Personal education plans (PEPs) guidance

Because a child has moved into permanence, does not mean that their needs have disappeared.

From Both Sides - Evaluating education support for PLA - Feb 2022 - Adoption UK says:

• three quarters of adopted young people say that they needed more support than their peers
• only 19% felt that their final examination results were a fair reflection of their abilities.
• almost 80% of adopted children say they routinely feel confused and worried at school
• two thirds of those at secondary school report being teased or bullied because of being adopted
• on leaving school, adopted young people are twice as likely to be not in education, employment or training (NEET)

The guidance Promoting the education of children with a social worker: virtual school head role extension says:

• on average, children with a social worker do worse than their peers at every stage of their education
• in early years 50% of children with a social worker achieved a good level of development (GLD) compared to 72% without
• 3 times more likely to be persistently absent from school
• 2 to 4 times more likely to be permanently excluded
• in GCSE, 50% as likely to get a strong pass in English and maths
• at KS5, 3 times less likely to study A-levels
• 5 times less likely to enter higher education at 18
• by 21, 50% had not achieved a level 2 qualification compared to 11% without a social worker

The document: The designated teacher for looked-after and previously looked-after children clearly states:

"The support that schools and designated teachers give to children who are looked-after and previously looked-after should not be seen in isolation. All looked-after and previously looked-after children will have a wide range of  support mechanisms that will assist in promoting their educational achievement"

This is also true for children with a social worker. However, it may not be the designated teacher who oversees these children - but there must be someone.