where an assessment identifies significant difficulties, schools must still demonstrate that the recommended arrangement reflects the support the student routinely receives in their education.

How Schools Can Prepare

The strongest applications are rarely created in the final months before examinations. Instead, they develop naturally through consistent monitoring and good record-keeping.

Schools can strengthen their evidence by:

• Identifying potential needs as early as possible.
• Embedding appropriate support into everyday classroom practice.
• Recording teacher observations regularly.
• Monitoring how students perform in timed assessments.
• Reviewing support arrangements throughout the year.
• Working collaboratively with parents, teachers, and assessors.

By taking a proactive approach, schools can ensure that decisions about access arrangements are based on a clear and well-documented understanding of each student’s needs.

Final Thoughts

Extra time can make a meaningful difference for students whose disabilities or learning difficulties affect the pace at which they work. However, it is not automatically awarded because of a diagnosis or a single assessment result.

Eligibility depends on a combination of professional assessment, school evidence, and, most importantly, the student’s normal way of working.

For parents, understanding this process helps set realistic expectations. For schools, maintaining accurate records and embedding support throughout the school year ensures that students receive the adjustments they genuinely need to access examinations fairly.

Ultimately, the goal of exam access arrangements is simple: to remove unnecessary barriers so that every student has the opportunity to demonstrate their knowledge and abilities on an equal basis with their peers.