- Plan learning.
- Create routines.
- Choose resources.
- Set activities.
- Capture evidence.
- Record observations.
- Review progress.
- Adapt what happens next.
- Plan
- Learn
- Evidence
- Reflect
- Adapt
Learner Profile
Keep the learner at the centre of the plan.
Education Approach
Record the priorities and approach that make sense for your family.
Routine
Create an adaptable structure for the week.
Activities
Plan individual learning tasks.
Resources
Keep useful materials easier to find.
Evidence
Capture what the learner has done.
Reflection
Review progress and decide what happens next. The platform provides structure without requiring every family to learn in the same way.
Weekly Priorities
Decide what matters most this week.
Subjects and Areas of Learning
Organise activity around useful learning areas.
Projects
Plan longer activities across several days or weeks.
Individual Tasks
Break larger goals into manageable steps.
Resources
Attach or find relevant material.
Routine
Create a pattern that works for the learner.
Review
Change the plan when circumstances or needs change. A plan can guide learning without becoming a rigid school timetable.
- Reading
- Writing
- Maths
- Research
- Projects
- Practical activities
- Art and creativity
- Cooking
- Nature and outdoor learning
- Museums and educational visits
- Community activities
- Conversations
- Online learning
- Tutor sessions
- Independent study
- Everyday life
- Plans change.
- Unexpected learning happens.
- Interests develop.
- A learning journal can help families capture the real education journey.
Activities
What did the learner do?
Notes
What happened during the activity?
Reflections
What went well?
Interests
What caught the learner’s attention?
Challenges
What was difficult?
Next Steps
What might be useful to explore next? Over time, the learning journal can provide a richer picture than a list of completed tasks alone.
Written Work
Documents, worksheets or handwritten work.
Photographs
Practical activities, projects and experiences.
Projects
Longer pieces of learning.
Notes
Parent or carer observations.
Learner Reflections
The learner’s own thoughts about what they did.
Creative Work
Art, design or other suitable evidence.
Feedback
Relevant reviewed comments from parents, tutors or authorised professionals. Evidence stays connected to the learner and can support later reflection, planning or transition. A piece of evidence does not automatically prove formal attainment simply because it has been uploaded.
- Plans
- Activities
- Learning journal entries
- Evidence
- Parent observations
- Learner reflections
- Feedback
- Previous priorities
This can help answer practical questions such as:
- What is going well?
- What is becoming easier?
- What is still difficult?
- What interests are emerging?
- What support might help?
- What should we focus on next?
Families remain responsible for interpreting progress and choosing the learner’s next steps.
Educational Resources
Keep useful learning material available.
Subject Resources
Find content connected to an area of learning.
External Links
Keep useful third-party resources connected where supported.
Assigned Material
Connect a resource to a planned activity.
Reusable Resources
Return to useful material later. Families remain responsible for checking whether a resource is accurate, suitable and appropriate for their learner.
Interests
What do I want to explore?
Preferences
How do I find it easier to learn?
Reflections
What did I think about this activity?
Challenges
What am I finding difficult?
Goals
What would I like to work towards?
Evidence
What work am I proud of? Learner voice should remain recognisably the learner’s own contribution. It should not be rewritten as adult or professional judgement.
Strengths
What engages and motivates the learner?
Sensory Preferences
What environments or experiences appear easier or harder?
Communication
What supports understanding and expression?
Learning Approaches
What strategies appear helpful?
Family Observations
What is being noticed over time?
Support
What agreed approaches are being tried?
Evidence
What helps show whether support is useful? These records can support understanding and review. EdiWay does not use home-learning observations to diagnose SEND, autism, ADHD, dyslexia or other conditions.
- Maintain the learner profile
- Plan learning
- Create routines
- Add activities
- Use resources
- Record learning
- Upload evidence
- Add observations
- Review progress
- Prepare useful summaries
The platform supports the family. It does not replace the family’s responsibility for the education they provide.
- Observations
- Evidence
- Feedback
- Meeting information
- Agreed actions
- Support recommendations
Professional access should remain limited to the information required for that work.
Being invited to support a learner does not provide unrestricted access to the family’s complete record.
Home Routine Is Not School Attendance
A family learning routine does not become an AM/PM school register.
Family Evidence Is Family Evidence
It should not silently become school-created evidence.
Parent Observation Is Not Professional Diagnosis
Family understanding remains attributable to the family.
Home Learning Is Not Automatically Formal Assessment
Activities and evidence can inform review without automatically becoming grades or attainment judgements.
Home Education Is Not EOTAS
A family-led home education pathway should not be confused with education arranged through an EOTAS process. Keeping those distinctions clear protects the meaning of the learner record.
- Home learning
- School learning
- Tutors
- Community learning
- Alternative provision
- Other authorised pathways
Each contribution keeps its source. That helps build continuity without pretending every activity happened in the same educational context.
- School
- College
- Further education
- Training
- Employment preparation
- Another learning pathway
A transition should not require families to reconstruct the learner’s entire journey from memory. EdiWay can help select information to contribute to an appropriate transition pack. That may include reviewed:
- Strengths
- Aspirations
- Learning evidence
- Useful resources
- Family views
- Learner voice
- Support information
- Progress context
Only information appropriate to the recipient and purpose should be shared.
1. Understand the Learner
Start with strengths, interests, needs and priorities.
2. Plan
Create an appropriate routine, project or set of activities.
3. Choose Resources
Bring together useful material.
4. Learn
Complete learning at home, online, in the community or with suitable support.
5. Capture Evidence
Add work, photographs, notes or reflections.
6. Review
Look back at progress and experience.
7. Adapt
Change the next plan around what has been learned. The loop can repeat without forcing the learner into a fixed school-style structure.
Home Education is represented as a dedicated EdiWay learning pathway rather than simply a reduced school dashboard.
Yes.
Home Education learner profiles are represented within the current capability.
Yes.
Families can organise an education approach and plan appropriate learning.
EdiWay’s family-led Home Education approach supports planning routines and activities around the learner.
Yes.
Learning-journal capability is represented.
Yes.
Portfolio evidence can be connected to the learner journey.
Suitable evidence can include photographs, notes and other appropriate records of learning.
Yes.
Progress-tracking capability is represented, with families remaining responsible for interpreting the learner’s progress.
No.
A home-learning routine is not a school attendance register.
EdiWay provides planning and record-keeping tools rather than forcing every family into one curriculum structure.
Families remain responsible for their own educational approach and obligations.
No.
EdiWay does not diagnose learning, developmental or medical conditions.
Where professional collaboration is enabled and appropriately authorised, relevant professionals may contribute within a defined learner relationship.
No.
Access remains permission-aware and purpose-specific.
Selected, reviewed information can contribute to an appropriate transition pack.
No.
EdiWay helps organise learning plans, activity and evidence.
It does not make legal determinations or certify the suitability of a family’s home education.
Families and Learning Pathways
See how home education fits within EdiWay’s wider learner journey.
Hybrid Learning and Flexible Education Pathways
Connect learning across home and other settings.
Resources, Homework and Evidence
Keep learning resources and evidence connected across the wider platform.
SEND, Safeguarding and Wellbeing
Connect appropriate learner-support context without turning family observations into diagnosis.
Professional Collaboration
Invite authorised support around a defined learner relationship.
Transition Packs and Learner Continuity
Prepare selected information for the learner’s next setting.
- Plan around the learner.
- Keep learning flexible.
- Capture the experiences that matter.
- Build a useful evidence record.
- Reflect on progress.
- Bring in trusted support where appropriate.
- And keep the learner journey connected when the next stage arrives.