FND and Exam Access Arrangements: GCSEs, A Levels and What to Ask For

Access arrangements are about access, not advantage

JCQ describes access arrangements as adjustments agreed before an exam, based on evidence of need and how the student normally works. Ofqual's 2026 guide for schools and colleges says the adjustment must let a student access the assessment without changing its demands.

That is why “FND equals 25% extra time” is the wrong starting point. Two students with the same diagnosis may need different support, and one student may need different arrangements for different assessment formats.

• A student whose concentration drops during a symptom surge may benefit more from pausing the clock for supervised rest breaks than from working for longer.
• A student with functional hand weakness or tremor may need a word processor, scribe or different way to record answers.
• A student who has functional seizures may need a calm room plan, safe seating, trained staff and a clear response plan as well as any timing arrangement.
• A student affected by pain, fatigue, mobility problems or sensory overload may need a combination of room, seating, movement and timing adjustments.

These are examples to discuss, not promises. The permitted arrangement depends on the assessed need, the subject and the awarding body's current rules.

Start with the exam barrier, and start early

Do not wait until the exam timetable arrives. Some arrangements require an online application, evidence or specially prepared papers, and exam centres work to awarding-body deadlines. Ofqual advises students who think they need an arrangement to speak to their school or college as soon as possible.

A useful first conversation has four parts:

1. What happens: describe the symptom in plain language, without trying to make it sound dramatic.
2. What it changes: explain the practical effect on reading, writing, concentration, communication, movement, stamina or safety.
3. What already helps: name the support used in lessons, internal tests or mock exams.
4. What needs testing: agree a trial and a review date rather than assuming the first idea is right.

If symptoms fluctuate, include the range. A student may look well in one lesson and still have a predictable barrier across a two-hour exam. The FND good-day guide can help explain why one snapshot does not show the whole pattern.

Arrangements that may be worth discussing

Ofqual lists common examples such as modified papers, assistive software, a reader or scribe, a word processor, extra time and supervised rest breaks. It also makes clear that the list is not exhaustive and not every option will be reasonable for every assessment.

Supervised rest breaks

Rest breaks and extra time are not the same. A supervised rest break pauses work under the centre's procedure; extra time increases working time. For some students with FND, a genuine pause to settle symptoms, reposition, use a planned grounding strategy or recover from an episode is more useful than a longer uninterrupted exam.

Agree practical details before the day: how the student signals for a break, where they go, whether the exam paper is covered, who supervises, how timing is recorded and what happens if mobility or speech temporarily changes.

Extra time

Extra time may be relevant when an established impairment consistently slows the student's ability to access or produce work. It should not be treated as a default FND adjustment. JCQ's evidence requirements vary by the amount and reason, and the centre may need examples showing that it is the student's normal way of working.

Word processor, scribe or assistive technology

These may help when handwriting, motor control, vision, speech or reading access is affected. The arrangement must not change the skill being assessed. For example, an exam that specifically tests spelling, handwriting or a practical skill may have different limits. The exams officer should check the subject rules.

Room, seating and sensory changes

A smaller room, seating near an exit, an accessible desk, space for mobility aids, reduced distraction or approved ear defenders may be considered where they address a documented barrier. A separate room is not automatically better: some students feel safer with familiar peers, while others need a quieter space. Ask the student and trial the setup.

Evidence: show the need and the normal way of working

A diagnosis letter can establish that FND is recognised, but the label alone often does not show what happens in an exam. Stronger evidence connects the condition to the assessment barrier and the support that works.

• Teaching observations across relevant subjects.
• Records of adjustments used in lessons, internal assessments and mock exams.
• Marked mock papers or timing notes where these are required and useful.
• A support plan, individual healthcare plan or episode response plan.
• A clinician's letter describing functional impact, if the arrangement requires medical evidence.
• Physiotherapy, occupational therapy, speech and language therapy or neuropsychology evidence where it directly explains the barrier.
• The student's own short account of what happens, what helps and what recovery looks like.

Do not collect a huge medical file just to look convincing. Ask the centre exactly what the current rule requires for the proposed arrangement. JCQ changed parts of its 2025/26 guidance in March 2026, which is a good reminder to use the live rulebook for the relevant exam year rather than an old checklist.

A script for asking the school or college

Subject: Exam access arrangements for [student name]

“[Name] has Functional Neurological Disorder. During timed assessments the main barriers are [briefly describe what happens and the effect on working]. In lessons and mock exams, [support or strategy] has helped by [practical effect].

Could the SENCO/additional-support team and exams officer review which access arrangements may be appropriate for the relevant qualifications, what evidence is needed and the application deadlines? We would also like to trial the proposed setup before the next formal assessment and agree a written exam-day safety plan.”

If the centre says a diagnosis does not automatically qualify, that part is correct. Bring the conversation back to the functional barrier, the evidence and a fair trial. If it says no arrangement is possible, ask which rule applies, whether a different arrangement could address the same barrier, and whether the awarding organisation has been consulted.

Build an exam-day FND plan

An access arrangement deals with assessment access. A safety plan deals with what people should do if symptoms happen. A student with functional seizures, falls, temporary weakness or speech changes may need both.

Keep the plan short enough for an invigilator to use:

• the student's familiar symptom pattern and how they usually recover;
• how the student communicates that a break is needed;
• safe positioning and any mobility support;
• what staff should avoid, such as crowding or unnecessary restraint;
• when a parent, carer, first aider or emergency service should be contacted;
• the clear boundary for symptoms that are new, severe or different;
• who records the event, timings and any lost working time.

Our functional seizures guide gives general safety information, but the student's own clinical advice and school procedure come first.

If symptoms affect the exam: ask about special consideration

Access arrangements are normally planned in advance. Special consideration is a separate process for a temporary illness, injury or event outside the student's control that has a significant effect immediately before or during an assessment.

Ofqual tells students to speak to their school or college as soon as possible if illness or another event affects an exam. The centre, not the student or parent, applies to the awarding organisation. The outcome may be an adjustment to how an assessment is taken, a small mark adjustment in eligible circumstances, or a calculated grade after an unavoidable missed assessment when the rules allow. It is not automatic and it cannot erase every disadvantage.

If an FND episode, injury or unexpected deterioration affects an exam:

1. tell the invigilator at once rather than waiting until results day;
2. ask the centre to record the timing, symptoms, action taken and effect on the exam;
3. ask whether it will contact the awarding organisation about special consideration;
4. provide evidence promptly if the centre requests it;
5. keep a copy of emails and the centre's response.

Scotland uses a separate assessment-arrangements route

Scottish qualifications use Qualifications Scotland's assessment-arrangements process. Its learner guide says arrangements support disabled learners and people with additional support needs to show their knowledge and understanding. It also says a formal medical diagnosis is not always required, and requests must go through the school, college or training provider rather than directly from a learner or parent.

The practical preparation is similar: discuss the individual need, use arrangements during learning and internal assessment where appropriate, and agree what is allowed for each qualification. But do not ask a Scottish centre to follow a JCQ form by default. Ask which Qualifications Scotland rule and deadline applies.

For qualifications covered by JCQ in England, Wales or Northern Ireland, the centre should use the current JCQ and awarding-body process. Because course and awarding-body coverage varies, ask the exams officer to confirm which rulebook applies rather than relying on the country alone.

Private candidates need to agree support with the exam centre

A private candidate cannot assume that arrangements will transfer automatically from a previous school. Ofqual advises private candidates to discuss access needs with the chosen exam centre as early as possible, ideally when asking the centre to make the exam entry. Ask what evidence it accepts, whether it can deliver the arrangement and whether previous paperwork can be reused under the current rules.

A calm preparation checklist

• Identify the exam barrier, not only the diagnosis.
• Contact the relevant support lead and exams officer early.
• Confirm the qualification and awarding-body rules.
• Trial the arrangement during normal work and mock exams.
• Record what helps and what does not.
• Agree a short written FND safety and communication plan.
• Check room access, seating, mobility-aid space and break procedure.
• Make sure the student knows how to signal for help.
• Know who will record an incident and consider special consideration.
• Review the plan if symptoms or course demands change.

For wider education support, see the FND school, college and university hub. Students moving into higher education can also use our separate Disabled Students' Allowance guide. DSA funds eligible extra study costs; it does not replace exam access arrangements.

Frequently asked questions

Can FND qualify for exam access arrangements?

Potentially. Access arrangements are based on the individual barrier, suitable evidence and the rules for that qualification. An FND diagnosis does not guarantee a particular arrangement, but symptoms such as functional seizures, weakness, tremor, pain, fatigue or cognitive difficulty may create a need that the centre should explore.

Are supervised rest breaks the same as extra time?

No. During a supervised rest break, the candidate stops working and the exam clock is normally paused under the centre's procedure. Extra time increases the working time. The appropriate arrangement depends on the barrier and the current awarding-body rules.

What if an FND episode happens during an exam?

Follow the agreed safety plan and tell the invigilator immediately. The centre should record what happened and contact the awarding organisation if special consideration may apply. New, severe or different symptoms still need appropriate medical assessment rather than being assumed to be FND.

Is an FND diagnosis letter enough evidence?

A diagnosis letter can help, but a label alone may not show the exam barrier or which arrangement works. Teaching observations, mock-exam use, support plans and a clinician's description of functional impact can build a clearer picture. Requirements depend on the arrangement and qualification.

Does Scotland use the JCQ access-arrangements process?

Scottish qualifications use the Qualifications Scotland assessment-arrangements process. The same practical principle applies: discuss needs with the school, college or training provider, but use the rules for the actual qualification rather than assuming the JCQ process applies.

Sources and review basis

This article was reviewed against the following official sources on 23 July 2026. It is general information, not individual medical or legal advice. The current JCQ 2025/26 document runs to 31 August 2026 and was updated in March 2026, so centres should always use the live guidance for the relevant exam year.

• Access arrangements, reasonable adjustments and special consideration — Joint Council for Qualifications.
• Ofqual guide for schools and colleges 2026 — Ofqual on GOV.UK.
• What students need to know before exams in 2026 — Ofqual on GOV.UK.
• Illness and special consideration during exams — Ofqual on GOV.UK.
• Assessment arrangements guide for learners — Qualifications Scotland.
• Functional neurological disorder — NHS Inform.