Personal education plans (PEPs) guidance

  1. Overview
  2. The PEP process
  3. Log in to the Lancashire PEP
  4. PEP meetings
  5. Quality assurance of PEPs
  6. Collecting the child or young person's voice
  7. Emotional health and wellbeing
  8. Strengths and difficulties questionnaire (SDQ)
  1. Target setting
  2. Transitions
  3. PEP checklist
  4. Exemplar PEPs
  5. Previously looked after children and children with a social worker
  6. Help and advice
  7. Videos

10. Transitions

This section is not just about the 'big' transitions of Pre-school to Reception, Y6 to Y7 or Y11 to KS5.

Think about:

  • moving between rooms in the nursery
  • changes in year groups at primary, new teacher, new classroom
  • moving key stages, year groups, form tutors, lesson teachers

Although they may not seem as significant for us, they can be hugely daunting and challenging for these children – especially those attachment and trauma affected.

Tips for completing the PEP

What contact is planned with the new school or setting?

There needs to be a plan in place over (potentially) several months. A gradual build up of contact to support the child to make a smooth transition.

Also include any meetings or dialogue between keyworkers and professionals.

Are there any concerns abut this transition?

Concerns need to be highlighted which can then feed into appropriate actions below.

What will be done to prepare the young person for a smooth transition?

Actions can be added to throughout the year – this is not just for the summer term.

CLA will need much more support and consideration for changes which are upcoming-even if they seem absolutely fine on the surface.

Remember SMART targets again – ensure they are specific action points.

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