- School
- Home
- Alternative Provision
- EOTAS
- Learner Evidence
- Family Participation
- Transition
School Learning
Maintain school-owned teaching, attendance, assessment and support records.
Home Learning
Capture appropriate family-origin learning activity and evidence.
Alternative Provision
Connect authorised placement and provider information.
EOTAS
Maintain the distinct education-outside-school case and provision context where applicable.
Family Participation
Give parents and carers an appropriate role in the learner journey.
Professional Support
Connect authorised professionals for a defined learner and purpose.
Transition
Carry selected reviewed information into the learner’s next stage. Connection should not erase where the information came from.
Learning Plan
Maintain an agreed educational structure where supported.
School Activity
Keep school-led work within the school record.
Home Activity
Allow appropriate learning evidence to remain identifiable as home-origin information.
Resources
Provide suitable educational material.
Assignments
Connect appropriate tasks and learner work.
Progress Evidence
Bring reviewed information into the wider learner journey.
Support Strategies
Keep authorised adjustments or learning strategies available where required.
Review
Consider whether the current arrangement remains appropriate. EdiWay does not decide that a learner should move into a hybrid or flexible arrangement. That decision remains with the people and processes responsible for the learner’s education.
School Evidence
Recorded through authorised school workflows.
Learner Evidence
Created or submitted by the learner.
Parent and Carer Evidence
Provided through the family relationship.
Provider Evidence
Created by an authorised education provider.
Professional Evidence
Provided through a defined professional relationship.
Assessment Evidence
Keep the assessor and assessment context clear.
Historical Evidence
Preserve when information was recorded and what arrangement applied at that time. A family observation should not silently become a school judgement. A provider record should not become school-authored evidence simply because it appears in the same learner journey.
Education Approach
Record appropriate information about how learning is organised.
Learning Journal
Capture relevant activity over time.
Portfolio Evidence
Keep examples of learning together.
Resources
Use appropriate educational material.
Progress
Maintain reviewed evidence rather than relying only on a timetable.
Family Context
Allow parents and carers to contribute directly.
Learner Voice
Keep the learner’s experience part of the journey. Home-origin learning remains distinguishable from school attendance and school-authored assessment.
School Staff
See appropriate school responsibilities and authorised family evidence.
Parents and Carers
Access relevant learner information and contribute where enabled.
Learner
See appropriate tasks, resources and progress information.
Support Staff
Access strategies relevant to their role.
SENCO
Connect authorised support planning where necessary.
Other Professionals
Participate only through a defined purpose and permission. The platform can help people work from a connected picture without assuming they all have the same authority or access.
Teaching Resources
Use appropriate resources from the EdiWay library.
Assignments
Set suitable learner activity.
Home Access
Make authorised resources available outside school.
Learner Evidence
Return appropriate work to the learner record.
Teacher Feedback
Keep feedback connected to the activity.
Learning Journal
Preserve wider learning where appropriate.
Portfolio
Build selected evidence over time.
Review
Use relevant evidence within wider progress conversations.
School Assessment
Keep formal school judgement within the academic assessment workflow.
Assignment Evidence
Use appropriate learner work.
Home Evidence
Maintain family-origin evidence with its source.
Provider Evidence
Preserve the relevant provider context.
Learner Reflection
Include suitable learner voice.
Progress Review
Bring appropriate evidence together for human consideration.
Data Gaps
Make missing or incomparable information visible.
Teacher Judgement
Keep formal academic interpretation with authorised staff.
Learner Support Profile
Keep approved classroom-useful strategies available.
Reasonable Adjustments
Record agreed educational adjustments.
Provision
InterventionsConnect authorised support.
Learner Evidence
Maintain structured support separately.
Sensory and Communication
Provide relevant information to the people who need it.
Learner Voice
Understand what helps the learner participate.
Family Evidence
Include appropriate parent and carer knowledge.
Review
Keep changes to the pathway human-led. A flexible pathway does not automatically establish SEND status, statutory entitlement or the need for an EHC plan.
Placement
Record the relevant arrangement.
Provider
Identify the provider involved.
Attendance
Maintain appropriate placement attendance information.
Outcomes
Record suitable reviewed educational outcomes.
Evidence
Connect authorised provider information.
Review
Keep placement review activity visible.
Family Participation
Include parents and carers where appropriate.
Reintegration
Support planning for the learner’s next step where required. Detailed provider and placement management belongs to the dedicated Alternative Provision workflow.
EOTAS Case Record
Maintain the learner-specific case context.
Provision
Record relevant education arrangements.
Providers
Maintain suitable provider information.
Tuition
Organise relevant tuition arrangements.
Attendance
Track participation within the EOTAS context.
Progress Reviews
Record appropriate reviewed progress.
Costs
Maintain relevant provision-cost context where enabled.
Family Participation
Include parents and carers appropriately.
Professional Collaboration
Connect authorised contributors.
Reintegration
Support a planned return or change of pathway where appropriate. EOTAS attendance should not simply be treated as an ordinary school register mark. EdiWay does not determine whether a learner is eligible for EOTAS or make the statutory decision that EOTAS should be provided.
- Increase their school-based learning
- Return from alternative provision
- Move into a different provider arrangement
- Change an EOTAS programme
- Move between school and home-led learning contexts
- Transition into another school or college
- Replace governors, trustees, headteachers or professional advisers
Current Arrangement
Make the present pathway clear.
Review Evidence
Consider what has been learned from the current arrangement.
Learner Voice
Understand the learner’s experience.
Family View
Include appropriate parent and carer context.
Support
Identify strategies that should continue.
Actions
Make transition responsibilities clear.
Evidence
Select suitable information for continuity.
Reintegration
Preserve earlier arrangements without presenting them as current. Changing the pathway should not mean rebuilding the learner story from the beginning.
Learning Evidence
Share suitable home-origin evidence.
Education Plans
Contribute to agreed planning.
Progress
Provide observations and context.
Resources
Access approved learning material.
Communication
Keep discussions connected to the learner.
Reviews
Participate in appropriate pathway review.
Support
Share strategies that work outside school.
Transition
Contribute to planning for what happens next. Family participation does not automatically give parents and carers edit rights over school-authored records.
Named Learner
Keep the relationship learner-specific.
Organisation
Identify who the professional represents.
Purpose
Define why access or contribution is required.
Scope
Limit information to what is appropriate.
Contribution
Keep professional evidence connected to its author.
Review
Reconsider access when the work changes.Keep placement review activity visible.
Expiry
End access when the relationship no longer requires it.
Revocation
Allow ongoing access to be removed where appropriate. Professional collaboration should not create unrestricted access to the learner’s complete school record.
Current Learner Context
Provide an appropriate overview.
Strengths
Preserve what helps the learner succeed.
Support Strategies
Carry forward suitable reviewed information.
Academic Evidence
Include relevant progress context.
Learner Voice
Keep the learner’s priorities visible.
Family Evidence
Include appropriate family contribution.
Provider Evidence
Preserve relevant authorised information.
Recipient
Define who the information is prepared for.
Purpose
Make the reason for sharing clear.
Permission
Control what the recipient is allowed to see. A transition pack is a governed snapshot for a defined transition. It is not unrestricted lifetime access to the learner record.
School Attendance
Belongs to the school’s authorised registration workflow.
Alternative Provision Attendance
Relates to the relevant placement or provider activity.
EOTAS Attendance
Remains connected to the EOTAS provision context.
Home Learning Evidence
Should not be converted automatically into school attendance marks.
Participation
May provide useful educational context without becoming statutory attendance data.Keep professional evidence connected to its author.
Review
Allow authorised people to understand the evidence in the correct context. EdiWay should preserve these distinctions rather than creating one misleading attendance percentage across different arrangements.
Learner Experience
What does the learner say is working or difficult?
Participation
What education has actually taken place?
Progress Evidence
What does the relevant evidence show?
Support
Are agreed strategies and provision being delivered?
Family Evidence
What are parents and carers observing?
Provider Evidence
What information has been supplied by relevant providers?
Professional Evidence
What do authorised professionals contribute?
Next Step
Should the current educational arrangement continue, change or move towards transition? EdiWay organises the evidence around the review. It does not make the final placement or statutory decision.
School Staff
Access information required for their educational role.
Parents and Carers
Access and contribute through their authorised family relationship.
Learners
Use age-appropriate learning and participation workflows.
Providers
Receive only information required for the agreed provision.
Professionals
Contribute within a defined purpose and scope.
Local Authority Users
Should only receive access through a specifically enabled and governed relationship.
Evidence Summaries
Organise selected school, family or provider information.
Review Preparation
Prepare a working overview for pathway discussions.
Learner-Friendly Drafts
Help present approved information more clearly.
Family Communication
Draft suitable updates for human review.
Transition Preparation
Help organise selected continuity information.
Missing Information
Highlight gaps requiring human consideration. Every AI output remains a draft.
EdiWay AI does not:
- Decide that a learner should leave school
- Determine EOTAS eligibility
- Authorise alternative provision
- Decide statutory attendance status
- Determine SEND status
- Choose a provider autonomously
- Decide whether reintegration must occur
- Replace family, school, professional or statutory judgement
1. Establish the Arrangement
Record the authorised educational context.
2. Keep Responsibilities Clear
Identify who is responsible for each part of the learner’s education.
3. Connect Learning
Use appropriate resources, assignments and education plans.
4. Capture Evidence
Preserve school, learner, family, provider and professional evidence with its source.
5. Review Progress
Consider relevant evidence without collapsing different settings into one measure.
6. Coordinate Support
Connect appropriate SEND, wellbeing or other support.
7. Involve the Family
Keep parents and carers part of appropriate planning and review.
8. Review the Pathway
Allow authorised people to consider whether the arrangement remains suitable.
9. Plan the Next Stage
Prepare reintegration, provider change or transition where appropriate.
10. Preserve Continuity
Carry forward selected reviewed evidence.
Hybrid learning describes education taking place across more than one context, such as school and home or school and another authorised setting.
EdiWay does not treat “hybrid” as a single statutory status.
Yes.
School and home learning information can remain connected to the same learner while preserving who created the evidence and where it came from.
Family-origin evidence can be contributed through appropriate workflows where enabled.
No.
Home-origin evidence can inform appropriate review, but formal school assessment remains a separate authorised judgement.
Homework and assignment workflows can make suitable learning material available outside the classroom.
Yes.
Approved support profiles, strategies, provision and relevant evidence can remain connected where authorised.
Flexible education itself does not establish SEND.
Alternative provision records, placements, attendance, outcomes and reintegration-related workflows are represented within the platform scope.
EdiWay includes EOTAS-oriented case, provision, attendance, progress, family and professional workflow capabilities.
Some external workspaces and collaboration functions remain subject to controlled rollout and runtime assurance.
No.
EdiWay does not determine EOTAS eligibility or make statutory education decisions.
No.
EOTAS participation should remain connected to its own provision context rather than being silently treated as ordinary school registration.
Reintegration planning is represented within the EOTAS and alternative-provision capability set.
The decision and appropriate plan remain human-led.
Where enabled, access should be restricted to the named learner, defined purpose, authorised information scope and appropriate time period.
Local-authority collaboration should only be presented where a specific governed workflow has been enabled.
The website should not imply a universal live local-authority integration.
Selected reviewed evidence can contribute to governed transition and learner-continuity workflows.
This should remain recipient-, purpose- and permission-aware.
No.
EdiWay helps organise learning, evidence and review.
Educational, legal and statutory decisions remain with the people and bodies responsible for them.
AI may help authorised users organise evidence or draft review material where enabled.
It does not decide the learner’s education arrangement.
Home Education
Support family-led education plans, learning journals, portfolios, resources and progress evidence.
Parent and Learner Experience
Give families and learners an appropriate role in the connected journey.
EOTAS
Manage the distinct EOTAS case, provision, progress and collaboration context.
Alternative Provision and Provider Management
Keep placements, providers, participation and reviews connected.
Homework, Assignments and Learner Evidence
Move learning between settings while preserving learner work and feedback.
Transition Packs and Learner Continuity
Carry reviewed information into the learner’s next setting or pathway.