Support delivery tracking software: record what support actually happened

Agreeing support is only half the job. Learners and inspectors both want to know whether it happened. Inclusion Studio is being built as support delivery tracking software that records delivery in a way that is quick for staff and honest about gaps. This page describes the planned design. It is in development for the pilot.

What problem does support delivery tracking software solve?

Support is often agreed in a meeting and then delivered, or not, across dozens of classes, workshops and workplace visits. Nobody holds the whole picture. If a learner says “that never happens”, the provider has to rely on memory. If a review asks “did it help?”, nobody can say whether it was tried.

Recording delivery turns an intention into evidence. It also reveals patterns, such as one workshop group where a support never happens. Our guide to recording support delivery evidence covers what is worth recording.

How will delivery tracking work, step by step?

1. Agreed actions become delivery items. Each action in an agreed support plan generates a simple item with an owner and timing.
2. The owner is reminded. A tutor sees what is due in their working view, for example “Instructions shared before the session”.
3. They record the outcome. Delivered, partly delivered, or missed. A short optional note adds context.
4. Missed items prompt recovery. If an item is missed, the tutor records why and what will happen instead. See missed support recovery.
5. The learner can confirm. Where a provider chooses, the learner is asked whether the support happened, giving a second point of view.
6. The record builds up. Delivered and missed items form a timeline per action and per learner, used at review and in the evidence export.

What should be recorded?

Less than people fear. A useful delivery record has a date, who did it, which agreed action it relates to, and whether it happened. A note is optional. It does not need a diary of everything said. Our delivery log template shows a minimal layout that works on paper or in a spreadsheet.

Avoid recording more personal detail than the purpose needs. Notes are visible to people with access to the plan, and learners may ask to see their own records.

Who sees what?

Permissions are enforced on the server by organisation, relationship and field:

See permissions and roles.

What is in the prototype today, and what is being built?

In the prototype (fictional learners only):

• Each learner summary shows a “Delivered” line such as “4 sessions recorded”, “2 briefings recorded” or “Request received”.
• A short explanation shows whether sessions were completed and notes added.
• An “Insights” view shows an illustrative figure: 18 of 20 agreed actions delivered. This is not real data.

Being built for the pilot:

• Delivery items generated from the plan.
• Quick recording of delivered, partly delivered and missed.
• Reminders for owners and visibility for the inclusion lead.
• Learner confirmation, optional per provider.
• Edit history so corrections are traceable.

Not claimed: the prototype does not store delivery logs, send reminders or connect to timetables.

Why not just use a timetable or a register?

A register records who attended. A timetable records where people should be. Neither records whether an individual adjustment happened. Delivery tracking sits beside them and answers a different question: did the agreed support take place for this learner on this occasion? It is deliberately small. It does not replace attendance, markbooks or lesson observation.

Who is this for?

Tutors and assessors who deliver support and need a light way to record it. Inclusion leads who need to see gaps. Quality and compliance staff who need credible evidence. See tutors and assessors and quality and compliance.

What does this look like in practice? (fictional example)

Mina, a fictional Level 3 early years learner, has an agreed action: accessible materials shared before each teaching session. Her tutor sees the action in their working view before each session and records it as delivered in a few seconds. In the third week the materials are sent late, so the tutor records the item as partly delivered and adds a one-line note. At review, the inclusion lead and Mina can see three sessions delivered and one late, and the discussion starts from facts. Mina is asked whether the late week affected her preparation. This is a fictional example, not a real learner.

Related guides and next steps

• Recording support delivery evidence
• Missed support recovery and evidence export
• Learn about the pilot.