Extra time access arrangements: Perspectives and experiences of students and staff in England

Abstract

This report explores the use of extra time access arrangements in high‑stakes exams, drawing on the perspectives of centre staff and students in England. Based on a multi‑method study involving interviews, exam‑hall observations and student focus groups, it examines how extra time is applied in practice, the challenges associated with identifying and evidencing need, and how effectively students are supported to use it. The findings show considerable variation between centres in processes, expertise and evidence thresholds, alongside increasing administrative and logistical pressures linked to rising demand. Students do not always use the extra time available to them, with factors such as subject type, peer pressure and limited preparation affecting use. The report identifies key considerations for fairness, accessibility and consistency. It highlights the need for clearer guidance, better support for students and staff and a more individualised approach to access arrangements.

Keywords

• Accessibility
• Assessment policy
• Fairness
• Student voice
• Teachers