- Parent Workspace
- Learner Workspace
- Plans
- Resources
- Evidence
- Voice
Parents and Carers
Can organise and support the family-led education journey.
Learners
Can interact through an experience appropriate to their age and independence.
Additional Family Members
Can participate where an appropriate family relationship and access arrangement has been established.
Tutors and Professionals
Can be invited into defined areas where their involvement is useful.
The result is a connected workspace without turning the learner record into one shared folder that everybody can see or edit.
Learner Profile
Keep the child’s strengths, interests, aspirations and useful learning context together.
Learning Plans
Set current priorities and organise the family’s approach.
Home Routine
Create flexible structure around the week.
Resources
Find and organise appropriate EdiWay, school-published public and external learning resources.
Learning Activity
See how planned learning connects to the wider journey.
Evidence
Add appropriate family-created observations, documents and learning evidence.
Progress
Review what has been happening over time.
Support
Keep relevant learner-support context easier to understand.
Communication
Stay connected to invited professionals or other permitted relationships, where enabled.
The workspace gives the parent a practical overview without forcing Home Education into a school-management interface.
My Routine
See what is planned or available today.
My Resources
Open suitable learning material.
My Learning Workspace
Work with activities, notes, references and appropriate learning tasks.
My Evidence
Add work or other permitted evidence.
My Reflections
Record thoughts about learning.
My Progress
See appropriate information about the journey so far.
My Voice
Contribute interests, goals and views.
My Messages
Access appropriate communication from linked parents or invited professionals, where enabled.
The experience can become more independent as the learner grows.
- What they want to explore
- What they enjoy
- What they find difficult
- Which routines help
- Which resources they prefer
- What they are proud of
- Which goals matter
- What they would like to try next
A younger learner may participate mainly with parent support. An older learner may take a much greater role in planning, reflection and independent learning.
The workspace can grow with the learner.
- Learning plans
- Routines
- Evidence
- Support information
- Progress
- Messages
- Professional relationships
Two children can share a family activity while still having their own learner record. The family stays connected.
The learner journeys stay distinct.
- Plans can change.
- Activities can move.
- Unexpected learning can still count.
And a museum visit, project or practical activity does not need to be squeezed into a lesson-register model.
- EdiWay learning resources
- School-published public resources
- External educational links
- Family-selected material
- Tutor resources
- Project material
The resource workspace can support learning activity such as notes, written responses, essays, references and evidence where the relevant resource supports them.
Access depends on the learner’s current pathway and the resource’s sharing settings. A public school resource does not provide access to the school’s private systems or enrol the learner at that school.
Learner-Created Evidence
Work, reflections, projects and appropriate submissions.
Parent Evidence
Observations, photographs, notes or supporting information.
Tutor or Professional Evidence
Contributions from an authorised person where appropriate.
Resource Activity
- EdiWay keeps the source important.
- A parent's observation remains a parent observation.
- A learner reflection remains learner voice.
- A tutor contribution remains attributable to that tutor.
- Information can sit together without pretending it all has the same authority.
What I Enjoyed
Which activities worked well?
What I Found Difficult
Where did I get stuck?
What Helped
Which strategy or explanation made a difference?
What I Am Proud Of
What would I like to keep as evidence?
What I Want to Learn
What should we explore next?
My Goals
What am I working towards?
Learner voice can then inform family planning and review while remaining clearly attributable to the learner. It does not automatically become a formal assessment or professional conclusion.
- New confidence
- Frustration
- Communication changes
- Emerging interests
- Strategies that help
- Sensory responses
- Greater independence
- Changes in motivation
The parent workspace can provide a place to record useful family observations and evidence. Those contributions can help build a fuller picture of the learner.
They remain family evidence. They do not automatically become a diagnosis, school finding or professional assessment.
- Strengths
- Communication preferences
- Sensory experiences
- Helpful strategies
- Family observations
- Learning difficulties
- Support approaches
- Learner voice
- Professional contributions
The learner can continue using an age-appropriate learning experience without needing access to every adult or sensitive record behind that support.
EdiWay organises evidence and context. It does not diagnose the learner.
Learner
Who does the work concern?
Purpose
Why is the person involved?
Information
What do they actually need?
Contribution
What would I like to keep as evidence?
What may they add?
What should we explore next?
Communication
What discussions are appropriate?
Duration
How long should the relationship continue?
Parents remain able to participate without giving a professional access to unrelated family or learner information.
- Parent and learner
- Parent and invited tutor
- Parent and authorised professional
- Learner and permitted professional relationship
Messages should remain appropriate to the user’s role and age. Messaging does not create new permissions.
A person who can send or receive a message does not automatically gain access to the rest of the learner record.
School-Created Information
Remains attributable to the school.
Family-Created Information
Remains attributable to the family.
Learner Evidence
Remains attributable to the learner.
Professional Contributions
Remain attributable to the professional.
A future school should not automatically receive ownership of the family’s entire Home Education record. Selected information can instead be shared through an appropriate transition workflow.
- Who is asking for access?
- Which learner does it concern?
- What is the purpose?
- Which information is relevant?
- How long should the relationship last?
- Can access be removed?
Parent and learner information should remain limited to the people and purposes that justify access.
Home Educated
The family sees Home Education plans, routines, resources, evidence and support tools.
School Enrolled
The family experience can instead show appropriate school-linked information and services.
Hybrid or Flexible Pathway
Where supported, the experience can combine appropriate information without confusing which setting created it.
This means the workspace can follow the learner’s actual education pathway rather than assuming every child is either permanently in school or permanently at home. For detailed school-linked parent and learner access, use the separate Parent and Learner Experience page.
- School
- College
- Training
- Alternative provision
- Another flexible pathway
The family workspace can help prepare selected information for that transition.
- Strengths
- Learning evidence
- Learner voice
- Progress context
- Helpful strategies
- Family views
- Appropriate professional contributions
That selected context can contribute to a controlled Transition Pack.
- Their routine
- Learning resources
- Evidence
- Reflections
- Goals
- Future pathways
From age 18, an eligible EdiWay learner can move into the Adult Learner Record pathway, where responsibility and access can be reviewed again.
Parent-supported learner
to
increasingly independent learner
to
adult learner
without treating each stage as an unrelated identity.
Draft Planning
Help organise rough learning-plan ideas.
Summaries
Prepare a working summary from information the user is allowed to access.
Resource Support
Help structure learning ideas or permitted resource activity.
Reflection Prompts
Suggest questions that may help the learner reflect.
Clearer Wording
Help make information easier to understand. AI output remains a draft requiring human review.
EdiWay AI does not decide:
- What education is legally suitable
- Whether a learner has SEND
- Whether a child has a diagnosis
- Whether a family observation is fact
- Which professional should be involved
- What information must be shared
1. Open the Learner
Choose the relevant linked child.
2. Understand the Current Journey
Review the learner profile, plans and useful context.
3. Organise Learning
Set routines, activities and resources.
4. Let the Learner Engage
Use the learner workspace for appropriate independent or supported learning.
5. Capture Evidence
Allow learner, family and authorised contributions to remain attributable.
6. Reflect
Record learner voice and family observations.
7. Review Progress
Look at what is working and what may need to change.
8. Bring in Support
Invite appropriate professional help where needed.
9. Adapt
Change the plan as the learner develops.
10. Continue the Journey
Move into another education pathway without unnecessarily losing useful context.
This page focuses on the Home Education experience.
School-enrolled learners have a separate school-linked Parent and Learner Experience.
Yes.
Linked children can remain available through the parent workspace while each learner keeps their own separate record.
No.
The parent and learner experiences are designed around different roles.
Parents see the wider family-led journey, while learners receive an age-appropriate learning experience.
Not by default.
Home Education uses the learner’s home routine rather than a school attendance register.
Yes.
Appropriate resources and learning-workspace functionality can be made available through the learner experience.
Appropriate learner evidence can contribute to the learner portfolio.
Yes.
Family observations and appropriate supporting evidence can form part of the Home Education journey while retaining their source.
Yes.
Learner voice, reflections, interests and goals can be captured as learner contributions.
Where the relevant collaboration workflow is enabled, an authorised professional can be invited into a defined learner-specific relationship.
No.
Professional access should remain limited to the learner, purpose and information scope relevant to their work.
Where messaging is enabled for the relevant relationship, communication can stay connected to the learner workspace.
No.
Communication does not create additional permissions.
No.
Family contributions remain attributable to the family and require appropriate human interpretation.
Selected Home Education information can support transition through an appropriate controlled sharing workflow.
The new school does not automatically take ownership of the entire family-created record.
Yes.
The learner experience can support increasing independence, and an eligible learner can later move into the Adult Learner Record pathway.
Child in Home Education
Keep the individual learner at the centre.
Learning Plans and Routines
Organise priorities, activities and the family learning rhythm.
Home Education and School Support Resources
Find suitable learning material.
Evidence and Progress
Build the learner portfolio and review development over time.
Sensory, SEND and Wellbeing Support
Keep useful learner-support context connected.
Professional Collaboration
Invite authorised support without opening the whole record.