Exams: Try rest breaks before asking for extra time, schools told 

Schools have been warned that they must “trial and exhaust” supervised rest breaks for pupils who need additional help to complete exams before applying for 25 per cent additional time.

Newly published exams guidance on adjustments for pupils with disabilities and learning difficulties adds that supervised rest breaks are “often more effective and appropriate” for a variety of candidates, and that extra time “may not address the underlying issue”.

Previous Ofqual data had shown the proportion of pupils with access arrangements had soared in recent years – which includes things like pupils getting 25 per cent extra time, or the help of a reader or scribe.

The government intervened after data showed that 42 per cent of private school pupils had access arrangements, compared to just 27 per cent of pupils in state schools.

However, the exams regulator pulled its analysis in July – saying the data had been “significantly overstated” for a decade. 

The overall number of pupils getting access arrangements is actually closer to 19.5 per cent, Ofqual said. This is broadly in line with the proportion of pupils with special educational needs, the regulator added.

‘Right candidates awarded right arrangements’

However, the new guidance warns schools against over-applying for 25 per cent extra time.

It states: “Where a candidate has an impairment other than a learning difficulty, special educational needs coordinators must have trialled and exhausted the option of supervised rest breaks through timed internal tests and/or mock examinations before making an application for 25 per cent extra time.”

It said supervised rest breaks were “often more effective and appropriate” for candidates who experience anxiety or attention difficulties, neurodivergent pupils and those with medical conditions or mental health needs.

“Allocating extra time simply extends the period a candidate must remain in a potentially stressful environment, which can intensify anxiety and reduce productivity,” the guidance said. “Extra time may not address the underlying issue, which is often related to difficulties with attention or emotional regulation.”

Schools have also been reminded that it is their responsibility to produce evidence on an application, and that a parent’s request should not form the basis of one.

A Joint Council for Qualifications (JCQ) spokesperson said that, while the requirement has existed since 2021, it has been reiterated this year.

The guidance said SENCOs must consider arrangements “that will prepare candidates for the workplace”.

“This was to make sure that schools and colleges are not awarding 25 per cent extra time when it may not be appropriate to a candidate,” the spokesperson said. 

“We want to ensure that the right candidates are being awarded the right arrangements.”

Schools must produce the evidence

The JCQ has also reminded schools it is their responsibility to provide evidence for when 25 per cent extra time is needed.

Applications should not only include parents’ views, but a SENCO must summarise the candidate’s current difficulties and learning, how they impact in the classroom, how they impact when the candidate completes timed assessments and teachers’ feedback.

It is “not sufficient” to say parents have requested the extra time on the application with no other evidence, a spokesperson said.

But Sarah Hannafin, head of policy for school leaders’ union NAHT, said schools can be put in a “conflicting situation” as they must “meet student’s needs” while “navigating parents’ requests for their child’s access arrangements, which do not always match a student’s normal way of working”.

Hannafin added that “any improvements to the system must not disadvantage those students nor add to the workload of school staff”.

Schools can now decide if pupils need to doodle during exams

Schools will now be able to decide whether to allow children with concentration difficulties to doodle while sitting an exam.

The JCQ said that doodling, which can help pupils with “persistent and significant concentration difficulties”, has now become a “centre delegated arrangement”. Previously, individual settings had to apply for approval at the JCQ.

Those with the access arrangement are given a separate piece of blank paper to doodle on. This “doesn’t give any advantage” to the pupil with the arrangement, a JCQ spokesperson said.

Research has shown that doodling can improve focus and help individuals to remember more information. 

A study carried out in 2009 by the Journal of Applied Cognitive Psychology found those who doodled while listening to a voice message recalled 29 per cent more information than those who did not doodle.

SENCOs will now be able to use their “professional judgment” in approving the arrangement which “reduces the administrative burden on them”, the spokesperson added.