- Teachers.
- SENCOs.
- Parents and carers.
- Tutors.
- Educational professionals.
- Therapists.
- Mentors.
- Advisers.
- External services.
EdiWay helps bring appropriate people together through purposeful, learner-specific professional relationships.
- Share the right context.
- Request evidence.
- Organise meetings.
- Track actions.
- Keep contributions connected to the learner.
- And end access when it is no longer required.
- Payments
The Learner
Who is the work about?
The Professional
Who is involved?
The Organisation
Which service or organisation are they working with?
The Purpose
Why is access needed?
The Information Scope
Which records or evidence are relevant?
The Actions
What is the professional allowed to do?
The Time Period
How long should the relationship remain active? A professional relationship should provide purposeful access, not an open door.
Educational Psychologists
Contribute appropriate educational evidence and recommendations.
Speech and Language Professionals
Share relevant communication evidence where authorised.See when work is expected.
Occupational Therapists
Contribute appropriate functional, sensory or support information.
Tutors
Work around learning plans, resources, goals and evidence.
Mentors
Contribute to agreed learner-support activity.
Counsellors and Wellbeing Professionals
Participate within an appropriate information boundary.
Careers Advisers
Support future pathways and transition planning.
Home Education Professionals
Work with family-led learning where invited.
Social Care or Safeguarding Professionals
Participate through appropriately restricted workflows.
EOTAS or Alternative Provision Professionals
Contribute where the learner’s provision and permissions support it. The presence of a professional type in EdiWay does not mean EdiWay has an official integration with that person’s employer, regulator or public service.
Learner
The specific learner the relationship concerns.
Organisation
The organisation or service connected to the practitioner where appropriate.
Practitioner
The authorised person involved.
Purpose
Why collaboration is required.
Status
Whether the relationship is requested, active, suspended, expired, revoked or closed.
Scope
Which areas of information or activity are available.
Review
When the relationship should be reconsidered.
History
Important changes to the relationship. This makes professional involvement easier for schools and families to understand and manage.
- Documents
- Meeting notes
- Shared drives
- Forms
- Phone calls
- Separate provider systems
- Individual staff inboxes
EdiWay can bring permitted collaboration activity closer to the learner relationship that created it. That may include:
Discussions
Keep relevant communication in context.
Evidence Requests
Ask for specific information.
Meetings
Organise relevant participants and preparation.
Actions
Record what needs to happen next.
Tasks
Keep agreed work visible.
Documents and Evidence
Connect appropriate supporting information.
Review
Return to the work rather than starting the conversation again.
Professional Reports
Share an appropriate document.
Observations
Contribute factual professional observations.
Recommendations
Record relevant professional recommendations.
Learning Evidence
Connect appropriate information to the learner journey.
Review Contributions
Provide information before an agreed review.
Transition Evidence
Contribute selected information for the next setting. Each contribution should keep its source. A professional contribution does not silently become a school judgement or statutory decision.
Participants
Who needs to be involved?
Meeting Context
Why are people meeting?
Preparation
What information is needed beforehand?
Notes
Capture appropriate factual information.
Actions
What needs to happen next?
Owners
Who is responsible for an agreed action?
Review Dates
When should progress be revisited? Keeping actions close to the learner and relationship can make follow-up easier to understand.
Parent and Carer Views
Capture family perspective.
Evidence
Allow appropriate family contributions.
Relationship Requests
Make relevant professional involvement visible.
Meeting Contributions
Prepare views before a review.
Communication
Keep suitable conversations connected.
Consent Context
Record relevant family responses where the workflow requires them. Family participation does not mean families automatically control school-owned professional records. Equally, a professional relationship should not make family-owned information unrestricted. Each source and responsibility remains clear.
Views
What does the learner want people to understand?
Strengths
What feels positive or successful?
Goals
What matters next?
Support Preferences
What appears helpful?
Review Contributions
What does the learner think about current support?
Transition
What should a future setting understand? Learner voice remains the learner’s contribution. It should not be rewritten as though it were a professional conclusion.
- Learner support profiles
- Educational screening evidence
- Provision planning
- Interventions
- Outcomes
- Review cycles
- EHC plan evidence
- Annual-review preparation
- Wellbeing support
- Transition
The specialist workflow remains authoritative. Professional Collaboration provides the relationship and collaboration layer around it.
EdiWay does not use professional contributions to automatically diagnose a learner or determine statutory SEND status.
- Learning priorities
- Selected resources
- Relevant work
- Goals
- Family observations
- Appropriate evidence
They do not automatically need access to every record held about the learner.
Invite or Review Involvement
Keep professional relationships visible.
Request Evidence
Ask for information needed for a review.
Coordinate Meetings
Bring the right participants together.
Track Actions
Keep agreed next steps clearer.
Connect Support
Use authorised professional information in the relevant school workflow.
Prepare Transition
Reduce the need to rebuild context when the learner moves. The school’s canonical learner records remain owned by the relevant school workflows.
- Schools
- Colleges
- Alternative provision
- EOTAS arrangements
- Home education
- Training
- Other education pathways
Professional evidence can form part of a controlled transition where appropriate. EdiWay can help selected professional contributions sit alongside:
Strengths
What supports the learner?
Aspirations
What matters next?
Evidence
What useful information has been reviewed?
Adjustments
What has helped?
Family Views
What does the family want understood?
Learner Voice
What does the learner want to carry forward? A transition pack is a selected record for a defined purpose, not unrestricted access to the learner’s history.
Organisation
Which organisation is involved?
Practitioner
Which professional is involved?
Learner
Which learner does the relationship concern?
Purpose
Why is access required?
Information Domain
What type of information may be used?
Actions
Can the professional view, contribute or respond?
Purpose
When should access expire?
Revocation
Can access be withdrawn? The canonical access and information-sharing model is explained on the dedicated Trust page.
- Safeguarding chronology
- Medical records
- SEND information
- Behaviour history
- Family information
- Academic information
- Professional casework
- Other learners
- Internal school notes
Each sensitive domain retains its own permissions.
Access needed for one task should not become permanent access to unrelated information.
Keep the Source
Preserve the relevant factual information.
Refer Appropriately
Move the concern into the controlled safeguarding process.
Restrict Access
Do not expose safeguarding chronology to ordinary collaboration users.
Keep Decisions Human
DSLs and other appropriately authorised people remain responsible for safeguarding decisions and referrals. EdiWay does not determine whether a safeguarding concern is substantiated or decide protective action.
- An NHS clinical record
- A diagnostic system
- A prescribing system
- A treatment system
- A clinical-risk engine
- An official health-service integration
EdiWay can organise authorised education-related contributions and evidence.
Clinical decisions and records remain with the appropriate healthcare professionals and systems.
- Direct Local Authority integration
- NHS interoperability
- CAMHS integration
- Government endorsement
- Automatic statutory data exchange
- Acceptance by another organisation
The receiving organisation remains responsible for its own systems, decisions and statutory responsibilities.
- Who is involved
- Why they are involved
- What they can access
- Communication
- Evidence contribution
- Meetings
- Actions
- Reviews
More complex coordinated casework across multiple organisations can require additional controls around case membership, receiving authority, case timelines, responsibility history and structured evidence. Those workflows belong to Multi-Agency Casework, Meetings and Evidence.
Meeting Agendas
Prepare a draft agenda.
Meeting Summaries
Organise approved meeting information.
Action Drafts
Turn reviewed notes into proposed actions.
Evidence Summaries
Summarise permitted selected evidence.
Communication Drafts
Prepare messages for review.
Review Preparation
Organise relevant existing information.
Transition Drafts
Help structure selected information for a transition conversation. AI output remains a draft requiring human review.
EdiWay AI does not determine:
- Professional responsibility
- Legal authority
- Safeguarding outcomes
- Diagnosis
- Clinical risk
- SEND status
- EHC plan decisions
- EOTAS eligibility
- Placement decisions
- Referral acceptance
- Statutory outcomes
1. Identify the Learner
Keep the work learner-specific.Access the appropriate family or learner account.
2. Explain the Purpose
Record why professional involvement is needed.
3. Establish the Relationship
Connect the appropriate person and organisation where enabled.Review relevant messages, learning and school information.
4. Define Access
Set the appropriate scope for the work.
5. Collaborate
Exchange relevant messages, evidence, meetings and actions.
6. Review
Check whether the relationship and access are still required.
7. Change or Suspend
Adjust the relationship when circumstances change.
8. Revoke, Expire or Close
End access when the work is complete or no longer appropriate.
Professional access should not become a permanent entitlement simply because it was once granted.
Reduce Repetition
Avoid repeatedly sending the same background information.
Keep Evidence Connected
Bring contributions closer to the relevant learner workflow.
Improve Follow-Up
Keep meetings and actions visible.
Work With Families
Include parents and carers in appropriate collaboration.
Preserve Ownership
Keep school records separate from external contributions.
Govern Access
Limit professional access to the work being undertaken.
Support Transition
Carry reviewed evidence into the next learner stage. The result is a clearer support network without turning external professionals into unrestricted school-system users.
- Who is involved
- Why they are involved
- What the relationship concerns
- What information they have contributed
- What meetings are planned
- What actions are outstanding
- When involvement should be reviewed
Family visibility remains subject to the ownership and sensitivity of the underlying information.
- Review selected learner information
- Receive evidence requests
- Contribute appropriate evidence
- Participate in meetings
- Communicate with authorised participants
- Respond to agreed actions
- Add professional observations
- Support review and transition
Their access remains role-scoped, learner-specific and purpose-limited.
It is EdiWay’s learner-specific collaboration layer for working with authorised external professionals without giving them unrestricted access to the learner record.
Depending on the learner and workflow, this may include tutors, educational psychologists, speech and language professionals, occupational therapists, mentors, counsellors, careers advisers, home-education professionals, social-care professionals and other appropriately authorised participants.
No.
Professional access is intended to be scoped to the learner, purpose, information and actions required.
Yes.
Time-limited, expiring, suspended, revoked and closed relationship states are part of the collaboration model.
Yes.
Family participation, evidence and relationship context can form part of appropriate collaboration workflows.
No.
EdiWay can record relevant consent or relationship context.
It does not determine capacity, lawful basis or the legal effect of consent.
Appropriate evidence contribution can be supported where the relationship and permissions allow it.
Meeting and participant workflows form part of the collaboration foundation.
Yes.
Relevant work items and actions can be connected to the collaboration workflow.
Case or relationship-scoped discussion can be supported where participants remain authorised for that work.
No.
SEND records, provision, interventions, EHC evidence and reviews remain in their specialist workflows.
Professional Collaboration connects authorised people to those workflows where appropriate.
No.
Safeguarding concerns and chronology remain separately controlled.
EdiWay should not be presented as having official NHS or CAMHS interoperability unless a specific integration has been separately implemented, tested and approved.
Professional participation does not itself establish an institutional integration.
A professional or organisation relationship should not be interpreted as an official Local Authority system integration.
Specific integrations require separate implementation and assurance.
No.
Professional judgement and statutory authority remain with the appropriate authorised people and organisations.
Where enabled, AI may assist with drafts and summaries using permitted information.
Human review remains required.
Professional Collaboration owns the general learner-specific professional relationship and everyday collaborative activity.
Multi-Agency Casework provides the more structured workflow needed for complex multi-professional cases, meetings, evidence and responsibility tracking.
Families and Learning Pathways
Connect school, family, home and professional participation around one learner journey.
Parent and Learner Experience
Keep families and learners appropriately involved.
Multi-Agency Casework, Meetings and Evidence
Coordinate more complex multi-professional learner-specific casework.
SEND, Safeguarding and Wellbeing
Connect authorised professional contributions to appropriate learner-support workflows.
Permissions, Consent and Information Sharing
Understand the deeper model for access, sharing, consent context, expiry and revocation.
Transition Packs and Learner Continuity
Carry selected reviewed evidence into a learner’s next stage.
- Permission-Aware
- Family and Professional Collaboration
- Learner-Specific
- Human-Reviewed AI