Schools have been warned that they must 鈥渢rial and exhaust鈥 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 鈥渙ften more effective and appropriate鈥 for a variety of candidates, and that extra time 鈥渕ay not address the underlying issue鈥. Previous Ofqual data had shown the proportion of pupils with access arrangements had soared in recent years 鈥 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 鈥 saying the data had been 鈥渟ignificantly overstated鈥 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. 鈥楻ight candidates awarded right arrangements鈥 However, the new guidance warns schools against over-applying for 25 per cent extra time. It states: 鈥淲here 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.鈥 It said supervised rest breaks were 鈥渙ften more effective and appropriate鈥 for candidates who experience anxiety or attention difficulties, neurodivergent pupils and those with medical conditions or mental health needs. 鈥淎llocating extra time simply extends the period a candidate must remain in a potentially stressful environment, which can intensify anxiety and reduce productivity,鈥 the guidance said. 鈥淓xtra time may not address the underlying issue, which is often related to difficulties with attention or emotional regulation.鈥 Schools have also been reminded that it is their responsibility to produce evidence on an application, and that a parent鈥檚 request should not form the basis of one. A (JCQ) spokesperson said that, while the requirement has existed since 2021, it has been reiterated this year. The guidance said SENCOs must consider arrangements 鈥渢hat will prepare candidates for the workplace鈥. 鈥淭his 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,鈥 the spokesperson said. 鈥淲e want to ensure that the right candidates are being awarded the right arrangements.鈥 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鈥 views, but a SENCO must summarise the candidate鈥檚 current difficulties and learning, how they impact in the classroom, how they impact when the candidate completes timed assessments and teachers鈥 feedback. Sarah Hannafin It is 鈥渘ot sufficient鈥 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鈥 union NAHT, said schools can be put in a 鈥渃onflicting situation鈥 as they must 鈥渕eet student鈥檚 needs鈥 while 鈥渘avigating parents鈥 requests for their child鈥檚 access arrangements, which do not always match a student鈥檚 normal way of working鈥. Hannafin added that 鈥渁ny improvements to the system must not disadvantage those students nor add to the workload of school staff鈥. 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 鈥減ersistent and significant concentration difficulties鈥, has now become a 鈥渃entre delegated arrangement鈥. 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 鈥渄oesn鈥檛 give any advantage鈥 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 鈥減rofessional judgment鈥 in approving the arrangement which 鈥渞educes the administrative burden on them鈥, the spokesperson added.
Caroline 5 October 2025 I would agree, although the school can forget to give the rest breaks, but not to give extra time. This happened to my daughter, who didn’t ask for her breaks as she took it literally that she must not speak. Consequently she missed out on a place in Sixth Form by 4 marks on one paper, losing the chance to study the subjects she is passionate about, had the grades for and wanted to pursue as a career.