Clear timings help a pupil judge the pace of a task, while a short pause gives them time to interpret a complex question before responding. This is a light adjustment for selected moments, not a blanket extension of every activity.

Make the time expectation explicit

Tell pupils how long the activity should take and what matters most. For example: “You have twelve minutes. Complete the two marked questions first, then attempt the final one.”

Use a visible timer only if it supports rather than increases pressure. Some pupils work better with a start time, midpoint reminder and clear finish point instead.

Pause after complex questions

Keep the question visible and allow brief planning time. Let the pupil note a keyword, underline the command word or hear one response before returning to them.

Avoid immediately repeating or substantially rephrasing the question. Give the pupil time to finish processing the original wording first.

Use small extensions selectively

A short extension may be helpful for:

• an unfamiliar exam-style question;

• a dense source or data set;

• a longer explanation;

• the final stage of a practical task;

• a piece of homework with unusually high reading demand.

State what the pupil should complete during that time. Do not leave the task open-ended.

Check the effect

A useful pause or extension should improve access, accuracy or response quality. If it does not, check understanding, vocabulary, reading and task design. If the pupil regularly needs substantially more time across subjects, share observations with the SENCo.

Avoid

• Extending familiar tasks without evidence that it helps.

• Treating quick answers as the main sign of understanding.

• Using a countdown that increases anxiety or rushing.

• Removing the most demanding work.

• Describing a classroom pause as an examination entitlement.

Formal access arrangements are governed by current regulations and require their own evidence. A light classroom adjustment should remain proportionate to the task.

Further reading

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

• Access Arrangements and Reasonable Adjustments (JCQ)