About PAGS

Every learner has potential. PAGS is how schools find it, name it, and act on it.

PAGS is a Pupil Intelligence Platform built by SENCOs, validated by UCL, and deployed across the UK, UAE, Belgium and Kenya. We exist because learners deserve to be measured against themselves, not their classmates.

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A SENCO reviewing learner records on a laptop.

Our story

Once, there was a world without PAGS.

Our founder, Feliciea Jibson, spent years supporting children with autism, severe learning difficulties, moderate learning difficulties, severe challenging behaviour and other complex needs in independent SEND schools across the UK.

What she saw, every day, was the same gap: dedicated teachers and SENCOs trying to do extraordinary work with tools that were never designed for it. Spreadsheets. Paper folders. Information lost between teachers, between years, between phases.

PAGS started as an answer to that. Built alongside SENCOs and SEND headteachers, not for them, to capture developmental challenges, learning difficulties, anxieties and the small steps of progress that conventional assessment misses.

Why we built PAGS

Seven problems. One platform.

These are the problems we set out to solve, gathered from years of work with SENCOs, SEND headteachers and the learners they support.

SEN learners need personalised support, but navigating dozens of fragmented solutions is a daunting process.

Tracking the SEN journey well leads to better outcomes, but paper, spreadsheets and disconnected tools impose hard limits.

Capturing the small steps of progress in hard-to-measure areas is structurally difficult with conventional tools.

A central, shared source of truth is essential for continuity, yet information routinely gets lost between teachers, terms and transitions.

The focus tends to fall on addressing developmental needs, but identifying and leveraging strengths is equally important.

SEN learners need timely intervention, yet manpower is limited and EHCP waiting lists keep growing.

Schools are under increasing time and budget pressure, so any solution has to be genuinely cost-effective.

The story behind the story

One SENCO. One son. One bitter morning that became a platform.

One of our SENCOs came in one Monday and told us his son had decided to leave school. Bitter, but not surprising. He had spent years being defined by his dyslexia, by what he couldn't do: write, spell, keep up with the text on the board.

As his challenges grew, so did the volume of writing tasks. So did his frustration. So did his anxiety. In the deficit model his school operated, he was becoming his condition.

What no one had room to notice was that he could calculate the volume of irregular shapes in his head, that he could see the answer to a lateral problem while everyone else was still reading the question. His strengths were invisible. He was being measured against his class, not against himself.

Unlike PAGS, his school missed his strengths and only saw the gaps. And unlike PAGS, they measured him against his class instead of against himself.

That story is the engine behind everything we build.

Our mission

PAGS exists to close the gap between the diverse and the typical.

A growing movement of SENCOs, researchers and school leaders working towards a more open, more inclusive education system, where every learner gets the chance to be the best they can be.

Empowerment, not deficit

PAGS exists to empower learners with diverse needs to become productive, fulfilled members of society. The goal isn't compliance, it's flourishing.

The case is stark

In the UK alone, £2 million is spent supporting each autistic adult over a lifetime, yet only 16% are in full-time work. 77% tell us they want to work and have the skills to excel in many environments.

Built on lived experience

PAGS is a collaborative initiative, SENCOs, SEND headteachers, neurodiversity specialists, researchers pooling decades of frontline experience into a single platform.