- Concern Logging
- Restricted Records
- DSL Review
- Chronology
- Actions
- Referrals
- Evidence
Learner
Connect the concern to the correct learner.
Date and Time
Preserve when the event, disclosure or observation occurred where known.
Recorder
Keep the person creating the record identifiable.
Concern Information
Record relevant factual information through the approved workflow.
Source
Distinguish direct observation, learner disclosure, family information or another source.
Supporting Evidence
Connect appropriate documents or evidence where permitted.
Submission
Route the concern to authorised safeguarding users.
Restricted Access
Keep the submitted record outside ordinary teacher or pastoral visibility.
The person raising the concern records the information. The DSL or other appropriately authorised safeguarding person decides how it should be reviewed.
New Concerns
Identify submitted safeguarding information requiring review.
Assigned Records
See concerns or cases connected to the authorised user.
Acknowledgement
Make review activity visible where enabled.
Priority
Organise records according to the school’s authorised workflow.
Actions
See current safeguarding actions and responsibilities.
Deadlines
Identify appropriate overdue or time-sensitive work.
Referrals
Review relevant external-referral status where enabled.
Case Status
Understand which safeguarding records remain active or require review.
The dashboard helps organise safeguarding work. It does not decide the safeguarding outcome.
Concerns
See submitted safeguarding records in the appropriate sequence.
Actions
Connect follow-up activity.
Referrals
Maintain relevant referral history.
Evidence
Keep appropriate supporting information connected.
Status Changes
Preserve meaningful case activity.
Source
Retain where each chronology item originated.
Dates
Keep event and record dates visible where appropriate.
History
Avoid silently rewriting earlier safeguarding context when later information becomes available.
The chronology should bring authorised source records together. It should not create new conclusions merely because events appear beside one another.
Action
Record what needs to happen.
Owner
Assign responsibility to the appropriate authorised person.
Due Date
Keep time-sensitive activity visible.
Status
Distinguish open and completed actions.
Outcome
Record the appropriate result of the action.
Follow-Up
Create further authorised activity where required.
Chronology
Keep material actions connected to the safeguarding history.
Closure
Record an appropriate rationale when safeguarding case activity is concluded.
Task management supports accountability. It does not determine the professional safeguarding response.
Recipient
Identify the relevant organisation or authorised recipient.
Purpose
Record the reason for the referral.
Information Scope
Select appropriate information for the defined purpose.
Status
Track relevant stages such as draft, sent or responded where supported.
Acknowledgement
Record appropriate response information.
Actions
Connect follow-up required by the school.
Evidence
Maintain suitable supporting information.
History
Keep the referral within the learner’s safeguarding chronology.
EdiWay does not independently decide that a referral should be made. External transmission and organisation-specific connections depend on the implemented and tested workflow.
Documents
Connect relevant files where authorised.
Source Records
Preserve where information originated.
Professional Evidence
Maintain appropriate external contributions.
Referral Information
Connect evidence relevant to authorised external action.
Chronology
Keep the relationship between evidence and safeguarding activity visible.
Audience
Consider who the information is being prepared for.
Minimisation
Select only the information needed for the defined purpose.
Approval
Require appropriate human review before controlled sharing.
Evidence should remain governed by purpose and permission rather than becoming available simply because it is attached to the learner.
Recipient
Who is receiving the information?
Organisation
Which organisation are they acting for?
Purpose
Why is information being shared?
Information Scope
What specific information is required?
Duration
How long should access or the relationship remain active?
Revocation
Can ongoing access be removed?
Review
Has the information been checked before disclosure?
Record
Is the sharing activity appropriately recorded?
Advanced professional sharing and external delivery remain subject to implementation and runtime assurance.
Behaviour
Records behaviour events, achievements and school responses.
Pastoral Support
Coordinates appropriate learner support.
Safeguarding
Records concerns, safeguarding review and authorised case activity.
Wellbeing
Maintains relevant wellbeing and SEMH context.
- A behaviour event should not automatically become a safeguarding concern.
- A pastoral record should not be used to hide safeguarding information.
- A safeguarding record should not automatically become visible to ordinary behaviour or pastoral users.
- Connect evidence relevant to authorised external action.
SEND Evidence
Supports educational assessment, planning and provision.
Safeguarding Evidence
Supports the school’s safeguarding process.
Classroom Strategies
Can remain available to appropriate teaching staff.
Safeguarding Chronology
Remains restricted.
SENCO Access
Depends on safeguarding responsibility as well as SEND responsibility.
Human Review
Determines whether information should cross between the two domains.
A learner having SEND does not establish a safeguarding risk. A safeguarding concern does not diagnose SEND.
Staff Raising Concerns
Can use the appropriate route to submit safeguarding information.
DSLs and Safeguarding Staff
Access the restricted records required for their responsibilities.
School Leaders
Receive safeguarding access only where their authorised role requires it.
Teachers
Do not automatically receive the complete safeguarding chronology.
SENCOs and Pastoral Staff
Require safeguarding-specific authority for restricted safeguarding information.
Parents and Carers
Do not receive automatic portal access to internal safeguarding case records.
Learners
Do not receive automatic access through the ordinary learner workspace.
Original Concern
Preserve the submitted information.
Later Information
Add new evidence rather than rewriting what was originally known.
Actions
Maintain material safeguarding follow-up.Maintains relevant wellbeing and SEMH context.
Case Changes
Record relevant authorised updates.
Closure
Preserve the reason recorded when activity is concluded.
Current Status
Make the present case position understandable.
Chronology
Present authorised history in chronological context.
The exact history and audit behaviour available depends on the implemented workflow and current release status.
Draft Summaries
Organise selected information for human review.
Chronology Preparation
Help structure authorised source information.
Meeting Preparation
Prepare a working overview for safeguarding staff.
Draft Communication
Assist with wording where appropriate.
Missing Information
Highlight records that may need human checking.
EdiWay AI does not:
- Decide whether abuse or neglect has occurred
- Predict that a learner will experience harm
- Automatically classify a learner as high risk
- Decide whether a referral should be made
- Determine which external agency should intervene
- Make child-protection decisions
- Create safeguarding findings from attendance, behaviour or wellbeing data
- Replace the DSL
- Replace statutory safeguarding processes
Every AI output remains a draft.
1. Record the Concern
An authorised member of staff submits relevant factual information.
2. Restrict the Record
Keep safeguarding information inside the controlled safeguarding domain.
3. DSL Review
An appropriately authorised safeguarding person reviews the concern.
4. Record the Decision
Maintain the school-held safeguarding response.
5. Assign Actions
Create accountable follow-up where required.
6. Refer Where Authorised
Track an external referral when the responsible person decides it is necessary.
7. Build the Chronology
Keep material concerns, actions and referral activity in context.
8. Preserve Evidence
Maintain appropriate source-linked information and history.
Yes.
EdiWay supports school safeguarding concern-recording workflows with restricted handling appropriate to authorised users.
Not automatically.
Teachers can raise concerns without receiving unrestricted access to subsequent safeguarding case activity.
Restricted safeguarding views can support DSL and safeguarding-team oversight of relevant concerns, actions and review activity where enabled.
EdiWay can organise authorised safeguarding concerns, actions, referrals and related activity chronologically.
Some advanced chronology and export functions remain subject to runtime assurance.
Authorised users can coordinate relevant safeguarding actions, responsibilities and deadlines through supported workflows.
School-held referral lifecycle information can be maintained where enabled.
A live secure connection to a particular external organisation should not be assumed unless it has been implemented and tested.
Relevant evidence can be connected to safeguarding records where supported and appropriately authorised.
Controlled sharing may be supported through defined recipient, purpose and permission workflows.
Advanced external sharing remains subject to configuration and controlled rollout.
No.
Behaviour and safeguarding remain separate records.
An authorised person decides whether information should enter the safeguarding process.
No.
Wellbeing information may prompt human review, but it does not automatically create a safeguarding finding.
Relevant SEND context may be considered by an authorised safeguarding user where appropriate.
SEND access alone should not automatically provide safeguarding access.
No.
EdiWay should not be positioned as predicting abuse, neglect or future safeguarding harm.
No.
Referral decisions remain with appropriately authorised safeguarding professionals and processes.
No.
The platform supports safeguarding administration and record-keeping.
It does not replace professional safeguarding responsibility.
No software automatically creates safeguarding compliance.
Schools remain responsible for their procedures, staff training, professional decisions, statutory duties and current safeguarding requirements.
Controlled safeguarding transfer requires specific recipient, information-sharing, security and governance controls.
That functionality should only be presented as available where the relevant transfer workflow has been implemented and assured.
Schools can begin with relevant available safeguarding-record workflows and expand into case actions, evidence and controlled sharing as implementation develops.
Availability may depend on configuration, permissions and controlled rollout.
Learner Wellbeing and SEMH Support
Maintain wellbeing and pastoral information separately, with an authorised route into safeguarding when required.
Behaviour, Rewards and Pastoral Support
Keep behaviour events and pastoral activity distinct from safeguarding findings.
Attendance and Registration
Use relevant attendance information as context without treating absence as proof of safeguarding risk.
SEND, Safeguarding and Wellbeing
Return to the wider connected learner-support hub.
Parent and Learner Experience
Support learner voice and appropriate family participation.
Professional Collaboration
Connect authorised professional relationships without opening unrestricted safeguarding records.