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Student Support Network

Some students are held by a whole team. Some are held by one teacher who has not told anyone yet. The Student Support Network report shows the difference.

For each student it shows how many staff have engaged with them across the reporting year, alongside their adjustment level and NCCD context. This report was previously called the student support report. The name changed because the useful question is not how much support was recorded, it is who is around the student.

Accessing the report​

  1. Open the sidebar and expand the Reports section.
  2. Click Student Support Network.

Use the reporting year selector to scope the report to the year you are reviewing.

Reading the table​

Each row is one student, with the staff who have engaged with them, their adjustment level and their NCCD status beside it.

Read it for shape rather than for a score:

  • A student with one engaged staff member is a single point of failure. If that teacher is away, on leave or leaves the school, the knowledge goes with them.
  • A student with a wide network but thin evidence usually means the support is real and the recording is not keeping up.
  • A student at Substantial or Extensive with a narrow network is worth a conversation before census, not after.

Open the chart for one student​

Select a student to open their chart page. This is where the pattern becomes visible.

The chart page gives you:

  • Weekly zoom. Move between the year view and the detail of individual weeks, so you can see whether support is steady across terms or bunched around a small number of events.
  • Staff drill down. Focus on one staff member to see their engagement with the student separately from everyone else's.
  • Condition chips. The student's recorded conditions sit alongside the activity, so the support pattern is read in context rather than as a bare count.
  • Mention indicators. Where a staff member was mentioned rather than recording the entry themselves, the chart marks it. Being mentioned is involvement, and it belongs in the picture of who is around the student.

Return to the table when you are finished with one student and move to the next.

Staff engagement​

The companion view answers the question from the other direction: not who is around this student, but how many students each staff member is engaging with.

Use it when you are checking workload and coverage rather than a single student record. A staff member carrying a large number of students may need support, and a staff member with very few may simply be recording their work somewhere other than Junipa.

Neither figure is a performance measure on its own. Treat it as the start of a conversation with the staff member, in the same way Student Activity starts a conversation about a student.

What to do with what you find​

  1. List the students whose network is one person deep.
  2. Check whether that is right for the student. Sometimes it is, for example a short intervention run by one specialist.
  3. Where it is not right, name the second staff member who should be involved, and make sure they have the student on their dashboard.
  4. Check the students with a wide network but little recorded evidence, and ask what is happening in class that is not reaching the record.
  5. Bring the narrow networks at Substantial and Extensive to the next learning support meeting.
  • Evidence Log for the detailed record trail behind the engagement counts.
  • Student Activity for students with activity but no clear reporting decision.
  • Plan Coverage when the gap is a whole year group rather than a single student.