The UK's exam system is facing a crisis, with thousands of students receiving special 'access arrangements' to help them perform better in GCSEs and A-levels. Despite the best intentions behind these arrangements – to provide a fairer chance for students with disabilities, language barriers or other needs – the number has skyrocketed in recent years, leaving schools struggling to cope. Over 600,000 students in England alone now benefit from some form of extra support, raising questions about fairness and potential exploitation.
Associate headteacher Kirstie Moat from Harrogate Grammar School in North Yorkshire is just one example of a school grappling with the challenges posed by these arrangements. 'It's a logistical nightmare,' she said, highlighting the complexities of providing individual support to such a large number of students. 'We have to make sure that every student has the support they need, but it's getting increasingly difficult to keep up.'
The issue is not just about numbers: experts warn that some schools are seeing an increase in requests for special arrangements, which could be a sign that some students are exploiting the system. According to research by the National Foundation for Educational Research (NFER), the number of special exam arrangements has increased by 15% in the past five years – with the majority of requests coming from students with learning difficulties or disabilities.
While the intention behind these arrangements is to promote equality and fairness, the sheer scale of requests is putting pressure on schools and exam boards. The Joint Council for Qualifications (JCQ) has expressed concerns that the increasing number of special arrangements could compromise the integrity of exams. 'We need to ensure that we are not creating a system where students are getting an unfair advantage,' said a spokesperson for the JCQ.
In response, the government has announced plans to review the system and improve support for students with additional needs. The review aims to strike a balance between providing fair support and maintaining the integrity of exams – but it remains to be seen whether this will be enough to address the growing crisis in our exam system.