- Learner Check-Ins
- Pastoral Support
- SEMH Context
- Family Participation
- External Support
- Human-Led Review
Learner Voice
Capture how the learner describes their own experience.
Check-Ins
Provide structured opportunities for learners to share appropriate wellbeing information.
Teacher Observations
Record relevant school observations.
Pastoral Support
Maintain agreed support and follow-up.
SEMH Context
Connect appropriate educational support information.
Family Evidence
Include relevant parent and carer contributions.
External Support
Record authorised involvement from relevant services or professionals.
Review
Bring appropriate information together for human-led consideration.
The aim is to support better conversations and continuity – not to generate a clinical profile from school data.
Current Experience
Allow the learner to describe how they are feeling or coping.
What Is Going Well
Capture positive experiences and strengths.
What Is Difficult
Give learners a route to identify concerns or barriers.
School Experience
Record appropriate information about learning, relationships or participation.
What Helps
Ask which strategies or people feel supportive.
Further Conversation
Allow an authorised member of staff to decide whether follow-up is appropriate.
History
Review earlier check-ins in context where permitted.
A check-in response is information for review. It is not a diagnosis or automatic risk classification.
Support Record
Maintain appropriate pastoral information.
Key Worker
Assign relevant support responsibility where configured.
Actions
Record agreed next steps.
Meetings
Connect appropriate learner or family conversations.
Review Date
Make future follow-up visible.
Learner Voice
Keep the learner’s perspective part of the process.
Family Involvement
Include appropriate parent and carer participation.
External Support
Connect authorised professional involvement where relevant.
Pastoral support should help staff coordinate action without becoming a substitute for safeguarding or clinical records.
Strengths
Keep positive relationships, interests and successful approaches visible.
Educational Barriers
Describe what staff and the learner are experiencing.
Classroom Strategies
Record approved approaches that support participation.
Regulation Support
Maintain relevant educational strategies.
Communication
Identify helpful ways for adults to engage with the learner.
Support Plan
Connect appropriate SEMH-related educational actions.
Outcomes
Record what the support is intended to help the learner achieve.
Review
Consider learner, staff and family evidence over time.
SEMH support information does not diagnose anxiety, depression, trauma or another mental-health condition. Where clinical interpretation is required, that remains with appropriately qualified professionals.
Educational Evidence
Use appropriate school observations.
Learner Voice
Include what the learner says they experience.
Support Strategies
Connect relevant classroom approaches.
Provision
Link authorised SEND support where appropriate.
SEMH Context
Maintain appropriate educational information.
SENCO Review
Allow SEND staff to consider relevant evidence.
Information Boundaries
Keep confidential wellbeing details restricted where necessary.
A wellbeing concern does not automatically establish SEND. A SEND record does not automatically establish a mental-health concern.
Strengths
What does the family see going well?
Current Concerns
What would they like the school to understand?
Changes
Have they noticed anything different recently?
Strategies
What appears to help at home?
Support
What school approaches feel useful?
Communication
Maintain an appropriate route for discussion.
Review
Include family evidence in authorised support review.
Family observations remain family-origin information. They should not automatically become a school finding or clinical conclusion.
Support Relationship
Record appropriate school-held context.
Dates
Maintain relevant support history.
Actions
Connect permitted school follow-up.
Restricted Notes
Keep confidential detail appropriately controlled.
Learner Safety
Provide a route into safeguarding processes when an authorised person determines that this is required.
Wider Staff
Share only the information necessary for their responsibilities.
History
Preserve appropriate school-held records according to governance requirements.
A classroom teacher does not automatically need access to counselling notes because they teach the learner.
Check-In History
Consider appropriate learner-reported information.
Pastoral Activity
Review support already provided.
Attendance
Use relevant attendance context where authorised.
Behaviour
Consider appropriate behaviour information without assuming causation.
SEND Support
Review relevant educational support.
Family Evidence
Include appropriate parent and carer views.
External Support
Consider authorised professional information.
Current Actions
See what remains outstanding.
Human Decision
Agree the appropriate next step.
A pattern may justify a conversation. It does not automatically explain why the pattern exists.
Attendance Context
Review appropriate recorded attendance.
Learner Voice
Ask what the learner is experiencing.
Family Context
Include relevant information.
Pastoral Actions
Connect appropriate support.
SEND Context
Consider authorised educational support where relevant.
Review
Allow people to decide whether further action is needed.
Attendance data does not diagnose a mental health condition or automatically identify safeguarding risk.
Behaviour Event
Keep the original school record in its proper context.
Learner Perspective
Understand what the learner says happened.
Pastoral Follow-Up
Connect appropriate support activity.
Positive Evidence
Keep strengths and achievements visible.
Wellbeing Context
Use relevant information only where authorised.
Review
Allow appropriate staff to decide whether further support is needed.
Safeguarding Route
Escalate through the proper safeguarding workflow when required.
Behaviour does not diagnose SEMH. SEMH does not automatically explain a behaviour event.
Preserve the Original Record
Keep the wellbeing information in context.
Raise a Concern
Allow authorised staff to follow the school’s safeguarding process.
DSL Review
Keep safeguarding judgement with appropriately authorised staff.
Restricted Chronology
Do not expose safeguarding case information through ordinary wellbeing access.
Appropriate Follow-Up
Provide staff only the information they need for their role.
Separate Records
Keep safeguarding actions within the dedicated controlled workflow.
A low wellbeing check-in, repeated absence or SEMH support record does not automatically establish abuse, neglect or another safeguarding concern.
Teachers
See relevant classroom strategies or actions.
Pastoral Staff
Access appropriate wellbeing and support records.
SENCOs
Use relevant SEMH evidence within authorised SEND workflows.
Safeguarding Leads
Review information only where it enters the safeguarding process.
School Leaders
Receive appropriate oversight according to role.
Parents and Carers
Contribute and receive information approved for their learner relationship.
Learners
Participate through age-appropriate experiences.
Authorised Professionals
Contribute through purpose-scoped relationships.
Being responsible for a learner does not automatically mean seeing every wellbeing or counselling record.
Review Summaries
Organise selected wellbeing and pastoral information.
Meeting Preparation
Prepare a source-aware working overview.
Communication Drafts
Help staff prepare family or learner messages.
Action Summaries
Bring together current support activity.
Missing Context
Highlight information that may require human checking.
EdiWay AI does not:
- Diagnose a mental-health condition
- Determine SEMH status autonomously
- Calculate clinical risk
- Predict self-harm or safeguarding risk
- Infer abuse or neglect
- Decide whether a safeguarding referral is required
- Select treatment
- Replace qualified clinical professionals
- Replace pastoral or safeguarding judgement
Every AI output remains a draft.
1. Capture the Context
Review the school-held EHC plan information, outcomes and provision.
2. Review
Connect relevant academic, support and intervention information.
3. Agree Support
Gather appropriate learner, parent, carer and professional views.
4. Assign Responsibility
Identify missing evidence and outstanding contributions.
5. Connect Wider Context
Bring the available information into the appropriate meeting context.
6. Involve Others
Assign the school’s agreed follow-up.
7. Escalate Carefully
Move into safeguarding only through the correct human-led process.
8. Review Again
Consider whether support remains appropriate.
EdiWay can organise learner wellbeing profiles, check-ins, pastoral support, SEMH context, family contributions and authorised external-support information.
Age-appropriate learner check-ins may be used where enabled.
Their responses provide information for human review rather than automatic diagnosis or risk scoring.
No.
EdiWay does not diagnose anxiety, depression or another mental-health condition.
Yes.
Schools can maintain appropriate educational SEMH support information, strategies, actions and review context.
No.
SEMH is an educational support context and should not be treated as a clinical diagnosis.
Appropriate staff can coordinate authorised support actions and review activity where enabled.
Yes.
Relevant family evidence can be included through approved workflows.
Authorised professionals may contribute within a defined learner relationship and purpose where enabled.
School-held counselling or support context can be maintained with appropriate permission controls where enabled.
Not automatically.
Sensitive support records should remain restricted according to role and purpose.
Relevant SEMH or wellbeing information can contribute to authorised SEND review while remaining separately governed.
Relevant SEMH or wellbeing information can contribute to authorised SEND review while remaining separately governed.
No.
An authorised person must determine whether information should enter the safeguarding process.
EdiWay AI should not be presented as predicting clinical, self-harm or safeguarding risk.
AI may assist with permitted drafting and summaries only.
Authorised users may review appropriate recorded wellbeing information over time where supported.
Any trend should be interpreted cautiously and in context.
No.
EdiWay supports school-held learner wellbeing and educational support workflows.
It is not a clinical care system.
Schools can begin with relevant available wellbeing and support workflows and connect wider family, SEND and professional collaboration as implementation develops.
Availability may depend on configuration, permissions and controlled rollout.
Provision and Support Planning
Connect appropriate SEMH educational support to wider learner planning.
Behaviour, Rewards and Pastoral Support
Coordinate wider pastoral activity and behaviour follow-up.
Attendance and Registration
Review relevant attendance context without automatically inferring cause.
SEND, Safeguarding and Wellbeing
Return to the wider connected support hub.
Parent and Learner Experience
Support learner voice and appropriate family participation.
Professional Collaboration
Connect authorised external support and professional evidence.