- Academic Progress
- Formative EvidenceI
- Educational Profiles
- Role-Scoped Review
- Human-Reviewed AI
Academic Assessment
Record attainment, outcomes, grades, scores and teacher judgements.
Formative Assessment
Capture what the learner understands, where support may be needed and what happens next.
Educational Support Profiles
Organise strengths, barriers, observations and support indicators without presenting them as clinical diagnoses.
Evidence and Contributions
Connect learner work, observations and permitted family or professional contributions.
Targets and Reviews
Set appropriate goals, monitor progress and record authorised review outcomes.
School Evaluation
Support evidence gathering for curriculum, risk, welfare and school-improvement activity without implying external certification.
Assessment Type
Identify the relevant assessment family, framework or school-defined process.
Learner and School Context
Connect the record to the correct learner, school and education pathway.
Subject and Curriculum Context
Record the relevant subject, area of learning or educational domain.
Academic Period
Preserve the year, term, assessment window or review cycle.
Record Owner
Make clear who created or is responsible for the assessment.
Status
Distinguish drafts, submitted responses, reviewed evidence and approved outcomes.
Review Date
Identify when the information should be reconsidered.
Intended Use
Explain whether the record supports teaching, progress review, SEND evidence, family communication or another defined purpose. Assessment information should not be reused for a materially different purpose without appropriate review.
Early Years
Record relevant baseline information, observations, areas of learning and early-years outcomes.
Primary
Organise phonics, multiplication, reading, writing, mathematics, science and teacher-assessment information where configured.
Secondary
Record subject outcomes, internal assessments, GCSE-related information and authorised progress measures.
Post-16
Maintain A-Level, vocational, functional-skills and destination information where relevant to the setting.
Alternative and Specialist Pathways
Support suitable assessment structures for specialist settings, alternative provision and personalised educational pathways.
School-Defined Assessments
Create or use appropriate internal assessment structures reflecting the school’s approach.
Named assessment frameworks and data requirements can change. Schools remain responsible for confirming the current official requirements applicable to their setting.
Reception and Early Years
Record baseline information, areas of learning, observations and profile outcomes.
Phonics
Maintain appropriate screening and re-check information where configured.
Reading and Writing
Record teacher judgements, attainment information and supporting evidence.
Mathematics
Capture relevant assessment outcomes, including multiplication information where used.
Science
Maintain appropriate teacher-assessment records and evidence.
Key-Stage Outcomes
Record school-held outcomes and review information for relevant primary phases.
Family Contributions
Invite relevant parent or carer context where it supports an agreed assessment or review.
Evidence Over Time
Connect observations and examples of work to a longer view of the learner’s development. EdiWay helps organise school-held assessment information. The school remains responsible for applying current official guidance and completing any required external submission.
Subject Assessments
Record outcomes against the correct learner, subject, class and assessment period.
GCSE Information
Maintain relevant grades, outcomes and supporting school records.
Progress and Attainment Measures
Review authorised Progress 8, Attainment 8 and related information where the required data and calculation workflow have been configured and validated.
EBacc Context
Record appropriate subject-entry and achievement information.
A-Level and AS-Level Outcomes
Maintain relevant qualification results and subject context.
Vocational Qualifications
Record configured vocational, technical and functional-skills outcomes.
Destinations
Capture appropriate post-16 destination information and review status.
Cohort Review
Allow authorised leaders to examine relevant outcomes for defined groups and periods. Calculations and comparisons should expose their population, period, source data and current readiness rather than appearing as unexplained headline figures.
Data Drops
Record periodic attainment or progress snapshots.
Working Grades
Capture the learner’s current school-assessed position.
Target Grades
Maintain agreed targets and their review history.
Predicted Outcomes
Record authorised predictions separately from achieved results.
Attitude to Learning
Capture school-defined engagement or attitude indicators where used.
Teacher Judgements
Record professional judgements with appropriate context and commentary.
Formative Feedback
Connect strengths, areas for development and proposed next steps to relevant learning activity.
Review Cycles
Compare assessment points over time without silently replacing earlier records. Internal assessment structures should reflect the school’s educational approach rather than forcing every setting into a single grading model.
Current Understanding
Record what the learner can demonstrate at the assessment point.
Strengths
Recognise knowledge, skills, strategies and positive progress.
Areas for Development
Identify the specific learning that may need further teaching or practice.
Feedback
Provide clear, age-appropriate and actionable feedback.
Next Steps
Record an appropriate teaching, learning or review action.
Supporting Evidence
Connect relevant learner work, observations or submitted activities.
Follow-Up
Review whether the planned next step was completed and what changed.
Learner Reflection
Include an appropriate learner perspective where enabled. A formative comment is a professional working record. It should not automatically become a formal diagnosis, statutory judgement or permanent label.
School Frameworks
Configure assessment structures reflecting the school’s approved approach.
Subject Frameworks
Use relevant criteria, objectives or outcome structures for particular subjects.
Phase-Specific Frameworks
Provide suitable assessment models for early years, primary, secondary and post-16 contexts.
Custom Assessments
Create school-defined assessments where available and appropriate.
Response Types
Use suitable grades, scores, judgements, structured responses or narrative evidence.
Version Awareness
Retain the framework or definition used when the assessment was completed.
Applicable Items
Present only the questions or criteria relevant to the learner, phase and assessment context.
Clear Interpretation
Explain what each result means within the selected framework. Updating a framework should not silently rewrite historical assessment meaning.
Learner Work
Connect submitted work, documents and other permitted examples.
Teacher Observations
Record relevant professional observations.
Parent and Carer Evidence
Invite family perspectives through controlled, source-identified contributions.
Learner Voice
Capture an appropriate learner view where enabled.
Professional Contributions
Allow approved professionals to contribute within a defined learner relationship.
Contextual Evidence
Record where and when the evidence was observed, including school, home or another authorised setting.
Review Notes
Explain how evidence informed the authorised assessment outcome.
Provenance
Preserve who contributed the evidence and whether it has been reviewed. Contributed evidence should not silently overwrite another person’s assessment or become an approved school conclusion without human review.
Communication Profile
Organise information about receptive and expressive communication, interaction, communication preferences and helpful strategies.
Literacy and Dyslexia-Related Profile
Record educational indicators relating to reading, writing, phonological awareness, working memory and processing without claiming to diagnose dyslexia.
Sensory Profile
Capture patterns, triggers, preferences, responses and strategies that may help the learner participate.
Demand and Autonomy Support
Record situations, capacity, helpful approaches and support outcomes without calculating a diagnostic score.
Cognitive and Learning Context
Maintain permitted educational information that may support teaching and review.
Life Skills and Preparation for Adulthood
Record stage-appropriate evidence relating to independence, communication, community participation and future pathways where enabled.
Strengths and Aspirations
Keep learner strengths, interests and goals visible alongside barriers. These profiles support educational conversations. They do not replace clinical assessment or authorised professional diagnosis.
Defined Purpose
State what the screening activity is intended to explore.
Appropriate Respondent
Identify whether the information came from a teacher, learner, parent or professional.
Structured Responses
Collect relevant indicators consistently.
Descriptive Outcomes
Present patterns and educational indicators without overstating certainty.
Missing Information
Make incomplete responses or unavailable evidence visible.
Review Questions
Help authorised staff identify what should be explored further.
Human Interpretation
Require an appropriate person to review the result before an action is agreed.
Referral Boundaries
Keep formal referral and statutory processes separate from screening completion.
EdiWay does not diagnose dyslexia, autism, ADHD, speech and language conditions, mental-health conditions or other clinical needs.
A screening result should not automatically trigger a diagnosis, statutory status or safeguarding finding.
Teacher Contribution
Record classroom observations, teaching strategies and educational evidence.
Subject-Teacher Contribution
Capture subject-specific strengths, barriers and progress.
Parent and Carer Contribution
Invite relevant home observations, priorities, strengths and concerns.
Learner Contribution
Record the learner’s views, goals and experience where appropriate.
Professional Contribution
Allow an authorised practitioner to contribute within a defined scope.
Separate Responses
Preserve each contributor’s response rather than merging them into an unattributed conclusion.
Expiring Requests
Limit contribution access to the relevant assessment and review period where enabled.
Authorised Synthesis
Allow the responsible school user to review the available perspectives and record an approved outcome. Different views do not need to agree before they can be useful. The platform should preserve their source and context.
Learner Targets
Set appropriate academic, support or development targets.
Success Criteria
Describe how progress will be recognised.
Responsible Person
Assign ownership for the agreed action.
Review Date
Set an appropriate point for reconsideration.
Teaching Response
Connect the assessment to planned teaching or classroom strategies.
Resources
Assign relevant learning activities or supporting materials.
Interventions
Link appropriate support activity where authorised.
Family Actions
Record agreed family contributions without transferring school responsibility.
Review Outcome
Capture what changed, what remains incomplete and the next authorised decision. Targets should remain proportionate, understandable and connected to the evidence that informed them.
Starting Position
Record the evidence and context available before support begins.
Intended Outcome
Define what the intervention is expected to address.
Delivery Context
Record when, where and by whom support was provided.
Participation
Capture relevant completion or engagement information.
Review Evidence
Connect observations, work and progress information gathered during the intervention.
Outcome Review
Compare the available evidence with the intended outcome.
Next Decision
Continue, adjust, conclude or refer the support through an authorised process.
Limitations
Make missing evidence, inconsistent delivery or unsuitable comparisons visible. Intervention reporting can support professional judgement. It should not claim causation where the available evidence cannot establish it.
Assess
Set appropriate academic, support or development targets.
Plan
Agree appropriate outcomes, provision, strategies, responsibilities and review dates.
Do
Record the support or teaching response delivered.
Review
Consider progress, implementation evidence and the learner’s current context.
Update
Record the authorised next action while retaining the earlier cycle.
Family Participation
Include appropriate parent, carer and learner contributions.
Professional Input
Invite defined external contributions where approved.
Accountability
Keep the responsible school user and decision visible. The APDR cycle remains a human-led educational process. Completing an assessment does not automatically create a SEND status, support plan or EHC plan.
Original Context
Retain the assessment type, framework, date and responsible user.
Previous Values
Preserve supported historical information rather than silently replacing it.
Reason for Change
Ask the authorised editor to explain material corrections where enabled.
Actor and Time
Record who made a supported change and when.
Review Status
Distinguish an edited draft from an approved assessment outcome.
Superseded Records
Make clear when a later assessment replaces an earlier working conclusion.
Supporting Evidence
Connect the reasoned change to relevant evidence where appropriate.
Authorised Visibility
Limit edit-history access to users with an appropriate responsibility. Do not describe every assessment edit as immutable or fully audit-trailed unless that exact workflow has been tested across all supported assessment types.
Required Information
Identify the fields necessary for a valid assessment record.
Not Yet Known
Distinguish missing information from a negative result.
Does Not Apply
Allow an explicit non-applicable response where appropriate.
Incomplete Responses
Show when a participant has not finished a requested assessment.
Framework Validation
Check that values match the selected assessment definition.
Date Validation
Keep assessment dates within the appropriate educational context.
Duplicate Detection
Help authorised users investigate repeated or overlapping records.
Population Review
Ensure reports distinguish current, former, prospective and differently educated learners.
Import Reconciliation
Review imported assessment totals and representative learner records.
Assessment Points
Compare relevant records across defined dates or periods.
Framework Consistency
Make clear when assessments used different definitions or grading approaches.
Subject Progress
Review relevant change within the correct subject context.
Actor and Time
Record who made a supported change and when.
Review Status
Distinguish an edited draft from an approved assessment outcome.
Superseded Records
Make clear when a later assessment replaces an earlier working conclusion.
Target Progress
Consider current evidence against agreed targets.
Intervention Periods
View assessment information alongside authorised support activity.
Evidence Timeline
Connect results with observations, learner work and review decisions.
Education Transitions
Preserve appropriate context when a learner changes class, school or pathway.
Data Limitations
Explain where missing information or changed frameworks limit comparison. A change in score does not automatically prove the cause of that change.
School Context
Identify the school or organisation represented.
Cohort Definition
Make clear which learners are included.
Time Period
Show the academic year, term or assessment window.
Subject and Framework
Explain which assessment model and subject the report uses.
Attainment Overview
Review appropriate distributions, outcomes and current positions.
Progress Review
Compare relevant assessment points where the data supports it.
Group Analysis
Examine authorised groups while applying appropriate small-cohort and sensitive-information controls.
Missing Data
Show learners or records not yet ready for comparison.
Drill-Through
Allow authorised users to move from the headline result to appropriate underlying evidence.
Next Actions
Identify incomplete assessments, overdue reviews or areas requiring human attention.
Reporting should help leaders ask better questions. It should not rank learners or schools without sufficient context.
Progress 8
Attainment 8
EBacc
Actor and TimeSubject Performance
Compare relevant subject outcomes for authorised cohorts.
Group Outcomes
Review permitted information for disadvantaged learners, SEND cohorts and other defined groups.
Destination Information
Maintain relevant post-16 pathway and destination records.
Calculation Context
Expose the academic period, population, source data and calculation version.
Data Readiness
Make missing or unvalidated information visible before results are relied upon.
EdiWay should not present a performance calculation as an official government result unless it has been reconciled against the appropriate authoritative source.
Relevant Records
Bring together the school-held information required for the selected workflow.
Required Fields
Identify missing values or incomplete records.
Validation
Check supported formats and internal consistency.
Review
Allow an authorised person to inspect the prepared information.
Corrections
Record appropriate changes before the school proceeds.
Export
Provide an enabled output where that workflow has been implemented and tested.
Reconciliation
Compare the prepared information with the authoritative submission or result where applicable.
School Approval
Keep responsibility for accuracy, interpretation and submission with the organisation. EdiWay is not the Department for Education, an awarding organisation or an official submission authority.
Do not describe assessment information as flowing directly into an official census or government service unless the specific connection is live, tested and supported by current documentation.
School Self-Evaluation
Record evidence, judgements, priorities and agreed actions.
Curriculum Review
Organise authorised curriculum-evaluation information.
Early-Years Review
Maintain school evidence relevant to early-years practice.
Risk Assessment
Record hazards, controls, responsibilities and review dates through appropriate workflows.
Health and Safety
Organise relevant evidence and actions.
Fire and Premises Review
Maintain appropriate school-held assessment information.
Welfare Review
Record relevant school-evaluation evidence.
Safeguarding Preparation
Organise approved preparation evidence without replacing the controlled safeguarding record.
Improvement Actions
Connect findings to owners, deadlines and review outcomes. EdiWay can help schools prepare and organise evidence. It is not Ofsted, does not conduct inspections and does not certify that a school is compliant or inspection-ready.
Employment Context
Keep staff assessments connected to the correct employment relationship.
Restricted Access
Limit workforce records to authorised HR and leadership users.
Review Framework
Use the relevant school or employment framework.
Evidence and Targets
Connect approved evidence, objectives and professional-development actions.
Historical Record
Retain the appropriate review history.
AI Assistance
Keep any AI-generated staff summary as a human-reviewed draft.
Learner Separation
Do not expose staff performance information through learner assessment or ordinary teaching views.
Teachers
Record assessment information for assigned classes and learners, provide feedback and plan next steps.
Subject and Phase Leaders
Review authorised subject, phase and cohort information.
SENCOs
Use appropriate educational profiles and assessment evidence within controlled support workflows.
School Leaders
Review school-level progress, data readiness and outstanding assessment activity.
Parents and Carers
Access approved information and contribute through requested family workflows.
Learners
See age-appropriate feedback, progress and required actions where enabled.
Authorised Professionals
Contribute within a defined learner relationship and assessment scope.
Platform Administrators
Support the technical workflow without automatically receiving authority over confidential assessment interpretation. Access should follow current responsibility, not account type alone.
School
Keep staff assessments connected to the correct employment relationship.
Learner
The user must have an appropriate responsibility or relationship.
Class and Subject
Assessment Type
Relationship
Family and professional access depend on an approved learner relationship.
Contribution Scope
A participant may be allowed to submit a response without viewing other respondents’ information.
Review Authority
Information Area
Approved Reports
Share selected assessment information with linked families.
Parent and Carer Views
Request observations, priorities and relevant context.
Learner Reflection
Capture the learner’s experience and view of their progress.
Evidence Contribution
Allow approved work, documents or observations to be submitted.
Review Preparation
Invite contributions before an assessment or support meeting.
Agreed Actions
Share appropriate targets and next steps.
Progress Updates
Provide selected information about later review outcomes.
Source Ownership
Preserve whether information was created by the school, learner or family. Participation does not mean unrestricted access to internal school notes, other respondents’ information or sensitive records.
Defined Purpose
Learner Scope
The user must have an appropriate responsibility or relationship.
Assessment Scope
Specify which assessment or evidence request the professional can use.
Contribution Window
Set an appropriate review or expiry period where enabled.
Separate Evidence
Preserve the professional’s authorship and context.
School Review
Require an authorised school user to consider the contribution.
Revocation
Remove access when the purpose or relationship ends.
Audit Context
Retain appropriate information about the contribution and access relationship. A professional contribution does not automatically amend the school’s authoritative assessment record.
Draft Feedback
Help prepare learner feedback for authorised review.
Summarise Evidence
Create a working summary of selected assessment records and contributions.
Prepare Reports
Draft progress narratives or review materials.
Suggest Review Questions
Identify questions an authorised person may wish to consider.
Organise Next Steps
Structure possible teaching or support actions as a draft.
Explain Missing Information
Highlight gaps that may limit interpretation.
Adapt Communication
Prepare age-appropriate or family-facing draft explanations.
Preserve Sources
Use visible evidence and disclose where the available information is incomplete.
Every AI output remains a draft.
An authorised person must check the evidence, interpretation, tone, permissions and proposed next action before the output is used.
EdiWay AI does not:
- Diagnose a condition
- Calculate an unvalidated diagnostic or risk score
- Determine SEND status
- Issue or amend an EHC plan
- Make a safeguarding finding
- Decide eligibility for statutory support
- Approve an assessment outcome
- Submit information to a government service
- Replace teacher or professional judgement
1. Set the Context
2. Select the Framework
3. Capture Evidence
Record outcomes, observations, learner work and permitted contributions.
4. Review Data Quality
Identify missing information, incompatible values and incomplete responses.
5. Involve the Right People
Invite authorised teachers, families, learners or professionals where appropriate.
6. Interpret
Require an appropriately responsible person to consider the evidence.
7. Agree the Next Step
Connect the assessment to teaching, feedback, targets, resources, interventions or another review.
8. Communicate
Share only the approved information relevant to each recipient.
9. Review Progress
Record later evidence and retain the earlier assessment context.
- Which result is current
- Which framework was used
- Who entered or reviewed the information
- What evidence supports the judgement
- Whether the family or learner contributed
- Whether an intervention followed
- Whether a target was reviewed
- Whether a score was corrected
- Whether the information is ready for reporting
- Whether a screening result has been overstated
EdiWay is designed to support academic, formative, internal-progress, educational-profile and school-evaluation assessments.
Availability depends on the assessment definition, school configuration, permissions and current release status.
The platform includes assessment structures for early years, primary, secondary and post-16 contexts.
Schools should confirm that the exact framework and current official requirements they need have been configured and tested.
No.
Educational profiles and screening workflows can organise strengths, barriers and indicators, but they do not diagnose dyslexia, autism, ADHD, speech and language conditions, mental-health conditions or other clinical needs.
Linked parents and carers may be invited to provide relevant information through an approved assessment or evidence workflow.
Their contribution retains its source and does not automatically become a school-authored conclusion.
An approved professional may contribute within a defined learner relationship and assessment scope.
They do not automatically receive access to the complete learner or school record.
Learners may access age-appropriate feedback, approved results and agreed actions where the school has enabled that experience.
They do not automatically receive internal staff notes or restricted information.
No.
Access can be limited by school, role, class, subject, learner responsibility, assessment type and information area.
EdiWay can support school-held performance-measure workflows where the required data, calculation method and reporting context have been configured and validated.
Schools remain responsible for checking calculations against the appropriate authoritative information.
Do not assume that every assessment record is connected to an official return.
Preparation, validation and export may be supported for specific workflows where enabled and tested. The school remains responsible for accuracy, reconciliation and official submission.
Supported workflows may retain previous values, actors, timestamps and reasons for material changes.
The website should not claim universal immutable logging until that behaviour has been verified across every assessment type and edit path.
EdiWay AI may help prepare summaries, feedback, reports and review questions where enabled.
The output remains a draft. An authorised person is responsible for reviewing the evidence and approving any interpretation or action.
AI may help structure possible questions or draft next-step options from permitted evidence.
It does not autonomously determine the correct intervention, SEND status, statutory entitlement or safeguarding response.
Custom or configurable assessment structures may be available according to the school’s platform configuration and current release status.
Schools remain responsible for the quality, purpose and interpretation of their assessment frameworks.
No software can certify that a school is ready for inspection.
EdiWay can help organise self-evaluation, evidence, actions and school-held assessment information.
Staff probation, performance and competency assessments belong within HR and workforce management.
They should remain separately permissioned from learner-assessment records.
Schools can begin with the assessment areas available and relevant to their needs, then connect them to learning, SEND, family participation, resources and reporting.
Feature availability may depend on subscription, configuration, permissions and controlled rollout.
Resources, Homework and Evidence
SEND, Safeguarding and Wellbeing
Use appropriate assessment evidence within controlled educational-support and review workflows.
Parent and Learner Experience
Share approved progress information and invite appropriate family or learner contributions.
Professional Collaboration
Invite defined professional evidence without opening the complete learner record.
Reporting and Administration
Review assessment activity, data readiness, cohorts and authorised school-level outcomes.
Data Security and Governance
Understand assessment permissions, contribution boundaries, edit history and retention.