Best Practices
Use this section when your school knows what Junipa does, but needs a better way to make the work steady, shared and easy to explain.
These pages are written for non-technical teachers, case managers, learning support leaders and school administrators. They focus on repeatable habits: what to record, what to review, who should follow up, and how to avoid a census scramble.
Good practice looks like
Good practice in Junipa is not more clicking. It is a small number of clear routines:
- Teachers record evidence close to when the adjustment happens.
- Case managers check that student records tell a clear story.
- Leaders review reports early enough to help staff fix gaps.
- Student plans, evidence, attachments and reporting decisions stay connected.
- Organisation teams use reporting to support schools, not surprise them.
Start with the work you need to improve
| If your school needs to improve | Start here | What this helps with |
|---|---|---|
| Teachers are unsure what counts as evidence | Evidence Collection | Plain examples of useful evidence and how often to record it. |
| Census feels rushed each year | Census Readiness | Term-by-term preparation and common pitfalls. |
| Plans are written but not reviewed | Student Plans | Practical plan templates, goals, reviews and evidence links. |
| One person is carrying too much work | Team Collaboration | Clear roles for teachers, aides, case managers and leaders. |
| Multiple campuses need consistency | Multi-Campus Governance | What organisations should centralise and what schools should own. |
| Reports are only checked at deadline time | Reporting Cadence | Weekly, fortnightly, monthly and pre-census review rhythms. |
What to review each week
Keep the weekly review short. A useful review should fit inside a learning support meeting or leadership check-in.
- Open the school dashboard and check whether any students need attention.
- Open Reports for schools and choose the report that matches the current question.
- Check students with recent activity but unclear reporting status.
- Check adjustments without attachments.
- Check whether any year group has low plan or evidence coverage.
- Assign follow-up to the staff member closest to the student.
- Review the same report again after updates are made.
How to talk about follow-up
Use plain school language when asking staff to update records.
- Say "Can you attach the modified task?" instead of "Can you remediate attachment compliance?"
- Say "Can you add the note from the parent meeting?" instead of "Can you strengthen the evidence trail?"
- Say "Can you confirm whether this student should be included?" instead of "Can you validate NCCD inclusion?"
The clearer the request, the faster teachers can help.
Where to go next
- New to Junipa? Start with the ready-to-use course.
- Reviewing reports? Start with Reports for schools.
- Preparing for census? Read Census Readiness and Find NCCD gaps.
- Setting a school rhythm? Use Reporting Cadence.