Following up on NCCD evidence without chasing teachers
A coordinator's follow-up playbook for missing NCCD evidence: review by exception, targeted nudges, early checkpoints, and the words to use for each kind of gap.
On this page
Chasing teachers for NCCD evidence usually points to a follow-up problem, not a motivation problem. If evidence only appears after repeated reminders, the requests are too late, too broad or too vague to act on. This guide is the coordinator's playbook for the follow-up itself: how to find the gaps worth raising, who to ask, when, and exactly what to say for each kind of gap.
New to the NCCD? Start with What is the NCCD?
1. Start from one agreed evidence system
Follow-up is only light when teachers already know what a useful record shows and where it goes. That is a school-wide habit, set by leaders, and building an NCCD evidence culture across your school covers how to build it. This guide assumes it is in place.
2. Review by exception
Do not ask everyone for everything. Look across the student list for the few records that need attention, and follow up only on those.
- Students with no recent entries, or long gaps between them.
- Students with adjustments logged but no consultation record.
- Students with support recorded but no monitoring or review note.
- Students whose level looks higher than the support recorded.
A coordinator view that lets you see which teachers are logging, and which students and pillars are thin, turns this into a short check rather than a folder hunt.
3. Use targeted asks instead of blanket reminders
A coordinator should not send the same message to everyone when only a few students need attention. The best ask is specific, short and timely. It goes to the one teacher who can act, names the student and the missing element, and gives the next step.
- Contact the teacher closest to the issue, not the whole staff.
- Name the exact fix, such as adding a consultation note or saying how the adjustment changed access.
- Send it while the teaching period is still recent, so the teacher remembers what happened.
- Ask for one thing at a time.
In Superadjust, a coordinator can ask one teacher about a student from the dashboard, or remind them about a request already waiting. Asks and reminders come from you, not from an automatic reminder.
4. What to say for each kind of gap
The wording matters as much as the timing. A request that names the student, the gap and the next step gets a reply. A general reminder gets a sigh.
| Gap | Instead of | Try |
|---|---|---|
| No consultation record | "Your consultation evidence is missing." | "Oliver J. has six weeks of adjustments logged but no consultation note yet. Could you add a line from last week's parent meeting before Friday's review?" |
| No monitoring | "Please update your NCCD records." | "The step cards for Aisha R. are logged every week. Could you add one note on whether they are helping, and whether they should continue?" |
| Vague or undated entries | "These notes are not good enough." | "Two of Zoe M.'s notes say 'supported in class'. Could you add what the support was and the date it happened?" |
| Level does not match the record | "This level will not pass." | "Ruby's level is Substantial, but the notes show support in maths only. Can we look at it together before moderation?" |
| Parents not consulted | "You have to consult the parents." | "If Oliver's family could not be reached, a short note of the attempts and the reason is enough. Could you add it, with anything Oliver has told you about what helps?" |
None of these asks a teacher to create new evidence. Each asks them to record what already happened clearly enough that someone else can follow it.
5. Check early, and on a rhythm
Follow-up is lightest when it happens while the term is still moving. Set short checkpoints across the year, and use the same four questions each time: is the adjustment clear, is consultation visible, is monitoring visible, and does the level match the evidence?
| When | What to follow up |
|---|---|
| End of Term 1 | Students with no entries yet, and any student without a consultation record |
| Mid Term 2 | Monitoring notes, and any student whose 10 weeks look thin |
| End of Term 2 | Levels that do not match the record, ahead of moderation |
| Early Term 3 | The last small fixes, one precise ask per teacher |
Keep a short action list after each checkpoint, so follow-up is organised and you can see which gaps keep coming back.
6. Ask for existing records, not new ones
Schools are not required to create new or additional evidence for the NCCD, so the first ask is always "can we find it?", not "can you write it?". A parent email, an annotated work sample or a planning note may already close the gap.
7. When to escalate
Escalate only when a clear pattern remains after specific, supported requests: the same teacher, the same gap, several checkpoints running. Then it is a conversation about workload or support with a school leader, not another reminder. If the same gap shows up across many teachers, it is a system problem, and common NCCD compliance mistakes covers the process fixes.
Common mistakes
Each of these creates more chasing, not less.
| Mistake | Why it creates more chasing |
|---|---|
| Reviewing too late | Late review turns small evidence fixes into urgent staff follow-up. |
| Requesting everything again | Teachers disengage when they are asked to rewrite records that already exist. |
| Using generic reminders | Staff cannot act quickly if the message does not name the exact gap. |
| Treating uploads as proof of quality | More files do not help if the adjustment, consultation or monitoring is still unclear. |
| Skipping moderation | Inconsistent judgement creates extra back-and-forth at the end of the process. |
What to do next
Before your next checkpoint, run the exception review and send one precise ask per gap. Then take the levels that still look uncertain to NCCD moderation, and the finished picture to principal sign-off.
Questions
Read next
- For coordinatorsNCCD moderation: how to run it, with a checklist and record templateNCCD moderation is how a school team checks each student's level and category are consistent and defensible. Who runs it, the steps, a checklist and a template.
- For coordinatorsThe NCCD coordinator role and responsibilitiesWhat NCCD coordinators are responsible for across the year, the systems they need, and how to keep evidence strong without adding admin for teachers.
- Evidence and documentationNCCD evidence gaps in a student's record, and how to fix themThe gaps that weaken one student's NCCD record, from missing consultation to vague notes and patchy 10-week coverage, and how to fix each without inventing anything.
Log NCCD evidence in seconds
Free for up to 3 students, no card. A whole school can try the School Plan free for 30 days.