- Assess
- Plan
- Do
- Review
- Provision Mapping
- Reasonable Adjustments
- Learner & Family Participation
Understand the Current Position
Bring together appropriate strengths, barriers and relevant educational evidence.
Agree Outcomes
Define what the school and learner are working towards.
Plan Support
Record strategies, adjustments, provision and responsibilities.
Put Support Into Practice
Make appropriate information available to the staff expected to act on it.
Review
Consider what was delivered, what changed and what the learner says about the support.
Update
Revise the plan without losing the history behind earlier decisions.
The platform supports the process around professional decision-making. It does not make the SEND decision on behalf of the school.
Assess
Understand the learner’s strengths, barriers and current educational context.
Plan
Agree outcomes, strategies, provision, responsibilities and a review point.
Do
Make the agreed support available to the people responsible for delivering it.
Review
Consider current evidence and whether the support remains appropriate.
Update
Record the authorised next step. Each stage should answer a different question.
- What do we understand?
- What are we agreeing to do?
- What was actually delivered?
- What does the evidence now tell us?
Learner Strengths
Keep capabilities, interests and successful approaches visible.
Academic Evidence
Connect relevant attainment and progress information.
Teacher Observation
Include appropriate classroom evidence.
Learner Voice
Ask what the learner finds helpful, difficult or important.
Learner Voice
Ask what the learner finds helpful, difficult or important.
Parent and Carer Evidence
Include relevant knowledge from home.
Existing Strategies
Identify what has already been tried.
Attendance and Participation
Consider relevant permitted school context without assuming cause.
Professional Evidence
Include authorised external contributions where a defined relationship exists.
Missing Information
Make gaps and uncertainty visible.
Assessment within the graduated approach is educational evidence gathering and review. It should not be confused with clinical diagnosis.
Priority Need or Barrier
Describe the educational issue being addressed.
Strengths
Keep the learner’s capabilities central to the plan.
Outcome
Define the intended educational change or improvement.
Strategies
Record the teaching or support approaches agreed.
Reasonable Adjustments
Maintain appropriate adjustments to environment, communication, learning or participation.
Provision
Describe the support the school intends to provide.
Frequency
Record how often relevant support is expected where appropriate.
Responsibility
Identify who is expected to deliver or coordinate each action.
Learner Contribution
Include the learner’s view and priorities.
Family Contribution
Record relevant parent and carer input.
Review Date
Agree when the plan will be reconsidered. A useful plan should make it possible for authorised staff to understand:
- What are we trying to achieve?
- What are we going to do?
- Who is responsible?
- When will we review it?
Classroom Strategies
Make approved teaching strategies available to relevant staff.
Reasonable Adjustments
Surface current adjustments in the appropriate teaching context.
Provision
Connect agreed support to the responsible team.
Resources
Link useful learning or support material where appropriate.
Staff Responsibility
Make ownership clear.
Learner Participation
Keep agreed learner actions visible where suitable.
Family Actions
Record appropriate agreed family activity without turning parents and carers into school staff.
Professional Actions
Connect relevant work from authorised practitioners.
Intervention
Move structured programmes of support into the dedicated intervention workflow where required.
The support plan defines the agreed response. Detailed intervention sessions, delivery and impact review belong within Intervention Support and Impact Review.
Outcome Progress
Consider evidence against the intended outcome.
Learner View
Ask whether the learner feels the support is useful.
Teacher Evidence
Review current classroom experience.
Family Evidence
Consider relevant parent and carer observations.
Provision Delivery
Check whether the agreed support actually took place.
Intervention Evidence
Use appropriate information from structured interventions.
Academic Progress
Review relevant attainment evidence where meaningful.
Attendance and Participation
Consider suitable contextual information.
Professional Contribution
Include current authorised professional evidence.
Missing Evidence
Make incomplete delivery or review information visible.
Decision
Allow the authorised team to agree the next step.
Review may result in support continuing, changing, reducing, increasing or moving into another authorised process. The platform should not make that decision automatically.
Learner Profile
Connect strengths, communication preferences and current educational context.
Priority Areas
Record the relevant educational needs or barriers being addressed.
Outcomes
Define what the support is intended to help the learner achieve.
Strategies
Describe what staff should do.
Adjustments
Maintain agreed reasonable adjustments.
Provision
Record the support planned by the school.
Responsible People
Identify ownership.
Review Dates
Keep the next review point visible.
Learner Voice
Include the learner’s perspective.
Family Views
Preserve appropriate parent and carer contributions.
Professional Advice
Connect authorised recommendations without erasing their source.
History
Retain earlier plans and reviews.
A support plan should show the current approved position without silently deleting how the school arrived there.
Provision Type
Describe the support being provided.
Intended Purpose
Explain which educational outcome or barrier it relates to.
Learner or Group
Identify who the provision is for.
Responsible Staff
Record who coordinates or delivers it.
Frequency
Maintain an appropriate planned delivery pattern.
Duration
Record the relevant support period where applicable.
Setting
Identify whether provision takes place in class, individually, in a group or another configured context.
Start and Review Dates
Make the provision time-aware.
Related Outcome
Connect it to the learner’s intended support outcome.
Evidence
Link appropriate review information.
Provision mapping should make support clearer. It should not turn every learner receiving additional classroom help into a formal SEND conclusion.
Inclusive Classroom Practice
Record strategies available as part of ordinary teaching and inclusion.
Reasonable Adjustments
Maintain learner-specific agreed changes where appropriate.
Targeted Support
Record additional support for an identified educational purpose.
Group Provision
Connect support to a defined group where appropriate.
Individual Provision
Maintain learner-specific support.
Specialist Advice
Connect approved professional recommendations.
Structured Interventions
Move programme-based support into the intervention workflow.
EHC Plan Provision
Keep school-held EHC plan provision appropriately connected to the separate EHC evidence workflow.
The support level should reflect the school’s reviewed educational process rather than an automatic platform classification.
Adjustment
Describe the practical change.
Barrier
Record the educational or participation barrier being addressed.
Context
Identify where the adjustment applies.
Start Date
Keep the effective period clear.
Review Date
Set an appropriate point for reconsideration.
Responsible Staff
Make delivery ownership visible.
Learner View
Include relevant learner feedback.
Evidence
Connect suitable supporting information.
Status
Distinguish current, reviewed and historical adjustments.
Classroom Visibility
Make relevant information available to authorised teaching staff.
Sensitive Evidence
Keep underlying specialist information restricted where appropriate.
EdiWay can organise agreed adjustments. It does not independently determine what adjustment is legally required in an individual case.
Communication
How should information or instructions be presented?
Processing Time
Does the learner benefit from additional time before responding?
Task Structure
Should activities be broken into smaller stages?
Visual Support
Are prompts, models or visual routines helpful?
Sensory Environment
Are there agreed environmental considerations?
Transitions
What helps the learner move between activities?
Organisation
Which prompts or structures support independence?
Literacy
What teaching approaches support access to written information?
Recording Work
Are there agreed alternatives or adjustments?
Regulation
What approved strategies help the learner participate?
Teachers need actionable strategies. They do not automatically need confidential diagnostic, medical or professional evidence behind every strategy.
Learner-Centred Outcome
Describe the change from the learner’s perspective where appropriate.
Educational Purpose
Keep the outcome connected to learning, participation, communication, independence or another relevant goal.
Starting Position
Record suitable evidence describing the current position.
Success Criteria
Explain what evidence may show progress.
Review Period
Set a realistic timeframe.
Responsible People
Identify who will contribute to the outcome.
Learner Voice
Include what matters to the learner.
Family Perspective
Preserve relevant parent and carer priorities.
Professional Context
Connect authorised specialist recommendations where useful.
Review Evidence
Use later information to support human judgement.
An outcome should guide support. It should not become a rigid prediction about what the learner must achieve.
Current Position
Start from the evidence available now.
Target
Describe a clear educational next step.
Success Criteria
Explain what staff will look for.
Strategy
Connect the target to appropriate teaching or support.
Responsible Person
Make ownership visible.
Review Date
What helps the learner move between activities?
Set the next review point.
Set the next review point.
Evidence
Connect appropriate classroom or intervention information.
Learner Feedback
Include the learner’s own view where suitable.
Outcome
Record what was observed at review.
Targets should support the learner’s progress. They should not automatically become proof that provision has succeeded or failed.
SENCO
Coordinate the wider school SEND process where appropriate.
Teacher
Apply relevant classroom strategies and contribute evidence.
Teaching Assistant
Deliver assigned support within the defined role.
Pastoral Staff
Complete appropriate support activity where relevant.
Intervention Lead
Coordinate structured intervention delivery.
School Leader
Provide authorised oversight where required.
Parent or Carer
Contribute agreed family actions without being treated as a school employee.
Learner
Participate in suitable actions and reviews.
Authorised Professional
Contribute defined specialist work or evidence.
Responsibility should describe who is expected to act. It should not provide broader access than that person requires.
Provision
Identify the relevant support.
Staff Time
Record appropriate delivery context where supported.
Frequency
Understand the planned pattern.
Duration
Maintain the relevant time period.
Group Size
Keep individual and group delivery distinguishable.
Cost Context
Connect suitable school-held cost information where available.
Review
Consider cost alongside delivery and learner evidence.
Reporting
Allow authorised users to review provision-resource information.
Cost can help schools understand resource deployment. It should not decide whether a learner deserves support or whether provision is educationally appropriate.
Previous Plan
Retain appropriate earlier versions.
Review Date
Keep the historical time context.
Outcomes
Preserve the outcomes that applied during that period.
Strategies
Record which support was current at the time.
Provision
Maintain the historical provision context.
Contributors
Preserve who participated in the review.
Review Evidence
Keep suitable supporting information.
Decision
Record why support continued or changed where appropriate.
Superseded Information
Make clear that an earlier strategy is no longer current.
Historical plans provide useful context. They should not continue appearing as current classroom instructions after they have been replaced.
Current Status
Maintain the school’s authorised current record.
Areas of Need
Record appropriate school-held educational categories where required.
Start Date
Preserve when the status became applicable.
Review
Connect status to the relevant human-led school process.
Supporting Evidence
Maintain the appropriate evidence separately.
Historical Status
Preserve earlier school-held context.
Change
Record an authorised update without rewriting historical information.
Permissions
Limit status management to appropriate roles.
Completing an educational screening, creating a target or assigning an intervention should not automatically change a learner’s SEND status.
Communication and Interaction
Maintain relevant school-held educational context.
Primary and Additional Context
Support the school’s appropriate recording structure where configured.
Social, Emotional and Mental Health
Connect authorised educational support context.
Sensory or Physical
Maintain relevant school-held support information.
Cognition and Learning
Record appropriate learning-related information.
Strengths
Keep learner capabilities visible alongside need information.
Strategies
Connect practical classroom support.
Provision
Link relevant agreed support.
Review
Allow authorised staff to reconsider the current school-held record.
An area-of-need category can help organise support. It should not replace the learner’s individual evidence or professional judgement.
Strengths
What does the learner feel is going well?
What Is Difficult
What barriers do they want adults to understand?
What Helps
Which strategies or environments work best for them?
Goals
What would they like to achieve?
Communication
How do they prefer adults to involve them?
Classroom Support
Which adjustments do they find useful?
Review Feedback
Do they feel the current plan is helping?
Priorities
What matters most to them now?
Learner voice should be gathered in a way appropriate to age, communication, capacity and context.
Parent and Carer Views
Invite relevant observations.
Strengths
Record what families see working well.
Priorities
Capture family concerns and aspirations.
Strategies
Include approaches that appear helpful at home.
Review Preparation
Invite contributions before an APDR-style review.
Evidence
Allow appropriate supporting information where enabled.
Agreed Actions
Record relevant family actions separately from school responsibilities.
Communication
Share approved support-plan information.
Review Feedback
Capture the family’s view of current support.
Source
Keep family evidence clearly attributed.
Family participation strengthens the review. A parent or carer contribution does not automatically become the school’s professional judgement.
Defined Relationship
Connect the practitioner to the appropriate learner and purpose.
Professional Evidence
Preserve the source of reports and observations.
Recommendations
Record relevant advice for authorised school review.
Outcome Contribution
Use appropriate professional input when considering learner outcomes.
Strategies
Translate approved recommendations into classroom-useful information.
Meetings
Connect relevant review activity where enabled.
Actions
Record follow-up responsibility.
Expiry
Review professional access when involvement ends.
School Decision
Keep the school’s authorised support-plan decision distinct from the professional’s original contribution.
Professional advice can inform a plan. It should not silently rewrite the school record.
Meeting Purpose
Make clear which plan or review is being discussed.
Participants
Record appropriate attendees.
Learner Participation
Include the learner where appropriate.
Parent and Carer Participation
Record relevant family involvement.
Professional Participation
Connect authorised practitioners.
Evidence Reviewed
Identify the information considered.
Decisions
Record the authorised outcome of the meeting.
Actions
Assign follow-up activity.
Deadlines
Keep review actions time-aware.
Updated Plan
Connect agreed changes to the next support plan version.
Meeting notes support the process. They do not replace the approved support plan.
Support Plan
Explains why the support is required.
Intended Outcome
Defines what the school hopes to achieve.
Intervention
Identifies the structured support being used.
Baseline
Records a relevant starting position.
Delivery Schedule
Belongs to the intervention workflow.
Session Records
Belong to the intervention workflow.
Delivery Evidence
Shows what actually took place.
Impact Review
Considers later evidence.
Support Review
Uses the intervention evidence when deciding what happens next.
The support plan and intervention should connect. They should not become duplicate records.
Provision
Describes the support the learner is expected to receive.
Intervention
A structured programme or activity used to deliver part of that support.
Provision Review
Asks whether the learner’s overall support remains appropriate.
Intervention Review
Asks what was delivered and what evidence is available afterwards.
Plan Owner
Coordinates the learner’s wider support.
Intervention Owner
Coordinates the specific programme.
Evidence
Can flow between the two through authorised review.
Evidence
Can flow between the two through authorised review.
Outcome
Remains subject to human interpretation.
An intervention ending does not automatically end a learner’s wider support plan.
Baseline Information
Connect relevant assessment evidence.
Subject Progress
Review appropriate academic history.
Teacher Judgement
Include relevant professional context.
Learning Barriers
Describe what is being observed.
Support Outcome
Connect academic evidence to an educational goal where appropriate.
Later Review
Use future assessment as one part of the evidence.
Data Limitations
Make missing or incomparable assessment information visible.
Human Interpretation
Keep the decision with authorised staff.
A low assessment result does not automatically mean SEND. A high result does not rule SEND out.
Literacy Evidence
Use relevant reviewed educational indicators.
Communication Profile
Connect appropriate communication needs and strategies.
Sensory Context
Include approved environmental support information.
Learning Context
Use teacher observations appropriately.
Learner Strengths
Bring strengths into the support plan.
Family Evidence
Preserve relevant family contributions.
Professional Evidence
Connect authorised specialist input.
Strategies
Translate reviewed evidence into practical actions.
Review
Consider later evidence before deciding whether support should change.
Screening evidence can inform planning. It should not automatically create the plan.
School Support Plan
Records the school’s current educational support workflow.
EHC Plan Record
Maintains appropriate school-held statutory-plan information.
Outcomes
Connect relevant educational outcomes where authorised.
Provision
Keep EHC plan provision identifiable from school-added support.
Annual Review
Use the dedicated review workflow.
Learner and Family Views
Connect suitable contributions.
Professional Evidence
Preserve source and authority.
Statutory Decision
Remain with the responsible local authority and authorised process.
EdiWay does not issue, amend or determine entitlement to an EHC plan.
Educational Need
Keep SEND support focused on the learner’s educational participation and needs.
Wellbeing Context
Use relevant permitted information where it supports review.
Pastoral Support
Maintain the detailed pastoral record in its own workflow.
SEMH
Connect appropriate educational context without turning school evidence into clinical diagnosis.
Learner Voice
Include relevant learner experience.
Family Context
Use approved family information.
Safeguarding
Keep safeguarding concerns and chronology separately controlled.
Review
Allow authorised staff to consider the wider context.
Connected support should reduce fragmentation without collapsing different professional responsibilities into one record.
SEND Plan
Supports educational provision and review.
Safeguarding Concern
Belongs within the controlled safeguarding workflow.
Classroom Strategy
Can be shared with appropriate teaching staff.
Safeguarding Chronology
Remains restricted to authorised safeguarding users.
Referral
Requires the appropriate human-led safeguarding process.
Information Sharing
Should remain proportionate to purpose.
Professional Judgement
Keep safeguarding decisions with trained authorised staff.
A SEND need does not establish a safeguarding concern. A safeguarding concern does not automatically establish SEND.
New Class
Make current approved strategies available to responsible staff.
New Academic Year
Review outcomes and support before simply copying the previous plan.
Primary to Secondary
Prepare appropriate reviewed transition information.
Post-16
Connect support with learner aspirations and progression.
New School
Select appropriate evidence for the receiving setting.
Alternative Provision
Maintain the responsible-school and placement context.
EOTAS
Keep relevant support connected to the appropriate pathway.
Adult Transition
Support movement towards learner-controlled continuity where enabled.
Access Review
Reconsider family, staff and professional permissions when relationships change.
Missing Outcome
Show when support has no clearly defined intended result.
Missing Responsibility
Identify actions without an owner.
Missing Review Date
Surface plans without a future review point.
Incomplete Provision
Show where delivery information is unclear.
Missing Learner Voice
Identify where the learner’s perspective has not yet been captured when appropriate.
Missing Family Contribution
Make outstanding requested evidence visible.
Overdue Review
Identify plans that need reconsideration.
Outdated Strategy
Surface information that may no longer be current.
Conflicting Information
Keep differences between sources visible.
Unknown
Preserve uncertainty rather than converting it into a definitive answer.
Completing every field is not the same as providing appropriate support. Data quality helps authorised people ask better questions.
Reviews Due
Plans approaching their review point.
Overdue Reviews
Plans requiring authorised attention.
Outstanding Actions
Tasks that have not been completed.
Missing Evidence
Information requested but not yet received.
Unassigned Actions
Support activity without a clear owner.
Intervention Reviews
Structured support requiring separate review.
Family Requests
Contributions still awaiting response.
Professional Contributions
Evidence expected from an authorised practitioner.
Plan Update
Reviews are completed but not yet reflected in the current plan.
Notifications and reminders can support administration. They do not determine the outcome of the review.
Learners Receiving Support
Review an appropriately defined population.
Current Support Status
Understand school-held SEND context.
Plans Due for Review
Identify upcoming workload.
Overdue Reviews
Find areas requiring action.
Provision
Review planned support by appropriate categories.
Interventions
Connect to relevant delivery and review information.
Outcomes
Understand the status of reviewed learner outcomes.
Data Gaps
Identify incomplete plans or missing evidence.
Responsibility
See where actions remain unassigned or overdue.
Cohort Context
Use aggregate information carefully.
Leadership reporting should support better coordination. It should not expose confidential learner information unnecessarily or rank learners by need.
Learner Provision
Review support connected to an authorised learner.
Provision Type
Understand the support being planned.
Responsible Team
Review appropriately assigned delivery responsibility.
Frequency
See the planned support pattern.
Review Period
Keep dates explicit.
Outcome Connection
Understand which learner outcomes the provision supports.
Delivery Connection
Link to intervention evidence where relevant.
Missing Information
Identify provision without sufficient context.
Cost Context
Include suitable resource information where configured.
Drill-Through
Allow authorised users to inspect the underlying plan.
Provision totals should describe recorded support. They should not imply that more provision automatically means better provision.
SENCOs
Coordinate evidence, plans, provision and review.
Teachers
Contribute classroom evidence and apply approved strategies.
Teaching Assistants
Access relevant support actions within their assigned role.
School Leaders
Use authorised oversight without assuming access to every sensitive detail.
Pastoral Teams
Contribute relevant support context where appropriate.
Parents and Carers
Participate through approved family workflows.
Learners
Contribute age-appropriate views, goals and feedback.
Authorised Professionals
Provide scoped evidence or recommendations.
School Scope
Keep the record within the appropriate organisation.
Learner Scope
Limit access to relevant learners.
Role Scope
Differentiate teaching, SENCO, leadership and support-team permissions.
Contribution Scope
Allow a user to submit evidence without automatically seeing all other evidence.
Strategy Scope
Make classroom-useful information available to appropriate teachers.
Review Scope
Restrict plan approval and SEND decisions to authorised users.
Family Scope
Share approved information with the relevant parent or carer relationship.
Professional Scope
Limit practitioners to the defined purpose and learner relationship.
Time Scope
Review access as classes, roles and professional relationships change.
Action Scope
Distinguish viewing, contributing, editing, approving and sharing.
Teachers may need the strategy. SENCOs may need the evidence. External professionals may need only the specific information required for their involvement.
School Assessment
Professional educational evidence created by school staff.
Teacher Evidence
Classroom observations and teaching context.
Learner Voice
The learner’s own perspective.
Parent and Carer Evidence
Family-origin observations and priorities.
Professional Evidence
Information created by authorised external practitioners.
Statutory Information
Documents or decisions originating from the responsible statutory body.
Imported Information
Records brought from another system.
Shared Evidence
Information deliberately shared for a defined purpose.
Connecting evidence should not silently convert a parent observation into a school finding or a professional recommendation into a statutory decision.
Support-Plan Drafts
Prepare an initial structure from selected reviewed evidence.
Strengths Summary
Organise learner strengths and successful strategies.
Evidence Summary
Prepare a source-aware overview before review.
Outcome Drafting
Help staff phrase possible educational outcomes for human consideration.
Review Preparation
Summarise selected permitted evidence.
Family-Friendly Wording
Prepare clearer draft communication.
Meeting Preparation
Help organise questions, evidence and actions.
Missing Information
Highlight evidence or fields requiring human attention.
Strategy Summary
Organise approved classroom-support information.
EdiWay AI does not:
- Diagnose SEND
- Determine SEN status
- Add or remove a learner from a SEND register autonomously
- Decide whether a learner requires SEN Support
- Determine whether an EHC needs assessment should be requested
- Issue or amend an EHC plan
- Decide what reasonable adjustment is legally required
- Select an intervention without professional review
- Decide whether support has succeeded
- Make safeguarding findings
- Replace the SENCO, teacher or professional judgement
Every AI output remains a draft. An authorised person must review the sources, proposed wording, educational appropriateness and final action.
1. Gather the Evidence
Bring together appropriate academic, classroom, screening, learner, family and professional information.
2. Review the Current Position
Allow authorised staff to consider strengths, barriers and existing support.
3. Agree the Outcome
Define what the learner and school are working towards.
4. Plan the Support
Record strategies, reasonable adjustments, provision and responsibilities.
5. Make It Usable
Surface appropriate support information to the staff expected to act.
6. Deliver
Provide the agreed classroom support or connect structured activity into the intervention workflow.
7. Gather Review Evidence
Bring together learner, teacher, family, assessment and intervention information.
8. Review
Consider whether the plan remains appropriate.
9. Update
Record the authorised next step and preserve the earlier plan.
10. Continue or Transition
Carry forward only the appropriate current support when the learner’s context changes.
- Which support plan is current
- Which outcomes are being worked towards
- What the learner says helps
- What parents and carers contributed
- Which strategies teachers should use
- Which reasonable adjustments are current
- What provision was agreed
- Who is responsible for delivering it
- When the next review is due
- Whether a structured intervention actually happened
- Which professional recommendation is still current
- Whether outdated information is still being shown to staff
- Whether SEND status has been confused with a screening result
- Whether sensitive evidence has been shared too widely
EdiWay keeps planning, provision, evidence and review closer to the learner journey while preserving the responsibilities and information boundaries around SEND. The aim is not more paperwork. It is clearer support, clearer ownership and better continuity.
Provision mapping is a structured way to record the support being planned or provided for learners or groups, including its purpose, responsibility, frequency and review context.
EdiWay can connect that information to the learner’s wider support journey.
EdiWay is designed to support APDR-style graduated-approach workflows connecting evidence, planning, delivery and review.
The responsible school staff remain accountable for the educational decisions made through that process.
EdiWay can help authorised staff organise school support plans containing outcomes, strategies, adjustments, provision, responsibilities and review information.
No.
Creating a screening, plan, target or intervention should not automatically determine the learner’s SEND status.
That remains an authorised school decision.
Teachers may see the classroom strategies, adjustments and information relevant to learners they are authorised to support.
They do not automatically need access to every specialist assessment or confidential contribution behind the plan.
Access can be provided according to their current learner and support responsibilities.
It should remain limited to the information required for that role.
Yes.
EdiWay can organise agreed adjustments, purpose, context, responsibility, effective dates and review information.
The platform does not independently determine the legal adjustment required.
Yes.
Learner strengths, goals, preferences, barriers and review feedback can be included through appropriate workflows.
Linked parents and carers can contribute through approved workflows where enabled.
Their contribution should remain separately attributed rather than silently becoming school-authored evidence.
Authorised professionals may provide evidence or recommendations through a defined learner-specific relationship where enabled.
Their access should remain purpose-scoped and revocable.
Appropriate provision-resource or cost context may be maintained where configured.
Cost should support resource understanding rather than determine whether support is appropriate.
Overall provision can be connected to relevant delivery evidence.
Structured intervention sessions and detailed delivery monitoring belong in the dedicated Intervention Support and Impact Review workflow.
No.
Provision describes the support intended for the learner.
An intervention is a structured programme or activity that may deliver part of that provision.
Yes.
Appropriate academic and educational-profile evidence can contribute to authorised support planning.
Assessment information does not diagnose SEND.
No.
Screening can contribute evidence.
An authorised person should decide whether additional support, provision or further review is required.
Relevant school-held EHC plan outcomes and provision can be connected through the dedicated EHC Plan Evidence and Annual Reviews workflow.
EdiWay does not issue or amend an EHC plan.
Yes.
Plans can be reviewed as new classroom, academic, learner, family, intervention or professional evidence becomes available.
Historical support plans and review context can be retained according to permissions and retention requirements.
Earlier plans should remain distinguishable from the current approved plan.
Authorised SEND users can be supported with views of relevant upcoming or overdue review activity where enabled.
No.
The platform can organise delivery and outcome evidence.
The interpretation remains with authorised people.
Where enabled, governed AI can help prepare a working draft from information the authorised user is permitted to access.
The SENCO or other responsible person must review and approve the final plan.
AI may support drafting or consideration where enabled.
It should not autonomously decide which intervention a learner must receive.
No.
EdiWay supports educational evidence, support planning, provision and review.
Diagnosis remains with appropriately qualified professionals where diagnosis is relevant.
No software automatically creates organisational compliance.
Schools remain responsible for statutory duties, policies, professional practice, staff training, decision-making and information governance.
Schools can begin with relevant available support-planning workflows and connect educational profiles, interventions, professional contributions, EHC evidence and wider reporting as implementation develops.
Availability may depend on configuration, permissions, subscription and controlled rollout.
Educational Screening and Learner Support Profiles
Bring reviewed literacy, communication, sensory and educational evidence into the support conversation.
Teacher and Classroom Workspace
Make approved adjustments and classroom strategies available to responsible teaching staff.
Professional Collaboration
Connect authorised specialist evidence and recommendations.
SEND, Safeguarding and Wellbeing
See how support planning connects to the wider learner-support ecosystem while preserving safeguarding and wellbeing boundaries.
Parent and Learner Experience
Invite learner and family participation and share approved support information.
Data Security and Governance
Control SEND evidence, classroom visibility, family participation and professional access.