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How to ask a school SENCO about exam access arrangements

How to start a useful conversation with the SENCO and exams officer, including evidence, deadlines and the learner’s normal way of working.

Last reviewed: 6 July 2026 · UK guidance

In brief

The SENCO may coordinate needs and evidence, while the exams officer applies awarding-body rules. Contact both early enough for assessment and practice.

Frame the request around what happens in lessons, mocks and timed tasks. Ask what evidence the school already holds and what must be gathered before the deadline.

Bring examples from ordinary schoolwork

Use marked work, timed tests, support plans, teacher observations and the learner’s account. Show the difference with and without support. A private diagnostic report may help but is not the only possible evidence.

Ask who is doing what

Confirm who assesses need, who submits arrangements, the internal deadline and who tells the learner. Avoid assuming the classroom teacher has completed the formal exam process.

Include the learner in the choice

Ask what feels helpful and what creates stigma or anxiety. Explain how arrangements will work on the day and practise them. Respect communication preferences in meetings.

Record the decision

Request the approved arrangements and reasons in writing. If refused, ask what evidence is missing and use the school or trust complaint route where necessary.

An email to the SENCO

Copy the exams officer if appropriate.

[Learner] experiences [specific barrier] in timed work and normally uses [support]. Please review exam access arrangements, tell us what evidence the school holds, the assessment and submission deadlines, who is responsible, and how [learner] can practise the proposed setup before the exams.

A practical checklist

  • Contact SENCO and exams officer early.
  • Use evidence from normal schoolwork.
  • Include the learner’s view.
  • Get approval or refusal in writing.

Check the current information

These are the most relevant official or specialist places to confirm live rules, availability and application details.

Children with special educational needs and disabilities — GOV.UK

gov.uk

Open official information
Work, rights and employment support

gov.uk

Open official information

Exam adjustments for ADHD, autism, dyslexia and other disabilities

How exam access arrangements are decided, what evidence may help and why support should reflect normal ways of working rather than a last-minute advantage.

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Extra time, rest breaks and a separate room in exams

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