Question to the Department for Education:

To ask the Secretary of State for Education, what assessment her Department has made of the potential impact of timed examinations on the performance of neurodiverse students.

Ofqual, as the independent regulator of qualifications, is responsible for ensuring the exams system is fair and accessible for all students. It has published guidance for awarding organisations to follow when designing qualifications, setting clear expectations around accessible language, layout, structure and the removal of unnecessary burdens to ensure that exams are designed to be accessible for all learners, including neurodiverse students.

Ofqual has also conducted research into the role of time pressure in assessment, including speed of working, the impact of having extra time in exams and the wider evidence base on timed assessment.

Under the Equality Act 2010, awarding organisations are required to make reasonable adjustments for disabled persons to prevent substantial disadvantage in exams and assessments. Reasonable adjustments may include 25% extra time in the exam or the use of a reader, scribe, word processor or assistive technology, and ensure that students can demonstrate their knowledge without changing the exam content. A range of access arrangements are also available for all national curriculum tests and assessments, and guidance is provided by the Standards and Testing Agency.

Additionally, in the government response to the Curriculum and Assessment Review, the department committed to working with Ofqual and the exam boards to ensure that accessibility implications are fully considered for all young people throughout the qualification process, including for those with special educational needs and disabilities.