Supporting a new school intake with PAGS (profile assessment and goal setting)

Looming, unfamiliar buildings, winding corridors, constant noise, demanding lessons and a busy schedule…

A new school can be overwhelming for any child, but especially so for those with special educational needs and disabilities (SEND).

For SENCOs, the challenge is crystal clear: how can they support every pupil with SEND the moment they walk through the door?

Let’s explore the emotional and academic challenges these pupils face and examine how a digital solution, such as PAGS (Profile, Assessment, and Goal Setting), helps schools respond swiftly and effectively.

The emotional challenges that new pupils with SEND face

Pupils with SEND encounter many of the same challenges experienced by other children.

The crucial difference is that if you have developmental, sensory, or cognitive needs, these issues can be more intense.

Separation anxiety – the fear of being away from familiar people or places – is common when starting at a new school. Yet for many pupils with SEND, this may be even more amplified; a very rigid routine can often provide a feeling of safety. When this is taken away from them and they find themselves missing their old school, teachers, or family, it can be very distressing.

Just as leaving the familiar is difficult, facing the unknown can be equally daunting for pupils with SEND.  Concerns about the new school year, such as new teachers, classmates, subjects, or changes in school routines, can cause real emotional disruption. Will they be able to please the new teachers, remember where their classrooms are, and keep track of their busy timetables?

Academic pressure and the fear of underperforming can also cause distress for pupils with SEND. Some find academia a real barrier, while others might cling to unrealistic standards for self-worth.

Lastly, new pupils often struggle socially. They might find it difficult to form friendships, fit in, and understand social dynamics. Longstanding friends might not have moved to the same school, or the pupil with SEND might be plunged into new social circles without an instinctive skillset to adapt. These social challenges can lead them to feel isolated. In the face of this, their sense of being “different” may even become more pronounced than ever before. 

Academic and cognitive challenges

SEND presents in many forms, and each child’s support needs are unique. Still, three common conditions illustrate the range of challenges that may arise:

Dyslexia impacts reading, writing, and spelling. It’s unrelated to intelligence but affects how children process written language.

ADHD is a neurodevelopmental condition involving inattention and/or hyperactivity and impulsivity. The balance or degree to which someone has these characteristics is unique to that person.

Autism Spectrum Disorder (ASD) is a neurodevelopmental difference, impacting perception, socialisation, interaction, and communication.

PAGS (profile, assessment, and goal setting) – using technology to deliver an individualised approach quickly

A child’s first year at a new school can be difficult enough. Any social, communication, self-regulation, academic or cognitive struggles make it even more so.

To support these pupils early and effectively, schools need a clear picture of each child’s needs from the outset.              

A SEN Management Tool such as PAGS enables schools to quickly assess individual needs, plan appropriate support strategies, track progress and evidence outcomes, while saving about 1.5 hours per week per pupil with SEND. 

PAGS not only enables more targeted resource allocation and better-aligned support, but also helps make a stronger case for funding or assessment requests.

1. Onboarding new pupils

PAGS integrates with your MIS by pulling student details directly into the platform.

From there, you (or a parent or carer) can quickly assess a child. PAGS assess children across four areas that are crucial for learning and development:

• Communication  
• Social interaction 
• Self-regulation
• Cognition and learning

The platform outlines the learner’s developmental stage, highlights key areas for growth, and their individual strengths.

2. Personalised intervention plans that can make a real difference

Once you identify what a pupil needs, you must design support that’s both personalised and practical.

SENCOs often juggle multiple plans, each requiring regular updates, progress tracking, and communication with staff and families.

So, how do you make things easier?

PAGS simplifies the process by linking assessment data directly to intervention planning. Plans are automatically populated with tailored goals and strategies and can be updated as a child progresses or new needs emerge.

This keeps plans relevant, manageable, and focused on outcomes.

3. Unlocking funding and resources

Even the best plans can fall short without funding.

Whether you need more hours for a teaching assistant, specialist equipment, or external support, your budget is often the key to unlocking better outcomes. But applying for EHCPs or top-up funding can be a daunting process, especially when evidence is scattered or incomplete.

PAGS helps schools build stronger, faster applications. It automatically collects data to demonstrate need, impact, and provision in a way that aligns with local authority processes. This includes assessment results, intervention records, and progress tracking.

4. Strengthening the home-school link

School transitions can be almost as stressful for families and carers as they are for pupils. Parents and carers want to know that their child is understood, supported, and safe in their new environment. In a busy school, it can be a real challenge to maintain the necessary communication.

PAGS bridges this gap. It provides a secure platform for sharing key information with families, from assessment summaries to support plans and progress updates. This transparency builds trust and helps families feel like valued partners in their child’s education.

It also supports smoother transitions. When families can see what support is in place, and they can appreciate how it’s working, they’re better equipped to reinforce school strategies at home and share any new concerns.

A confident start for every learner

The start of a new school year is a chance to set the tone – and the trajectory – for every pupil.

For the children joining your school, that doesn’t have to feel daunting, even for those with SEND.

With a system like PAGS, schools can approach this moment with confidence, and pupils and their parents or carers can soon appreciate the benefit it brings.

Discover PAGS

Visit our PAGS hub to understand how this tool can help you pupils.

Click here for more.