Who is on the register?
The register lists the pupils and their stage, so the caseload is a list, not a reconstruction.
Back to SEND
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SEND / SEND Register
Who is on the register, at what stage, and what is missing?
Keep need, stage, history, review dates and statutory context connected, with changes visible and the route into support close by.
Student Radar keeps evidence and statutory workflows together. The SENCO and authorised staff remain responsible for decisions and support.
Questions for the working day
The questions this answers
What is missing?
Missing plans and unscheduled reviews read as gaps against the pupil, which is what makes the register worth trusting.
What does the need look like?
Need profiles sit with the entry, so the stage carries its context.
Which reviews have no date?
Reviews without dates are visible as exactly that, waiting for someone to give them one.
Evidence in context
A register that admits its gaps
Stages, need profiles, missing plans and undated reviews in one view; the gaps are the point.
- Pupils with stage and need profile
- Missing plans visible against the pupil
- Reviews with and without dates, told apart
What changes when SEND Register is connected
The value of SEND Register is the route from current evidence to an accountable next step, with the people and context around the work kept visible.
A caseload read from the register, not rebuilt from memory
Gaps that show as gaps
Undated reviews waiting visibly for a date
The value of a connected school
A plan matters when support reaches the child.
Bring the evidence around provision into the review, so the SENCO and teaching team can decide the next step together.
AttendanceAbsence & late arrival
AssessmentRecorded learning & small steps
Family communicationFamily contributions & reviews
SEND
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.
Attendance + SEND
Check attendance alongside planned support
Look at absence and late arrival around provision. A pupil may have a plan in place and still miss opportunities to receive that support.
Explore attendanceAssessment + SEND
Bring progress evidence to the review
Consider recorded learning and small steps alongside targets and provision. Keep the evidence visible while staff judge what is helping and what needs another look.
Explore assessmentFamily communication + SEND
Include the people who know the pupil
Gather family contributions and coordinate review conversations around the same pupil, with named actions and dates to keep the agreed work moving.
Explore family communication
Ask to see the SEND register in the Demo School
Stages, need profiles and the gaps.