Teachers, pastoral teams and learning-support staff

Student success

Before you start: Check attendance, academic and other source records before interpreting a signal. Use the school’s safeguarding and support procedures.

Open Student success

Actions depend on your school’s enabled modules, your permissions and the record’s current status.

Find your way around

Signals & watchlist · Plans · Actions · Goals · Needs & IEPs · Tracking. Select these tabs inside the module; scroll the tab row sideways on a phone.

Student success module heading and available primary action in ZivoERP — Actual local ZivoERP interface, 14 September 2026. Navigation overview cropped to the module header; school records are outside the image. Select the image to enlarge it.

1. Review a learner’s signals

Open Signals & watchlist and filter the risk level or cohort.
Open a learner’s case and review the signals and the evidence behind them.
Check the source records and whether there is enough recent data.
Decide the next supportive action with the responsible staff member; use Tracking to review changes over time.

What to check: You have a contextual view of the learner. A signal is a prompt to review evidence, not a diagnosis or a judgement about ability.

2. Create and complete a support plan

Open Plans and create a plan for the learner.
Enter the plan title, support approach, priority, owner and review details.
Open the plan and select Start; add actions with responsible people and dates.
Record outcomes as actions are completed.
Close plan with an outcome once open actions are resolved, or Escalate with a reason when further support is needed.

What to check: The plan records who will help, what was done and the outcome. Open actions can block closure.

3. Set and track a goal

Open Goals and create a goal for the learner.
Enter a clear target, category and review date, then select Set goal.
Use Progress to record a percentage and a factual note.
Update the goal’s status as evidence changes; confirm Goal achieved only when the target is met.

What to check: Goal progress and completion are recorded separately from the plan’s status.

4. Maintain needs and an IEP

Open Needs & IEPs and create or review the learner’s needs profile.
Record the description and agreed support arrangements.
Create an individual education plan with targets, baselines and areas of support.
Use Record review to add progress summaries and update target progress.
Check the next review arrangements with the responsible staff.

What to check: The profile and IEP describe agreed support and an ongoing review history.

1. Review a learner’s signals

Open Signals & watchlist and filter the risk level or cohort.

Open a learner’s case and review the signals and the evidence behind them.

Check the source records and whether there is enough recent data.

Decide the next supportive action with the responsible staff member; use Tracking to review changes over time.

What to check: You have a contextual view of the learner. A signal is a prompt to review evidence, not a diagnosis or a judgement about ability.

2. Create and complete a support plan

Open Plans and create a plan for the learner.

Enter the plan title, support approach, priority, owner and review details.

Open the plan and select Start; add actions with responsible people and dates.

Record outcomes as actions are completed.

Close plan with an outcome once open actions are resolved, or Escalate with a reason when further support is needed.

What to check: The plan records who will help, what was done and the outcome. Open actions can block closure.

3. Set and track a goal

Open Goals and create a goal for the learner.

Enter a clear target, category and review date, then select Set goal.

Use Progress to record a percentage and a factual note.

Update the goal’s status as evidence changes; confirm Goal achieved only when the target is met.

What to check: Goal progress and completion are recorded separately from the plan’s status.

4. Maintain needs and an IEP

Open Needs & IEPs and create or review the learner’s needs profile.

Record the description and agreed support arrangements.

Create an individual education plan with targets, baselines and areas of support.

Use Record review to add progress summaries and update target progress.

Check the next review arrangements with the responsible staff.

What to check: The profile and IEP describe agreed support and an ongoing review history.