- SEND & Inclusion
- APDR-Style Review
- Provision & Interventions
- Wellbeing Context
- Controlled Safeguarding
SEND and Inclusion
Organise educational needs, support plans, provision, interventions, adjustments and review evidence.
Wellbeing and Pastoral Context
Record appropriate wellbeing information, check-ins, support actions and relevant learner context.
Safeguarding
Maintain concerns, chronology, evidence and follow-up within a separately controlled information domain.
Family Participation
Invite appropriate parent and carer evidence without silently turning family observations into school findings.
Professional Collaboration
Allow authorised practitioners to contribute through defined learner-specific relationships.
Human Decision-Making
Keep diagnosis, safeguarding findings, statutory decisions and formal professional judgement with appropriately authorised people.
SEN Records
Maintain relevant school-held SEN information and current support status.
Areas of Need
Record appropriate educational areas of need and support context.
Learner Support Profiles
Bring strengths, barriers, communication needs and helpful approaches into an accessible learner view.
Cause for Concern and Referral
Capture concerns that may require SENCO or support-team review.
Assess, Plan, Do, Review
Coordinate APDR-style cycles with evidence, actions, responsibilities and review dates.
Support Plans
Maintain structured school support plans and agreed educational strategies.
Provision
Connect planned support and provision to the relevant learner and review period.
Interventions
Record planned activity, delivery, evidence and human-reviewed outcomes.
Reviews
Keep earlier evidence visible when support is reviewed or changed.
Assess
Bring together appropriate classroom evidence, observations, assessment information, learner views and family contributions.
Plan
Record agreed outcomes, strategies, provision, responsible people and review dates.
Do
Track the support or teaching response that has been delivered.
Review
Consider current evidence, progress, delivery and the learner’s wider context.
Update
Record the authorised next step while preserving earlier cycles.
Connect
Link appropriate resources, interventions, observations and professional contributions.
The cycle remains led by authorised school staff. EdiWay helps organise the workflow and evidence around that decision-making.
Strengths and Priorities
Keep the learner’s strengths, aspirations and important support priorities visible.
Outcomes
Record clear educational outcomes and review criteria.
Strategies and Adjustments
Document agreed classroom approaches and reasonable adjustments.
Provision
Record relevant support, frequency, responsibility and delivery context.
Responsible Staff
Make ownership and delivery expectations visible to authorised users.
Review Dates
Identify when the plan should be reconsidered.
Family and Learner Views
Include appropriate contributions without removing their source.
Professional Contributions
Connect relevant external evidence where an authorised relationship exists.
Plan History
Retain earlier plans and reviews rather than silently replacing them.
Intervention Plan
Define the purpose, learner, intended outcome and support approach.
Starting Position
Record relevant baseline or contextual evidence.
Sessions and Delivery
Track planned and recorded delivery where enabled.
Staff Responsibility
Identify who is responsible for providing or reviewing the intervention.
Evidence
Connect relevant outcomes, observations and learner evidence.
Current Position
Record appropriate progress information at review.
Human Impact Review
Allow the authorised reviewer to record whether the support appears to be helping and what should happen next.
Delivery Gaps
Make missed sessions, incomplete evidence or overdue reviews visible where supported.
Cost Context
Connect relevant provision-cost information where configured without implying that cost alone determines effectiveness.
Intervention reporting can describe recorded delivery and change. It should not claim that the intervention caused an outcome unless the evidence genuinely supports that conclusion.
Teacher Observations
Record educational observations from the classroom and school environment.
Learner Work
Connect relevant learning evidence where appropriate.
Assessment Evidence
Use authorised academic or educational-profile information.
Family Evidence
Allow parents and carers to contribute relevant observations or documents.
Learner Voice
Record the learner’s own experience, preferences, strengths and goals where appropriate.
Professional Contributions
Connect reports or observations from authorised practitioners.
Intervention Evidence
Link evidence gathered during a defined support period.
Context
Preserve where, when and by whom evidence was recorded.
Provenance
Keep the source of each contribution clear.
Evidence from different sources can be considered together without pretending that every contributor made the same judgement.
School-Requested Profiles
Invite a linked parent or carer to contribute through an approved sensory workflow.
Structured Observations
Record relevant sensory experiences and responses.
Context
Capture where and when an observation occurred.
Triggers and Conditions
Describe the circumstances around a challenging or successful experience.
Emotional and Behavioural Response
Record what was observed without assuming the cause.
What Helped
Identify adjustments, strategies or environmental changes that appeared useful.
Strengths and Preferences
Keep positive sensory experiences and learner preferences visible.
Family Goals
Allow families to contribute relevant priorities and aspirations.
Support Links
Connect reviewed sensory evidence to observations, interventions or support planning.
Consent and Visibility
Keep sharing and access appropriately controlled.
Sensory information is educational support evidence. EdiWay does not provide a clinical sensory-processing diagnosis.
Receptive Communication
Record appropriate observations about understanding spoken, written or supported communication.
Expressive Communication
Capture how the learner communicates ideas, needs and choices.
Social Communication
Record relevant interaction context without imposing a deficit-only model.
Communication Preferences
Identify formats, approaches and tools that help the learner participate.
Sensory Communication Context
Connect relevant sensory information where it affects communication.
Classroom Strategies
Share approved communication approaches with responsible staff.
Family Contribution
Include relevant home observations and successful approaches.
Professional Input
Allow authorised speech-and-language or other practitioners to contribute within an approved relationship.
The communication profile is an educational support record. It does not diagnose a speech, language or communication condition.
Reading
Record relevant information about fluency, decoding and comprehension.
Writing
Capture appropriate evidence relating to written expression and spelling.
Phonological Awareness
Record educational indicators where relevant.
Working Memory
Include suitable classroom or assessment evidence without presenting it as a clinical finding.
Processing Context
Record relevant observations about pace, task demands and support strategies.
Strengths
Keep learner strengths and successful approaches visible.
Intervention Evidence
Connect relevant literacy support and later review evidence.
Longitudinal Progress
Review how educational evidence changes over time.
A literacy or dyslexia-related profile can indicate areas requiring further consideration. It does not provide a formal diagnosis of dyslexia.
Demand Support Profile
Record relevant learner context and agreed educational approaches.
Capacity Check-Ins
Capture how manageable a situation or demand felt at a particular time.
Triggers and Context
Record what was happening before a difficulty arose.
Adjustments
Document strategies designed to reduce unnecessary pressure or increase participation.
Strategy Helpfulness
Review whether an agreed approach appeared helpful.
Family Evidence
Keep parent and carer observations separately attributed.
Professional Evidence
Allow appropriate practitioner contributions within defined permissions.
Support-Plan Connection
Connect reviewed evidence to APDR-style support planning where authorised.
EdiWay does not diagnose Pathological Demand Avoidance or calculate a PDA score.
Wellbeing Check-Ins
Capture age-appropriate learner responses where enabled.
Pastoral Records
Maintain relevant pastoral support information and review history.
SEMH Context
Record educational and support information relating to social, emotional and mental-health needs.
Support Plans
Organise agreed wellbeing or pastoral support actions.
Family Support
Connect appropriate family involvement to the support journey.
Counselling Context
Maintain permitted school-held information while respecting professional confidentiality boundaries.
External Support
Record relevant involvement from approved services or professionals.
Follow-Up
Assign actions, owners and review dates.
Progress Over Time
Review recorded wellbeing information without turning changes into automatic clinical conclusions.
EdiWay supports school wellbeing workflows. It does not diagnose a mental-health condition or replace clinical services.
Strengths
What the learner feels is going well.
Interests
Activities, subjects or environments that support engagement.
What Is Difficult
Challenges the learner wants adults to understand.
What Helps
Strategies, people, environments or adjustments the learner finds useful.
Goals
What the learner wants to achieve next.
Communication Preferences
How they prefer information, questions or choices to be presented.
Review Feedback
Whether the learner feels an agreed support strategy is helping.
Learner voice should be interpreted with appropriate age, communication needs, capacity and safeguarding responsibilities in mind.
Parent Views
Invite relevant observations and priorities.
Sensory Evidence
Allow authorised family contributions to sensory workflows.
Support Reviews
Request views before an APDR-style or other school review.
EHC Review Evidence
Invite relevant family contributions to review preparation.
Home Observations
Capture appropriate information from outside school.
Aspirations
Record family goals and priorities alongside learner voice.
Documents and Evidence
Allow selected evidence to be contributed where enabled.
Consent and Sharing
Keep appropriate consent, visibility and revocation information with the workflow.
Source Separation
Preserve family evidence as family evidence.
A parent contribution does not automatically become a school assessment, SEND decision or safeguarding finding.
Verified Relationship
Connect the professional or organisation to an approved learner purpose where enabled.
Defined Scope
Limit access to the information required for that work.
Time-Limited Access
Set an appropriate review or expiry period.
Evidence Requests
Request relevant contributions without opening unrelated records.
Meetings and Actions
Coordinate authorised reviews, tasks and follow-up activity.
Separate Authorship
Preserve the professional’s contribution as their own evidence.
Revocation
Remove access when the relationship ends.
Review
Allow the responsible school user to consider professional evidence before it affects school-held support records.
External professional access remains controlled and should not be described as unrestricted multi-agency access.
Concern Recording
Allow authorised staff to record a safeguarding concern through the appropriate workflow.
Factual Context
Preserve what was observed, reported or disclosed.
Concern Categories
Use configured categories where appropriate.
Restricted Records
Keep sensitive information limited to authorised users.
Safeguarding Chronology
Build a source-linked chronological history of relevant safeguarding activity where enabled.
Evidence
Connect approved safeguarding evidence with appropriate controls.
Actions and Follow-Up
Record responsible people, actions, deadlines and outcomes.
DSL Oversight
Give designated safeguarding users an appropriate view of concerns and follow-up activity.
Referral Records
Maintain relevant information about external referrals where the workflow is enabled.
Reviewable Activity
Retain an appropriate history of important safeguarding actions and access.
EdiWay helps schools organise concerns, chronology, evidence and follow-up. It does not determine whether abuse has occurred, automatically calculate safeguarding risk, or make safeguarding findings.
Original Concerns
Keep the source and date of each concern visible.
Subsequent Information
Add relevant authorised evidence without rewriting the original record.
Actions
Record what action was taken, by whom and when.
Referrals
Keep relevant external-referral activity connected to the case where enabled.
Reviews
Record authorised review and closure information.
Evidence Links
Connect approved supporting records.
Historical Integrity
Preserve earlier information when later evidence changes the school’s understanding.
Disclosure Review
Select only the information appropriate for an authorised disclosure or evidence pack where supported.
Safeguarding chronologies should support trained professional review rather than automated conclusions.
Preserve the Original Record
Keep the behaviour, attendance or wellbeing information in its original context.
Raise a Concern
Allow an authorised member of staff to refer relevant information for safeguarding review.
Review by the Right Person
Use configured categories where appropriate.
Restrict Sensitive Information
Do not expose the safeguarding record back into ordinary behaviour or pastoral views.
Record the Outcome
Retain the appropriate safeguarding action or decision in the controlled domain.
Maintain Boundaries
Avoid automatically relabelling educational, SEND or pastoral records as safeguarding records.
Chronology Preparation
Help organise permitted information into a working chronological draft.
Meeting Preparation
Add relevant authorised evidence without rewriting the original record.
Communication Drafting
Prepare appropriate draft communications where permitted.
Missing Information
Highlight records or actions that may require human attention.
Source Awareness
Keep the relevant source context visible where supported.
Every output remains a draft for authorised human review.
- Decide whether abuse or neglect has occurred
- Predict that a learner is at safeguarding risk
- Replace the DSL
- Make an external referral autonomously
- Determine statutory thresholds
- Decide whether a case should close
- Override safeguarding permissions
SEND Evidence
Supports educational planning, provision and review.
Safeguarding Evidence
Supports a separately controlled safeguarding process.
Wellbeing Evidence
May support pastoral understanding without automatically creating a safeguarding concern.
Behaviour Evidence
Records school events and responses without proving underlying need.
Medical Information
Remains separately controlled according to the user’s responsibility.
Professional Evidence
Is available only within the approved purpose and relationship.
Family Evidence
Retains its source and approved sharing context.
EdiWay is designed to connect the learner journey without flattening these boundaries.
Teacher
Access relevant classroom strategies and learner-support context without automatically seeing sensitive safeguarding information.
SENCO
Coordinate appropriate SEND records, support plans, provision and reviews.
Pastoral Team
Work with permitted wellbeing and pastoral information.
Designated Safeguarding Lead
Access controlled safeguarding concerns, chronology and follow-up.
School Leader
Receive appropriate oversight without assuming unrestricted access to every confidential record.
Parent or Carer
See approved information relating to their linked child and contribute through defined family workflows.
Learner
Access age-appropriate support information where enabled.
Professional
Contribute through a defined learner relationship and information scope.
Technical Administrator
Support the platform without automatically receiving professional case authority.
School-Owned Information
Records created and maintained through authorised school workflows.
Teacher Evidence
Professional observations and classroom evidence.
Family Evidence
Information provided by parents or carers.
Learner Evidence
The learner’s own views and contributions.
Professional Evidence
Reports and contributions from authorised external practitioners.
Shared Evidence
Information deliberately made available through an approved sharing process.
Safeguarding Information
Restricted records governed through safeguarding permissions.
Statutory Documents
Documents and decisions originating from the responsible statutory organisation.
Connecting evidence should not erase who created it or silently change its authority.
New Class or Phase
Carry relevant strategies and reviewed support information forward.
New School
Prepare selected transition evidence through controlled workflows.
Home or Hybrid Education
Keep school and family evidence appropriately source-separated.
Specialist Provision
Connect authorised information where the learner receives additional support.
Professional Change
Review and revoke access when external involvement ends.
Post-16
Connect appropriate support evidence to preparation-for-adulthood activity.
Adult Transition
Move towards learner-controlled continuity where the relevant pathway is enabled.
Support-Plan Drafts
Prepare a starting point from selected educational evidence.
Review Summaries
Organise permitted evidence before an APDR-style or annual review.
Parent Communication
Help prepare clear draft updates for authorised review.
Intervention Plans
Structure possible support actions as a working draft.
Sensory Summaries
Prepare a source-aware description of relevant evidence.
Professional Meeting Notes
Organise agreed points and actions.
Safeguarding Chronology Support
Help authorised safeguarding users structure permitted chronology information without making findings.
Missing Evidence
Highlight information that may need further human review. AI outputs remain drafts.
An authorised person must review the evidence, proposed wording, permissions and next action before anything becomes part of an approved record. EdiWay AI does not diagnose, determine SEND status, issue EHC plans, calculate unvalidated risk scores or make safeguarding decisions.
1. Record
Capture the relevant observation, assessment, concern or contribution in the correct information area.
2. Review Context
Consider existing permitted learning, SEND, wellbeing or pastoral information.
3. Involve the Right People
Invite authorised staff, family members, learners or professionals where appropriate.
4. Plan
Agree the support, action, provision or safeguarding response through the correct human-led process.
5. Deliver
Record relevant intervention, provision or follow-up activity.
6. Review
Consider current evidence and whether the agreed action has been completed or helped.
7. Update
Record the next authorised step while preserving earlier evidence.
8. Transition
Carry forward only the appropriate information when settings, roles or relationships change.
- Which support plan is current
- When the next review is due
- What provision was agreed
- Whether an intervention was delivered
- What evidence the family contributed
- Whether a professional relationship is still active
- Which strategies teachers should know
- Whether a pastoral concern was reviewed
- Whether a safeguarding action remains outstanding
- Who can legitimately access sensitive information
EdiWay brings related evidence closer together while preserving the boundaries needed for safe, accountable support.
No.
EdiWay helps schools organise educational evidence, support plans, provision, interventions and reviews.
Diagnosis remains the responsibility of appropriately qualified professionals.
EdiWay supports APDR-style educational workflows linking evidence, planning, delivery and review.
The responsible school staff remain accountable for the decisions made within that process.
EdiWay can help organise school-held EHC information, evidence and annual-review preparation.
It does not issue an EHC plan or determine statutory entitlement.
Linked parents and carers may contribute through approved sensory, support, assessment or review workflows where enabled.
Their evidence remains separately attributed and does not automatically become a school finding.
Authorised professionals may contribute through defined learner-specific relationships where that functionality is enabled.
External access remains scoped by purpose, permissions and relationship status.
No.
The sensory workflow records educational and family evidence to help understand patterns, preferences and support approaches.
It is not a clinical diagnostic tool.
No.
Demand and autonomy support focuses on educational barriers, context and helpful strategies.
The platform does not diagnose PDA or calculate a PDA score.
EdiWay supports intervention planning, delivery information, evidence and review.
Where available, reporting may describe recorded progress, delivery and data gaps.
It does not automatically prove that an intervention caused a particular outcome.
EdiWay can support wellbeing check-ins, pastoral records, SEMH context, support actions and review workflows.
It does not diagnose mental-health conditions.
No.
Safeguarding is treated as a separately controlled information area.
Access should be limited according to the user’s authorised safeguarding responsibilities.
No.
An authorised person may decide that information should be referred for safeguarding review, but the original behaviour and safeguarding records remain distinct.
No.
EdiWay can help authorised safeguarding staff organise concerns, chronology, evidence and follow-up.
Safeguarding findings and external decisions remain with trained staff and relevant statutory services.
EdiWay AI should not be used to automatically predict that a learner is at safeguarding risk.
AI may assist with permitted administrative drafting or chronology preparation, but a trained human remains responsible for review and action.
No software automatically creates organisational compliance.
Schools remain responsible for their statutory duties, policies, training, professional practice, information governance and safeguarding procedures.
Schools can begin with relevant available workflows and connect additional SEND, wellbeing, professional-collaboration and safeguarding areas as implementation develops.
Availability may depend on configuration, permissions, subscription and controlled rollout.
Assessment and Progress
Connect academic, educational-profile and support evidence to an appropriately authorised review.
Behaviour, Rewards and Pastoral Support
Connect relevant behaviour and pastoral information without automatically turning incidents into SEND or safeguarding findings.
Communication and Family Engagement
Request family contributions and share approved support information through appropriate communication routes.
Resources, Homework and Evidence
Connect appropriate resources, learner work and evidence to agreed educational support.
Professional Collaboration
Invite approved practitioners into defined learner-specific workspaces.
Data Security and Governance
Understand assessment permissions, contribution boundaries, edit history and retention.