- EHC Plan Record
- Outcomes
- Annual Reviews
- Learner Voice
- Family & Professional Evidence
Plan Information
Maintain appropriate identifying and date context.
EHC Plan Sections
Keep relevant structured information available to authorised users.
Outcomes
Record the outcomes contained within the school-held plan information.
Provision
Maintain the provision the school needs to understand and deliver.
Evidence
Connect relevant school, learner, family and professional information.
Reviews
Keep annual review activity connected to the plan.
History
Preserve appropriate earlier information when the plan or school-held record changes. The EdiWay record supports the school’s work around the EHC plan. EdiWay does not issue, amend or replace the statutory EHC plan.
Outcomes
Maintain relevant school-held EHC plan outcomes.
Provision
Record the provision described in the plan.
School Support
Connect additional school support without pretending it forms part of the statutory plan.
Responsible Staff
Make relevant delivery responsibility visible.
Intervention Links
Connect structured interventions where they contribute to an outcome.
Classroom Strategies
Surface approved practical information to appropriate teaching staff.
Evidence
Connect suitable review evidence.
Review Status
Make clear when information needs to be reconsidered. Statutory EHC provision and school-added support should remain distinguishable.
Current Outcomes
Review the outcomes currently recorded.
Provision
Consider the provision the school understands it should be delivering.
Academic Evidence
Connect relevant assessment and progress information.
Intervention Evidence
Review structured support and recorded delivery.
Teacher Evidence
Include appropriate classroom observations.
Learner Voice
Capture what the learner thinks about current support and future priorities.
Parent and Carer Views
Invite relevant family contributions.
Review Point
Connect contributions from authorised professionals.
Attendance and Participation
Use appropriate contextual evidence where relevant.
Documents
Connect suitable supporting records. The aim is to reduce last-minute evidence gathering while keeping each contribution connected to its source.
What Is Going Well
What does the learner feel is working?
What Is Difficult
What would they like adults to understand?
Support
Which strategies or provision do they find useful?
Learning
What are their current priorities?
Independence
What would they like to do more independently?
Aspirations
What matters to them for the future?
Next Steps
What would they like the review to consider? Learner voice should be gathered in a way appropriate to age, communication and individual circumstances. It should remain identifiable as the learner’s contribution.
Current Strengths
What does the family feel is going well?
Current Concerns
What needs additional discussion?
Provision
What is their experience of the support currently in place?
Progress
What changes have they observed?
Priorities
What would they like the review to consider?
Aspirations
What future outcomes matter to the learner and family?
Supporting Evidence
Provide appropriate information where enabled.
Source
Keep the contribution attributed to the parent or carer. A family contribution informs the review. It does not automatically become the school’s judgement or a statutory amendment.
Named Learner
Keep professional involvement learner-specific.
Defined Purpose
Record why the professional is contributing.
Evidence
Preserve professional reports and observations.
Recommendations
Keep advice connected to its original author.
Outcomes
Link appropriate evidence to relevant EHC outcomes.
Provision
Connect recommendations where they relate to support.
Review Contribution
Include suitable professional views in review preparation.
Access Control
Limit the professional to the information required for their role. Professional evidence should retain its source and authority. It should not silently become a school-authored or local-authority decision.
Review Date
Keep the planned review point visible.
Participants
Record appropriate attendees.
Learner Participation
Include the learner where appropriate.
Parent and Carer Participation
Preserve relevant family involvement.
Professional Participation
Connect authorised practitioners.
Evidence Considered
Identify the information available to the meeting.
Outcome Discussion
Record appropriate school-held review information.
Actions
Assign agreed follow-up tasks.
Documents
Connect relevant review records.
History
Preserve earlier annual review activity. The platform supports review preparation and record organisation. The responsible statutory process remains outside EdiWay’s decision-making authority.
School Actions
Record work assigned to relevant staff.
Support Actions
Update appropriate school provision where authorised.
Evidence Requests
Identify information still required.
Professional Follow-Up
Connect further contributions where appropriate.
Family Communication
Share suitable school-held information.
Learner Actions
Record age-appropriate next steps.
Review Record
Preserve the school’s account of the review.
Statutory Outcome
Record the relevant authoritative decision when received through the proper process.
EdiWay does not independently decide whether an EHC plan should:
- Continue
- Be amended
- Be ceased
- Change placement
- Change statutory provision
Those decisions remain with the responsible statutory process.
Earlier Outcomes
Retain appropriate historical outcome information.
Previous Provision
Keep earlier provision distinguishable from current provision.
Annual Reviews
Maintain review history.
Contributions
Preserve learner, family and professional evidence within its original context.
Documents
Connect relevant historical records.
Updates
Make current school-held information clear.
Source
Keep authoritative information distinguishable from school-created notes.
Timeline
Allow authorised users to understand significant changes over time. Historical information provides context. It should not continue appearing as current instruction after it has been superseded.
Education and Training
Consider future learning pathways.
Employment Aspirations
Record relevant learner goals.
Independence
Capture age-appropriate skills and priorities.
Communication
Consider communication for greater independence.
Community Participation
Connect appropriate future-planning evidence.
Travel and Daily Living
Maintain relevant support context where enabled.
Learner Aspirations
Keep the learner’s own priorities central.
Transition
Connect selected evidence to the next setting or pathway. Preparation for Adulthood functionality may remain subject to controlled rollout and further runtime testing.
School Evidence
Academic, classroom and support information.
Learner Evidence
Views and relevant learner-created material.
Family Evidence
Parent and carer contributions.
Professional Evidence
Reports and recommendations from authorised practitioners.
Intervention Evidence
Recorded delivery and review information.
Assessment Evidence
Relevant academic or educational-profile information.
Documents
Connect appropriate reports and supporting files.
Provenance
Preserve the author, source, and date where available. Connecting evidence should not remove the distinction between who observed something and who has authority to make a decision.
Teachers
See relevant strategies, adjustments and provision required for their responsibility.
SENCOs
Access the wider school-held EHC record and review evidence.
School Leaders
Receive appropriate oversight according to role.
Parents and Carers
Contribute and access information approved for their learner relationship.
Learners
Participate through age-appropriate workflows.
Authorised Professionals
Contribute within a defined learner relationship and purpose.
Evidence Summaries
Prepare a source-aware working summary.
Review Preparation
Organise relevant outcomes, provision and evidence.
Learner-Friendly Wording
Help present approved information more clearly.
Family Communication Drafts
Prepare review-related communication for human checking.
Meeting Summaries
Draft structured notes from permitted information.
Missing Information
Highlight evidence that may still need review. Every AI output remains a draft requiring authorised human review.
EdiWay AI does not:
- Issue an EHC plan
- Amend an EHC plan
- Decide statutory eligibility
- Determine whether a plan should continue or cease
- Decide placement
- Determine required statutory provision
- Replace the local authority
- Replace the SENCO or professional judgement
1. Open the Current Record
Review the school-held EHC plan information, outcomes and provision.
2. Gather Evidence
Connect relevant academic, support and intervention information.
3. Invite Contributions
Gather appropriate learner, parent, carer and professional views.
4. Check Readiness
Identify missing evidence and outstanding contributions.
5. Hold the Review
Bring the available information into the appropriate meeting context.
6. Record Actions
Assign the school’s agreed follow-up.
7. Preserve the Review
Keep the evidence and school-held review record connected to the learner.
8. Record Authoritative Updates
Update the school-held EHC information when the appropriate statutory decision or amended plan is received.
EdiWay can maintain structured school-held information relating to an EHC plan, including relevant outcomes, provision, evidence and review history.
No.
EdiWay supports school workflows around evidence and review.
It does not issue the statutory EHC plan.
EdiWay can help organise annual review preparation, evidence, participants, contributions, actions and school-held review history.
Yes, where the appropriate family workflow is enabled.
Their contribution remains identifiable as family evidence.
Age-appropriate learner voice can be gathered and connected to the review.
Authorised professionals can contribute through defined learner-specific relationships where enabled.
Relevant school-held outcomes can be maintained and connected to supporting evidence and review activity.
Yes.
School-held information about relevant EHC plan provision can be maintained and connected to wider support workflows.
Not automatically.
Teachers may need appropriate provision, adjustments or strategies without unrestricted access to sensitive professional or statutory evidence.
No.
Statutory decisions remain with the responsible authority and authorised statutory process.
No.
EdiWay does not determine statutory eligibility.
Yes.
Relevant structured interventions can be connected to learner outcomes and later review evidence.
Appropriate academic assessment and progress information can contribute to a review where relevant.
Relevant future-planning information may be supported where enabled.
Some Preparation for Adulthood workflows remain subject to further testing and controlled rollout.
AI may help prepare working drafts or evidence summaries where enabled.
An authorised person remains responsible for reviewing the content and completing the school’s part of the process.
The website should not assume a live local-authority integration or official statutory exchange unless that specific connection has been implemented, tested and documented.
Schools can begin with relevant available EHC evidence and annual-review workflows and connect wider professional, family and transition functionality as implementation develops.
Availability may depend on configuration, permissions and controlled rollout.
Provision and Support Planning
Connect school support, reasonable adjustments and provision to the learner’s wider SEND journey.
Intervention Support and Impact Review
Bring structured intervention delivery and review evidence into the annual review.
Academic Assessment and Progress Tracking
Connect relevant baseline and later academic evidence.
SEND, Safeguarding and Wellbeing
Keep intervention evidence inside the wider human-led support journey.
Transition Packs and Learner Continuity
Connect reviewed outcomes and future priorities to the learner’s next setting or pathway.
Professional Collaboration
Include appropriate purpose-scoped professional evidence where required.