- School Configuration
- Role-Scoped Leadership
- Multi-School Context
- Implementation Readiness
- Reviewable Activity
School identity
Define the organisation, school type, sectors, contact details, branding and relevant public information.
Education Structure
Configure year groups, subjects, terms, education modes and other structures used throughout the platform.
People and Responsibilities
Connect staff, learners, families and authorised professionals to the correct school context.
Roles and Permissions
Determine which tools, learners, classes and information areas each authorised user can access.
Enabled Services
Choose which platform areas are available to the school and how they should be introduced.
Leadership Oversight
Give authorised leaders relevant operational visibility without flattening every role into one unrestricted view.
School Name and Details
Maintain the school’s official name, contact details and other relevant organisational information.
School Type
Record the appropriate school or education-setting type.
Education Sectors
Configure the phases and sectors supported by the organisation.
Branding
Apply appropriate school branding to enabled platform areas and communications.
Public School Profile
Manage information intended for public or family-facing presentation separately from internal school records.
Organisation Relationships
Connect the school to an approved trust, group or other organisational structure where that functionality is enabled.
Current Status
Distinguish active schools and settings from archived, test or implementation environments. A clear school identity helps prevent records, reports and actions from being assigned to the wrong organisation.
Year Groups
Create the year groups and stages relevant to the school.
Subjects
Maintain the subjects used for teaching, resources, classes and assessment workflows.
Education Phases
Represent early years, primary, secondary, post-16 or other enabled phases appropriately.
Curriculum Context
Define relevant curriculum structures without forcing every setting into the same educational model.
Education Modes
Keep school enrolment, home education, hybrid arrangements and specialist pathways explicit where supported.
Groups and Cohorts
Organise relevant learner groups for classes, communication, reporting and support workflows.
Progression Structure
Support appropriate movement between year groups, phases and education pathways. Changes to academic structure should be reviewed carefully because they may affect classes, assessments, resources and historical reporting.
Academic Years
Configure the relevant academic-year context.
Terms and Periods
Create term dates and other school-defined reporting or teaching periods.
School Days
Identify ordinary teaching days and relevant closures.
Holidays and Closures
Record planned breaks and non-standard school dates.
Timetable Context
Connect teaching periods and schedules to the correct academic structure.
Review Dates
Support relevant assessment, SEND, pastoral and operational review cycles.
Effective Dates
Make it clear when a setting, role, policy or configuration takes effect. Historical information should retain the time context in which it was created rather than being silently reinterpreted through current settings.
School Owners and Leaders
Link authorised people to the schools and leadership responsibilities they oversee.
Teachers
Connect teaching staff to relevant classes, subjects and learners.
SENCOs and Support Teams
Provide access to permitted support workflows and learner groups.
Pastoral and Safeguarding Teams
Assign controlled responsibilities without making sensitive information generally visible.
Operational Staff
Give relevant access to admissions, events, visitors, medical, transport, catering or other enabled services.
Parents and Carers
Connect family members to their linked learners and approved family-facing workflows.
Learners
Provide age-appropriate access according to the learner’s setting and platform configuration.
Authorised Professionals
Create specific, purposeful learner relationships rather than issuing general staff access. Relationships should be reviewed when a learner changes class, staff responsibilities change or external involvement ends.
Leadership Roles
Provide authorised school-wide or organisational oversight where required.
Teaching Roles
Limit teachers to relevant classes, learners, resources and educational workflows.
Support Roles
Give SENCOs, pastoral teams and support staff access to the areas required for their work.
Safeguarding Roles
Keep safeguarding responsibilities and information separately controlled.
Operational Roles
Configure access for admissions, finance, HR, recruitment, events and school services.
Family Roles
Distinguish appropriate parent, carer and family relationships.
Professional Roles
Limit external users to approved learner relationships, information areas and purposes.
Technical Administration
Allow platform maintenance and operational investigation without assuming unrestricted access to confidential learner, safeguarding or HR content. Roles should describe responsibility. They should not become a shortcut that exposes every area of the platform.
Organisation Scope
Determine which school or approved organisation the user can access.
Role Scope
Control which platform tools and actions are available.
Class Scope
Limit teaching and support access to assigned classes where appropriate.
Learner Scope
Restrict access to learners for whom the user has an authorised responsibility.
Relationship Scope
Use active family and professional relationships to control relevant access.
Information-Area Scope
Keep areas such as safeguarding, SEND, medical, HR and assessment separately controlled.
Action Scope
Distinguish between viewing, creating, editing, approving, sharing and administering information.
Time Scope
Allow temporary or professional access to expire or be reviewed. A user’s most powerful role should not automatically apply in every school, learner relationship or information area.
School Selection
Allow authorised users to choose the organisation in which they are working.
Separate Operational Context
Keep learners, staff, classes, settings and services connected to the correct school.
School-Specific Roles
Allow a person’s responsibilities to differ between organisations.
School-Specific Configuration
Maintain relevant settings, terms, subjects and enabled services independently.
Organisational Oversight
Provide approved cross-school or trust-level views where enabled and appropriately tested.
Controlled Comparison
Compare authorised school information only where definitions, dates, cohorts and permissions are sufficiently aligned.
Independent Drill-Through
Require separate authorisation before a user moves from an organisational view into an individual school or learner record. Multi-school access should not create an unrestricted combined database. Each school retains its own operational and permission context.
School Readiness
Review whether essential configuration, roles and services have been completed.
Learner Overview
See relevant counts and status information for current learners without mixing active, former and prospective records.
Staffing Context
Review authorised staff, role assignments and relevant workforce status.
Classes and Attendance
Understand current class structures, register completion and permitted attendance information.
Assessments and Progress
See whether relevant assessment activity, evidence or reviews remain incomplete.
SEND and Wellbeing
Review appropriately scoped support activity, provision and outstanding reviews.
Behaviour and Pastoral Support
Identify relevant patterns, actions and interventions requiring leadership attention.
Resources and Learning
Review publication, assignment and evidence activity where enabled.
Operational Services
Understand relevant admissions, events, visitors, transport, catering and service status.
Implementation Activity
Identify features, settings or workflows still awaiting configuration or testing. A leadership dashboard should help users decide what to review next. It should not turn sensitive learner information into unrestricted headline statistics.
Defined School Context
Make clear which school or organisation the report covers.
Defined Population
Distinguish current learners, leavers, applicants, staff and other populations.
Defined Time Period
Show the dates or academic periods represented.
Defined Measure
Explain what a total, rate, status or trend means.
Data Readiness
Indicate when information may be incomplete, awaiting migration or not yet configured.
Appropriate Comparison
Compare groups only where the definitions and underlying data support a meaningful interpretation.
Sensitive Information Controls
Protect small cohorts and restricted information where required.
Actionable Drill-Through
Allow authorised users to move from a headline measure to relevant underlying activity. Reporting can support leadership judgement. It should not replace professional interpretation or imply certainty that the underlying data cannot support.
Attendance Controls
Configure relevant attendance workflows, responsibilities and follow-up arrangements.
Behaviour and Pastoral Controls
Align categories and responses with the school’s approved approach.
Safeguarding Arrangements
Identify designated responsibilities and keep safeguarding workflows separately governed.
SEND Responsibilities
Set appropriate roles, access and review arrangements.
Communication Controls
Determine who can communicate with different audiences and through which enabled routes.
AI Controls
Decide whether AI-assisted tools are enabled, who can use them and which workflows remain unavailable.
Information Sharing
Define appropriate family and professional participation within applicable responsibilities and consent.
Retention and Rights
Apply relevant organisational procedures for retention, access and data-subject requests.
Marketplace Controls
Set appropriate store, seller and payment arrangements where school-commerce features are enabled. Configuration can support policy implementation, but the school remains responsible for ensuring that its decisions and practices are lawful, appropriate and reviewed.
Organisation-Level Availability
Control whether AI-assisted features are enabled for the school.
Role Entitlements
Choose which authorised roles can access specific AI workflows.
Permitted Context
Limit AI assistance to information the user is already authorised to access.
Approved Uses
Define suitable drafting, summarising and resource-creation workflows.
Restricted Uses
Keep diagnostic, safeguarding, statutory, disciplinary and other high-impact decisions outside automated AI authority.
Human Review
Require an authorised person to check outputs before they are used, shared or added to an approved record.
Usage Visibility
Review relevant AI activity and availability where those controls are enabled.
Credits and Service Status
Manage available usage or subscription settings without confusing technical access with professional approval. Enabling EdiWay AI does not authorise every user to access every AI capability or every underlying record.
Public School Information
Manage approved school details intended for wider presentation.
Contact Information
Publish appropriate contact routes without exposing internal user details.
Branding and Identity
Apply the school’s approved visual identity to relevant areas.
Family Guidance
Provide relevant guidelines, frequently asked questions and practical information.
Enabled Family Services
Choose which family-facing platform areas are available.
Communication Settings
Define appropriate routes for school updates and family responses.
Marketplace Visibility
Control which school products or services are visible where commerce is enabled.
Privacy Boundaries
Keep internal settings, staff records, learner information and implementation diagnostics out of public-facing areas. The public school profile should be treated as a deliberate publishing workflow, not an automatic view of internal school data.
Enabled Modules
Review the platform areas available to the school.
Subscription Context
See relevant subscription information and service status.
User Entitlements
Determine which roles can access enabled tools.
Configuration Status
Identify whether an available feature has been configured for live use.
Controlled Rollout
Limit selected capabilities to implementation teams or pilot groups where necessary.
Dependencies
Make visible when a workflow depends on additional setup, permissions or an external service.
Billing and Invoices
Keep appropriate subscription and invoice information available to authorised users.
Service Changes
Review the impact before enabling, disabling or changing a connected platform area. A feature being visible in the wider platform does not mean it is automatically enabled, configured or ready for every school.
School Owners
Review approved organisation settings, services, subscriptions and overall implementation status.
Principals and Headteachers
Access relevant school-wide operational, learner and staffing oversight.
Deputy and Assistant Leaders
Work within assigned leadership responsibilities and information areas.
SENCOs and Inclusion Leaders
Review authorised SEND activity, provision and outstanding support actions.
Designated Safeguarding Leads
Use separately controlled safeguarding workspaces and appropriate leadership summaries.
School Business Leaders
Review relevant workforce, operational, subscription and school-commerce activity.
Department and Phase Leaders
Access authorised classes, subjects, cohorts and team activity.
Trust and Group Leaders
Use approved organisational views where enabled without automatically inheriting every school-level or learner-level permission. Leadership responsibility should be explicit, current and reviewable.
1. Model the School
Configure school identity, education phases, year groups, subjects, terms and education modes.
2. Map the People
Create or import staff, learners, families and approved professional relationships.
3. Define Responsibility
Configure roles, classes, learner scope, information areas and approval authority.
4. Enable Services
Choose the operational, learning, support, workforce and commerce workflows required.
5. Validate the Data
Review imports, relationships, statuses, dates and outstanding exceptions.
6. Test the Boundaries
Confirm what representative leaders, teachers, support staff, families and professionals can and cannot access.
7. Test the Workflows
Complete realistic end-to-end journeys rather than isolated screen checks.
8. Approve the Rollout
Record evidence, unresolved risks, responsible owners and the decision to proceed.
9. Review After Launch
Check actual use, data quality, permission changes and outstanding support needs.
Minimum Necessary Access
Review approved organisation settings, services, subscriptions and overall implementation status.
Explicit School Context
Access relevant school-wide operational, learner and staffing oversight.
Clear Record Ownership
Preserve the difference between school, family, learner and professional information.
Human Approval
Keep policy, safeguarding, statutory and high-impact decisions with authorised people.
Evidence Before Expansion
Test a workflow before making it available to a wider group.
Visible Limitations
State when a feature, integration or organisational view remains in testing.
Current Relationships
Review access when people, roles and learner relationships change.
Ongoing Governance
Treat implementation as a continuing responsibility rather than a one-time setup exercise.
- A learner may appear in the wrong population.
- A teacher may receive access to the wrong class.
- A parent may be linked to an outdated relationship.
- An assessment may use the wrong year-group context.
- A report may include former and current learners together.
- A professional relationship may continue after its purpose has ended.
- A school-level total may combine information that should remain separate
EdiWay uses school setup to establish the context required by connected workflows while keeping responsibilities and information boundaries visible.
Begin with the organisation, school type, education sectors, year groups, subjects, terms and relevant education modes.
These structures provide context for learners, staff, classes, timetables, assessments, resources and reporting.
Where multi-school access is enabled, an authorised user can work across approved organisations.
The active school context should remain explicit, and the user’s role and permissions may differ between schools.
No.
Leadership access remains subject to the relevant school, role, learner responsibility and information-area permissions.
Sensitive areas such as safeguarding, medical, SEND and HR can remain separately controlled.
Technical administration should not automatically create unrestricted case access.
Any exceptional access should be necessary, authorised, appropriately limited and reviewable.
EdiWay is designed to support role and permission structures reflecting the responsibilities within the school.
Available configuration options may depend on the enabled services and current release status.
Schools can begin with relevant available workflows and connect additional areas as their implementation develops.
Availability may depend on subscription, configuration, permissions and controlled rollout.
EdiWay includes foundations for multi-school and organisational oversight.
Some trust-level comparison and governance capabilities may remain subject to configuration, controlled rollout and further runtime validation.
Approved organisational comparison may be supported where the relevant capability is enabled.
Meaningful comparison requires aligned definitions, time periods, populations, data readiness and appropriate small-cohort protections.
No software configuration creates automatic organisational compliance.
EdiWay can provide relevant permissions, governance and record-management tools, but the school remains responsible for its policies, legal duties, staff practice and assurance.
Import and migration workflows may be available according to the source, format and implementation arrangement.
Data should be mapped, validated and reconciled before it is relied upon operationally.
No.
Schools remain responsible for defining and approving their policies. EdiWay configuration can help reflect those decisions in relevant workflows.
No.
EdiWay AI may assist with permitted drafting, summarising or preparation where enabled, but authorised people remain responsible for configuration, approval and school decisions.
Schools should test representative roles and complete realistic workflows across relevant devices, communication routes, reports and information boundaries.
Testing should record what was checked, the outcome and any unresolved issues.
Core School Features
Classes, Timetables and Attendance
Use year groups, subjects, terms, learners and staff assignments to organise the school day.
Reporting and Administration
Turn properly scoped school information into clearer leadership reports and operational actions.
Data Security and Governance
Understand roles, information boundaries, activity history and appropriate access review.
HR and Workforce
Connect staff records, onboarding and workforce responsibilities to the appropriate school context.
Communication and Family Engagement
Configure relevant school, staff, learner and family communication routes.