Exam preparation and exam entry when students are not in school: what actually helps

For students who are not attending a physical school, exam preparation and exam entry present a distinct set of challenges. These issues often come into sharp focus in January and February, when decisions are being made about GCSE entry, re-entry, or alternative pathways for Year 11 students.

For many students in alternative provision, the barrier is not ability or willingness to sit an exam.
It is access.

Exam entry without a school base

Students who are not on roll at a mainstream school can find themselves disadvantaged when it comes to exam entry. Identifying a suitable exam centre, navigating entry deadlines, and managing logistics can be complex, particularly when responsibility is shared between schools, local authorities, and alternative providers. 

Even where exam centres are available, unfamiliar environments can be overwhelming for students with anxiety, SEND, or disrupted educational histories. This can result in students being entered late, entered for fewer subjects than they are capable of, or not entered at all. 

These challenges are rarely about motivation. They are structural.

Preparation needs to look different

For students outside a traditional school setting, effective exam preparation is not about volume of revision. It is about structure, confidence, and pacing. 

What helps in practice includes: 

• clear, predictable revision routines

• small-group or focused support rather than large revision sessions 

• teaching that prioritises exam confidence alongside subject knowledge 

• flexibility to adjust support as students stabilise or struggle 

For many students, rebuilding trust in learning is a prerequisite to effective preparation. Without this, even well-intentioned revision plans can increase anxiety rather than support progress.

Creating fair access to qualifications

There is a growing recognition that access to qualifications should not depend on whether a student has a physical school base. For students in alternative provision, equity matters.

At Tute, we support partners by helping to identify appropriate exam routes and remove unnecessary barriers. This includes:

• supporting schools and local authorities to secure suitable exam centres 

• offering International GCSE and functional skills pathways where appropriate 

• enabling access to remote invigilation, allowing students to sit exams online in a familiar, supported environment

For some students, remote invigilation significantly reduces anxiety and increases the likelihood of successful completion. It allows the focus to remain on demonstrating knowledge and skills, rather than coping with an unfamiliar setting.

Why this matters now

January and February are critical months. Decisions made at this point shape not only exam outcomes, but progression, confidence, and future options.

When exam preparation and entry are planned thoughtfully, students who might otherwise be excluded from assessment are given a fair opportunity to succeed. This is not about lowering standards. It is about ensuring access is equitable for students whose circumstances do not align neatly with traditional models.

written by Becky Clark

Assistant Head of Teaching and Learning – Curriculum