- Educational Indicators
- Strengths-Based Profiles
- Family Evidence
- Family Evidence
- Classroom Strategies
Identify Educational Indicators
Record patterns that may deserve further consideration.
Capture Context
Understand where, when and under what circumstances something was observed.
Include Strengths
Keep successful strategies, interests and capabilities alongside barriers.
Gather Different Perspectives
Invite appropriate teacher, learner, family and professional evidence.
Review Patterns
Consider evidence over time rather than relying on one isolated response.
Plan an Educational Response
Connect reviewed information to classroom strategies, adjustments or further assessment.
Preserve Boundaries
Keep educational screening distinct from clinical diagnosis and statutory decision-making.
The question is not: “What condition does this learner have?”
The more useful educational question is: “What are we observing, what helps, and what should an authorised person review next?”
Screening Type
Identify the educational area being explored.
Reason for Screening
Record why the workflow was started.
Responsible Person
Make clear who requested or owns the review.
Respondent
Identify whether information came from a teacher, learner, parent, carer or authorised professional.
Date and Context
Preserve when and where the observations apply.
Status
Distinguish requested, incomplete, submitted and reviewed information.
Review Date
Make clear when the evidence should be reconsidered.
Intended Use
Explain whether the information supports teaching, classroom adjustments, SEND review or another defined educational purpose.
The existence of a screening record should not itself create a SEND status, diagnosis or statutory entitlement.
Strengths
Keep the learner’s capabilities, successful approaches and positive characteristics visible.
Interests
Record relevant interests that may support participation and engagement.
Aspirations
Include appropriate learner goals and future priorities.
Communication
Describe helpful ways to give, receive or clarify information.
Sensory Context
Record relevant environmental preferences and support strategies.
Learning Strategies
Make approved approaches available to responsible staff.
Reasonable Adjustments
Keep relevant classroom adjustments visible.
What Helps
Record strategies that appear useful in the learner’s current context.
What Makes Learning Harder
Describe observed barriers without automatically assigning a cause.
Learner Voice
Keep the learner’s own perspective visible where appropriate.
A support profile should help staff understand how to support the learner. It should not become a simplified diagnostic label.
Learning Strengths
Record areas where the learner demonstrates confidence or success.
Communication Strengths
Recognise effective ways the learner expresses themselves or understands others.
Interests
Capture subjects, activities or topics that support engagement.
Personal Strengths
Record relevant resilience, creativity, organisation, collaboration or independence.
Successful Environments
Identify circumstances in which the learner participates well.
Helpful Strategies
Record approaches already shown to support the learner.
Aspirations
Include learner-led goals and future interests.
Progress
Review strengths and capabilities as they develop.
A support profile should explain what helps the learner succeed – not only what adults believe is difficult.
Reading
Record appropriate information about accuracy, fluency, comprehension and confidence.
Phonological Awareness
Capture relevant educational indicators where the screening structure includes them.
Writing
Record appropriate evidence relating to written expression.
Spelling
Maintain relevant school-held observations and assessment information.
Working-Memory Context
Record appropriate classroom evidence where it affects learning.
Processing Context
Describe observed pace, task load or information-processing barriers without making a clinical conclusion.
Sequencing and Organisation
Record relevant educational observations.
Learner Strategies
Identify approaches the learner already finds helpful.
Strengths
Keep areas of success visible alongside literacy barriers.
Progress
Review educational evidence over time. A dyslexia-related educational profile may identify patterns that deserve further teaching, assessment or professional consideration.
EdiWay does not diagnose dyslexia.
A screening outcome should not be presented as proof that a learner does or does not have dyslexia.
Reading Evidence
Connect relevant school-held assessment information.
Written Work
Use suitable learner work as supporting educational evidence.
Teacher Observation
Record what staff have observed in relevant contexts.
Task Context
Preserve the type and difficulty of the activity.
Support Used
Record whether scaffolding or adjustment was provided.
Learner View
Include how the learner experiences the task where appropriate.
Change Over Time
Compare relevant evidence across review periods.
Teaching Response
Connect reviewed findings to appropriate classroom strategies.
One weak piece of work should not become a permanent conclusion about the learner.
Number Understanding
Record relevant evidence about number concepts.
Calculation
Capture appropriate information about mathematical operations.
Recall
Record relevant observations around mathematical facts.
Mathematical Language
Consider whether vocabulary or communication affects access to the task.
Sequencing
Record appropriate evidence where multi-step processes create barriers.
Working-Memory Context
Capture relevant classroom observations.
Visual Representation
Identify formats that appear to help the learner.
Strategies
Record approaches that support participation.
Progress
Review later evidence against the learner’s earlier position.
This educational profile does not diagnose dyscalculia or another learning condition. It helps authorised staff decide what teaching, observation or further review may be appropriate.
Receptive Communication
Record how the learner appears to understand spoken, written or supported information.
Expressive Communication
Capture how the learner communicates ideas, questions, needs and choices.
Communication Preferences
Identify formats or approaches that appear to support understanding.
Processing Time
Record where additional time appears helpful.
Vocabulary and Language
Capture relevant educational observations.
Social Communication
Record appropriate interaction context without reducing the learner to a deficit label.
AAC or Supported Communication
Maintain relevant school-held information where appropriate.
Classroom Strategies
Make approved communication approaches available to responsible staff.
Learner Voice
Allow the learner to explain what helps them communicate.
Communication profiles are educational support records.They do not provide a clinical speech, language or communication diagnosis.
Teacher Evidence
Record classroom observations.
Family Evidence
Invite relevant parent and carer context.
Learner Evidence
Capture the learner’s own experience where appropriate.
Communication Profile
Maintain current classroom-useful information.
Strategies
Record approaches being used by staff.
Professional Contribution
Connect authorised speech-and-language or other professional evidence where a defined relationship exists.
Review History
Preserve earlier educational information.
Progress
Consider later evidence without assuming that change proves or disproves a condition.
Classroom Use
Translate approved recommendations into practical strategies.
A school screening workflow does not replace assessment by an appropriately qualified speech and language professional.
Sensory Preferences
Record experiences or environments the learner appears to prefer.
Sensory Barriers
Describe situations that may make participation harder.
Sound
Record relevant responses to noise or auditory environments.
Light and Visual Environment
Capture relevant environmental context.
Touch and Clothing
Record appropriate learner or family observations.
Movement
Consider relevant movement or body-awareness context.
Food and Smell
Maintain appropriate educational observations where relevant.
Environment
Preserve where an observation occurred.
What Helped
Identify adjustments or strategies that appeared useful.
Strengths
Record sensory experiences that support engagement and regulation.
A sensory profile is an educational support tool. It does not diagnose a sensory-processing condition.
School Observation
Record what staff observed in the education setting.
Parent and Carer Observation
Preserve family evidence as family-origin information.
Learner Perspective
Include how the learner describes the experience.
Professional Evidence
Connect authorised specialist contributions.
Location
Identify where the observation occurred.
Activity
Record what the learner was doing.
Environmental Context
Capture relevant noise, movement, people or other circumstances.
Strategy Used
Record what was tried.
Response
Describe what happened without automatically claiming why.
Different evidence can remain different and still contribute to a useful review.
Starting Tasks
Record where beginning an activity appears difficult.
Maintaining Attention
Describe relevant classroom observations.
Following Instructions
Record the circumstances in which multi-stage directions are harder or easier.
Organisation
Capture educational information about materials, routines or sequencing.
Time Awareness
Record relevant school observations.
Working Memory
Consider the demands of the task and support used.
Environmental Context
Identify whether distraction, noise or task structure appears relevant.
Helpful Strategies
Record approaches such as chunking, visual prompts or additional processing time where approved.
Review
Consider whether the observed pattern changes across contexts.
These observations do not diagnose ADHD or any other neurodevelopmental condition. They provide educational evidence for authorised review.
Group Participation
Record appropriate observations within learning or social activity.
Interaction Preferences
Capture contexts in which the learner participates most comfortably.
Predictability
Record whether changes or uncertainty appear relevant.
Communication Style
Keep learner preferences visible.
Transitions
Describe relevant educational observations around changes between activities or environments.
Interests
Recognise areas that support engagement and connection.
Environmental Factors
Consider noise, group size, task structure and other relevant circumstances.
Strategies
Record approaches shown to support participation.
Learner Perspective
Include the learner’s explanation wherever possible.
The platform should describe evidence. It should not convert these observations into an autism diagnosis or automated autism-risk conclusion.
Demand Context
Record the situation or expectation being considered.
Current Capacity
Capture relevant context about how manageable the activity appeared.
Communication
Consider how the request or instruction was presented.
Predictability
Record whether preparation or advance notice affected participation.
Choice and Autonomy
Identify where appropriate choice appeared useful.
Sensory Context
Consider relevant environmental demands.
Strategy
Record what staff or family members tried.
Response
Describe what happened without assuming the cause.
Review
Consider patterns across different contexts.
Learner Voice
Include what the learner says makes participation easier or harder.
EdiWay does not diagnose Pathological Demand Avoidance and should not calculate a PDA diagnostic score. The focus remains educational support.
Learner Experience
Capture age-appropriate learner views where enabled.
Classroom Participation
Record relevant observations.
Emotional Context
Describe what was observed rather than assigning an unsupported cause.
Regulation Strategies
Record approaches that appear helpful.
Relationships and Interaction
Maintain appropriate educational context.
Family Evidence
Include relevant parent or carer observations.
Pastoral Support
Connect reviewed evidence to the appropriate wellbeing workflow.
Professional Evidence
Keep external clinical or therapeutic information within its defined source and permissions.
Review
Allow authorised staff to consider whether further support is required.
EdiWay does not diagnose anxiety, depression or another mental-health condition.
Strengths
What does the learner do well?
Interests
What helps create engagement?
Aspirations
What matters to the learner?
Communication
How does the learner best receive and express information?
Learning
What teaching approaches appear useful?
Sensory Context
What environmental information may support participation?
Organisation
What routines or prompts are helpful?
Social Participation
What situations support successful interaction?
Wellbeing
What permitted pastoral context is relevant?
Strategies
What should responsible staff actually do?
The whole-learner view should summarise approved classroom-useful information. It should not expose every underlying specialist assessment or confidential record.
Teacher
Record educational observations from school.
Subject Teacher
Provide subject-specific evidence where useful.
SENCO or Support Staff
Contribute appropriate support context.
Parent or Carer
Provide relevant observations from home.
Learner
Describe their own experience where appropriate.
Authorised Professional
Contribute within a defined learner relationship.
Separate Responses
Preserve what each person actually reported.
Review
Allow the responsible school user to consider similarities, differences and missing information.
Approved Outcome
Record the school’s authorised educational next step separately from the raw contributions.
Different respondents do not need to agree before their evidence can be useful.
Requested Profiles
Invite a parent or carer to complete an approved workflow.
Strengths
Ask what they see working well.What helps create engagement?
Communication
Capture relevant home communication context.
Sensory Evidence
Record family observations and successful strategies.
Learning at Home
Include appropriate evidence about tasks or routines where relevant.
What Helps
Identify strategies already used by the family.
Concerns
Allow relevant educational concerns to be described.
Aspirations
Capture priorities for the learner.
Evidence
Allow selected supporting information where enabled.
Source
Keep the contribution clearly identified as family evidence.
A family observation should not silently become a school-authored assessment or professional diagnosis.
My Strengths
What does the learner believe they do well?
My Interests
What motivates or engages them?
What Is Hard
Which situations or tasks do they find difficult?
What Helps
Which strategies or environments make things easier?
Communication
How do they prefer adults to explain information or ask questions?
Sensory Preferences
What environmental factors matter to them?
Goals
What would they like to improve or achieve?
Review
Do they feel the current strategies are helping?
Learner voice should be gathered in a way appropriate to age, communication and individual circumstances.
Named Learner
Limit the professional relationship to the appropriate learner.
Strengths
Record why the professional has been invited.
Assessment Scope
Identify which evidence or profile they may contribute to.
Information Scope
Restrict access to relevant information.
Contribution
Preserve professional authorship.
Dates
Keep the involvement time-aware.
Expiry and Revocation
Remove access when the approved purpose ends.
School Review
Allow authorised school staff to consider the contribution before changing the school support record.
Classroom Translation
Turn approved recommendations into suitable practical strategies.
Professional contribution should not mean unrestricted access to the learner’s full platform record.
Agreed Strategy
Record the practical educational approach.
Purpose
Explain what barrier or participation need the strategy is intended to support.
Classroom Context
Identify where it should be used.
Responsible Staff
Make the strategy available to the people expected to apply it.
Learner Preference
Include relevant learner voice.How do they prefer adults to explain information or ask questions?
Review Date
Identify when the strategy should be reconsidered.
Helpfulness
Record later human-reviewed evidence about whether the strategy appeared useful.
Source
Preserve whether the strategy originated from school review, family evidence or professional advice.
Sensitive Detail
Share the strategy without unnecessarily exposing confidential assessment information.
Teachers often need to know what helps. They do not automatically need every detail explaining how that strategy was identified.
Adjustment
Describe what should change in the learner’s educational environment or activity.
Purpose
Record the educational barrier being addressed.
Context
Identify where the adjustment applies.
Responsible Staff
Make ownership clear.
Start Date
Preserve when the adjustment became applicable.
Review Date
Set a suitable review point.
Learner View
Remove access when the approved purpose ends.
Evidence
Connect relevant supporting educational evidence.
Review Outcome
Record whether the adjustment remains suitable.
History
Retain earlier arrangements where appropriate.
The platform can organise agreed adjustments. It does not independently make legal determinations about what adjustment is required.
Screening Evidence
Preserve the original educational record.Record the practical educational approach.
Teacher Review
Consider classroom evidence.
Learner Voice
Include the learner’s perspective.
Family Contribution
Consider relevant parent and carer evidence.
Academic Evidence
Review appropriate attainment and progress information.
Existing Strategies
Consider what has already been tried.
SENCO Review
Allow the appropriately responsible person to review the information.
Decision
Record the authorised educational next step separately.
Support Planning
Move into an APDR-style or other appropriate support workflow where required.
Completing a screening activity should not automatically add a learner to a SEND register or create a support plan.
Screening Record
Keep the original educational evidence available.
Classroom Observations
Include relevant teacher information.
Learner Work
Connect appropriate educational evidence.
Family Perspective
Include relevant parent and carer contributions.
Learner Voice
Preserve the learner’s own experience.
Strategies Tried
Record what has already been implemented.
Outcome of Strategies
Describe what staff observed.
Professional Request
Prepare appropriate evidence for an authorised referral or collaboration process.
Scope
Share only the information relevant to the defined purpose.
The platform can support evidence preparation. It does not decide whether a clinical or specialist assessment is required.
Screening Date
Keep the original time context.
Respondents
Preserve who contributed.
Framework
Record which screening structure was used.
Responses
Maintain appropriate original evidence.
Review Outcome
Record what authorised staff concluded at that point.
Strategies
Connect the resulting educational actions.Consider what has already been tried.
Later Review
Allow the appropriately responsible person to review the information.
Superseded Information
Record the authorised educational next step separately.
Historical Context
Retain appropriate earlier records according to permissions and retention requirements.
A previous screening result should not automatically be treated as the learner’s current profile.
Current Strategies
Review what staff are currently expected to use.
Learner Feedback
Ask whether those approaches still help.
Teacher Evidence
Consider current classroom experience.
Family Evidence
Invite appropriate updated context.
Professional Information
Review relevant current recommendations.
Progress
Record what has already been implemented.
Adjustments
Confirm whether agreed arrangements remain applicable.
Remove Outdated Information
Stop presenting superseded strategies as current.
Next Review
Set a suitable date for reconsideration.
A useful profile should reflect current reviewed evidence, not become a permanent list accumulated over many years.
Incomplete Responses
Show when a respondent has not completed the workflow.
Not Observed
Distinguish something that has not been observed from something that is absent.
Does Not Apply
Allow an explicit non-applicable response where appropriate.
Unknown
Keep uncertainty visible.
Conflicting Evidence
Preserve differences between respondents.
Missing Context
Identify responses without sufficient situational information.
Outdated Evidence
Make old profiles visible as historical rather than current.
Duplicate Records
Allow authorised review of overlapping screenings.
Historical Context
Retain appropriate earlier records according to permissions and retention requirements. A previous screening result should not automatically be treated as the learner’s current profile.
Data Readiness
Do not present an incomplete profile as a complete conclusion. A blank response should never automatically mean “no difficulty.”
Response Summary
Present what was recorded.
Educational Indicators
Describe patterns relevant to teaching or further review.
Threshold Context
Explain the meaning of any configured educational threshold.
Missing Responses
Show when incomplete data affects interpretation.
Respondent Context
Identify whose answers informed the result.
No Diagnostic Conversion
Do not translate an educational score into a clinical diagnosis.
Human Review
Require an authorised person to consider the result.
Next Questions
Use the information to identify what may need further exploration.
Supporting Evidence
Keep observations and learner context available alongside the score.
A screening score is evidence within a review. It is not a diagnosis.
Preserve the Educational Record
Keep the original screening information in its proper context.
Raise a Concern
Give authorised staff a route to follow safeguarding procedures.
DSL Review
Keep safeguarding judgement with appropriately trained staff.
Restricted Information
Do not expose safeguarding chronology through the ordinary learner support profile.
Human Decision
Allow the responsible safeguarding person to decide what happens next.
Separate Records
Keep subsequent safeguarding case activity within its controlled domain.
Educational indicators do not prove abuse, neglect or safeguarding risk.
Teachers
See approved classroom strategies, reasonable adjustments and learner strengths relevant to their teaching responsibility.
Teaching Assistants
Access appropriate learner-support information for assigned work.
SENCOs
Review screening evidence, support profiles and wider SEND context.
Pastoral Staff
Access appropriate wellbeing or support information within their role.
School Leaders
Receive authorised oversight without automatically seeing every sensitive detail.
Parents and Carers
Contribute through approved workflows and see information shared for their linked learner.
Learners
Access age-appropriate profile information and contribute their own voice where enabled.
Authorised Professionals
Contribute within a defined learner relationship and purpose.
School
Which organisation owns or maintains the record?
Learner
Does the user have an appropriate responsibility or relationship?
Role
Is screening or support-profile access relevant to the user’s role?
Assessment Type
Does this educational profile require additional permission?
Contribution Scope
Can the user answer questions without viewing other respondents’ evidence?
Review Scope
Who can interpret or approve the school outcome?
Classroom Visibility
Which strategies should teaching staff be able to use?
Family Visibility
Which information has been approved for parents and carers?
Professional Scope
What can an external practitioner access or contribute?
Time
Is the relationship, request or profile still current?
Being able to see classroom strategies should not automatically expose the complete screening response. Which information has been approved for parents and carers?
Evidence Summaries
Prepare a source-aware summary of selected screening evidence.
Strengths Summary
Help organise learner capabilities and successful strategies.
Review Preparation
Draft a working overview before a SENCO or support meeting.
Family-Friendly Wording
Prepare clearer explanations for authorised review.
Classroom Strategy Draft
Organise approved evidence into possible practical questions or draft approaches.
Missing Information
Highlight where important responses or context are absent.
Multi-Respondent Summary
Describe similarities and differences without pretending respondents agreed.
Professional Preparation
Help organise selected evidence before an authorised professional request.
Every AI output remains a draft.
An authorised person must check the sources, wording, interpretation and proposed next action.
EdiWay AI does not:
- Diagnose dyslexia
- Diagnose dyscalculia
- Diagnose ADHD
- Diagnose autism
- Diagnose SLCN
- Diagnose a sensory-processing condition
- Diagnose a mental-health condition
- Calculate an unvalidated clinical risk score
- Add a learner to a SEND register autonomously
- Determine statutory entitlement
- Replace teacher, SENCO or professional judgement
1. Identify the Purpose
Define what educational question the school is exploring.
2. Choose the Appropriate Profile
Use the relevant screening or support structure.
3. Set the Context
Connect the learner, school, responsible person and review period.
4. Gather Evidence
Collect appropriate teacher, learner, family or professional contributions.
5. Check Completeness
Make missing, conflicting or non-applicable information visible.
6. Review
Require an appropriately authorised person to consider the evidence.
7. Record the Educational Outcome
Describe the reviewed strengths, barriers and questions requiring further consideration.
8. Agree Strategies
Connect appropriate classroom approaches or reasonable adjustments.
9. Escalate Where Appropriate
Move into SEND support planning, professional collaboration or safeguarding only through the correct human-led process.
10. Review Again
Consider whether the profile and strategies remain useful as new evidence becomes available.
- What the learner finds helpful
- Which observations are current
- Which evidence came from the family
- What the learner says themselves
- Whether different teachers see the same pattern
- Whether a screening was actually completed
- Whether a score has been overstated
- Which strategies staff should use
- Whether an adjustment is still current
- Whether a SENCO has reviewed the evidence
- Whether further professional input is required
- Whether sensitive information has been shared too widely
EdiWay brings the educational evidence into a clearer, source-aware learner context. The goal is not to create more labels. It is to help the right people understand the learner more accurately and support them more consistently.
Educational screening is a structured way to gather information about areas that may affect learning, communication or participation.
It can help authorised staff identify questions requiring further teaching, observation or professional review.
It is not the same as clinical diagnosis.
No.
EdiWay can organise educational indicators, learner profiles and evidence.
SEND identification and support decisions remain with appropriately authorised people and processes.
EdiWay can support dyslexia-related educational screening and literacy profiles where the relevant workflow is enabled.
The outcome should describe educational indicators and support questions.
It does not provide a formal dyslexia diagnosis.
No.
Mathematics-related educational profiles can help schools organise observed learning barriers and relevant evidence without making a clinical or diagnostic conclusion.
The platform can organise educational observations relating to attention, organisation, task initiation and learning context where enabled.
It should not present those observations as an ADHD diagnosis or validated clinical screening result unless an appropriately validated external instrument and professional process specifically support that use.
No.
Communication, interaction, sensory and educational evidence can be organised into appropriate support profiles without making an autism diagnosis.
Communication and SLCN-related educational evidence can be organised around receptive and expressive communication, learner preferences, classroom strategies and authorised professional contributions.
Clinical interpretation remains with appropriately qualified professionals.
No.
The sensory profile organises educational, learner and family observations around context, preferences, barriers and strategies.
It does not diagnose sensory-processing disorder.
EdiWay can support a needs-led demand and autonomy profile focused on context and helpful educational strategies.
It does not diagnose PDA or calculate a diagnostic PDA score.
Teachers can contribute educational evidence within the assessment or support workflows they are authorised to use.
Yes, where the school has enabled an appropriate requested workflow.
Family evidence should remain clearly attributed to the parent or carer who provided it.
Learner voice can be included through suitable age-appropriate workflows where enabled.
Authorised professionals can contribute within a defined learner-specific relationship and information scope where that functionality is enabled.
No.
Teachers may need approved classroom strategies without needing the complete specialist screening record.
Access can be separated accordingly.
No.
Screening may contribute evidence to a SENCO review, but SEND status remains an authorised human decision.
No.
An authorised person should review the evidence and decide whether support, an intervention, further assessment or no additional action is appropriate.
Yes.
Reviewed educational evidence can contribute to an Assess, Plan, Do, Review workflow where appropriate.
The APDR process remains human-led.
Selected information can be shared through an approved professional relationship and purpose-scoped workflow where enabled.
The complete learner record should not be opened automatically.
Selected information can be shared through an approved professional relationship and purpose-scoped workflow where enabled.
The complete learner record should not be opened automatically.
Selected information can be shared through an approved professional relationship and purpose-scoped workflow where enabled.
The complete learner record should not be opened automatically.
Configurable educational assessment or screening structures may be available according to platform configuration and current release status.
Schools remain responsible for ensuring that any instrument they use is suitable for its intended educational purpose.
No.
Educational screening may help schools organise evidence for further review, but it does not replace appropriately qualified specialist or clinical assessment.
Yes.
Profiles should be reviewed as the learner develops, strategies change and new evidence becomes available.
Historical evidence can remain available according to permissions and retention requirements.
Schools can use the relevant available educational-profile workflows and expand their approach as implementation develops.
Feature availability may depend on configuration, subscription, permissions and controlled rollout.
Assessment and Progress
Connect educational profiles with the wider school assessment and evidence model.
Teacher and Classroom Workspace
Put approved strategies and learner strengths where responsible teachers can use them.
Professional Collaboration
Invite purpose-scoped evidence from authorised professionals.
SEND, Safeguarding and Wellbeing
Connect educational evidence to wider human-led SEND and wellbeing workflows.
Parent and Learner Experience
Invite appropriate family and learner contributions and share approved support information.
Data Security and Governance
Control screening, contribution, classroom and professional access.