Why 25% Extra Time in Exams Fails to Meet the Needs of SEN Students in the UK

In the UK, one of the most commonly applied accommodations for students with Special Educational Needs (SEN) is 25% extra time during exams. However, this solution often acts as a blanket response, failing to address the diverse and complex needs of SEN students. While the intent behind this accommodation is to level the playing field, its application without comprehensive assessments leaves many students without the full support they truly need to succeed.

A Systemic Failure: Limited Assessments, Limited Support

SENCOs, who oversee the provision of accommodations in schools, are often under-resourced and overwhelmed. Faced with limited budgets, SENCOs must make quick decisions based on incomplete or basic assessments. In many cases, students are given 25% extra time without a full evaluation of their individual needs. While this may help some students, it is insufficient for those with more severe learning difficulties such as anxiety, dyslexia, dysgraphia, dyscalculia, dyspraxia and other neurodivergence.

Many students who would benefit from additional support, such as specialized teaching methods, more exam time, or assistive technology, fall through the cracks. This is not due to a lack of willingness from SENCOs but stems from a lack of comprehensive psychological assessments, which are often too costly for local authorities to fund. The result is that students are under-diagnosed, leaving them without the accommodations they require.

Funding Crisis in SEN Services

As of 2024, 18.4% of students in the UK are identified as having some form of SEN, and this number is steadily rising. Despite the increase, funding for SEN services has failed to keep pace with the growing demand.

Schools in the UK typically receive £6,000 per child with Special Educational Needs (SEN) as part of their notional SEN budget. However, this funding is just a starting point, and many schools need to provide additional resources to meet the specific needs of children with SEN, particularly those with more complex requirements that exceed this allocation.

However, this is not enough to cover the cost of necessary resources like one-on-one support, extra exam time, or specialist technology. Local councils, facing budget shortfalls, are reluctant to conduct comprehensive educational psychological assessments as these diagnoses would obligate them to provide more expensive accommodations.

Many mainstream schools have had to take on students with complex needs without the additional funding or resources required to support them adequately. The result? Schools rely on the 25% extra time accommodation as a quick fix without fully understanding whether it is enough.

In some cases, even the top-up funding from councils is cut, further reducing the available resources for SEN students, which contributes to the inconsistent provision of support across the country.

Schools can apply for additional "top-up" funding from local authorities but only after a student receives a diagnosis and an Education, Health, and Care Plans (EHCPs). The availability and amount of this extra funding varies significantly between different regions, leading to a postcode lottery where some children receive more support than others based solely on where they live.

For example, while some councils like Harrow increased their SEN top-up funding by 19.5%, others, such as Bury, reduced their top-up funding by 9.6%​. The variability extends further when comparing regions like Doncaster and Rotherham. A child with severe learning difficulties in Rotherham may receive £14,300 in top-up funding, whereas a similar child in Doncaster might receive only £8,000​.

The Shortage of Educational Psychologists

There is also a shortage of educational psychologists in the UK. Currently, there are around 2,102 full-time educational psychologists, but over 101,000 new Education, Health, and Care (EHC) plans are issued annually. This shortfall means that many students are stuck on waiting lists, leading to delays in receiving a comprehensive assessment. Without these assessments, schools are often forced to resort to quick judgments, applying the 25% extra time as a blanket solution.

Myth-Buster: Sixth Formers (Years 12 & 13) Can’t Get Extra Accommodations

Let’s address a damaging myth: it is NOT difficult to get new access arrangements for sixth-form students. This misconception is harmful and fails to recognize the rights of students who may have gone undiagnosed for years. It is never too late to seek educational assessments, even during A Levels.

Students in sixth form are just as entitled to accommodations as younger students. In fact, if a student has been undiagnosed throughout their education, now is the time to ensure they receive the support they need, especially as their future academic path—whether university or other qualifications—is at stake.

The assumption that it is harder to secure accommodations in sixth form stems from a misunderstanding of how educational assessments work. Accommodations are designed to ensure fairness during exams and can be applied for at any stage of education. If a student requires additional support, they deserve to have it recognized.

Private Educational Testing: A Reliable Way Forward

For parents committed to finding a solution, private educational testing is a reliable and comprehensive pathway. With private organizations like Global Education Testing, families can bypass the delays and bureaucracy of the public system.

At Global Education Testing, we provide:

• Comprehensive assessments conducted by internationally accredited educational psychologists.

• Detailed reports that are recognized by exam boards and schools, providing irrefutable evidence of the student’s learning needs.

• Specific recommendations for accommodations such as extra time, assistive technology, or tailored teaching strategies.

• Peace of mind knowing that your child’s needs will be identified and supported without having to navigate the often slow and underfunded public system.

Why Comprehensive Educational Assessments Matter

Comprehensive assessments are essential for understanding the full scope of a student’s learning needs. Without these assessments, many students are misdiagnosed or go undiagnosed, leaving them without the accommodations they require to thrive. Our assessments ensure that children receive the correct accommodations, which can include:

• Extended time on exams (from 25% to 50%, 75%, or even 100%, depending on the severity of the learning difficulty).

• Specialized teaching methods tailored to their cognitive profile.

• Assistive technologies like text-to-speech or audiobooks.

Private assessments like those offered by Global Education Testing provide detailed, actionable reports that help schools and exam boards ensure students receive the accommodations they need.

For parents seeking effective and timely support, private educational testing is the best way forward, ensuring that no child’s learning needs are overlooked.

At Global Education Testing, we provide comprehensive educational psychological assessments that document learning difficulties for students of all ages. Our assessments are recognized by exam boards and provide irrefutable evidence so that students get the accommodations they deserve.