A clearer operational request
Staff receive the relevant summary, place and urgency, with verified pupil context where available.
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Core / Behaviour On-Call
Behaviour On-Call: request help and follow the real response
Student Radar connects staff help requests with responding colleagues, current status and a factual outcome, with duty rota and dispatch settings maintained by managers.
Requesting help does not make a safeguarding referral. Staff follow emergency procedures and make all behaviour/disciplinary decisions through the appropriate authorised process.
Context, explicit action and checked result
Ask for help, see who holds the response and record how it ended.
Connect a request with its location, urgency, responder ownership and reviewed outcome, supported by the school’s actual duty arrangements.
01
Say what support is needed and where
A factual summary, location, optional verified pupils and urgency prepare a useful request.
02
Follow the sent request
The requester can distinguish awaiting response from an acknowledged or en-route colleague.
03
Return to the resolved record
Recent history retains the response status on a phone as well as desktop.
Behaviour On-Call
Say what support is needed and where
A factual summary, location, optional verified pupils and urgency prepare a useful request.
Behaviour On-Call
Follow the sent request
The requester can distinguish awaiting response from an acknowledged or en-route colleague.
Behaviour On-Call
Make ownership visible
Acknowledge records who is holding the request; En route, handover and takeover are explicit actions.
Behaviour On-Call
Record the actual outcome
The responder chooses an outcome and writes a factual summary, adding identified pupils when required.
Behaviour On-Call
Return to the resolved record
Recent history retains the response status on a phone as well as desktop.
A request connected to ownership and outcome
Keep the response understandable to the staff who must review it next.
Ownership that colleagues can follow
Acknowledgement and subsequent transitions distinguish an open request from one a named colleague is actively holding.
A response closed with evidence
A recorded outcome and summary support the next review without implying that resolution proved impact or authorised a sanction.
Questions about Behaviour On-Call
Can staff follow an on-call request after sending it?
The requester can check its status. Authorised responders can acknowledge, travel, hand over and resolve the request with an outcome.
Can a behaviour request be used instead of urgent safeguarding contact?
No. It is not a safeguarding concern submission. Follow immediate safety, emergency and safeguarding arrangements when urgent help is needed.
Related help guides
See how to carry out these tasks in Student Radar, with step-by-step product help for the people using them.
The value of a connected school
See the pattern. Bring the context.
A change in attendance or behaviour is the start of a conversation. The connected pupil record helps staff ask a better next question.
SENDPlans, provision & reviews
HealthMedical needs & care plans
Family communicationContact history & next actions
Core
Context for the next step
Student RadarFollow a connection to see what it makes possible
Relevant context, with access set by each staff member’s role and responsibilities. Staff decide the response.
SEND + Core
Check whether support is reaching the pupil
Put attendance and behaviour alongside plans, provision and review evidence. Staff can investigate missed support before deciding what needs to change.
Explore SENDHealth + Core
Bring health needs into the attendance conversation
Authorised staff can check relevant medical needs and care plans when following up absence, then agree practical support with the family.
Explore healthFamily communication + Core
Keep the family conversation with the follow-up
Read the contact history around a pupil before reaching out. Record the next action so another colleague can pick up the conversation with context.
Explore family communication
Walk through the record and its next decision
Connect a request with its location, urgency, responder ownership and reviewed outcome, supported by the school’s actual duty arrangements. Requesting help does not make a safeguarding referral. Staff follow emergency procedures and make all behaviour/disciplinary decisions through the appropriate authorised process.