LearnGrokYou need a referral that lets the designated safeguarding lead see what was recorded, by whom, and when. These prompts help you turn classroom observations and recorded conversations into a factual summary without turning concern, rumour, or professional judgement into evidence.
Use only the records you are authorised to handle. Before you paste material, follow your school's information-handling process and check the account and feature details in the xAI documentation.
Key point
Keep the record traceable
Every material statement in the referral should lead back to a dated observation, an attributed account, or an exact recorded quotation.
Choose the right prompt
Start with the source material, not the conclusion. Your choice depends on what you have in front of you.
| If you have | Use | What you get |
|---|---|---|
| One teacher's notes and a conversation record | Create a first referral summary | A structured first draft with evidence and interpretation separated |
| Several forms, emails, and staff accounts | Combine records into one chronology | One dated record with conflicts retained |
| A disclosure, meeting note, phone call, or transcript | Extract a recorded conversation | Attributed wording and observable presentation |
| A draft already written | Check evidence against interpretation | Unsupported claims and a factual replacement summary |
| A mostly complete referral with gaps | Find missing referral facts | Specific record-checking questions |
Do not use the prompts to decide whether a concern meets a threshold. Their job is narrower: make the information legible and auditable for the person who makes the next decision under your school's procedure.
Prepare the records
- Gather the original material. This may include dated lesson notes, behaviour or incident forms, attendance notes, emails, and the record of a conversation.
- Keep each source separate when you paste it. Add a plain label before each item, such as
Record 1: classroom observation, 14 March, Ms Patel. - Include dates, times, locations, names of speakers, and who wrote the record where available. Do not fill these in from memory after the event.
- Remove information unrelated to the concern where your local process requires this. Do not replace omitted text with invented context.
- Paste the material into the prompt that matches the job. If the record is long, work source by source first, then use the combined chronology prompt on the resulting extracts.
Watch out
Do not smooth over differences
Two accounts can describe the same event differently. Keep both accounts, name their sources, and mark the point as unresolved.
A recorded conversation needs particular care. A transcript, a contemporaneous note, and a later recollection are not the same kind of evidence. State which one you have. If a child or adult's exact words are available and material, retain them in quotation marks. If the notes paraphrase what was said, label them as reported wording.
Read the output as a referral record
Check the output against the original documents before you place it in a referral form or send it to the designated safeguarding lead. Read each sentence with a source record beside it. The output is wrong if it makes a claim you cannot point to in the source material.
Use this quick check:
- A date, time, location, and speaker should be present where the source gives them.
- Direct speech should match the record. Do not make a quotation sound clearer or more complete than it was.
- Observable facts should be distinct from conclusions.
Jordan left the room cryingis an observation.Jordan was frightenedis an interpretation unless Jordan said so or the source explicitly records it as their statement. - A staff member's account of what another person said must stay attributed. Write
Mr Khan reported that..., not the reported point as settled fact. - Missing information should remain missing.
Not recordedandnot established from the supplied recordsare useful outcomes.
Check
A practical test
Take any sentence from the summary. If you cannot identify its source, date, and speaker or recorder, remove it, qualify it, or add the attribution.
Keep evidence and interpretation separate
Interpretation is not automatically wrong. It can explain why a staff member was concerned. The problem comes when interpretation is written as if somebody observed it directly.
Put observable conduct, exact words, physical descriptions, dates, and source references in the factual record. Put concern or interpretation in its own labelled section, and only if it appeared in the original notes. Avoid language that asserts motive or character, such as manipulative, lying, seeking attention, or deliberate, unless it is an attributed quotation that needs to be preserved.
When several staff members report a pattern, make sure the pattern is actually supported by separate dated entries. Repeated use of similar wording in copied emails is not automatically separate evidence.
Note
A shorter summary can be stronger
The designated safeguarding lead needs a route back to the record, not a polished narrative. Keep the chronology, source labels, and unresolved gaps.
When the output does not work
If the response merges events, returns confident wording for an unclear note, or drops source references, do not patch it by guessing. Paste the specific source record again and use the conversation extraction or evidence audit prompt first. Then rebuild the chronology from the checked extracts.
If dates or accounts conflict, retain the conflict and send the factual record through your school's established safeguarding route. If the source material is too incomplete to describe the concern accurately, state what is missing and ask the record author for clarification under local procedure.
