Short on time? Children with diagnosed conditions such as dyslexia, ADHD, autism, visual impairment, or physical disabilities can apply for access arrangements for the 11+ exam. These might include extra time, a separate room, a reader, or a scribe. You need to apply well in advance, and you need professional evidence. The process varies by area, but your child has clear legal rights under the Equality Act 2010.
What Are Access Arrangements?
Access arrangements are adjustments to the standard exam conditions that allow a child with a special educational need or disability (SEND) to demonstrate their ability on a level playing field. They are not advantages. They are adjustments that remove a barrier so the exam measures your child's actual knowledge and reasoning rather than the impact of their condition.
The principle is simple: a child with dyslexia who struggles to read questions at speed is not being tested on reading speed. They are being tested on reasoning, comprehension, and problem solving. Extra time or a reader removes the barrier without giving an unfair advantage on the skills the exam is actually measuring.
Your Child's Legal Rights
The Equality Act 2010 places a legal duty on all organisations that provide education to make "reasonable adjustments" for people with disabilities. This includes the bodies that administer the 11+ exam, whether that is GL Assessment, CEM, the local authority, or individual schools.
The duty has three parts:
- Changing practices or procedures that put disabled people at a substantial disadvantage (for example, allowing extra time)
- Providing auxiliary aids or services where these would avoid a substantial disadvantage (for example, providing a reader or modified papers)
- Making physical adjustments where premises put disabled people at a disadvantage (for example, wheelchair access to the exam room)
The word "reasonable" is important. The adjustment must be proportionate and practical. But the threshold is set in your favour. Refusing to make any adjustment at all for a child with a documented condition would almost certainly be unlawful.
Which Conditions Qualify?
There is no fixed list of conditions that automatically qualify for access arrangements. The test is whether the condition creates a substantial disadvantage when sitting the exam under standard conditions. In practice, the most common conditions for which arrangements are granted include:
| Condition | Typical Arrangements |
|---|---|
| Dyslexia | Extra time (usually 25%), reader, coloured overlay, enlarged print |
| Dyscalculia | Extra time, use of number lines or multiplication grids (varies by provider) |
| ADHD / ADD | Separate room (to reduce distraction), supervised breaks, extra time |
| Autism Spectrum Condition | Separate room, familiar adult present, modified instructions, extra time |
| Visual impairment | Enlarged papers, modified diagrams, reader, Braille papers (rare at 11+), extra time |
| Hearing impairment | Sign language interpreter, separate room, written rather than spoken instructions |
| Physical disability | Scribe, adapted seating, accessible room, rest breaks |
| Medical conditions (e.g. diabetes, epilepsy) | Supervised breaks, access to medication or food, separate room if needed |
This list is not exhaustive. If your child has a condition not listed here that affects their ability to sit a timed exam under standard conditions, you can still apply. The decision is based on the evidence you provide, not on a tick box list of conditions.
How the Application Process Works
The process for requesting access arrangements varies depending on who administers the 11+ in your area. The three main routes are:
Local Authority Administered Tests (Most Common)
In areas like Buckinghamshire, Kent, Lincolnshire, and the West Midlands, the local authority coordinates the exam. You typically request access arrangements through the same registration process you use to sign your child up for the test. There is usually a section on the registration form asking whether your child has any additional needs.
The deadline for requesting arrangements is usually the same as the registration deadline, which is typically in June of Year 5. Some authorities will accept late requests with good reason, but applying early gives you the best chance of getting everything in place.
Consortium Administered Tests
Some areas use consortium arrangements where a group of schools shares a common test. The Slough Consortium, Bexley, and Sutton are examples. These consortiums usually have their own access arrangements procedures published on their websites. You apply through the consortium rather than individual schools.
Individual School Tests
Schools that set their own entrance exams (common among independent and some super-selective schools) handle access arrangements directly. Contact the school's admissions office and ask for their access arrangements policy. They should provide a clear process and a named contact.
What Evidence You Need
This is the part where many parents feel stuck. The evidence requirements can seem daunting, but they exist to ensure that arrangements are given to children who genuinely need them.
Professional Diagnosis
You will almost always need a formal diagnosis or assessment from a qualified professional. This might be:
- An educational psychologist's report (this carries the most weight)
- A specialist teacher assessment (for conditions like dyslexia, this must be from someone with a recognised qualification such as a SpLD Assessment Practicing Certificate)
- A consultant paediatrician's letter (for conditions like ADHD or autism)
- A letter from a relevant medical specialist (for physical or sensory conditions)
School-based concerns or a parent's own observations, on their own, are not usually sufficient. The assessment needs to come from someone with professional qualifications in the relevant area.
Evidence of Current Need
The assessment should be reasonably recent. Most authorities expect the report to be no more than two to three years old, although there is no absolute rule on this. If your child was assessed at age 6 and is now 10, you may be asked for an updated assessment.
The report should specifically state how the condition affects your child's ability to perform under timed exam conditions and should recommend the specific arrangements being requested.
Evidence of Normal Way of Working
Authorities want to see that the arrangements you are requesting reflect how your child normally works at school. If your child receives extra time for tests at school, uses a reader in class, or works in a smaller group for assessments, this supports your application. Ask your child's school for a letter confirming what adjustments are already in place.
What If Your Child Has an EHCP?
If your child has an Education, Health and Care Plan (EHCP), the process is slightly different and in some ways simpler. The EHCP itself is strong evidence of your child's needs, and the adjustments described in the plan should be reflected in any exam arrangements.
Contact the local authority's SEN team as well as the admissions team. The two departments should coordinate, but in practice you may need to chase this to make sure the right information reaches the right people.
Children with EHCPs also have additional rights around school placement. The local authority has a legal duty to ensure that the school named in the EHCP (or a suitable alternative) can meet the child's needs. This is separate from the 11+ admissions process but can interact with it if your child passes the exam and you want to name a grammar school in the EHCP.
Common Access Arrangements Explained
Extra Time
The most commonly granted arrangement. The standard allowance is 25 percent extra time, which means a 50 minute paper becomes 62 or 63 minutes. In some cases, 50 percent extra time is granted for more severe conditions. The amount should be based on the professional's recommendation, not a standard formula.
Reader
A trained adult reads the questions aloud to your child. The reader reads exactly what is on the page without adding explanation, emphasis, or interpretation. This is particularly useful for children with dyslexia who can understand and answer the questions but struggle to decode the text quickly enough under timed conditions.
For comprehension sections, a reader typically reads the passage and questions. Your child still needs to understand the content and formulate their answer independently.
Scribe
A trained adult writes down your child's answers as they dictate them. The scribe writes exactly what the child says without correcting grammar, spelling, or content. This is used for children with physical conditions that make writing painful or slow, or for conditions that severely affect handwriting legibility.
For multiple choice exams (which most 11+ papers are), a scribe is less commonly needed because the child marks answers on a sheet rather than writing extended text.
Separate Room
Your child sits the exam in a smaller, quieter room with fewer children, supervised by an invigilator. This is common for children with ADHD, autism, or anxiety conditions where a large hall with hundreds of children would significantly increase distress or reduce concentration.
Rest Breaks
Your child is allowed to pause during the exam. The clock stops during the break. This is used for medical conditions where the child may need to take medication, eat, or simply rest to manage fatigue or pain.
Modified Papers
The exam paper is produced in a different format, such as enlarged print, specific colour paper, or simplified layout. This is most common for children with visual impairments or certain processing difficulties.
What If Your Application Is Refused?
If the admissions authority refuses your request for access arrangements, you have the right to challenge the decision. Your options are:
- Ask for a written explanation. The authority should tell you specifically why the application was refused and what additional evidence would strengthen it.
- Provide additional evidence. If the refusal was based on insufficient evidence, you can submit a more detailed report or an updated assessment.
- Make a formal complaint. If you believe the decision is unreasonable given the evidence you have provided, complain through the authority's formal complaints procedure.
- Contact the Equality Advisory Support Service (EASS). This free service provides advice on discrimination issues under the Equality Act. They can advise you on whether the refusal might constitute a failure to make reasonable adjustments.
- Seek legal advice. In cases where a clear duty under the Equality Act is being ignored, legal action is possible. Organisations such as IPSEA (Independent Provider of Special Education Advice) and SOS SEN offer free advice to parents of children with SEND.
Preparing Your Child for a Modified Exam Experience
If your child is granted access arrangements, take time to prepare them for what will be different about their exam experience compared to what their friends describe.
- If they will be in a separate room, reassure them that this is normal for many children and not a sign that anything is wrong
- If they will have a reader, practise the format at home. Read questions aloud in a neutral tone and let your child answer. This helps them get used to processing information by ear rather than by eye.
- If they have extra time, practise using it wisely. Some children feel pressure to finish at the same time as everyone else, even when they have extra time available. Help them understand that their allocated time is their full time and they should use all of it.
A Timeline for Access Arrangements
| When | What to Do |
|---|---|
| Year 4 (autumn) | If you suspect your child may need arrangements, begin the assessment process. Book an educational psychologist or specialist teacher assessment. |
| Year 4 (spring) | Obtain the professional report. Ask your child's school for a supporting letter confirming current adjustments. |
| Year 5 (early summer) | Register for the 11+ and submit your access arrangements application with all evidence. Contact the admissions team to confirm receipt. |
| Year 5 (summer) | Receive confirmation of arrangements. If refused, follow up immediately with the steps outlined above. |
| Year 6 (September, before exam) | Confirm with the test centre that arrangements are in place. Prepare your child for the modified experience. |
Frequently Asked Questions
Will access arrangements affect how my child's score is viewed by the school?
No. Schools see the final score, not whether access arrangements were used. The arrangements are designed to produce a score that reflects your child's true ability. There is no asterisk or adjustment applied to the score.
Can I get access arrangements if my child does not have a formal diagnosis yet?
It is very difficult without a formal diagnosis. If you are concerned about your child's learning, start the assessment process as early as possible. Your GP can refer to an NHS educational psychologist, or you can arrange a private assessment (typically costing £400 to £700).
What if my child's school says they do not need arrangements?
Schools sometimes underestimate the difference between a familiar classroom and a timed, high-stakes exam with 200 other children. If you have professional evidence supporting the need for arrangements, you can apply regardless of the school's view. The decision is made by the admissions authority, not by your child's primary school.
Are the arrangements the same for all exam providers?
The types of arrangements available are broadly similar, but the application process and specific policies differ between GL Assessment, CEM, CSSE, and individual schools. Always check the specific guidance for your child's exam.
Can my child practise with the arrangements in place?
Yes, and they should. If your child is getting extra time, practise papers with extra time so they learn how to use it effectively. If they will have a reader, practise that format at home.
New to the 11+ exam? Start here → The 11+ Entrance Exam: What It Really Is
Choosing between GL and CEM formats? → GL vs CEM Explained
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