Guidance

What people working in schools and colleges need to know before exams and assessments

Published 7 September 2026

Applies to England

What this guide covers for schools and colleges preparing for 2027 exams and assessments

This guide is aimed at people working in schools and colleges who are supporting students through their qualifications, especially exams officers and senior leaders with responsibility for exams. It explains things to be aware of before exams and assessments take place, what you should tell your students and what you can expect from awarding organisations regulated by Ofqual. Topics include:

• how to manage non-exam assessment
• AI in non-exam assessments
• how to plan in case of exam cancellations
• cyber security
• private candidates
• access arrangements and reasonable adjustments

We use the term schools and colleges to refer to schools, colleges and other exam or assessment centres. In this guide “you” refers to a school or college offering qualifications regulated by Ofqual. “We” refers to Ofqual.

This guide covers qualifications typically taken in schools or colleges, and reported in the Department for Education’s performance tables. These include GCSEs, AS and A Levels, T Levels and vocational and technical qualifications (VTQs). We make it clear when information only applies to a specific qualification or type of qualification.

This guide does not cover on-demand assessments such as Functional Skills Qualifications, English for Speakers of Other Languages, apprenticeship assessments, end-point assessments and other VTQs not included in the Department for Education’s performance tables. 

Read this guide alongside any relevant awarding organisation or Joint Council for Qualifications (JCQ) guidance. For qualification-specific queries, you should speak to the relevant awarding organisation. 

This is one of a series of guides explaining the arrangements for qualifications in 2027. The others are:

• What people working in schools and colleges need to know about the exam and assessment season

• What people working in schools and colleges need to know about the period after exams and assessments

How to manage non-exam assessment

Non-exam assessment in GCSEs, AS and A Levels

Before students take exams at the end of their courses, some of their knowledge, skills and understanding may be assessed through non-exam assessment. Non-exam assessment is coursework, practical work or another form of assessment, such as a performance or portfolio, that counts towards a student’s final grade but is not a written exam.

Exam boards provide instructions for these types of assessments. Where a GCSE, AS or A Level includes non-exam assessment, such as a dance or music performance, teachers should support their students to complete that assessment in line with the expectations set by exam boards. JCQ has also published detailed guidance about how exam boards operate their non-exam assessments in GCSEs, AS and A Levels, and what is expected of you.

The non-exam assessment will be marked and, where needed, moderated and combined with students’ exam marks to determine their grades. 

Exam boards check whether their rules are properly followed. They have different ways of doing this, including:

• general school or college (known as centre) inspection visits
• subject-targeted visits
• statistical monitoring that shows where marks for non-exam assessments appear out of line with students’ performance in their exams for that subject

What you should do

• Follow exam boards’ instructions for non-exam assessments.
• Support your students to complete non-exam assessments in line with the expectations and processes set by the exam boards.

Non-exam and practical assessment in VTQs

Awarding organisations provide instructions for non-exam and practical assessments for VTQs. This includes marking, moderation and timescales for sending marks to the awarding organisation. 

Awarding organisations check whether assessments are properly delivered through external quality assurance. Where assessments are marked by schools or colleges, awarding organisations check whether their marking guidance has been followed, for example through statistical monitoring. This means they can identify marks for non-exam or practical assessments that appear out of line with students’ performance in their exams or other assessments for that subject. 

What you should do

• Follow awarding organisations’ instructions for non-exam assessments.
• Support your students to complete non-exam assessments in line with the expectations and processes set by the awarding organisations.

What risk does artificial intelligence pose to assessment?

Schools and colleges should be aware of the risks posed by use of artificial intelligence (AI) in non-exam assessments. 

Students must not use AI to produce work for an assessment and then submit it as their own. Any permitted use of AI tools must be acknowledged.

The JCQ guidance on AI use in assessments: protecting the integrity of qualifications gives details about your responsibilities. This includes ensuring:

• the authenticity of student work
• that students do not misuse AI tools
• that students acknowledge any use of AI tools to avoid committing malpractice

Ofqual has told awarding organisations that they cannot use AI as the sole marker of student assessments including non-exam assessment. 

What you should do

• Be aware of the risks posed by use of AI in assessments.
• Follow any guidance from awarding organisations or JCQ about the use of AI.

What to tell your students

• Tell your students they are not allowed to use AI to produce work for assessments and try to take credit for it as their own work.

Will formulae and equation sheets be used for GCSE mathematics, physics and combined science?

Students will not be expected to memorise formulae and equations in GCSE mathematics, physics and combined science in 2027, the Department for Education (DfE) has confirmed.

Students will be provided with formulae and equation sheets for these exams each year until the qualifications are reformed. 

Exam boards will publish the formulae and equation sheets for the 2027 exams in December 2026 so students may become familiar with them before the exams. Exam boards will provide clean copies of these sheets with the exam papers.

The formulae and equation sheets used in 2027 will be the same as those used for exams in 2026. 

What you should do

• Help your students become familiar with the formulae and equation sheets.

What to tell your students

• Tell your students they will be able to use formulae and equation sheets.

How to plan in case of exam cancellations

The government does not expect there to be a situation where exams have to be cancelled (as they were in the pandemic), but it is sensible to have contingency plans in place, even though such scenarios are extremely unlikely.

Long-term resilience arrangements require schools and colleges to collect and retain evidence of student performance, such as students’ mock exam papers (originals or copies) and results, that could be used to determine grades if exams cannot go ahead as planned.

Evidence should be collected in line with Ofqual’s published guidance for GCSE, AS and A Level, Project Qualifications and Advanced Extension Awards. Schools and colleges should avoid over-assessment, with one set of mocks likely to provide sufficient evidence. 

Awarding organisations provide guidance where needed for VTQs and other qualifications used alongside or instead of GCSEs, AS and A Levels. VTQs are generally modular and have a high proportion of internal assessment. This means it is more likely there would already be assessment evidence available that could be used to determine grades. This is different for some qualifications used for progression to further or higher study alongside or instead of GCSEs, AS and A Levels. For these, there may be little or no evidence available. If you are unsure whether evidence is needed for a specific VTQ you should check with the relevant awarding organisation.

What you should do

• Arrange to gather evidence of student performance that would be used to determine grades if exams and assessments could not go ahead.
• Read Ofqual’s guidance on how to collect the necessary evidence of student performance.
• Check with the relevant awarding organisation if you aren’t sure whether evidence is needed for a specific qualification.
• Avoid carrying out more assessments than you need to.

What to do if exams or assessments are disrupted

Ofqual has created a contingency plan with our counterparts in Northern Ireland and Wales. The joint exam system contingency plan sets out what you should do if exams or assessments are seriously disrupted in your school or college or more widely. This could be because of, for example, severe weather, illness, strikes, travel disruption, system failures or cyber-attacks. It includes guidance on developing contingency plans. 

What you should do

• Be aware of your responsibilities for developing contingency plans or any other actions needed if you experience disruption to exams or assessments.
• If you are expecting any disruption that might affect exams or assessments, speak to the relevant awarding organisations as soon as possible.
• Review your contingency plans well ahead of each exam or assessment series.
• Consider how, if the contingency plan is enacted, you will comply with awarding organisations’ requirements.
• Follow the published guidance, contingency plans, and instructions from awarding organisations if there is any disruption.

How it’s ensured students get VTQ results on time

Term-time checkpoints happen before the main exam season begins in May. They’re how awarding organisations, schools and colleges identify which students need a result in August so they can progress to further or higher education. 

The arrangements apply to relevant level 1/2, level 2 and level 3 VTQs. Awarding organisations will confirm which qualifications are included and provide their key dates and deadlines.

The checkpoint should not restrict the flexibility of VTQs. Students who do not need a result in August can continue to complete their qualification according to the timescales that work for them and their school or college. 

Key dates and deadlines for VTQs are published in our VTQ information hub.  

What you should do

• Work with awarding organisations to identify which students need results by the August results days and complete the term-time checkpoint.
• Tell the relevant awarding organisation if a student is no longer expecting a result once the checkpoint process is complete.

What is the terminal rule for Tech Awards?

The terminal rule applies to all awarding organisations delivering Tech Awards, which are key stage 4 qualifications taken alongside GCSEs in subjects such as performing arts and health and social care. 

The terminal rule requires the externally assessed component to be taken at the end of the qualification. No other assessment can be taken after the externally assessed component. 

Non-exam assessment (NEA) units can be submitted in the same series as the externally assessed component, or an earlier series. 

What you should do 

• If you are not sure about the ordering of NEA and examined units, speak to the awarding organisation.

What schools and colleges can do about cyber security

The DfE’s cyber security standards set out the minimum protections schools and colleges should have in place to protect exam materials and IT systems. You are expected to meet them by 2030.

Managing the safe storage and distribution of exam materials is part of the important role you play in maintain the integrity of exams and assessments.

The DfE’s Cyber Security Hub provides information and resources to help you strengthen your cyber security. 

The National Cyber Security Centre (NCSC) provides cyber security guidance and support on how to avoid computer security threats. Schools and colleges can visit the NCSC’s resource page to find accessible resources and guidance to help improve cyber security. 

What you should do

• Be aware of the DfE’s cyber security standards and work towards meeting them by 2030.
• Visit the NCSC’s resource page and DfE’s Cyber Security Hub for useful resources and guidance.
• Speak to the relevant awarding organisation if you have concerns about any impact on exams.

How private candidates register for exams

Some students will not be studying for their qualifications at a school or college and will be private candidates. Private candidates are often home educated or retaking a qualification after leaving school or college. They may be studying with a distance learning provider, tutor, parent, or independently. Private candidates need to register at a school, college or other exam centre to sit the assessments required by their qualification.

You may be contacted by students, parents or carers to ask whether your school or college offers entries for private candidates.

It is up to your school or college to decide whether to accept private candidates.

For GCSE, AS and A Level exams, JCQ has a list of schools, colleges and other centres that accept exam entries for private candidates. This list is updated annually at the end of the calendar year. 

What you should do

Discuss a private candidate’s requirements with them when agreeing to enter them for a qualification. Note that if you accept a private candidate, you must offer to provide all aspects of assessment (including non-exam assessment, where relevant), if they require it.

If your school or college accepts private candidates please ensure you are registered with JCQ.

What are access arrangements and reasonable adjustments?

Access arrangements are changes made to an assessment, or how it is taken, that allow students with specific needs to be assessed. They allow those students to demonstrate their knowledge, skills and understanding without changing the assessment’s demands. These needs may arise from a disability, special educational needs, or a temporary injury or illness.

Access arrangements for disabled students, to address disadvantage caused by their disability, are generally provided as ‘reasonable adjustments’. A reasonable adjustment is defined in our General Conditions of Recognition as “an adjustment made to an assessment for a qualification so as to enable a disabled Learner to demonstrate his or her knowledge, skills and understanding to the levels of attainment required by the specification for that qualification”. In practice, it means a change to how an exam is administered for a disabled student to enable them to take the exam without their disability affecting their performance. Awarding organisations have a legal duty to provide reasonable adjustments for disabled students under the Equality Act 2010.

What counts as a disability under the Equality Act 2010?

The Equality Act 2010 defines disability as:

“a physical or mental impairment that has a substantial and long-term adverse effect on a person’s ability to carry out normal day-to-day activities”.

Some long-term progressive conditions are also considered disabilities.

A short-term illness or temporary injury is not considered a disability. In these cases, a student would not be entitled to a reasonable adjustment but may be entitled to a different type of access arrangement – special consideration.

In practice, disability means a physical or mental condition that has a significant, ongoing impact on a student’s daily life, including long-term progressive conditions.

Awarding organisations may also provide access arrangements for students affected by a temporary illness or injury, or another event outside their control at the time of the assessment. This type of arrangement is provided as ‘special consideration’. You can read more detail on this in our guide to what you need to know during exams and assessments.

The same type of access arrangement may be provided as a reasonable adjustment or as special consideration. For example, a scribe – someone to write a student’s answers for them – may be provided as a reasonable adjustment for a disabled student, or as special consideration for a student with a broken arm during the exam period.

Ofqual requires awarding organisations to publish details of their arrangements for reasonable adjustments and special consideration, including eligibility and what adjustments might be made. Under the Equality Act, Ofqual can specify adjustments awarding organisations should not make for particular qualifications. These are set out in section 96 of the act’s specifications.

JCQ publishes the access arrangement and reasonable adjustment regulations on behalf of the exam boards. JCQ also publishes guidance for centres accepting private candidates.

What access arrangements are available

Awarding organisations can make a wide range of adjustments to exams or assessments. Common examples include:

• modified papers (for example, large print or braille)
• access to assistive software (for example, voice recognition or screen readers)
• access to a scribe (someone to write answers) or someone to read for a student
• changes to how the assessment is completed (for example, typing rather than handwriting)
• extra time and supervised rest breaks

This is not an exhaustive list. Other adjustments may be available depending on a student’s needs.

What reasonable adjustments are available

Reasonable adjustments are specific to each individual student and should be decided on a case-by-case basis. The adjustments made will depend on how, and to what extent, a student’s disability affects them in a particular assessment. This means:

• students with the same disability may receive different adjustments
• the same student may need different adjustments for different assessments
• if a student’s disability does not affect their ability to demonstrate what they know, understand and can do in an assessment, they may not need any adjustments

When deciding whether an adjustment is reasonable, awarding organisations consider:

• the impact of the disability on the student’s ability to demonstrate their knowledge, skills and understanding
• how effectively the adjustment addresses the disadvantage
• the cost and practicality of implementing the adjustment
• whether, and by how much, the adjustment could compromise the validity of the assessment
• whether the adjustment would be inappropriate under Ofqual’s specifications or the competence standard exemption in section 53 of the Equality Act for certain VTQs

Each awarding organisation publishes its own reasonable adjustments policy on its website.

What you should do

• If you think a student needs an adjustment that is not commonly offered, contact the awarding organisation as soon as possible.
• If a student’s needs change and previously agreed adjustments are no longer appropriate, contact the awarding organisation promptly.
• In exceptional circumstances, suitable reasonable adjustments to allow a student to sit their exams may not be immediately identifiable. You should contact the awarding organisation as early as possible. The awarding organisation may be able to consider if there are any alternative assessment arrangements that could be made.

How to apply for access arrangements and reasonable adjustments

Schools and colleges are responsible for applying for access arrangements, including reasonable adjustments, on behalf of students who need them.

For qualifications offered by JCQ members, some arrangements (for example, extra time or a scribe) must be applied for using Access Arrangements Online. This can be accessed via the relevant awarding organisations’ secure extranet sites. JCQ will publish a deadline for this. Other arrangements, such as supervised rest breaks or non-electronic ear defenders, do not require an online application. JCQ guidance sets out what you need to do for different types of arrangements and the evidence needed.

For qualifications not covered by JCQ regulations, you should contact the relevant awarding organisation directly for advice.

When applying for reasonable adjustments, you need to demonstrate that:

• the student is disabled
• the disability has a substantial and long-term effect that would disadvantage the student in the assessment

You should also set out the adjustments you believe the student needs.

Discuss potential adjustments with students and/or parents, as well as awarding organisations, as early as possible. Some adjustments, such as braille papers, take time to arrange. For this reason, JCQ’s deadline for ordering modified papers is earlier than the deadline for other types of access arrangements and reasonable adjustments.

If you become aware that an arrangement has not been applied for, you should contact the awarding organisation as soon as possible, even if the deadline has passed.

Once arrangements are agreed, schools and colleges are responsible for ensuring they are implemented correctly when students take their assessments. You also have your own duty under the Equality Act 2010 to make reasonable adjustments. For more information, see the technical guidance for schools in England from the Equality and Human Rights Commission (EHRC).

What you should do

• Discuss potential adjustments with students and awarding organisations early as possible.
• Apply for access arrangements on behalf of students who need them, by the correct means, following regulations and evidence requirements, and before any deadlines.
• If an arrangement has not been applied for, contact the awarding organisation as soon as possible, even if the deadline has passed.
• Ensure any agreed arrangements are implemented during the assessment or exam.

How to appeal against an awarding organisation’s decision on reasonable adjustments

Awarding organisations must have an appeals process for decisions about reasonable adjustments. If an adjustment is refused or differs from what was requested, the awarding organisation should explain the reasons for its decision.

If you disagree with a decision, you should follow the awarding organisation’s appeals process. Ofqual will normally only consider complaints about an awarding organisation once the appeal has been concluded.

Ofqual cannot determine whether equality law has been breached. However, if an awarding organisation was found to have discriminated against a disabled student, it may also have breached our conditions of recognition, and we may consider taking  regulatory action.

If you believe a student has been discriminated against by an awarding organisation, the student or their parent can contact the Equality Advisory and Support Service for advice on their rights under the Equality Act.

What you should do

• Follow the awarding organisation’s appeals process if you disagree with its decision.

What to tell your students

• If you believe a student has been discriminated against, let them know they can contact the Equality Advisory and Support Service for advice on their rights.

Who should be the senior designated contact in a school or college?

Awarding organisations need to be able to contact schools and colleges if something arises that might affect the awarding of students’ qualifications. Most issues are addressed during term time using regular contacts, but some may occur outside term time.

A senior designated contact is a named person in a school or college who awarding organisations can contact about issues affecting students’ qualifications, including outside term time.

You must nominate at least one senior member of staff to act as your designated contact for exams and assessments. The contacts will be people who: 

• can resolve qualification-related issues
• can be contacted outside term time by awarding organisations
• have the authority to access information as required

This person doesn’t have to be the principal or head teacher. Several contacts can be provided to reduce the responsibility on any individual throughout the summer holidays. Awarding organisations will contact you with their exact requirements and maintain a record of these designated contacts.

These contacts would only be used in the small number of cases where information is needed to award a qualification and the normal, established contact arrangements – with exams officers for example – are unavailable. A designated contact must be available throughout the assessment series – before, during and after results are issued.

For more information, please see JCQ’s General Regulations for Approved Centres. 

What you should do

• Identify at least one senior person at your school or college who can be a designated contact and make sure they will be available throughout the assessment series and results period.

How to make GCSE and VTQ entry and tiering decisions

Awarding organisations have their own arrangements for entries and exam boards set common deadlines through JCQ. 

Awarding organisations may ask schools and colleges for early indications of their expected entries or registrations for VTQs. This will be done at the May term-time checkpoint.

Ofqual does not set rules on how awarding organisations manage entries from schools or colleges. But we encourage schools and colleges to give awarding organisations this information as soon as possible to help the system run efficiently and effectively. 

Key dates for VTQs will be available on the VTQ Information Hub. 

Some GCSE subjects have foundation or higher tiers of entry: 

• maths
• combined science
• physics
• chemistry
• biology
• statistics
• modern foreign languages

Where GCSEs are tiered, it is important that students are entered appropriately. 

Available grades are:

• Foundation tier: 5 to 1 (5–5 to 1–1 in combined science)
• Higher tier: 9 to 4 (9–9 to 4–4 in combined science), with a narrow ‘safety net’ grade 3 (4–3 in combined science) for those students who just miss grade 4 (or 4–4); higher tier students who do not achieve enough marks for that safety net grade will receive an unclassified result (U)

Exam boards must make sure it is no easier or more difficult to achieve a grade 4 or 5 on higher or foundation tier. 

Exam certificates do not show the tier of entry.

You need to make sure all students are entered for the correct exams and, if the exam is tiered, at the correct tier. If you have any concerns or corrections, you should contact the exam board as soon as possible.

What you should do

• Consider students’ ability compared with previous year groups. If the ability of students in your school is similar to previous years, it would be reasonable to assume the distribution of grades may also be similar this year. In these circumstances, it is likely to be appropriate to enter a similar proportion of entries on each of the tiers.
• To decide the tier at which individual students should be entered, you should use evidence from classroom assessments (including from sample assessments for the new qualifications) for ranking students.
• Make sure all students are entered for the correct exams and at the appropriate tier.
• Provide necessary information to awarding organisations as early as possible.
• Contact the awarding organisations as soon as possible with any questions, concerns or changes.

What to tell your students

• A grade 4 or 5 achieved at foundation tier is the same as a grade 4 or 5 achieved at higher tier. It won’t be easier or harder to get those grades if they enter at one tier or the other. Their certificates won’t show what tier they entered at.

More information about Ofqual, contact details and useful links

Ofqual regulates awarding organisations that design, deliver and award qualifications and assessments in England. We control entry to the regulated market and have rules and guidance for awarding organisations to make sure regulated qualifications are fit for purpose, valid and delivered securely.

Ofqual’s Understanding grading toolkit is designed to help headteachers and teachers understand and explain how GCSE and A Level qualifications are marked and graded. 

Ofqual’s YouTube channel features video resources to help you understand exams, qualifications and assessments in England.

Can I Just Qualify That? is Ofqual’s podcast for teachers.

Ofqual has resources to support exams officers in their roles.

Ofqual’s student guide explains what students need to know before, during and after their exams and assessments.

You can find information on the organisations and the qualifications Ofqual regulates in the Register of Regulated Qualifications. Not all qualifications are regulated by Ofqual.

Ofqual has a common set of rules for all qualifications we regulate, called the General Conditions of Recognition. There are extra rules and guidance specific to certain qualifications, for example GCSEs, AS, A Levels, Technical Qualifications within T Levels and Technical Awards.

For public enquiries: contact Ofqual