Access Arrangements and Dyslexia Assessments

Do children need a dyslexia diagnosis for access arrangements?

Many parents worry that their child must have a formal dyslexia diagnosis to receive support in school, especially for exams. In reality, this is not always the case. Schools can apply for access arrangements based on evidence of need without a full diagnostic report. However, there are also times when a full dyslexia assessment report can be extremely helpful.

What are access arrangements in school?

Access arrangements are adjustments made in lessons, tests and exams to ensure children with additional needs can access assessments fairly. They do not give an unfair advantage. They remove barriers so a child can demonstrate their true ability.

Common access arrangements include:

• extra time

• rest breaks

• a reader

• a scribe

• use of a laptop or word processor

• enlarged print

Do children need a dyslexia diagnosis for access arrangements?

In most cases, no. A formal dyslexia diagnosis is not required for school-based access arrangements. What matters most is clear evidence of need and a history of difficulty.

Schools usually collect this evidence through:

• teacher observations

• reading and spelling assessments

• progress tracking

• work samples

• intervention records

• evidence that support is part of the child’s normal way of working

For formal examinations such as GCSEs, schools must follow the regulations set by the Joint Council for Qualifications (JCQ). These rules state that access arrangements must reflect the child’s usual classroom support and be based on robust evidence of need, not simply a parental request.

How can a full dyslexia report help long-term?

A diagnostic assessment report can:

• provide formal identification of dyslexia

• create a detailed cognitive and learning profile

• identify underlying processing strengths and weaknesses

• support SEN support plans and EHCP applications

• strengthen evidence for GCSE and post-16 access arrangements

• support transition to secondary school, college and university

• improve self-understanding and reduce self-blame

• guide high-quality, targeted intervention at home and in school

For many children a report brings clarity, relief and a sense of understanding rather than another label.

What does official SEND guidance say?

Special educational needs support in England is guided by the SEND Code of Practice issued by the Department for Education. The Code promotes early identification, graduated support and evidence-based decision making. It clearly states that children do not need a formal diagnosis to receive support in school. Adjustments should be based on the child’s individual needs, not solely on a medical or diagnostic label.

What if my child is struggling but I am unsure what support they need?

If your child:

• reads or writes more slowly

• struggles to retain spellings

• becomes overwhelmed in tests

• avoids reading or written work

• shows declining confidence

...then it may be worth exploring both school support and whether an assessment could help clarify their learning profile.

Final thoughts for parents

Not every child needs a full diagnostic report to access support. Many children receive the right help through school-based evidence and graduated intervention.

If you would like to discuss whether access arrangements or a full dyslexia assessment would be most helpful for your child, you are very welcome to get in touch for a no pressure chat.