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The purpose of the study was to investigate Access Arrangements (AAs). AAs allow students with specific learning difficulties, disabilities or medical needs to access assessments by making reasonable adjustments. A review of the literature revealed there is a problem with the perceived manageability of the AA system by some of those involved in implementing it, also that there are issues associated with the assessments used to decide on eligibility for AAs, the training needed to become an assessor and regulation of the system. The review indicated a lack of research with regard to the evidence base for specific AAs and the impact of the system on stakeholders. The research involved gathering information on the views and experiences of those directly involved with AAs. There were three strands: a survey of SEND professionals, interviews with SENCOs involved in the implementation of AAs, and a small-scale survey of stakeholders - students with reading difficulties, parents/guardians and SENCOs. Bronfenbrenner’s Bioecological model (2005) was used as a lens through which to understand the findings. The results provided confirmation of the issues identified in the literature review, as well as issues regarding lack of resources and differences in resources for AA across sectors. The systems within which the problematic issues are situated were reviewed. A range of measures that might lead to potential alleviation of the current problems with the AA system were discussed. These include provision of a single organisation responsible for all examination boards, development of assessments standardised in the UK for use by AA assessors, consultation with the Government and the AA regulating bodies to ensure AAs are evidence-based and informed by stakeholder input. Finally, a call was made for further resources to train SEND professionals and provide CPD, and for centres, so that they can effectively provide for pupils who need AAs.