From register to review, in six steps

Create the school account, name your local authority, and bring in the pupils you support by connecting your MIS through Wonde, importing a CSV export, or adding them by hand with their SEN status, year group, key dates and contacts for the key worker, local authority caseworker and parents. Record safeguarding flags where they apply. For pupils whose records will be used with AI drafting, record the lawful basis and consent on the pupil’s record; drafting stays blocked until you do.

What you get: A register that answers who is at E or K, what their primary need is, and when each review is due.

When you mark an EHC needs assessment as requested, the 20-week deadline is created and the 6 and 16-week points are tracked. Annual review dates sit on the pupil’s record. Reminders go out by email at 14 and 7 days and on the day, then at 1, 7, 14 and 28 days overdue and every four weeks after, to every colleague who has reminders switched on.

What you get: No spreadsheet of dates to maintain, and no deadline that depends on one person remembering it.

Send each class or subject teacher a structured feedback form for the term and each parent or carer a contribution form. Links are time-limited and scoped to one form, so nothing sensitive sits in an inbox. Responses land on the pupil’s record, dated, with the parent’s consent to share recorded.

What you get: Section A material and teacher evidence for every review, collected on a timetable rather than by chasing.

Paste or upload the reports you hold, choose the pupil, and generate a draft of the school’s contribution in the twelve sections of regulation 12. The pupil’s identifiers are replaced with placeholders before anything is sent to the AI provider and restored afterwards. The draft uses only the evidence supplied, flags missing information and weak sections, and is saved as a version. You edit every section, keep named versions, and export to Word.

What you get: A grounded first draft to edit, not a finished document to trust. The authority still writes the plan.

Record each call and email with the authority against the pupil, with the caseworker, the response due date and whether a reply came. The timescale tracker tells you at week 6 that the decision was due, warns you at week 16, and marks week 20. If you opt in for a plan, a polite chase goes to the recorded caseworker at week 18; it names no pupil and is logged like any other communication.

What you get: A chronology that survives caseworker changes and supports a complaint or appeal if the family needs one.

Set termly targets against the plan’s outcomes with baseline, success criteria, provision and the lead professional, and keep a support plan for every pupil on SEN support with its own review date. Put interventions on the costed provision map with entry and exit measures. Rate progress each term. Store evidence documents against the pupil. When the review comes round, generate the review pack as a Word document from what is already recorded, send invitations on time, and record the authority’s decision. The same records feed the school’s inclusion strategy.

What you get: An annual review built from a year of evidence rather than a fortnight of reconstruction.