Identifying needs is only the first step. The real challenge is turning those needs into interventions, measurable progress, and improved outcomes. PAGS gives schools a complete framework for managing targets, objectives, strategies, and evidence in one place.
Whether you are supporting an individual learner, planning interventions across a school, or standardising practice across a trust, PAGS provides the tools to create clear pathways from identified need to measurable progress.
PAGS supports the full range of work happening in classrooms, intervention rooms, and support sessions.
After a PAGS assessment, the platform produces a prioritised list of developmental targets based on the learner’s identified needs and developmental gaps. Coverage across Cognition and Learning, Communication and Interaction, Social Interaction and Awareness, Self-Regulation, and Sensory Processing. Educators are never restricted to recommendations and can select any target in the framework.
Academic targets sit alongside developmental targets, supporting subject-specific learning, curriculum progression, intervention programmes, catch-up support, exam preparation, and individual learning plans. Academic progress and wider developmental needs tracked in one platform.
Every learner is unique. Create personalised goals for behaviour support, attendance, therapy programmes, independence and life skills, personal development, or any bespoke intervention. Managed and tracked exactly like any other target in PAGS.
Many schools repeatedly create the same targets for different learners. School Target Banks turn that into a one-time job. Schools can create reusable targets, import them from a spreadsheet, organise them into categories, and build curriculum-aligned or intervention-specific libraries. Once added, the same targets can be assigned to learners across the school in seconds.
Where it gets more powerful is at the trust level. Target Banks can be shared across individual schools, groups of schools, MATs, and associated organisations. Trust leaders can establish common frameworks, ensuring consistency of support and reducing duplication, while still allowing individual schools the flexibility to add their own targets where they need to.
This is how trusts move from “each school doing it differently” to a shared, evidence-based approach to SEND provision, without losing local autonomy.
Every target supports ongoing progress tracking. Staff record progress notes, status updates, observations, reviews, achievements, and areas requiring further support. Each update is stored against the target, building a detailed audit trail of the learner’s journey over time.
Progress can be supported with evidence. When recording updates against a target, staff can upload images, videos, documents, and other supporting files. The result is a richer picture of learner progress and a defensible evidence pack for annual reviews, EHCP applications, parent meetings, internal reviews, inspection visits, and provision monitoring.
Targets are only effective when learners receive the right support. Each target can have strategies assigned to it, including classroom approaches, differentiation techniques, intervention recommendations, communication supports, sensory strategies, and behaviour support approaches. All staff working with a learner can see not only what the target is, but how to help the learner achieve it.
Targets focus on smaller, measurable steps. Objectives manage the broader, longer-term outcomes. EHCP outcomes. Annual goals. Individual Support Plans. Therapy outcomes. Long-term intervention goals. School improvement priorities. The same Objectives area holds them all.
Objectives can be linked to developmental, academic, and custom targets. The link creates a pathway showing how smaller step targets contribute towards a larger outcome. For an EHCP communication outcome, multiple targets across communication, social interaction, and academic progression might combine to demonstrate movement towards that goal. PAGS makes the chain visible.
Progress aggregates automatically across linked targets. Educators see the progress towards each objective, the areas making progress, the areas needing more focus, and the overall direction of travel. Objectives are categorised by Area of Need, so leaders can monitor outcomes across Cognition and Learning, Communication and Interaction, Social Interaction and Awareness, Self-Regulation, Sensory Processing, and Academic Development.
When schools have a pile of targets without a clear overarching purpose, or a broad outcome without a concrete plan, PAGS AI fills the gap.
Select a group of related targets and PAGS AI generates a broader long-term objective that links them together. Multiple communication targets become a single objective focused on expressive language and classroom participation. Schools end up with meaningful outcomes and less administrative work.
Where a long-term objective exists, PAGS AI analyses it and recommends smaller step targets. The AI surfaces existing learner targets, relevant developmental and academic targets from the PAGS libraries, and brand new target suggestions where appropriate. A structured pathway from outcome to day-to-day intervention, generated in seconds.
Every AI suggestion is reviewed and approved by an educator before it saves to the learner record. The pipeline anonymises learner identity via Microsoft Presidio before AI processing. Read more about how we use AI responsibly.
PAGS is expanding beyond individual learner support. Soon, schools will be able to create genuine group-level targets, objectives, and plans. Not just bulk assignment to multiple learners, but proper group-level items with their own tracking, strategies, evidence, and reports.
Designed for intervention groups, nurture groups, therapy groups, small-group teaching, and cohort-based support programmes. The same powerful tracking, reporting, and evidence functionality currently available for individual learners, applied at the group level.
Wrap targets in a structured Learner Plan with provisions, staff hours, costs, and impact. The same plan that satisfies EHCP applications, the new statutory ISPs, and Ofsted evidence.
Open Learner Plans →Upload an EHCP. PAGS AI extracts the objectives, strengths, needs, and parent and learner voice. Targets and objectives slot directly into the Objectives area.
Open EHCP →The objective generation and breakdown shown above is one of several places PAGS AI saves SENCOs hours every week. See the full feature tour.
See PAGS AI →Bring your existing target spreadsheet, your school’s curriculum-aligned banks, or just a question about how AI fits with professional judgement on a target list. We will walk through the workflow.
Developmental, academic, and custom targets, School Target Banks, target sharing across schools and trusts, progress recording with evidence upload, strategies, the Objectives area, and AI-powered objective generation and breakdown are all live production features. Group Targets, Group Objectives, and Group Plans are in active development. Last reviewed: June 2026.