Ofqual revises arrangements data and urges exam boards to improve systems

Ofqual has published revised statistics on access arrangements for GCSEs, AS and A levels after withdrawing earlier figures in July due to recording and reporting errors and has urged exam boards to improve the access arrangements system.

The regulator said the updated data, covering 2015 to 2016 through to 2024 to 2025, gives a more accurate picture of the number of students receiving arrangements in each exam cohort.

The corrected methodology counts only arrangements granted to students who were actually assessed in a given year, rather than those holding valid approvals who did not sit exams. It also removes duplicate applications.

The figures show that 25% extra time was granted for between 16.6% and 25.5% of students assessed in 2024 to 2025, compared with 14.7% to 20.6% in 2023 to 2024. Ofqual said this suggests the proportion receiving extra time is lower than previously reported and broadly in line with rates of special educational needs.

The regulator said the ranges reflect the complexity of the underlying data and are expected to narrow when further information becomes available next year.

Alongside the revised statistics, Ofqual has published research examining the rise in demand for access arrangements and the pressures this has placed on exam boards, schools and colleges. The study focused on approvals for 25% extra time and the role of timing in assessment across subjects.

The research found limited evidence of students experiencing time pressure, although this varied between subjects and student groups. It noted that while GCSEs, AS and A levels are not designed to test speed, the interaction between assessment tasks, exam duration and individual needs can create unintended time constraints.

Schools and colleges also raised concerns about the workload and costs involved in identifying needs, gathering evidence and administering applications.

Ofqual said the system generally meets the principle that arrangements should be based on individual need, but identified areas where improvements could be made.

The regulator has told exam boards to review and improve the access arrangements system, with a focus on clearer information for schools, colleges, students and parents. It expects boards to ensure their requirements allow students to receive “appropriate support while balancing institutional workload, to improve data quality, and to strengthen monitoring to ensure the system functions as intended”.

Ofqual said it will track exam boards’ progress as part of its regular oversight. It will also consider assessment duration requirements as it responds to government proposals arising from the Curriculum and Assessment Review, including for new post-16 qualifications such as V levels. Updated regulatory expectations will be set out following that work.

The regulator said the revised statistics and research reflect its commitment to ensuring the system operates effectively and is accurately reported, and that the improvements required of exam boards will help maintain appropriate support for students while minimising burdens on schools and colleges.