- Today’s Schedule
- Assigned Classes
- Registers
- Learner Context
- Teaching Resources
- Review Tasks
Today’s Schedule
See the relevant classes, teaching periods and school-day activity.
Assigned Classes
Open the learners and workflows connected to the teacher’s current responsibilities.
Registers
Complete relevant lesson, tutor or registration activity.
Learner Context
Review appropriate learning and support information without opening unrestricted records.
Teaching Resources
Find and assign relevant learning materials.
Assessment
Record permitted assessment information, feedback and evidence.
Behaviour and Achievement
Recognise positive behaviour and record relevant concerns through the appropriate workflow.
Communication
Contact the appropriate learner, family or staff audience where permitted.
The workspace should answer one practical question: What does this teacher need to do next?
Today’s Classes
See relevant teaching groups in timetable order.
Upcoming Lessons
Move directly into the appropriate class or lesson context.
Registers Due
Identify attendance activity still requiring completion.
Work to Review
Surface submitted learner work or assessment activity requiring teacher attention where enabled.
Assigned Actions
See relevant tasks arising from school, pastoral or operational workflows.
Messages and Notifications
Review communication relevant to the teacher’s current role.
Important Learner Context
Surface permitted information that may help the teacher prepare appropriately.
Upcoming Dates
See relevant deadlines, assessment points, reviews or school activities.
The dashboard should reduce searching. It should not overwhelm teachers with information unrelated to the classes and learners they currently support.
Class List
View the current learners assigned to the teaching group.
Subject Context
Keep the class connected to the appropriate subject or area of learning.
Teaching Staff
Show relevant teacher and assistant-teacher relationships.
Timetable
Connect the class to scheduled teaching activity.
Attendance
Move directly into the appropriate register.
Resources
Access materials relevant to the class.
Homework and Assignments
Create or review assigned learning where enabled.
Assessment
Record and review appropriate class assessment information.
Behaviour and Achievement
Record relevant classroom activity without navigating to an unrelated system.
Communication
Reach the correct class or linked family audience where authorised.
Changes in class membership should retain their effective context so historical registers, assessment and evidence remain meaningful.
Basic Learner Information
Show the identity and school context needed to support the learner correctly.
Attendance Context
Review permitted recent attendance information where useful.
Learning Information
See relevant assessment, targets or current learning context.
Classroom Strategies
Surface approved strategies or reasonable adjustments intended for teaching staff.
Communication Needs
Provide permitted information about how the learner may best access teaching or communication.
Sensory Considerations
Show classroom-relevant support information where authorised.
Behaviour and Achievement
Review appropriate recent classroom records where relevant.
Assigned Support
Understand relevant school support without exposing restricted case detail.
Medical Alerts
Surface only the information a teacher is authorised and expected to know.
Upcoming Actions
See relevant teaching or review actions requiring attention. The quick view should answer: What do I need to know to teach and support this learner appropriately?
It should not become a shortcut into confidential SEND, medical or safeguarding records.
Assigned Learners
Access can be limited to learners connected to the teacher’s current classes or responsibilities.
Assigned Classes
Teaching-group relationships determine the relevant classroom context.
Subject Scope
Assessment and learning access may depend on the teacher’s subject responsibilities.
Support Information
Only approved strategies and information required for classroom support should be surfaced.
Sensitive Areas
Detailed SEND, safeguarding, medical and pastoral information can remain separately controlled.
Temporary Responsibilities
Cover, intervention or other temporary responsibility should not automatically create permanent access.
Historical Classes
Previous teaching relationships should not automatically continue to provide current learner access.
School Context
A user working across more than one school should remain inside the correct active organisation.
Simple for the teacher. Precise for the school.
Lesson Registers
Complete attendance for the appropriate teaching period.
Tutor Registers
Use the relevant tutor or form-group context where configured.
Learner Membership
See the learners who belong in that register at that point in time.
Attendance Marks
Record the appropriate attendance status.
Lateness
Capture relevant late-arrival information.
Missing Marks
Keep unresolved attendance information visible.
Register Completion
Make it clear when the teacher’s registration task has been completed.
Corrections
Use the authorised attendance process when a mark needs to change.
The teacher workspace provides the classroom route into attendance. The deeper absence-management, family follow-up and reporting workflow belongs within Attendance and Registration.
Positive Recognition
Record appropriate achievements, effort and positive contribution.
Behaviour Events
Capture relevant classroom behaviour through the school’s configured categories.
Context
Keep the learner, class, staff member, date and teaching context connected.
Immediate Response
Record the action taken by the teacher where appropriate.
Follow-Up
Refer activity into the relevant pastoral workflow when additional action is required.
Pastoral Ownership
Allow the appropriate team to coordinate more substantial follow-up.
Family Communication
Share approved information through the correct communication workflow.
Safeguarding Boundary
Provide a route for authorised safeguarding referral without exposing restricted safeguarding information in the classroom workspace.
A classroom behaviour entry records what happened. It should not automatically diagnose a need, create a safeguarding finding or determine a sanction.
Achievement Records
Recognise relevant learner accomplishments.
Positive Behaviour
Record examples of positive participation and contribution.
Effort
Recognise sustained effort where this forms part of the school’s approach.
Personal Development
Capture appropriate wider progress and learner strengths.
Class Participation
Recognise engagement in learning and school activity.
School-Defined Categories
Use configured recognition structures.
Family Updates
Share approved positive information with linked families.
Learner Visibility
Allow appropriate achievements to appear within the learner experience where enabled.
Positive evidence becomes part of the learner journey rather than disappearing inside isolated reward systems.
Resource Library
Browse available teaching materials.
Subject Context
Find resources relevant to the teacher’s curriculum area.
Year or Stage
Filter materials according to the appropriate learner group.
School Resources
Access materials approved or shared within the school.
Personal Resources
Maintain relevant teacher-created resources where enabled.
External Links
Connect appropriate external learning material.
Assignment
Move from a resource into classwork or homework activity.
Evidence
Connect the resulting learner work back to the assignment.
Reuse
Use suitable resources with multiple authorised classes without duplicating the source material.
The teaching-resource catalogue is different from physical library circulation.
Create the Assignment
Select the appropriate class or learners.
Add Instructions
Explain what the learner is expected to complete.
Attach Resources
Connect relevant teaching materials.
Set Dates
Add appropriate issue and due dates.
Learner Access
Make the assignment available through the learner or family experience.
Evidence Submission
Allow permitted work or evidence to be submitted.
Review
See which submissions require teacher attention.
Feedback
Record appropriate comments or assessment information.
Completion Status
Understand which learners have completed the activity where supported.
Follow-Up
Use the appropriate learning or communication workflow when additional action is required.
Submitted Assignments
Show learner work awaiting review.
Assessment Activity
Identify relevant assessment entry or review tasks.
Assigned School Actions
Include actions allocated to the teacher through supported school workflows.
Pastoral Follow-Up
Show permitted actions the teacher is responsible for completing.
Resource Activity
Surface relevant assignment or evidence tasks.
Communication
Highlight messages or requests requiring a response where appropriate.
Upcoming Deadlines
Make relevant due dates visible.
Completed Work
Allow teachers to distinguish outstanding activity from finished tasks.
The workspace should derive work from actual records rather than inventing workload indicators that cannot be traced to a real task.
Assessment Framework
Use the appropriate school, subject or phase structure.
Class Entry
Enter relevant information for an authorised class.
Individual Learner
Open the assessment context for a specific learner when needed.
Scores and Judgements
Record the appropriate configured assessment value.
Teacher Comments
Add relevant professional feedback.
Evidence
Connect permitted supporting work or observations.
Targets
Record or review appropriate learner targets.
Formative Assessment
Capture current understanding, strengths and next steps.
Review History
See relevant previous assessment information within the teacher’s scope.
Missing Data
Make incomplete assessment information visible.
Creating an assessment record does not automatically grant the teacher access to unrelated SEND, medical or safeguarding information.
Strengths
Recognise what the learner has demonstrated successfully.
Areas for Development
Identify specific learning requiring further work.
Next Steps
Give the learner a clear action where appropriate.
Assignment Feedback
Connect comments to the work that generated them.
Assessment Feedback
Keep feedback within the relevant assessment context.
Learner Visibility
Share approved feedback through the learner experience.
Family Visibility
Make relevant information available to linked families where the school permits it.
History
Preserve suitable feedback context over time.
AI Draft Assistance
Use AI to prepare a working draft where enabled, with the teacher reviewing and approving the final wording.
Feedback remains a professional teacher’s responsibility.
Learning Observation
Record relevant evidence about learner understanding or participation.
Strengths
Capture positive capability and successful approaches.
Barriers
Describe what was observed without automatically assigning a diagnosis or cause.
Context
Record the class, activity, setting or circumstances.
Strategy Used
Note an approach or adjustment used during the activity.
Outcome
Record what happened following the strategy.
Evidence
Connect appropriate learner work or supporting material.
Review Route
Refer relevant evidence into assessment or support planning where an authorised process is required.
General teacher observations should not be used as a workaround for restricted safeguarding or medical records.
Reasonable Adjustments
Show authorised adjustments relevant to teaching.
Learning Strategies
Surface approved approaches supporting access to learning.
Communication Strategies
Make relevant communication needs visible.
Sensory Support
Provide classroom-relevant sensory information where permitted.
Environmental Considerations
Highlight relevant seating, noise, transition or task-presentation considerations.
Learner Preferences
Include appropriate learner voice about what helps.
Review Status
Make clear when information has been reviewed or may require updating.
Source
Preserve where the strategy or recommendation originated.
Restricted Details
Keep confidential assessment, professional or safeguarding information outside the ordinary teacher view.
Teachers need the strategy. They do not automatically need the full specialist record behind it.
Current Strategies
See approved approaches to use in the classroom.
Adjustments
Review relevant reasonable adjustments.
Learner Strengths
Keep strengths and interests visible alongside support information.
Relevant Outcomes
See appropriate educational goals where staff participation is required.
Teacher Evidence
Contribute classroom observations to an authorised review.
Intervention Context
Understand relevant classroom responsibilities around an intervention.
Review Requests
Respond to appropriate evidence requests from the SENCO or support team.
SEND Alerts
Receive permitted notices where the teacher needs to take action.
Specialist Boundaries
Keep detailed assessments, restricted professional contributions and sensitive information separately controlled.
Classroom-Relevant Support
Show approved practical information.
Pastoral Actions
Surface actions allocated to the teacher.
Check-In Requests
Allow teachers to complete relevant support actions where appropriate.
Learner Voice
Use appropriate learner preferences or feedback.
Attendance Context
Consider permitted attendance information where useful.
Behaviour Context
Review appropriate classroom behaviour information.
Escalation
Allow the teacher to raise a concern through the correct route.
Confidentiality
Keep counselling, safeguarding and other sensitive details outside the ordinary class workspace.
Record Relevant Information
Use factual, proportionate information.
Preserve the Source
Keep the teacher’s original observation or disclosure context.
Refer for Review
Move the concern to appropriately authorised safeguarding staff.
Restrict the Case
Keep subsequent safeguarding information inside the controlled domain.
Avoid Automatic Findings
Do not infer abuse or risk from classroom data alone.
Human-Led Response
Keep safeguarding judgement and external action with appropriately authorised people.
Teacher Follow-Up
Provide only the information or actions the teacher needs to know.
Class Messages
Share appropriate information with an authorised teaching group.
Learner Messages
Contact individual learners through supported age-appropriate routes.
Family Communication
Communicate with linked parents or carers where permitted.
Positive Updates
Share achievements and progress.
Learning Updates
Send relevant homework, resource or assessment information.
Meeting Information
Coordinate appropriate conversations or reviews.
Staff Communication
Contact relevant colleagues around school activity.
Templates
Use approved communication structures where enabled.
History
Retain appropriate communication context.
Teacher access to a learner does not automatically grant permission to communicate every type of information to every family member.
Teaching Groups
Organise relevant learners around classroom activity where enabled.
Intervention Groups
Use authorised support-group context without exposing unrelated support records.
Temporary Groups
Create suitable working structures for a particular learning purpose.
Differentiated Activity
Assign appropriate resources or tasks to selected learners.
Group Evidence
Review relevant learning activity for the selected group.
Historical Context
Avoid rewriting learner class history when a temporary teaching group changes.
Permission Scope
Limit group creation and use to authorised staff.
A classroom group is a teaching structure. It should not silently change the learner’s official class, SEND status or school enrolment.
Seating Arrangements
Maintain appropriate classroom seating plans where available.
Learner Identification
Keep the correct learners connected to the current class.
Approved Adjustments
Consider relevant classroom adjustments when organising seating.
Visibility
Use appropriate learner information without exposing sensitive detail.
Changes
Update the classroom arrangement as teaching needs change.
Teacher Ownership
Keep the classroom decision with the responsible teacher or authorised staff member.
Historical Limits
Do not interpret seating changes as formal learner assessment or support decisions.
Classroom organisation can support teaching. It should not become an automated judgement about who a learner should sit beside or why.
Assigned Class
Provide access to the relevant teaching group.
Lesson Register
Allow the appropriate attendance workflow.
Teaching Resources
Make approved lesson or class materials available.
Classroom Strategies
Surface relevant information required to support learners safely.
Behaviour Entry
Permit appropriate classroom recording where authorised.
Limited Learner Context
Keep access focused on what is necessary for the temporary responsibility.
Sensitive Records
Do not automatically expose specialist SEND, safeguarding, medical or pastoral case content.
End of Assignment
Review access when the temporary responsibility ends.
Temporary teaching responsibility should create temporary, purposeful access – not a permanent expansion of learner permissions.
Registers
See attendance tasks still requiring completion.
Homework Review
Identify relevant learner submissions.
Assessment Entry
See applicable assessment activity still outstanding.
Learner Evidence
Review submissions or observations requiring action.
Pastoral Actions
Complete relevant teacher-owned support activity.
Communication Responses
See appropriate outstanding messages or requests.
School Tasks
View assigned operational actions where relevant.
Review Dates
Keep time-sensitive activity visible.
Completion
Mark the relevant workflow action complete rather than maintaining an unrelated personal list.
The goal is not to automate professional work away. It is to reduce the administration required to find it.
Reuse Learner Context
Start from the existing learner rather than recreating personal information.
Reuse Class Context
Assign work or record assessment against current class membership.
Reuse Resources
Use existing teaching materials across appropriate classes.
Reuse Assessment Context
Prepare feedback and reports from permitted existing records.
Reuse Communication Context
Select linked families and classes from current relationships.
Connected Evidence
Move learner submissions into review workflows without manual copying.
Structured Forms
Use purpose-built fields where they are clearer than repeated free text.
Draft Assistance
Use governed AI for permitted drafting where enabled.
Workload reduction should come from better workflow design. It should not depend on silently automating professional decisions.
Feedback Drafts
Prepare a starting point for learner feedback.
Assessment Summaries
Organise selected assessment information for review.
Resource Ideas
Help prepare educational resources and activities.
Questions and Quizzes
Draft suitable learning material for teacher checking.
Communication Drafts
Help prepare clear family or learner messages.
Review Summaries
Organise permitted evidence before a meeting or learner review.
Adapt Wording
Help make material clearer or more age-appropriate.
Missing Context
Highlight where a draft may be based on incomplete information.
Every output remains a draft. The teacher remains responsible for checking accuracy, suitability, tone, learner context and permissions.
EdiWay AI does not:
- Automatically grade high-impact work without teacher review
- Diagnose SEND or learning conditions
- Make safeguarding findings
- Determine behaviour sanctions
- Decide whether a learner is at risk
- Automatically change learner records
- Replace teacher professional judgement
Staff Profile
Access relevant personal employment information where enabled.
Documents
View appropriate staff documents.
Schedule
See relevant teaching and working-time context.
Leave
Use authorised absence and leave workflows.
Training
Access relevant training or CPD information.
Assigned Responsibilities
Understand current school roles.
PPA and Protected Time
See configured protected-time information where that functionality is enabled.
HR Privacy
Keep employment and performance records outside ordinary colleague or classroom access.
The teacher’s employment record and their learner-facing workspace are connected by identity, but they remain different information domains.
Classroom Access
Use appropriate teacher functions from supported screen sizes.
Registers
Access relevant registration workflows on suitable devices where enabled.
Learner Quick View
Review permitted classroom context without navigating through administrative screens.
Behaviour and Achievement
Use efficient entry workflows for relevant classroom activity.
Tasks
See outstanding work and actions.
Communication
Access appropriate school messaging.
Security
Maintain the same role and learner permissions regardless of screen size.
Testing
Device, browser and workflow support should be confirmed during school implementation.
A responsive interface does not mean every feature is guaranteed to behave identically on every browser or device during live testing.
Classroom Teacher
Focus on today’s classes, registers, learning, assessment and communication.
Teaching Assistant
Access assigned learners, classes and appropriate support information.
Tutor
Use tutor-group registration, communication and pastoral actions.
Subject Leader
Review authorised subject, class and assessment information.
Phase or Year Leader
Access relevant cohort and operational context.
SENCO
Use specialist SEND and provision workflows beyond the ordinary teacher view.
Pastoral Staff
Coordinate behaviour, wellbeing and support activity.
Safeguarding Staff
Use separately controlled safeguarding workspaces.
School Leader
Move into broader leadership reporting and administration.
The platform should adapt around responsibility instead of turning every staff account into the same dashboard.
School
Which organisation is the teacher working within?
Role
What responsibilities have been assigned?
Class
Which teaching groups does the teacher currently support?
Learner
Which learners fall within that responsibility?
Subject
Which curriculum or assessment areas are relevant?
Information Area
Does the teacher need access to attendance, assessment, SEND strategies or another controlled domain?
Action
Can they view, record, edit, approve or communicate?
Time
Is the responsibility current, temporary or historical?
Relationship
Does the action depend on a current family or professional relationship?
The teacher workspace should make permitted work easy while keeping unrelated information unavailable.
1. Open Today
See the current timetable, classes and outstanding activity.
2. Enter the Class
Open the relevant learners, resources and classroom context.
3. Take the Register
Complete the appropriate attendance workflow.
4. Teach
Use relevant resources and approved learner-support strategies.
5. Record
Capture appropriate observations, achievements, behaviour or assessment evidence.
6. Assign
Set classwork, homework or resources where required.
7. Review
Respond to submitted work, assessment activity and assigned actions.
8. Communicate
Share approved information with the relevant learner, family or staff audience.
9. Refer
Move concerns or evidence into specialist SEND, pastoral or safeguarding workflows when an authorised human decision requires it.
10. Prepare for Tomorrow
Keep outstanding tasks and future teaching activity visible.
- Check today’s timetable
- Find a class list
- Complete a register
- Look up a learner
- Find an agreed classroom strategy
- Record an achievement
- Record behaviour
- Set homework
- Find a resource
- Review submitted work
- Enter assessment data
- Contact a family
- Find an outstanding task
Each additional system creates another search and another point where information can become disconnected. EdiWay brings these activities around the same school, class, and learner context while keeping specialist and sensitive records appropriately controlled.
The aim is not to give teachers more software. It is to give them a clearer route through the work they already do.
The teacher workspace is the role-scoped area through which teaching staff can access relevant classes, registers, learner context, resources, assignments, assessment, behaviour, communication and supported actions.
The exact tools available depend on the teacher’s role, assigned learners and enabled school workflows.
No.
Teacher access can be restricted to the schools, classes, subjects and learners relevant to their current responsibilities.
Teachers can receive permitted classroom support information such as approved strategies and reasonable adjustments.
They should not automatically receive unrestricted access to specialist assessments, confidential professional information or the complete SEND record.
Ordinary teacher access does not automatically provide access to safeguarding chronology or case records.
Teachers can raise relevant concerns through the appropriate safeguarding process.
Yes.
The workspace can connect teachers to relevant lesson, tutor or other enabled registration workflows.
Appropriate behaviour and positive-recognition activity can be recorded through authorised classroom workflows.
More detailed pastoral follow-up belongs in the Behaviour, Rewards and Pastoral Support area.
EdiWay supports positive monitoring and achievement-related workflows as part of the learner journey.
Available school categories depend on configuration.
Teaching resources can be connected to assignment and homework workflows where enabled.
Learner submissions and teacher review can then remain connected to the original activity.
The teaching-resource environment supports resource-catalogue workflows.
Available creation, sharing and permission options depend on school configuration and current release status.
Teachers can enter and review relevant assessment information within their authorised learner, class and subject scope.
Appropriate educational observations can be recorded through relevant workflows.
General notes should not be used to bypass SEND, medical or safeguarding information boundaries.
Staff experiences can be shaped around their assigned responsibilities.
A teaching assistant may receive a different learner, class and action scope from the classroom teacher.
Temporary responsibility may provide the classroom, register, resources and appropriate support context required for the assignment.
It should not automatically create unrestricted or permanent learner access.
Teacher work can be derived from genuine platform activity such as submitted assignments, assessment work, registers and assigned actions where those workflows are enabled.
No.
Automation and AI should support administrative and drafting work without replacing professional teaching, safeguarding, SEND or disciplinary judgement.
Where enabled, EdiWay AI can help prepare feedback drafts from permitted context.
The teacher remains responsible for reviewing and approving the final feedback.
AI-assisted resource creation may be available where enabled.
Teachers remain responsible for checking curriculum suitability, accuracy, age appropriateness and learner needs.
Teachers can communicate with linked parents or carers where their role and the school’s communication settings allow it.
Access to a learner does not automatically create permission to send every type of message.
No.
Classes, Timetable and Attendance explains how the school structures classes, staff assignments, schedules and teaching periods.
Teacher and Classroom Workspace explains how the teacher uses that structure during the school day.
No.
The teacher workspace provides convenient entry points into those workflows.
The dedicated Resource, Homework and Assessment pages explain the deeper functionality.
Schools can enable relevant available workflows and expand the teacher experience as implementation develops.
Feature availability may depend on school configuration, subscription, permissions and controlled rollout.
Classes, Timetables and Attendance
Define the classes, teachers, learners and school-day structure behind the workspace.
Attendance and Registration
Manage deeper absence, lateness, attendance review and family follow-up.
Teaching Resource Library
Find, organise and assign teaching materials.
Homework, Assignments and Learner Evidence
Connect assigned work, learner submissions and teacher feedback.
Assessment and Progress
Record academic assessment, formative evidence, targets and progress.
Behaviour, Rewards and Pastoral Support
Recognise positive behaviour, record concerns and coordinate appropriate follow-up.
SEND, Safeguarding and Wellbeing
Access permitted classroom support and connect evidence to specialist workflows.
Communication and Family Engagement
Reach learners, linked families and school audiences through approved routes.
EdiWay AI
Use governed AI to help draft feedback, resources, summaries and communication.