Bourne Alliance Multi Academy Trust transform SEND support with PAGS 

Bourne Alliance Multi Academy Trust schools, Grove Park Primary, Bobbing Village School and Iwade Primary, use PAGS from IRIS Education to plan, track and review SEND support. The schools report cutting SEND planning time by up to 50%. Target-setting and review meetings take about half the time per pupil. Shared trust-wide strategies and resources also reduce duplicated admin.

As schools continue to face increasing demands around SEND provision, leaders are looking for solutions that not only support pupils effectively but also reduce administrative pressures on staff. For Bourne Alliance Multi Academy Trust schools Grove Park Primary School, Bobbing Village School and Iwade Primary School, implementing PAGS has helped transform the way SEND support is planned, tracked, and communicated across their settings. 

By combining developmental assessments, personalised planning, and trust-wide consistency, the schools are now able to spend less time on administration and more time focusing on pupil outcomes. 

A more efficient approach to SEND planning 

Before introducing PAGS, SEND planning and review processes could be highly time-intensive, with staff manually creating plans, duplicating resources, and managing interventions across multiple systems. Since implementing PAGS, the schools have seen immediate efficiencies. 

Amanda Harling, SENCO at Grove Park Primary School, explains: “Once it was set up, two weeks out of my diary has become one week,” effectively halving the amount of time spent creating plans. 

At Iwade Primary School, Lauren Gilmour, SENCO, says that updating and setting new targets for each child previously took between 15 and 20 minutes per meeting, but is now taking “about half the time.” These efficiencies have enabled SEND teams to focus more closely on pupil progress and strategic support, rather than repetitive administration. 

Supporting more personalised SEND provision 

The schools have also found that PAGS supports more personalised and targeted SEND provision through its developmental assessments and suggested next steps. 

Lauren Flain, Headteacher at Grove Park Primary School, says, “The platform has enabled staff to articulate quite clearly to our families exactly the parts that children need that will affect their overall curriculum development, while also helping to plug the gaps and make small steps in order to make progress year on year.” 

For staff, the platform’s guided support has been particularly valuable. Amanda explains, “I really like that it can produce targets for you. This is especially useful for newer SENCOs. I view PAGS as another member of the team, who says, ‘Actually, you’ve missed this part. Go back and do that as a target.’” 

The platform has also helped schools gather evidence more effectively for Education, Health and Care Plan (EHCP) applications. Lauren Gilmour says, “The information that we put on PAGS, and the individual plans that you can create from that information, helps to generate evidence towards applying for EHCPs.” 

Meeting the needs of all learners 

For multi-school organisations, maintaining consistency in SEND provision can be challenging. PAGS has helped create a more unified approach across both schools by centralising strategies, resources, and interventions. 

Lauren Gilmour highlights the impact of being able to save custom strategies and resources directly within the platform. “Previously, I had to manage every plan individually, which was time-consuming. Now, having everything in one place has made a significant difference. The system has also helped us create a much more consistent approach across the Trust, ensuring we can effectively meet the needs of all learners.” 

Better visibility of progress and interventions 

The platform’s dashboard and reporting tools have given staff greater visibility over interventions and outcomes. Amanda tells us, “You can look at your dashboard and see what’s working and what’s not at a quick glance. This helps staff quickly identify which interventions are effective and where changes may be needed.” 

This visibility has also supported stronger communication with families and more informed decision-making around pupil support, allowing schools to better understand how interventions are impacting progress over time. 

Building staff confidence through meaningful CPD 

Alongside operational improvements, schools have also seen strong staff engagement with the platform and its approach to professional development. 

Lauren Flain says staff have benefited from “really quality CPD” focused on understanding children’s progress on an individualised basis and tracking the holistic child, and not just learning targets. 

Amanda adds, “Staff have been very open and responsive to the new platform, there’s been a real positive reception across the school community and the opportunity to involve parents more closely in reviewing pupil progress in the future has been a big benefit.” 

Looking ahead 

For both Grove Park Primary School, Bobbing Village School and Iwade Primary School, PAGS has become an important part of strengthening SEND provision, helping reduce workload, improve consistency, and delivering more informed, personalised support for pupils across the trust. 

Lauren Flain concludes: “At Grove Park, we find it extremely successful and we would love to continue to work with PAGS and see how it further develops our children.”