What are main functions of a PEP?
Children in Care have the right to expect the outcomes we want for every child. Local authorities have a duty to promote the educational achievement of children in care under section 52 of the Children Act 2004 and must ensure that all children in care have an effective and robust Personal Education Plan.
1. A PEP is a means of collating and recording accurate information about the education of children in care, including their current, previous and expected level of attainment. It follows the child regardless of where s/he lives, who cares for her/him or where s/he goes to school
2. The PEP sets clear objectives for the child relating to academic achievement, as well as personal and behavioural targets both in and out of school. It identifies who will be responsible for carrying out the actions agreed in the plan, with timescales for action and review. It covers the child’s achievement record (academic and otherwise), identifies development needs and sets short and long term targets
3. A PEP is an opportunity for dialogue between all those concerned with the child’s education and ensures everyone involved knows what they and others need to do to promote the child’s education and future well being
4. A PEP is an opportunity to listen to children about their education and record their hopes, worries and aspirations
5. The targets agreed in the PEP inform how the Pupil Premium Grant is allocated within school, to best meet the individual child’s educational need.
Who Does What?
The Social Worker
When a child becomes looked after his/her social worker must ensure that the child’s needs and the services to meet these are documented in the child’s Care Plan. The Personal Education Plan forms part of the Care Plan and therefore wherever the child is placed, his/her social worker, should take the lead to:
· Initiate and co-ordinate the PEP, even where a looked after child is without a school placement; This includes:
- Completing Section A of the PEP form
- Liaising with the school’s designated teacher and other professionals to arrange the meeting
- Contacting the school’s designated teacher, the carers, other relevant professionals and the child 3 weeks prior to the suggested meeting date, to request they complete their relevant section of the PEP before the meeting
· Ensure that a first PEP is in place within the first 20 days of a child becoming Looked After, wherever he/she is placed
· Ensure that every child in care of the authority has an effective, high quality PEP which is available for the first review of the Care Plan (the 28 day review)
· Distribute (by email) the completed PEP to all those listed in ‘copies to be sent to’ within 10 days of the PEP meeting and after it has been approved by the Virtual School.
The School’s Designated Teacher for Children in Care
Although other teachers and professionals in schools have a role, the Designated Teacher is the key person in school for agreeing and reviewing the PEP. Designated Teachers should therefore ensure:
· They complete Section B of the PEP when it is received from the child’s social worker in liaison with school colleagues
· They are prepared to provide information to review previous education targets and set new SMART education targets.
· There is a record of the number of children in care in their school with an up-to-date PEP
· Information from the PEP is appropriately distributed to other staff within the school
· Procedures are in place to ensure that when a child in care transfers to a new school their PEP is transferred with them. A child’s PEP is part of their educational record which must, by law, be sent to any new school they move to
The Child
Wherever possible the child should attend the meeting and be encouraged to contribute in a positive way. As preparation for the meeting they should try to complete Section C. It is the social workers responsibility in discussion with the designated teacher to decide who the best person is to assist the child in completing the form.
When should the PEP be completed?
All children in care require two formal PEPs within the school academic year. (September to July) To ensure that the PEP gives details of who will take the plan forward, specifies timescales for action and review and identifies sources of funding for implementing the PEP, the first PEP should be arranged by the social worker to be completed by the end of October.
This form is designed to be used electronically. Where text appears in the box please use the drop down menus provided to select the most appropriate option.
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A. ESSENTIAL PUPIL INFORMATION
Social Worker responsible for completing this section:If you are completing this section on behalf of the social worker please state your name and role:
Date of this PEP meeting:
1. PERSONAL INFORMATION
First name: / Family name: / Name known at school:Date of birth: / Gender: / Ethnicity: / Religion:
Legal status: / 1st Language: / Unique Pupil Number: / Swift ID number:
2. CARE INFORMATION
Carer name and placement address:Date into Care (most recent care episode): / Telephone Number:
Current placement type: / Carer’s email address:
Placing Authority: / Local Authority where child is living:
Number of placements since being accommodated
3. KEY CONTACTS INFORMATION
Include all significant people. Those highlighted must be present at all PEP meetings.
N.B.Only complete for people who were present and mark in the ‘attended’ column where appropriate.
Attended / First name / Family name / Role/ relationship / Contact number / Email or Postal address / Copies of PEP to be sent toP / Social Worker / Family Worker
Designated teacher
SENCO
If applicable
Foster carer/key worker
Class teacher/ Form tutor
Virtual School Officer / / P
Young Person / N/A / N/A
4. ESSENTIAL INFORMATION
Who should be contacted in case of an emergency? / Who will liaise with the school on a day to day basis?Who will receive school information? / Who will give permission for school trips?
Who will attend parents evening? / Is there anyone who should not have unsupervised contact and communication?
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B. Educational History
Designated Teacher responsible for completing this section:If you are completing this section on behalf of the designated teacher please state your name and role:
Date of this PEP meeting:
1. CURRENT SCHOOL INFORMATION
Name of school and address: / Telephone Number: / Head Teacher:Year group: / Class/Form: / Key stage: / Date started at present school:
Please attach the following:
P Pupil’s timetable
P Attendance record ( %) If at or below 95%, is there involvement from the school’s
EWO/Attendance Officer? Y☐ N ☐
P Details of School EWO/Attendance officer:
Name:………………………………………………
Email:………………………………………………
Tel no:………………………………………………
P Other relevant plan or report:
2. PREVIOUS SCHOOL HISTORY - Provide separate sheet for additions where necessary.
Starting with the most recent
School and address / Date From / Date to / Type of school / Reason for leaving3. ATTAINMENT LEVELS AND ACHIEVEMENTS
Information in this section should include prior, current and predicted levels of attainment.
Early Years Foundation Stage (aged 3 – 5 years, NC years - nursery and reception)
Areas of Learning and Development / Description of progress / EYFS profiledata
Personal, social and emotional development
Communication, language and literacy
Problem solving, reasoning and numeracy
Knowledge and understanding of the world
Physical development
Creative development
Key Stage 1 (aged 5 - 7, NC years 1 - 2)
Speaking and listening / Reading / Writing / Mathematics / ScienceCurrent KS1 level
Predicted KS1 level
KS1 Result
Other measures of progress during KS1
Give the reason if National Curriculum tasks/tests were not assessed at this stage:
Key Stage 2 (aged 7 - 11, NC years 3 - 6)
English / Mathematics / ScienceCurrent KS2 level
Predicted KS2 level
KS2 Result
Other measures of progress during KS2
Give the reason if National Curriculum tests were not assessed at this stage
Key Stage 3 (aged 11 - 14, NC years 7 - 9)
English / Maths / ScienceCurrent KS3 level
Predicted KS3 level
KS3 Result
Other measures of progress during KS3
Give the reason if National Curriculum tests were not assessed at this stage
Is the pupil working at age expected attainment? Yes o No o
Is the pupil making expected levels of progress? Yes o No o
Key Stage 4 (aged 14 - 16, years 10 - 11)
Subject / Award (e.g. GCSE, GNVQ etc) / Predicted grade / Actual grade / Date of exam/s / Exam board / Tier/ levelEnglish
Maths
Science
Is the pupil working at age expected attainment? Yes o No o
Is the pupil making expected levels of progress? Yes o No o
Other Key Considerations
e.g. areas of learning and development
5. GIVE DETAILS OF ANY SPECIAL ARRANGEMENTS FOR THE PUPIL IN EXAMS
I.e. additional time / resources etc
6. PLEASE GIVE DETAILS IF PUPIL NOT ENTERED FOR EXAMINATIONS IN CORE SUBJECTS
Subject / ReasonEnglish
Maths
Science
7. SPECIAL EDUCATIONAL NEEDS
Please delete as necessary
Does the pupil have Special Educational Needs and if so, at which Code of Practice stage is he or she? Please attach Individual Education Plan (IEP) / Additional Support Plan/Education, Health and Care Plan (EHCP)What is the main educational need identified on the Individual Education Plan (IEP) or EHCP
What support is specified on the Individual Education Plan (IEP) or EHCP?
If the pupil has an EHCP, when was the plan finalised? / / /
Which local authority is responsible for administrating the EHCP?
Who is the named local authority SEN officer responsible?
When is the EHCP due to be reviewed?
If the pupil is 14 or over and has an EHCP, has a transition review taken place or is one planned? What is the proposed date of the meeting? / Yes/No
/ /
8. EXCLUSIONS
Reason for exclusion / Type of exclusion (Fixed-Term/Permanent) / Dates (from/to) No. of days9. WHAT PROVISION HAS BEEN MADE FOR EXCLUSIONS OVER 6 DAYS?
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C. YOUNG PERSON’S VIEWS
Education and learning: preparing a young person for their Personal Education Plan Meeting.
The young person’s views are an important part of the PEP process. They should be encouraged to attend all or part of the PEP meeting.
The completion of the Young Person’s Views form is equally important and should be filled in prior to the PEP meeting. It is the social workers responsibility to decide who the best person is to assist the child in completing the form. Please ensure the correct Young Person’s Views form is used (Year 7-10 or Y11).
Date form sent to schoolWho is responsible for completing this form with the young person?
If no form has been completed by the young person, what is the reason?
D. EDUCATIONAL PROGRESS, INTERVENTIONS & TARGETS
Section D is agreed and recorded at the PEP meeting and must address current achievements, both short and long term needs and targets.
1. CURRENT ACHIEVEMENTS
E.g. school sporting achievement, being chosen as a prefect, achieving merits etc.
Activity / Date2. CURRENT SUPPORT FROM OTHER AGENCIES
School based support / DetailsGifted and talented
School clubs & activities
Learning mentor / Name of learning mentor:
Curriculum support
Careers/Transition support / Name of worker supporting pupil in school:
Other Services
Out of school based activity/support / Details
Clubs and activities
Tuition
Other services
(e.g. CAMHS, Croydon YOT)
3. REVIEW OF OTHER DECISIONS AND ACTIONS
What were the OTHER DECISIONS AND ACTIONS from the last PEP? / Action completed? / Comments on outcome1 / Yes / No
2 / Yes / No
3 / Yes / No
i.e. Review of decisions and actions from previous PEP.
4. NEW/OTHER DECISIONS AND ACTIONS
E.g. New referrals to outside agencies (CAMHS / SEN / BOOST / Counselling etc), transition planning (referral to careers guidance officer / College open days / Youth Service etc).
Decision / Actions and services / By when / By whom1
2
3
5. REVIEW OF EDUCATION TARGETS
i.e. Review of targets set in previous PEP.
What were the EDUCATION targets from the last PEP? / Target achieved? / Comments on outcome1 / Yes / No
2 / Yes / No
3 / Yes / No
6. NEW EDUCATION TARGETS AND ACTIONS (should not exceed three where possible)
Targets should be SMART; Specific, Measurable, Achievable, Realistic, Time related
Targets should be the same as those already set by the school and understood by the child, there is no need to ‘invent’ new targets for the purpose of the PEP. Where a child has an IEP, it is acceptable to select 3 relevant targets for the period and utilise within the PEP.
Complete for all pupils from Year 7 to Year 11
Target / How will this target be met? Actions and services provided / By when / By whom1
2
3
7. KEY EDUCATIONAL NEEDS AND ISSUES THAT IMPACT ON EDUCATIONAL PROGRESS
Issues:Needs:
Please continue to page 14 for Year 7 – 10 pupils.
Complete ONLY for Year 11 pupils
Pathway to Post 16 Further Education, Employment or Training
Has the young person completed and signed the data sharing consent form*? Yes / No
Has the young person received careers advice from their current school? Yes / No
Has the young person had a 1-2-1 session with a careers advisor? Yes / No
If no, would the young person like a 1-2-1 session with a careers advisor? Yes / No
Does the young person have a copy of their borough’s Post 16 prospectus? Yes / No
Would you consider the young person to be at risk of becoming NEET? Yes / No
If ‘yes’ please give further details in the box below.
Who will provide support for the young person around results day in August?
*Data sharing consent form can be found at end of this document
Anticipated Post 16 Qualification Route (Please tick)