SWIFT reports enable schools to quickly see, at a glance, which students may qualify for access arrangements. Early in a student’s journey (e.g., Year 7), the assessment helps establish a normal way of working, supporting screening and evidence gathering through colour-coded dashboards that make standout performances and areas of need immediately visible.

Low subtest scores can prompt targeted teacher monitoring, enabling schools to put appropriate access arrangements in place and collect necessary evidence proactively rather than reactively.

In later years (e.g., Year 9 or 10), SWIFT results can be used directly as evidence on Form 8 (Part 2) to demonstrate that a student meets the required criteria, complemented by a documented normal way of working and a history of need. This streamlined approach ensures that accommodations are grounded in robust data and documented early, reducing last-minute adjustments and supporting exam success.

The table below outlines which subtests correlate to the different access arrangements.

Silent Reading Fluency: Extra Time (Form 8 section: Reading Comprehension Speed)

Number backward (Working Memory): Extra Time (Form 8 section Cognitive Fluency)

Visual Processing Speed: Extra Time (Form 8 section Cognitive Fluency)

Number Fluency: Extra Time* (Form 8 section Cognitive Fluency)

Spelling: Scribe (Form 8 section: Writing)

*This score can only be used as evidence for extra time in maths

Each of the above assesses a distinct and separate area of cognitive function. For this reason, schools can use two scores from the SWIFT to demonstrate the need for an access arrangement (e.g., a score from working memory and a score from processing speed can be used as evidence for extra time). Schools must also be able to demonstrate a history of need as well as a normal way of working.