- Intervention Plans
- Sessions
- Staff Assignment
- Baseline & Targets
- Evidence
- Human-Reviewed Impact
Intervention
Record the specific programme or support activity.
Purpose
Connect it to the learner outcome or educational need being addressed.
Starting Point
Record an appropriate baseline.
Target
Define the intended educational change.
Responsible Staff
Identify who coordinates or delivers the intervention.
Schedule
Plan relevant sessions or delivery periods.
Evidence
Connect suitable learner and delivery evidence.
Review
Set a clear point for human evaluation. An intervention should have enough structure to answer: What were we trying to do?, What was actually delivered?, What evidence do we now have?
Learner
Keep the intervention connected to the correct learner.
Intervention Type
Identify the programme or support approach being used.
Intended Outcome
Connect the intervention to an appropriate learner outcome.
Baseline
Record relevant starting information.
Target
Maintain the intended measure or educational goal.
Start and Review Dates
Keep the intervention time-aware.
Responsible Staff
Make ownership clear.
Planned Delivery
Record the intended frequency or session pattern.
Status
Distinguish planned, active, completed and reviewed activity. Creating an intervention does not automatically determine that the learner has SEND or that a particular programme is professionally appropriate. The intervention remains an authorised educational decision.
Planned Sessions
Maintain the intended intervention schedule.
Assigned Staff
Identify the person responsible for delivery.
Learner Scope
Keep the programme connected to the appropriate learner.
Dates
Make planned delivery explicit.
Session Context
Record relevant location, group or delivery context where configured.
Missed Sessions
Keep non-delivery visible.
Rescheduling
Allow authorised staff to organise replacement activity where appropriate.
Review Point
Keep the intervention’s next review date visible. A planned session is not evidence that the session actually took place.
Delivered Session
Record that the planned intervention activity took place.
Date
Preserve when it was delivered.
Responsible Staff
Keep the delivery record connected to the relevant person.
Learner Participation
Record appropriate participation information.
Session Notes
Add proportionate educational context where useful.
Evidence
Connect relevant supporting information.
Missed Delivery
Make cancelled or undelivered sessions visible.
Dosage
Understand the amount of recorded intervention delivery over the review period. This distinction matters. Planned provision tells the school what should happen. Delivery evidence shows what was recorded as happening.
Baseline
What was the learner’s recorded position before or at the start of the intervention?
Target
What educational change was the intervention intended to support?
Current Position
What does the relevant evidence show at review?
Measurement Context
Keep the assessment or measure being used explicit.
Dates
Preserve when each measure was recorded.
Missing Information
Show where baseline, target or review evidence is incomplete.
Comparability
Avoid treating unrelated measures as though they represent the same outcome. The numbers can support review. They do not make the professional judgement.
Academic Assessment
Connect relevant attainment or progress evidence.
Learner Work
Use suitable evidence from classroom activity.
Teacher Observation
Include appropriate professional observations.
Intervention Records
Review what was actually delivered.
Learner Voice
Ask whether the learner found the support useful.
Family Evidence
Include relevant parent and carer observations where appropriate.
Professional Evidence
Connect authorised contributions from external professionals.
Support Outcomes
Keep the intervention connected to the wider learner plan. Evidence should remain connected to its source rather than being copied into an unexplained intervention summary.
Progress Recorded
Has the relevant measure changed?
Target Position
How does the current evidence compare with the intended target?
Delivery
Was enough of the planned intervention recorded as delivered to support a meaningful review?
Learner Experience
What does the learner say about the support?
Teacher Evidence
What has been observed in the classroom?
Wider Context
Show where baseline, target or review evidence is incomplete.
Data Gaps
Is important evidence missing?
Human Judgement
What does the authorised reviewer conclude?
A learner improving after an intervention does not automatically prove the intervention caused the improvement. A learner showing limited progress does not automatically prove the intervention was ineffective. EdiWay supports descriptive, human-reviewed impact evidence, not automated causal claims.
Overdue Review
Has the planned review date passed?
Missing Delivery
Were planned sessions not recorded?
Limited Dosage
Was substantially less support delivered than intended?
Missing Baseline
Is there no suitable starting measure?
Missing Current Measure
Is review evidence incomplete?
Target Gap
How does the current position compare with the intended target?
No Recorded Change
Does the available measure show no change during the selected period?
Missing Evidence
Is there insufficient supporting information for a confident human review? These are review signals. They are not automatic conclusions about the learner or the quality of the intervention.
Continue
Maintain the intervention where it remains appropriate.
Adjust
Change frequency, strategy, target or delivery approach.
Replace
Move to a different authorised support approach.
Complete
Close the intervention when its purpose has been fulfilled or the programme ends.
Return to Support Planning
Review the learner’s wider provision.
Request More Evidence
Gather additional classroom, family or professional information.
Further Assessment
Consider an appropriate further educational or professional review.
Record the Rationale
Keep the authorised review decision connected to the evidence considered. EdiWay does not automatically decide which intervention the learner should receive next.
Active Interventions
Understand the current recorded programme population.
Planned and Delivered Sessions
Review recorded delivery activity.
Overdue Reviews
Identify interventions requiring attention.
Baseline and Current Measures
Review appropriate recorded progress information.
Evidence Availability
Understand whether review evidence is present.
Intervention Type
Review activity across suitable programme groups.
Delivery Context
Consider frequency and recorded dosage.
Cost Context
Include appropriate mapped provision or delivery-cost information where configured.
Data Gaps
Make incomplete information visible. Reporting should describe recorded intervention activity. It should not claim that one intervention has been scientifically proven more effective than another from ordinary school operational data.
Intervention Support
Tracks a specific structured programme used within that support.
Provision Outcome
Explains the wider educational goal.
Intervention Target
Defines the specific focus of the programme.Move to a different authorised support approach.
Provision Review
Considers whether the learner’s overall support remains appropriate.
Intervention Review
Considers delivery and evidence from the structured programme. The intervention should feed evidence back into the wider support review.
Starting Position
Use relevant assessment where appropriate.
Current Progress
Connect later academic evidence.
Subject Context
Keep the measure tied to the correct learning area.
Intervention Target
Connect the programme to the intended educational outcome.
Data Quality
Make missing or incomparable assessment information visible.
Human Review
Allow authorised staff to interpret the relationship. Assessment can support intervention review. It should not automatically trigger an intervention or determine whether it should continue.
SENCOs
Coordinate evidence, plans, provision and review.
Teachers
Contribute appropriate classroom evidence and understand relevant learner support.
Intervention Staff
Access assigned interventions, sessions and appropriate learner context.
School Leaders
Review authorised delivery and intervention information.
Parents and Carers
Contribute relevant evidence or receive approved updates where enabled.
Learners
Provide age-appropriate feedback on their experience.
Authorised Professionals
Contribute within a defined learner relationship where appropriate. Access to an intervention does not automatically provide unrestricted access to the learner’s wider SEND, medical or safeguarding record.
Review Summaries
Organise selected delivery and progress evidence.
Evidence Summaries
Prepare a source-aware working overview.
Meeting Preparation
Highlight relevant information for human review.
Family Communication Drafts
Prepare clearer updates for authorised checking.
Missing Information
Identify gaps that may need attention. AI outputs remain drafts requiring authorised human review.
EdiWay AI does not:
- Diagnose a learner
- Select an intervention autonomously
- Determine that an intervention caused progress
- Predict which intervention will succeed
- Decide that support should stop
- Make a statutory SEND decision
- Make safeguarding findings
1. Select the Intervention
Connect an authorised programme to the learner and support outcome.
2. Establish the Starting Point
Record an appropriate baseline and intended target.
3. Assign Responsibility
Identify the staff responsible for delivery.
4. Plan Sessions
Set the expected delivery pattern.
5. Record Delivery
Capture what actually happened.
6. Connect Evidence
Bring together relevant assessment, learner and classroom information.
7. Review
Compare the available evidence with the original purpose and recorded delivery.
8. Decide
Allow the authorised reviewer to continue, adjust, conclude or return to wider support planning.
9. Preserve History
Keep the earlier intervention and review evidence within the learner journey.
- How often was it meant to happen?
- Who was responsible?
- Which sessions were actually delivered?
- What was the learner’s starting point?
- What outcome was being targeted?
- What evidence was available at review?
- Was important data missing?
- What did the learner think?
- What did the reviewer decide?
- What happened next?
EdiWay connects those parts of the intervention journey so authorised staff can make a more informed review.
Intervention tracking software helps schools organise structured support programmes, including the learner, intended outcome, staff responsibility, planned delivery, recorded sessions, evidence and review.
Planned intervention sessions and staff assignment can be supported within the intervention workflow.
Yes.
Recorded delivery can be maintained separately from the original planned schedule.
Baseline, current and target measures can contribute to a human-led progress review where the relevant workflow is enabled.
EdiWay can provide descriptive evidence around delivery, progress and review.
It should not claim that ordinary operational data proves an intervention caused a learner’s progress.
Recorded delivery information can make missing or incomplete session activity visible.
Yes.
A structured intervention can connect to a wider outcome or provision plan without duplicating the complete support record.
Relevant academic assessment can contribute baseline or later progress evidence where appropriate.
Relevant family evidence can form part of an authorised review where that workflow is enabled.
Age-appropriate learner feedback can be included where appropriate.
Appropriate delivery or mapped-provision cost context may be available where configured.
Cost does not determine educational effectiveness.
No.
Intervention activity does not automatically determine SEND status.
AI should not autonomously choose the intervention a learner receives.
It may assist authorised staff with summaries and preparation where enabled.
Current public positioning should remain descriptive and human-reviewed.
Intervention analytics should not be presented as predictive machine learning or causal effectiveness analysis.
Authorised users may review bounded descriptive information by intervention type where supported.
Such comparisons require careful interpretation because learner populations, delivery and context may differ.
Yes.
An authorised reviewer can record the appropriate next step based on the evidence available.
No.
EdiWay organises intervention planning, delivery and evidence.
Educational interpretation and support decisions remain with authorised people.
Provision and Support Planning
Define the wider learner outcome, provision and support that the intervention contributes to.
Educational Screening and Learner Support Profiles
Use reviewed educational evidence when considering appropriate support.
Academic Assessment and Progress Tracking
Connect relevant baseline and later academic evidence.Connect authorised specialist evidence and recommendations.
SEND, Safeguarding and Wellbeing
Keep intervention evidence inside the wider human-led support journey.
Teacher and Classroom Workspace
Bring classroom evidence and approved support information into the intervention review.
Professional Collaboration
Include appropriate purpose-scoped professional evidence where required.Control SEND evidence, classroom visibility, family participation and professional access.