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

9. Target setting

In relation to skills, knowledge, subject areas and experiences, the PEP should identify:

  • developmental needs (including any related to attachment and past trauma)
  • educational needs 

These should include:

  • SMART short-term targets, including progress monitoring of each of the areas identified against developmental and educational needs
  • SMART longer-term plans for educational targets and aspirations

These should, according to age and understanding, typically focus on:

  • public examinations
  • further and higher education
  • managing money and savings
  • work experience and career plans
  • aspirations

SMART targets

S Specific What is the observable difference/benefit we are expecting to see, as a result of intervention? i.e. in terms of learning, behaviour, language, social skills, etc.
M Measurable How will be know when the target has been achieved?
A Achievable Is this a target they are likely going to be able to achieve?
R Relevant Is it targeting identified gaps/developmental areas? Has it taken the child's voice into consideration?
T Time-bound What is the realistic time-period that this target can be achieved in

We have produced a helpful template to help you to formulate SMARTer targets:

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