The processing demand of Secondary work varies. A pupil may manage familiar retrieval and short responses at the normal pace but need longer when interpreting complex wording, planning an argument or coordinating several stages. Targeted adjustments are more useful than extending every activity.

Identify tasks with higher processing demands

Plan support for work that combines several demands, such as:

• an unfamiliar exam-style question;

• reading and comparing two sources;

• explaining a multi-step calculation;

• planning an extended response;

• following a practical method while recording results;

• homework requiring substantial reading and written output.

Check whether the pupil’s accuracy and quality improve when the pressure is reduced.

Give time to formulate a response

Keep the question visible and allow the pupil to note a brief plan. In discussion, let them prepare one point before contributing or return to them after another response. You can also tell them quietly before you ask the class: “In a minute I’ll ask you which source is more reliable. Have a think.”

For extended writing, build in a short planning stage and agree the essential completion point. For practical work, let the pupil read the method and mark the current stage before beginning.

A pause should be purposeful. It should not leave the pupil waiting without knowing what to do.

Use completion time selectively

Allow additional time for the part of the task that carries the highest demand. This might mean finishing the analytical paragraph, checking the calculation or completing the interpretation of results.

Set boundaries. State the essential work, the available extension and the stopping point. Apply the same approach to homework so additional time does not become an excessive workload.

Preserve challenge

Keep the subject content and intended thinking. Do not replace complex questions with simpler ones solely because the pupil works more slowly. Instead, reduce avoidable copying, unnecessary repetition or rushed transitions.

Review and adjust

Look for stronger answers, fewer avoidable errors and better completion of the important work. If the pupil begins managing a task type more efficiently, reduce the additional time. If difficulties remain widespread, share the pattern with the SENCo and consider other contributing needs.

Formal access arrangements

Occasional classroom thinking time is not the same as a formal examination arrangement. For public examinations, current JCQ rules apply and decisions require appropriate centre-based and assessment evidence. Teachers can support that process through accurate observations of normal classroom practice.

Further reading

• Time limits and speed of working in assessments (Ofqual)

• Access Arrangements and Reasonable Adjustments (JCQ)