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4.9.2 Personal Education Plans Procedure


Contents

  1. Key Points
  2. Information to be Included in the PEP
  3. Flowcharts


1. Key Points

  1. Every Child in Care should have a Personal Education Plan (PEP) which ensures access to services and support, contributes to achievement and stability, minimises the impact of disruptions and broken schooling, signals particular and special needs, establishes clear goals and acts as a record of progress and achievement;
  2. The PEP should be an integral part of each child’s Care Plan and link to any existing education plans, e.g. SEN Support Plan, Education, Health and Care Plan. Wherever possible, the content of a Pastoral Support Plan should be included in the PEP educational record for the young person;
  3. The Care Plan must be prepared before the child is first placed or at most within 10 working days of the start of the first placement. As the PEP is an integral part of the care plan, it must also be prepared within the same timescales.


2. Information to be Included in the PEP

PEPs should:

  • Identify developmental and educational needs in relation to skills, knowledge, subject areas and experiences;
  • Set short and long-term educational attainment targets agreed in partnership with the child and the carer where appropriate;
  • Include a record of planned actions, including milestones on homework, extra tuition and study support, that the school and others will take to promote the educational achievement of the child, based on an assessment of their educational needs;
  • Include information on how the child's progress is to be rigorously monitored;
  • Record details of specific interventions and targeted support that will be used to make sure personal education targets are met, especially at the end of Key Stage 2 in relation to English and mathematics, and at Key Stage 4 in achieving success in public examinations;
  • Say what will happen, or is already happening, to put in place any additional support which may be required - e.g. possible action to support special educational needs involving the SENCO, educational psychologist, or local authority education services (information contained within a EHC plan does not have to be duplicated in the PEP, a reference is sufficient as long as the plans work together to meet overall needs);
  • Set out information on what will happen or is already happening to identify and support any mental health needs relevant to the child's education;
  • Set out how a child's aspiration and self-confidence is being nurtured, especially in consideration of longer-term goals towards further and higher education, work experience and career plans. Discussions about longer-term goals should start early and ideally well before Year 9 (age 13-14) at school. High aspirations are crucial to successful planning for the future. They should focus on young person's strengths and capabilities and the outcomes they want to achieve;
  • Include the child's views on how they see they have progressed and what support they consider to be most effective;
  • Be a record of the child's academic achievements and participation in the wider activities of the school and other out of school learning activities (e.g. sporting, personal development);
  • Provide information which helps all who are supporting the child's educational achievement to understand what works for them, helping to substitute for the role that parents might otherwise provide; and
  • Have clear accountability in terms of who within the school is responsible for making the actions identified in the plan happen.

The Designated Teacher would normally have overall responsibility for leading the process of target setting for Children in Care school, should monitor and track how their attainment progresses, and ensure that identified actions are put in place. The Designated Teacher will help the school and the local authority that looks after the child to decide what arrangements work best in the development and review of the PEP.

In addition the PEP should have:

  • An up to date and accurate chronology of education and training history which provides a record of the child's educational experience and progress in terms of National Curriculum Assessments, including information about educational institutions attended and the reasons for leaving, attendance and conduct record, academic and other achievements, any special educational needs, an indication of the extent to which the child's education has been disrupted before entering care or accommodation;
  • A clear statement clarifying existing arrangements for education and training, including details of any special educational provision and any other provision to meet the child's educational or training needs and promote educational achievement;
  • A description of any planned changes to existing arrangements and provision to minimise disruption;
  • A description of the child's leisure interests;
  • A description of the role of the appropriate person and any other person who cares for the child in promoting the child's educational achievements and leisure interests;
  • A description of how the Pupil Premium is assisting the child's progress and applications for bursaries should be discussed as part of PEP Meetings;
  • Details of who will take the plan forward, with timescales for action and review are an essential aspect of all PEP planning.

Monitoring and reviewing the PEP in school

Designated Teachers should work closely with other staff in school to make sure the child's progress is rigorously monitored and evaluated. They should be able to:

  • Judge whether the teaching and learning and intervention strategies being used are working to support achievement and wellbeing; and
  • Know whether the young person is likely to meet the attainment targets in their PEP.

If the young person is not on track to meet targets, the Designated Teacher should be instrumental in agreeing the best way forward with them in order to make progress and ensure that this is reflected in the PEP.

A child's Care Plan is reviewed regularly by the authority that looks after them, the first being within 20 working days of being Accommodated. The CISRO will ask about the child's educational progress as part of the overall Care Plan review and should have access to the most up-to-date PEP (see Looked After Reviews Procedure).

So that there can be an informed discussion at the statutory review of the Care Plan about the child's progress in school, the Designated Teacher is responsible for ensuring that:

  • They review the PEP before the statutory review of the Care Plan, it is up-to-date and contains any new information since the last PEP review, including whether agreed provision is being delivered;
  • The PEP is clear about what has or has not been taken forward, noting what resources may be required to further support the child and from where these may be sourced; and
  • They pass the updated PEP to the child's social worker and VSH ahead of the statutory review of the Care Plan.

The school and the local authority which looks after the child have a shared responsibility for helping Children in Care to achieve and enjoy. The content, implementation and review of the PEP enable both the school and local authority to discuss how they can help achieve this. The PEP review should be done through a meeting involving the social worker, the young person, carers and others, such as the VSH.

The PEP must include the contact details of the Virtual School Head for the authority that looks after the child.


3. Flowcharts

Click here to view Flowchart for Initial PEP.

Click here to view Flowchart for 3 or 6 Monthly PEP.

End