Illustrative, read-only demonstration. You are exploring seeded data for a fictional composite pupil. You can move freely between every role portal and see the real platform working, but nothing you do changes any data. No account and no sign-up are needed.
Interactive demonstration
One child’s journey,
from Reception to Year 8
Meet Jamie: a Year 8 pupil with needs across all four areas of the SEND Code of Practice. Follow the milestones of a real, end-to-end journey below, then choose any viewpoint to step into that role’s portal and see the platform working on Jamie’s seeded record.
Jamie’s journey, milestone by milestone
Each milestone below is a genuine moment in Jamie’s seeded record: the earliest signals in Reception, the statutory needs assessment, the issued plan, the multi-agency annual review, a resolved disagreement, and the move to secondary school.
Journey at a glance
One longitudinal spine, seven verified milestones
A visual index over Jamie's existing seeded journey. Select the detailed timeline below for the full caption and professional provenance for each milestone.
- Reception observations
- 38
- week statutory clock
- 20
- areas of need linked
- 4
Reception
The earliest signals
By the end of Reception, Jamie has thirty-eight observations on his profile and an end-of-year EYFS Profile: the first record that something needs a closer look.
38Reception observationsHow this is evidenced
Based on Jamie's 38 recorded Reception observations and end-of-year EYFS Profile.
The needs assessment
The statutory clock starts
An education, health and care needs assessment is requested, and the twenty-week statutory clock begins; every step logged as a timeline of statutory events.
20week statutory clockHow this is evidenced
Based on the recorded education, health and care needs assessment timeline and statutory 20-week clock.
The EHC plan
The plan is issued
Jamie's final EHC plan is issued with a golden thread: needs across all four areas of the SEND Code of Practice, each linked to provision and to an outcome.
4areas of need linkedHow this is evidenced
Based on Jamie's active EHC plan linking four areas of need to provision and outcomes.
The annual review
Everyone around the table
A multi-agency annual review is held with a consented meeting transcript; the recommendation is to maintain the plan as Jamie progresses against his outcomes.
How this is evidenced
Based on Jamie's recorded multi-agency annual review and consented meeting transcript.
Disagreement, resolved
A dispute, then a resolution
The Section-F provision was once disputed; it went to mediation and a First-tier Tribunal, which partially upheld the appeal: a resolved chapter, not a current one.
How this is evidenced
Based on the recorded Section-F appeal, mediation and closed tribunal outcome.
Transition
Preparing for what is next
Transition planning carries Jamie's support between schools without a gap: his completed first-to-middle move, and the middle-to-upper transfer his amended plan now supports, each planned across all four areas of need.
How this is evidenced
Based on the recorded first-to-middle and middle-to-upper transition plans across four preparation areas each.
Year 8 (now)
Thriving today
Today Jamie is a Year 8 pupil, settled and progressing: the same child the demonstration lets you meet from every viewpoint.
How this is evidenced
Based on Jamie's canonical Year 8 profile and active provision record.
See it from every viewpoint
Choose a viewpoint to step into that role’s real portal, in read-only mode, and see how Jamie’s journey looks for them.
Chapter 1
Jamie's family
Maya, Jamie’s mother
See the parent portal: milestones, the draft plan to review, and the messages between home and school.
See it as this roleChapter 2
Jamie's own voice
Jamie, Year 8 pupil
Step into the young person’s portal: his journey, his views captured in his own words, and his rights.
See it as this roleChapter 3
The school SEND lead
Mrs Okafor, SENCo
Open the SENCo workspace: the SEND register, the graduated response, and the equity analytics for the cohort.
See it as this roleChapter 4
The classroom teacher
Miss Chen, class teacher
See the teacher view: the class badge feed and Jamie’s recent progress alongside his classmates.
See it as this roleChapter 5
The teaching assistant
Mr Davies, teaching assistant
See the delivery brief: the pupils supported today and each pupil’s suggested adaptations, applied only by the assistant’s decision and recorded.
See it as this roleChapter 6
Safeguarding
The Designated Safeguarding Lead
Enter the safeguarding workspace: the school’s recorded concerns, the chronology, emergency contacts and staff-training compliance: the statutory safety net around every child.
See it as this roleChapter 7
The head teacher
Mr Hargreaves, head teacher
Open the school leadership view: the statutory clocks on pupils’ assessments, the breach register and the school’s SEND provision and resources.
See it as this roleChapter 8
The Local Authority
Priya Nair, EHC Co-ordinator
Enter the Local Authority dashboard: the statutory timeline, the advice lifecycle, and the cohort compliance picture.
See it as this roleChapter 9
The Educational Psychologist
Dr Sharma, Local Authority EP
See it as the educational psychologist: the marketplace deadline workspace showing the real assigned case, and the commissioning corridor through which an over-capacity service commissions independent EPs.
See it as this roleChapter 10
The health contributor
Speech and Language Therapist
See it as a health professional: the contribution portal showing the cases referred for advice and the statutory health contribution to the EHC needs assessment.
See it as this roleChapter 11
The social-care contributor
Children's Social Care Officer
See it as a social-care professional: the same contribution portal, scoped to this officer’s assigned cases and their statutory social-care advice.
See it as this roleChapter 12
The EP Service Manager
Natasha Burke, EP Service Manager
See the EP service front door: the inbox of schools’ requests for early educational-psychology involvement at SEN Support: the lightest-touch, preventive entry into the service, triaged to accept, advise or decline.
See it as this roleChapter 13
The Head of SEND Service
Maxine Hollis, Head of SEND Service
Step up from the single case to the whole service: the strategic-oversight dashboard showing statutory timeliness, the breach register, capacity against demand and Local Area SEND inspection readiness across every school in the authority.
See it as this roleChapter 14
The SEND Team Manager
Yvonne Adeyemi, SEND Team Manager
See it as the manager of the EHC co-ordination team: a dashboard of every co-ordinator and senior co-ordinator, their live caseloads and capacity, the statutory clocks across the team and the cases waiting to be allocated: the EHC-line management view between the Head of Service and the area seniors.
See it as this roleChapter 15
The area Senior EHCCo
James Okoye, Senior EHCCo (North locality)
See it as a locality Senior EHC Co-ordinator: an allocated-cases board scoped to one area of the authority, not the whole of it: the cross-setting area-scoping that keeps each senior to their own remit and minimises who sees what.
See it as this roleChapter 16
The mediation adviser
Patricia Nwosu, Mediation Adviser
See it as an independent mediator: the workbench of assigned mediations and their statutory deadlines: the family’s route to resolve a disagreement with the local authority without going to tribunal (Children and Families Act 2014, section 52).
See it as this role
Jamie is an illustrative, fictional composite created for this demonstration. The data is seeded and safeguarding-safe; it does not describe a real child, and it names no real external professionals.