We asked MIS suppliers:
Can you share any case studies or success stories from schools, trusts or LA’s that have recently adopted or migrated to your MIS?
This is what they told us:
As always, we ask all suppliers the same questions and we list MIS supplier responses received in strict alphabetical order:
If you’d like more information about any of the providers listed below, please see https://www.whichmis.com/your-mis-in-your-own-words/
Empowering Minds Academy Trust: This small MAT in Doncaster switched to Bromcom’s One-Stop Shop MIS and Bromcom Vision last year and since then have reported back very positive feedback about the switching process and their experience with Bromcom so far. They were particularly interested in our parent app, MyChildAtSchool, and are keen to start using it more.
The Maelor School: This secondary comprehensive in Wrexham was one of the Welsh local authority’s first schools to go live with their new MIS. As the Data Manager we spoke to was part of the School MIS Review group, she had a unique perspective on why the local authority chose Bromcom, and was also happy to share great feedback about their experience with Bromcom.
Ysgol yr Holl Saint: Another Wrexham school that shared with us why the local authority chose Bromcom, as well as their experience of the switching process and the benefits of Bromcom. Like The Maelor School, the Headteacher said that one of the most impactful benefits so far had been the considerable cost savings as the school can start to get rid of some of their third-party apps.
We regularly update our testimonials page with success stories from schools that have adopted or migrated to HUBmis: https://www.wcbs.co.uk/about-us/testimonials/.
One recent example is Beehive Prep School, which moved to HUBmis to gain a more intuitive and efficient academic management system.
You can read their full case study here: https://www.wcbs.co.uk/case-study-of-beehive-prep-school/.
Their story reflects how even smaller independent schools can see big wins by moving to a cloud-native platform tailored to their specific needs.
Life Skills Manor for Autism selected ET-AIMS when they launched nearly five years ago. In March 2025, they were awarded an Ofsted Outstanding rating. The school credits ET-AIMS with helping them embed strong systems for attendance, behaviour, intervention, curriculum tracking, and engagement from day one.
We’re planning a joint event in Birmingham during the Autumn/Spring Term 2025–26 with VASE Academy in Birmingham, where we’ll showcase their journey from a brand-new provision to an established Good school supported by ET-AIMS.
GO 4 Schools has evolved from a provider of specialised modules (markbooks, attendance, behaviour tracking) that worked alongside other Management Information Systems (MIS) to now offering its own comprehensive GO 4 Schools MIS. This new all-in-one system integrates the popular functionalities that schools have traditionally benefited from through their modules.
The shift comes as a response to the evolving MIS market and a perceived “renaissance” of schools re-evaluating their system choices. It suggests that some schools who initially moved to new MIS providers, perhaps seeking improved processes, are now looking back at GO 4 Schools MIS due to the established benefits and workflows they experienced with GO 4 Schools’ module offerings.
GO 4 Schools has successfully onboarded the pilot schools for their new MIS, and active conversations are underway with other schools like Saint Andrews International School. This indicates a positive momentum for our expanded offering.
MIS Case Study
“We recently returned to Go4Schools after trialling other systems, and it has been instrumental in helping us streamline key school processes. From report writing to parental communication, having a customisable platform has allowed us to tailor workflows to our context and reduce admin burden.
One of the biggest advantages has been the ability to track academic and pastoral data in one place, enabling staff to make more informed decisions around student support and intervention. This has already strengthened our ability to analyse progress and respond proactively.
We’re now exploring the potential of using Go4Schools as our full MIS to consolidate systems and improve consistency school-wide. The training and ongoing support have been excellent, and staff feel more confident using the platform to drive improvements.
Returning to Go4Schools has helped us to align our data practices with our wider goal: putting student progress and wellbeing at the centre of everything we do.”
Jaqueline James – Deputy Headteacher: St Andrews International School
This information highlights a significant strategic advantage for GO 4 Schools’ new MIS: a staged transition approach.
Instead of demanding an immediate, wholesale rip-and-replace of a school’s existing MIS, GO 4 Schools allows schools to ease into their new system.
Staged Transition: A Low-Impact Pathway to a New MIS
The ability to gradually onboard functionality is a powerful selling point, especially given the disruption a full MIS migration can cause. The reason the pilot schools now use the GO 4 Schools MIS.
- Embedding Teaching Functionality First: Schools can begin by moving the data input and review features for teaching staff to GO 4 Schools. This means teachers start using the familiar GO 4 Schools markbooks, attendance, and behaviour tracking functionalities (which many schools already use as modules) while the school’s existing MIS still handles the core administrative tasks.
- Benefit: This approach minimizes the initial shock for teaching staff, as they’re adopting a system, they may already be somewhat familiar with for their daily tasks. It allows them to embed these new workflows gradually, without the pressure of a complete system overhaul.
- Seamless Transition for Administration: Once the teaching staff are comfortable and the GO 4 Schools functionalities are embedded, the school can then seamlessly transition the core school administration functions to the GO 4 Schools MIS.
- Benefit: This phased approach means there’s little or no impact on teaching during the crucial administrative switch. The bulk of the change management for teachers has already happened. Administrative staff, while undergoing their own transition, benefit from workflows that are “clear and uncomplicated,” designed with direct feedback from school support staff.