- Parent and Carer Messaging
- Staff Messaging
- Learner Communication
- Notifications
- Documents
- Family Voice
Learner
Which learner does the communication concern?
Parents and Carers
Which family relationships are connected?
Staff
Who has responsibility for the relevant workflow?
Class
Is the communication linked to teaching or a group?
School
Which organisation is sending the information?
Purpose
Why is the communication being sent?
Permissions
What information is appropriate for the recipient?
Communication Preferences
What configured contact information and preferences apply? The communication workflow sits within the connected learner ecosystem rather than becoming a separate database of recipients.
School Updates
Share approved notices, changes, reminders and practical school information.
Learner Updates
Communicate appropriate information about learning, progress, attendance, behaviour or support.
Positive Communication
Recognise achievements, effort, participation and personal development.
Meeting Information
Share meeting dates, preparation requests, relevant documents and agreed next steps.
Requested Contributions
Invite parents and carers to provide views, observations, evidence or information through appropriate workflows.
Follow-Up Actions
Make it clear when a response, form, document or other action is required. Family communication should provide useful information without exposing internal staff notes or unrelated sensitive records.
Family Identity
Keep the parent or carer connected through one appropriate account.
Linked Learners
Make the relevant children accessible according to the recorded relationship.
Separate Context
Keep messages, forms, documents and actions connected to the correct learner.
Different Permissions
Allow relationships and information rights to differ where necessary.
School Scope
Keep communication within the correct organisation.
Parents and carers see information appropriate to their relationship with each learner.
Being connected to one learner does not automatically create access to another.
Meeting Preparation
Request views, priorities or supporting information before an authorised meeting.
Review Contributions
Include appropriate family input in learning, SEND, wellbeing or transition reviews.
Evidence Contribution
Allow relevant family evidence to remain connected to the workflow requesting it.
Parent and Carer Views
Capture family perspectives through suitable forms, messages or review workflows.
Home Observations
Allow families to contribute appropriate observations or evidence where requested or enabled.
Learner Context
Give families a route to explain circumstances that may help the school understand the learner’s experience.
Source Separation
Preserve whether information came from the school, family, learner or an authorised professional. A family contribution does not automatically become a school finding, assessment conclusion, SEND decision or safeguarding finding. Authorised people remain responsible for reviewing and interpreting it.
Operational Updates
Share relevant information about classes, events, services and changes to the school day.
Assigned Actions
Notify staff when a task, review or follow-up has been assigned.
Learner Context
Connect suitable communication to the learner or class concerned.
Team Information
Share appropriate updates with departments, pastoral teams or support teams.
Handover
Provide permitted operational context when responsibility changes.
Outstanding Activity
Make actions requiring attention easier to identify.Provide permitted operational context when responsibility changes.
Workflow Notifications
Bring important changes closer to the staff responsible for responding. Internal communication does not create unrestricted learner access. Staff remain limited to the schools, classes, learners and information domains relevant to their work.
Announcements
Share appropriate school, year-group or class information.
Learning Notifications
Inform learners about resources, homework, feedback and upcoming activities.
Timetable and Event Updates
Surface appropriate changes and practical information.
Progress and Achievement
Share approved feedback, recognition and achievements.
Requested Actions
Make required submissions, reflections or other actions clear.
Learner Voice
Give learners an appropriate route to contribute their views within enabled workflows. Younger learners may participate largely through parents and carers. Older learners may interact more independently where the school’s configuration and family relationships permit it.
Announcements
Publish appropriate information to a defined school audience.
Workflow Notifications
Alert authorised users when a relevant action, submission, change or decision requires attention.
Responsible Roles
Route suitable notifications to school-configured accountable roles.
Learner-Specific Family Routes
Include active linked parents and carers where the workflow and family relationship permit it.
Reminders
Prompt appropriate users about upcoming or incomplete activity.
Exceptions
Surface workflow activity requiring attention.
Status Changes
Inform users when relevant requests or workflows move to another state. The notification tells the recipient that something has happened. Access to the underlying record still depends on the recipient’s permissions.
In-Platform Notifications
Supported as part of the connected workflow and notification foundation.
Supported for appropriate parent, carer and staff communication.
Templates
Supported for reusable communication.
School Templates
Create appropriate formats for frequently used messages.
Audience-Specific Versions
Adapt communication for staff, learners, parents and carers.
Workflow Templates
Prepare communication around attendance, learning, behaviour, events, meetings and support.
Contextual Information
Use permitted school, learner, class or event information where supported.
Draft Review
Allow authorised users to review and adapt wording before sending.
Template Ownership
Keep responsibility for maintaining school-approved templates clear. Templates should support communication rather than remove judgement. The sender remains responsible for checking accuracy, tone, recipients and disclosure.
Attendance
Notify appropriate parents and carers about relevant absence, lateness or follow-up activity.
Behaviour and Pastoral Support
Share positive recognition, appropriate updates, meetings and agreed support actions.
Learning and Homework
Inform learners and families about assigned work, submissions, feedback and upcoming activity.
Assessment and Progress
Share approved review information and progress updates.
SEND and Wellbeing
Request contributions and share appropriate agreed support information.
Events and Trips
Communicate dates, requirements, requests and changes.
Admissions
Request information and communicate appropriate application or enrolment updates.
School Operations
Route suitable operational notifications to responsible staff. Availability of individual notifications and automated triggers depends on the workflow and its current implementation status.
Information Requests
Ask families, learners or authorised staff for specific information.
Digital Forms
Collect structured responses through enabled school workflows.
Trip Responses
Keep appropriate family decisions connected to the trip workflow.
Information Scope
Explain what evidence or document is needed and why.
Meeting Preparation
Invite participants to provide information before a review or meeting.
Evidence Requests
Request appropriate observations or documents.
Completion
Help authorised staff understand which responses remain outstanding.
Follow-Up
Connect the response to the next human-led action. A submitted response retains its source. It should not automatically alter an authoritative assessment, SEND, safeguarding or other specialist record without the required review.
Request
What is being asked?
Learner
Who does it concern?
Parent or Carer
Which family relationship is responding?
Purpose
Why is the response needed?
Decision
What response was recorded?
Date
When was it recorded?
Change
Can an ongoing permission be withdrawn or replaced? The complete access, consent and information-sharing model belongs to Permissions, Consent and Information Sharing. Communication uses those rules. It should not duplicate or replace them.
Contact Information
Maintain appropriate contact details.
Family Relationships
Distinguish parents, carers, emergency contacts and other recognised relationships.
Family Relationships
Distinguish parents, carers, emergency contacts and other recognised relationships.
Recipient Context
Use the appropriate person for the relevant communication.
Language Needs
Record relevant communication-language requirements.
Accessibility Needs
Consider accessible formats and additional communication support.
Restrictions
Respect relevant recorded restrictions and sharing choices.
Current Relationships
Avoid relying on relationships that have expired or ended. Communication preferences support delivery. They do not remove the school’s wider legal, safeguarding or accessibility responsibilities.
Plain Language
Use direct and understandable wording.
Clear Actions
Explain what the recipient needs to do.
Structured Information
Break important messages into readable sections, dates and next steps.
Accessible Formats
Use supported alternatives where standard written communication is unsuitable.
Translation Support
Use available translation assistance carefully.
Communication Adjustments
Record appropriate communication needs where supported.
Flexible Participation
Allow relevant users to contribute through different enabled routes. Automated translation should not be assumed to be authoritative for sensitive, legal, SEND, safeguarding or clinical information. Important translated communication should remain subject to appropriate human review.
Source
Who created or initiated the communication?
Audience
Who was the intended recipient or group?
Context
Which school, learner, class or workflow did it concern?
Date
When did the activity occur?
State
What relevant workflow state is recorded?
Responses
Are appropriate replies or structured responses connected?
Related Actions
Did the communication lead to a form, meeting, task or follow-up?
Corrections
Was important information subsequently replaced or superseded? Communication retention should follow its purpose, the school’s responsibilities and the wider data-governance model. Avoid relying on relationships that have expired or ended. Communication preferences support delivery. They do not remove the school’s wider legal, safeguarding or accessibility responsibilities.
General Communication
Routine school notices can be shared with their defined audience.
Learner-Specific Communication
Information about an individual learner should remain limited to appropriate recipients.
Internal Staff Notes
Working information should not automatically become family-visible.
Family Contributions
Family-created evidence should remain attributable to the family.
SEND Information
Share according to appropriate responsibility, purpose and permissions.
Medical Information
Keep sensitive care information inside the appropriate medical access boundary.
Safeguarding Information
Keep safeguarding records within their separately governed workflow.
Other Learners
Communication should not disclose personal information about unrelated learners or families. The ability to communicate with someone does not mean both users can see the same underlying records.
Professional Collaboration
Owns the learner-specific relationship with the authorised professional.
Multi-Agency Casework, Meetings and Evidence
Owns structured professional cases, meetings, actions and evidence.
Permissions, Consent and Information Sharing
Owns why access exists, what may be seen and when that access ends.
Communication and Family Engagement
Owns routine school, learner and family communication. A professional relationship should not be created simply by adding an external person to an ordinary message thread.
Preserve Source Context
Keep relevant original information where authorised.
Raise the Concern
Use the school’s controlled safeguarding route.
DSL Review
Keep safeguarding judgement with designated and appropriately authorised people.
Restrict Detail
Do not expose the resulting safeguarding record through ordinary messaging.
Follow School Procedures
Use the school’s established safeguarding and emergency processes.
Keep Decisions Human-Led
Safeguarding findings, referrals and protective action remain human decisions. EdiWay AI does not determine that a message proves a learner is at risk.
School Leaders
Coordinate appropriate whole-school communication and oversight.
Teachers
Communicate through relevant class, learner and family relationships.
Pastoral Teams
Organise appropriate family contact, meetings and follow-up.
SENCOs and Support Teams
Request contributions and coordinate approved learner-support communication.
Operational Staff
Communicate around admissions, trips, events, transport and school administration.
Parents and Carers
Receive appropriate information and contribute through their linked learner relationships.
Learners
Access age-appropriate messages, learning updates and required actions.
Authorised Professionals
Use the separate professional relationship and casework environment where enabled.
Draft Messages
Prepare working wording for parents and carers, learners or staff.
Summarise Permitted Information
Create a concise draft from selected authorised records.
Improve Structure
Help make communication clearer and easier to understand.
Meeting Communication
Draft invitations, preparation requests and follow-up messages.
Audience Variations
Prepare different working versions for staff, family or learner audiences.
Before sending, the authorised user remains responsible for checking:
- Accuracy
- Tone
- Recipient selection
- Information permissions
- Necessary context
- Accessibility
- Translation accuracy where relevant
- Safeguarding implications
- Whether the communication should be sent at all
EdiWay AI does not determine consent, safeguarding outcomes, SEND decisions or what somebody is legally entitled to receive. Every AI-generated communication remains a draft.
1. Start With Context
Open communication from the relevant school, learner, class, family or workflow.
2. Select the Audience
Select recipients according to their approved role or relationship.
3. Apply Permissions
Keep information within the recipient’s authorised scope.
4. Prepare the Communication
Write directly, use a template or prepare a human-reviewed AI draft where enabled.
5. Review Before Sharing
Check accuracy, tone, accessibility, recipients and sensitive information.
6. Send or Notify
Use the communication routes available to the school.
7. Receive the Response
Keep appropriate replies, forms or evidence connected to the request.
8. Complete the Action
Record the relevant outcome or follow-up.
9. Move Sensitive Work Where Required
Use SEND, safeguarding, medical or professional casework where the information belongs there.
10. Preserve Appropriate History
Keep the communication connected to the learner journey without duplicating specialist records.
- Why the message was sent
- Which learner it concerned
- Who needed to respond
- Whether a form was completed
- Which action should happen next
- Who owns that action
- Whether sensitive information was shared appropriately
- Which record should contain the outcome
EdiWay keeps communication closer to the learner, school activity and authorised relationship that created it. The aim is not to send more messages. It is to make necessary communication clearer, more purposeful and easier to follow.
No.
Communication and Family Engagement explains how the school prepares, routes and governs communication.
Parent and Learner Experience explains what parents, carers and learners can access and do through their own role-specific workspace.
Yes.
Parent and carer messaging is represented within the current communication capability.
Multiple-child family accounts are represented.
Each learner relationship should retain its own context and permissions.
Yes.
Staff messaging and workflow notifications are represented.
Yes.
Learner messaging and announcements are represented within the wider learner experience.
Yes.
Reusable communication templates are part of the current platform capability.
Yes.
Digital family forms are represented within the parent-facing workflow.
Family evidence contribution and parent voice are represented where enabled.
Yes.
Email communication is represented within the current communication capability.
SMS is not currently available within EdiWay and may be introduced in future updates through an approved external provider integration.
Native mobile push delivery is currently future-deferred.
No blanket read-receipt claim should currently be made.
Specific workflows may record acknowledgements, decisions or access history where separately implemented.
Trigger-based messages and workflow notifications are represented.
The underlying professional decision remains separate.
Translation support is represented.
Important sensitive or high-consequence communication should remain human-reviewed.
Yes.
Relevant attendance activity can create appropriate family communication or staff notifications through the connected workflow.
Yes.
Appropriate achievements, behaviour updates and pastoral communication can remain connected to the canonical behaviour workflow.
Yes, where authorised.
Detailed SEND records remain within the dedicated SEND workflow and its permission boundary.
No.
Professional relationships and external learner access belong to Professional Collaboration and the permission-aware information-sharing model.
No.
Safeguarding concerns and decisions belong within the dedicated safeguarding workflow.
EdiWay AI may assist with drafts where enabled.
Sensitive and professional communication remains subject to authorised human review.
Parent and Learner Experience
Give parents, carers and learners role-appropriate access to messages, actions and approved information.
Attendance and Registration
Connect attendance communication to the canonical attendance record.
Behaviour, Rewards and Pastoral Support
Share appropriate recognition, updates and agreed pastoral actions.
Homework, Assignments and Learner Evidence
Connect learning communication to assigned work, submissions and feedback.
Professional Collaboration
Move communication with external professionals into governed learner-specific relationships.
Permissions, Consent and Information Sharing
Control recipient scope, family relationships, professional access and governed information sharing.