7 Things Homeschoolers Should Know About Access Arrangements
If you’re a homeschool parent or represent a distance learning institution in South Africa, chances are you’ve come across the term “access arrangements”. Or perhaps you’ve heard the more familiar phrase, “exam concessions”. These accommodations are essential for ensuring that all candidates, regardless of disability, learning difficulty or temporary condition, can access and complete their exams on a fair and level playing field.
This article will help demystify the access arrangements process, outline key requirements, and highlight the differences between major international boards such as Cambridge International and Pearson Edexcel (regulated by the JCQ in the UK).
What Are Access Arrangements?
Access arrangements are reasonable adjustments made to the way a candidate sits an exam. They are not designed to give an unfair advantage but rather to level the playing field and reduce barriers to performance. These can be short-term (e.g., due to injury) or long-term (e.g., diagnosed learning or physical conditions).
What Types of Access Arrangements Are Available?
While you may already be familiar with common arrangements such as extra time or rest breaks, you might be surprised by just how extensive the list of possible accommodations is. Here are a few examples:
- Extra time (commonly 25%, but sometimes more).
- Rest breaks (taken within the exam time).
- Use of a reader or reading software.
- Use of a scribe or speech-to-text software.
- Modified papers (e.g., large print or Braille).
- Ear Defenders (non-electronic noise-cancelling earplugs).
- Separate room or smaller group setting.
- Coloured overlays or paper.
- Word processors for typing answers.
- Assistive technology.
- Silent fidget tools (yes, even stress balls can be prescribed, if supported by evidence!).
These options aim to support students with conditions such as ADHD, dyslexia, anxiety disorders, autism spectrum disorders, visual impairments, physical disabilities, and many more.
Centre Delegated vs Board Delegated: What’s the Difference?
There are two main types of access arrangements based on the level of authority needed:
Centre-delegated arrangements
These can be approved by the exam centre without needing permission from the exam board. Common examples include rest breaks or the use of a word processor. The registered exam centre will, however, still require evidence of need should the board conduct an inspection.
Board-delegated arrangements
These require formal approval from the exam board (Cambridge or Pearson Edexcel). This includes arrangements such as extra time, a reader, or a scribe.
Understanding this distinction is vital because board-delegated applications involve stricter deadlines and supporting evidence, and they must go through an approval process that can take several weeks.
The Application Process: Step-by-Step
Register for Exams Early
First and foremost, the candidate must be registered for their exams with an accredited exam centre long before an access arrangement application can be submitted.
Gather Supporting Evidence
This may include recent educational assessments, psychological reports, or medical documentation, depending on the condition.
Assessment by the Exam Centre
A qualified assessor will review the documentation and perform any additional assessments if needed.
Application Submission
The accredited exam centre/access arrangements department will submit the application and evidence to the exam board and will guide you through the application submission process.
Await Approval or Confirmation
Centres will be notified if the arrangement is approved or if more information is required. Your registered exam centre will request additional information from you if needed and will let you know if it’s been approved.
Implementation on Exam Day
Arrangements are put in place by the centre’s exams officer or access arrangements coordinator.
What Evidence Is Required?
This is where many parents and schools become uncertain. The requirements vary depending on the nature of the condition:
Medical Conditions (e.g., epilepsy, chronic fatigue, ADHD)
A letter or report from a qualified medical professional (a specialist in the field of the medical condition, NOT a regular GP) that is current (not older than 3 years) and clearly outlines the condition and how it affects exam performance.
Learning Difficulties (e.g., dyslexia)
A report from an educational psychologist showing below-average scores in specific areas such as processing speed, working memory, or reading fluency will be greatly beneficial. However, it’s important to keep in mind that this will not replace the Form 8 Assessment, which is completed by a qualified assessor at the exam centre processing your access arrangement application.
Emotional or Mental Health Conditions
You will need a confirmed diagnosis. This could be in the form of a report from a psychologist, psychiatrist, or mental health professional, with a diagnosis and treatment plan.
Key Differences Between Cambridge and JCQ (Pearson Edexcel)
Both Cambridge International and JCQ (Joint Council for Qualifications, which governs Pearson Edexcel) are committed to fair access, but their procedures and deadline dates differ. For example, should you apply for access arrangements with Cambridge, your deadline date will be at least 2 weeks earlier than those of the JCQ.
It’s always best to consult an access arrangements specialist or the full awarding body documentation when unsure:
JCQ Access Arrangements 2024–25
Final Thoughts: Be Early, Be Prepared
Access arrangements are not an afterthought. They are a critical part of fair and inclusive education. With the proper documentation, timely registration, and a clear understanding of the process, students who qualify can sit their exams with confidence, knowing their needs have been acknowledged.
So, whether you’re supporting one learner or coordinating assessments for dozens, remember: the earlier you plan, the smoother the process.
Should you have any additional questions, please reach out to us. Empowerment through access isn’t just about fairness, it’s about recognising potential in every learner.