PAGS® for Schools

PAGS® (Profile, Assessment and Goal Setting) is a new, user-friendly digital assessment and tracking tool for schools, parents and professionals to set goals, upload evidence, and track progress. Providing research-based strategies and resources to optimising learning.

For all SEN children and young adults with:

Multiple diagnoses

One diagnosis

No diagnosis

Complex needs

Developmental delays

Hard to measure gaps

A diagram showing how the PAGS tool works for schools

PAGS® covers 4 key areas that are crucial to successful learning:

Communication and Interaction
‍Development of verbal, nonverbal and functional communication. This targets general language, questioning, nonverbal communication and questioning skills.

Social Interaction and Social Awareness Development of assertiveness, empathy and self-awareness. This builds awareness of personal rights and responsibilities.

Self-Regulation
‍Development of adaptability. This targets management of behaviour, emotions, stress and change.

Cognition and Learning
‍Development of core ability and processing. This targets real life problem solving, memory and learning strategies.

Why PAGS?

PAGS® SAVES
time. The same profile can be accessed by all individuals involved in the learner’s education

PAGS® provides a HOLISTIC
assessement of learners and real-time
progress tracking

PAGS® produces
‍TAILORED
teaching strategies based on the individual needs of the learner

Find out why schools say PAGS® has changed the way they assess and track SEN pupils…

PAGS® reduces the workload of SENCOs by supporting them and the teachers to set bespoke and personalised targets for SEN learners, which in turn can be used to support the writing of EHCP targets and outcomes.The initial assessment takes around 45 minutes.

PAGS® 360° profile
assessment and provides concrete evidence to show learners progress.PAGS® creates a spiky profile. With PAGS® you get accurate baselines in all key areas. Each subsequent update takes no more than 5 minutes.

PAGS® enables parents and significant adults to be actively involved in the intervention and support process of SEN learners. PAGS® moves with the learner through all transition points

PAGS® provides opportunities for further curriculum development. PAGS® gives you targeted strategies that you can carry out or fit into the curriculum.

PAGS® provides positive evidence of school improvement

Users believing in PAGS®

“From the SENDCO points of view, I can see PAGS® supporting the annual reviews. Currently we have to ask information few weeks before hand from the teachers, I don’t know, I can’t remember , I think was this .. ”

SENDCO Feedback, Elysa Alton, SENDCO, Southbank UTC

"It allows you to explicitly pick out and celebrate skill the students are using which as a teacher might take them for granted, for as you might think is a norm. Even now I'm reflecting back over periods in the week when I was thinking things were awful, when I actually do look down and pick up what it's really important I can celebrate progress which I may not even thought that before."

Teacher Feedback, Teacher, Special Needs School, London, UK

"There is actually huge issue like adults with autism, finding that they have autism really like late in life, because they learn appropriate skills through hard work so like if you could help if you could identify those in childhood and help them to learn skills they will learn to be adult like ‘you could pass for a neurotypical for that long"

Student Feedback, Rosa Sinton, Belgium

PAGS® for Schools

With PAGS® provides positive evidence of school improvement

Become an accredited PAGS® trainer for your own organisation