A slower response can conceal secure understanding. In Secondary classrooms, pupils may need to read subject-specific language, retrieve knowledge, plan a response and produce written work under tight time constraints. Planned processing and completion time can improve access without lowering the level of challenge.

Allow time before expecting a response

Keep a demanding question visible. Give the pupil a brief opportunity to note a plan or keywords before speaking. During discussion, tell them when you will return to them rather than demanding an immediate answer: “Have a think about a second reason. I’ll come back to you in a minute.”

For an exam-style question, allow a short planning period before writing. For practical work, provide time to read the method and identify the first action before the equipment is used.

Avoid repeating or rephrasing too quickly. A second version adds information while the pupil is still processing the first.

Set realistic completion points

Decide which work best demonstrates the objective. Mark the essential questions or sections and state what should be completed first. Allow additional time for selected tasks with high reading, planning or written-output demands.

For extended writing, the essential outcome might be a complete argument with two developed paragraphs rather than several unfinished points. In mathematics, select questions that cover the full method and its application rather than requiring every repeated example.

Protect workload

Extra time should not create an expectation that the pupil works indefinitely. Set a finish point for classwork and a realistic duration for homework. If the pupil regularly needs much longer than peers, review the quantity, copying, reading and writing demands rather than extending every deadline.

Observe what changes

Record whether additional time improves:

• accuracy;

• response quality;

• completion of essential work;

• participation in discussion;

• independence and confidence.

If there is little improvement, check subject knowledge, reading comprehension, writing, attention and working memory.

Keep formal arrangements separate

Classroom adjustments should reflect identified need and can contribute to evidence about normal way of working. They do not automatically establish an entitlement to extra time in public examinations. Current JCQ requirements include specific assessment and centre-based evidence. Work with the SENCo and follow current regulations.

Avoid

• Equating rapid recall with subject understanding.

• Allowing unlimited time without priorities.

• Extending every task automatically.

• Removing later, more demanding questions.

• Promising an examination arrangement on the basis of one score or observation.

Further reading

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

• Access Arrangements and Reasonable Adjustments (JCQ)