- Behaviour
- Achievements
- Rewards
- Consequences
- Restorative Practice
- Pastoral Support
- Trends
Recognise Positive Behaviour
Cover incident categories, date, time, location, people involved, contextual notes, evidence and immediate actions.
Respond Consistently
Include achievements, rewards, positive monitoring, learner strengths and progress – not only incidents and sanctions.
Coordinate Follow-Up
Assign actions, interventions, restorative conversations and review dates to the appropriate people.
Keep Context Connected
Review relevant behaviour alongside attendance, learning, pastoral and support information without removing access boundaries.
Achievements
Recognise academic effort, personal development, participation, kindness, resilience and other school-defined achievements.
Rewards
Record approved rewards, recognition and positive outcomes through the school’s chosen approach.
Positive Points
Use configurable points or recognition categories where these form part of the school’s behaviour policy.
Positive Monitoring
Capture agreed positive targets and review progress over time.
Learner Strengths
Connect positive observations to the learner’s broader educational and pastoral story.
Family Recognition
Share appropriate recognition with parents and carers where configured. Positive records help provide a more balanced picture of the learner’s school experience.
Learner
Keep the record connected to the correct learner.
Event
Record what happened.
Category
Use the school’s configured behaviour categories.
Date and Time
Identify the relevant learner, staff members and other authorised participants.
Keep the event in context.
Capture an objective account of what was observed or reported.
Location
Record where it happened where relevant.
Staff
Keep the appropriate staff contribution clear.
Follow-Up
Record subsequent authorised action.
History
Maintain the learner’s behaviour timeline.The purpose is to create a usable factual record – not to permanently label a learner by a single incident.
Reward Categories
Define appropriate forms of recognition.
Points
Record school-defined positive points.
Achievements
Connect rewards to recorded positive activity.Use the school’s configured behaviour categories.
Learner Totals
Understand appropriate reward history.
Groups
Review suitable class, year or cohort information.
Recognition
Make positive contribution more visible.
Family Updates
Share appropriate achievements where enabled. EdiWay supports the school’s reward process. It does not determine what behaviour deserves a reward.
Consequence
Record the action decided by authorised staff.
Reason
Keep it connected to the relevant behaviour record.
Detention
Maintain appropriate detention information where used.
Internal Consequence
Record suitable school-defined actions.
Exclusion Record
Maintain authorised exclusion information where applicable.
Follow-Up
Keep subsequent action connected.
History
Preserve the decision within the learner’s record. EdiWay does not automatically decide which sanction a learner should receive. Consequences, suspensions and exclusions remain human decisions subject to the school’s policy and applicable requirements.
Restorative Action
Record the agreed activity.
People Involved
Maintain appropriate participant context.
Discussion
Record suitable reviewed information.
Actions
Keep agreed next steps clear.
Outcome
Record the human-reviewed result.
Follow-Up
Return to the situation where further support is needed.Schedule proportionate reviews with an appropriate member of staff.
History
Keep the restorative work connected to the behaviour record. A restorative record documents the process. It does not automatically establish that harm has been resolved or that every participant agrees with the outcome.
Positive Records
Achievements, rewards and recognised progress.
Behaviour Events
Recorded concerns and incidents in date order.
Responses
Sanctions, restorative actions and immediate outcomes.
Interventions
Support actions, targets, strategies and review periods.
Communication
Relevant approved contact with the learner or family.
Reviews
Recorded outcomes, changes and completed follow-up.
The timeline should help staff understand what has happened and what still needs attention. It should not be used as an automatic judgement about the learner.
Positive and Concern Balance
Review whether reporting reflects achievements and progress as well as incidents.
Behaviour Over Time
Examine changes across selected periods without losing access to the underlying context.
Categories and Types
Understand which recorded behaviour categories occur most frequently.
Time and Location
Review when and where events have been recorded.
Learner and Cohort Views
Examine relevant patterns for individual learners or authorised groups.
Follow-Up Status
Identify actions, meetings or interventions that remain incomplete.
Intervention Review
Consider whether agreed responses have been completed and whether outcomes have been recorded. Reporting can help authorised people ask better questions. It does not prove causation, diagnose a need or determine the correct response automatically.
- Difficulty with learning
- Communication barriers
- Sensory needs
- Friendship difficulties
- Changes at home
- Anxiety or emotional distress
- Attendance disruption
- An unmet support need
- A difficult moment
- Something entirely different
EdiWay can connect authorised staff to relevant information already recorded elsewhere. It should not infer the cause from behaviour data alone. Behaviour records do not diagnose SEND, SEMH, ADHD, autism, trauma or any other condition.
Check-In
Arrange an appropriate conversation with the learner.
Pastoral Action
Record agreed support.
Owner
Identify the member of staff responsible.
Review
Set an appropriate point to revisit the support.
Learner Voice
Record the learner’s contribution where appropriate.
Family Engagement
Involve parents and carers through the relevant workflow.
Wider Support
Move into wellbeing, SEND or structured intervention workflows when the need requires them. Pastoral support should respond to the learner. It should not become an informal substitute for safeguarding or SEND processes.
Behaviour and Attendance
Authorised staff can review relevant attendance and behaviour information together when considering appropriate support.
Behaviour and Learning
Classroom context, learning barriers and engagement may help staff understand what support could be useful.
Behaviour and SEND
Relevant evidence may contribute to an educational review, but a behaviour event does not establish a special educational need or diagnosis.
Behaviour and Wellbeing
Pastoral teams can consider appropriate wellbeing context through permitted workflows.
Behaviour and Safeguarding
An authorised person may refer a concern into a controlled safeguarding process when necessary.
The behaviour record should not automatically expose restricted SEND, medical or safeguarding information. Each information area retains its own purpose, permissions and responsible decision-makers.
Record the Original Context
Preserve the factual behaviour record and its source.
Refer the Concern
Allow authorised staff to raise the need for safeguarding review.
Restrict Sensitive Information
Do not expose safeguarding chronology or case content to ordinary behaviour users.
Retain Accountability
Keep appropriate records of the referral, authorised access and subsequent activity.
Maintain Human Responsibility
Safeguarding findings, risk decisions and external referrals remain the responsibility of designated and appropriately authorised people. EdiWay AI does not make safeguarding findings or decide whether a learner is at risk.
Need
Describe the reviewed concern or support context.
Strategy
Record the approach being used.
Staff
Identify responsible people.
Learner
Keep the learner involved where appropriate.
Family
Connect suitable parent and carer participation.
Review Date
Set an appropriate point to revisit the plan.
Evidence
Use relevant factual information.
Outcome
Record the human-reviewed position. More formal intervention planning, delivery, evidence and impact review belongs to Intervention Support and Impact Review.
What Happened
The learner’s account of the event.
Context
What the learner believes was important.
Support
What they think may help.
Restorative Work
Their contribution to appropriate follow-up.
Goals
What they would like to change or work towards.
Review
How they feel things are progressing. Learner voice is evidence from the learner’s perspective. It should remain attributable to them rather than being rewritten as a professional fact.
Positive Recognition
Celebrate achievements.
Behaviour Updates
Share appropriate school-held information.
Actions
Explain relevant agreed next steps.
Rewards
Show suitable recognition information.
Pastoral Support
Involve the family where appropriate.
Communication History
Keep relevant communication connected. Family visibility should remain permission-aware. Not every internal staff note or sensitive learner record should automatically appear in the family workspace.
Lesson Context
Was the learner present for the relevant lesson?
Lateness
Is there relevant recorded timing information?
Repeated Events
Are incidents occurring within a particular recorded pattern?
Support
Is attendance support already in place?
Review
Does the combined information suggest that staff should investigate further?
A relationship between attendance and behaviour records does not prove that one caused the other.
Classroom Strategies
Relevant approaches already agreed for the learner.
Communication Support
Appropriate ways to support participation.
Reasonable Adjustments
Relevant educational adjustments.
Rewards
Approved support approaches.
Provision
Existing support that may provide useful context. Behaviour data itself does not establish SEND. EdiWay does not diagnose a learner from behaviour patterns or automatically place a learner on the SEN register.
- Wellbeing tracking
- Learner check-ins
- SEMH support
- Wellbeing support plans
- Appropriate counselling records
- Pastoral history requiring a more sensitive support boundary
- Family and external support context
The behaviour record can provide relevant source information. It should not become the learner’s mental-health record.
Teachers
Access relevant records for learners they are authorised to support.
Pastoral Teams
Use appropriate behaviour and pastoral information.
School Leaders
Receive suitable oversight and reporting.
SENCOs
Access SEND information only through their authorised responsibilities.
DSLs
Use safeguarding information through its separate restricted workflow.
Learners
Access suitable recognition or learner-facing information where enabled.
Parents and Carers
Receive appropriate family-visible information.
Trust Users
Use governed aggregated oversight without automatically receiving learner-level records.
Factual Summaries
Organise selected behaviour history.
Trend Summaries
Highlight recorded patterns for human review.
Meeting Preparation
Help organise relevant information.
Communication Drafts
Prepare parent or carer messages for review.
Support Ideas
Suggest possible questions or approaches for professional consideration.
Review Preparation
Help staff organise selected evidence. AI output remains a draft.
EdiWay AI does not:
- Decide whether behaviour is acceptable
- Assign rewards automatically
- Decide sanctions, detentions, suspensions or exclusions
- Diagnose SEND or SEMH
- Make safeguarding findings
- Produce an opaque behaviour-risk score
- Determine that a learner is dangerous
- Decide disciplinary outcomes
- Replace pastoral, leadership, SEND or safeguarding judgement
1. Record the Event
Maintain appropriate factual behaviour information.
2. Include Context
Keep relevant staff, time, location and learner information connected.
3. Recognise Positive Behaviour
Record achievements and rewards where appropriate.
4. Record the Human Decision
Maintain any authorised consequence or follow-up.
5. Consider the Learner's Perspective
Capture suitable learner voice.
6. Restore Where Appropriate
Record restorative actions.
7. Add Pastoral Support
Create appropriate support where required.
8. Move to the Correct Specialist Workflow
Use SEND, wellbeing, intervention or safeguarding processes when the need belongs there.
9. Review Patterns
Use factual history and trends to inform professional discussion.
10. Review Progress
Record what changed and what should happen next.
Yes.
Behaviour logging is represented within the current platform capability set.
Yes.
Positive behaviour and achievement tracking are supported.
Rewards and behaviour-points capabilities are represented and can operate within the school’s configured approach.
Yes.
Sanction and consequence tracking is represented.
The decision remains with authorised school staff.
The wider behaviour capability set includes detention and exclusion records.
EdiWay records the authorised school decision; it does not make that decision automatically.
Yes.
Restorative-practice tracking is represented within the current behaviour capability.
Yes.
Behaviour reporting and trend analysis are represented.
Patterns remain evidence for human interpretation rather than automated conclusions.
Behaviour-support actions are represented.
More structured intervention planning and impact measurement connects to Intervention Support and Impact Review.
No.
Behaviour and safeguarding are separate workflows.
A member of staff must use the appropriate safeguarding process when a safeguarding concern exists.
No.
Behaviour may provide useful context, but it does not diagnose SEND or determine SEN status.
Yes.
Relevant information can connect to the dedicated wellbeing workflow where authorised.
The behaviour record should not become a substitute mental-health record.
Appropriate family-visible information can be shared where enabled and permitted by the school’s configuration.
Learner voice can be included where appropriate, helping maintain the learner’s account alongside professional records.
Permission-scoped trust-level behaviour comparison foundations include incidents, follow-up demand, intervention coverage, trends and cohort protection.
Learner-level access remains separately governed.
No.
AI does not make sanctions, exclusions, safeguarding, SEND or disciplinary decisions.
Learner Wellbeing and SEMH Support
Move structured wellbeing and SEMH support into its dedicated sensitive workflow.
Intervention Support and Impact Review
Plan and review more structured learner support.
Safeguarding Records and Chronology
Escalate genuine safeguarding concerns through the restricted safeguarding workflow.
SEND, Safeguarding and Wellbeing
See how the wider learner-support ecosystem fits together.
Attendance and Registration
Consider relevant attendance context without assuming causation.
Communication and Family Engagement
Keep appropriate parents and carers involved in recognition and support.