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Personal education plans (PEPs) guidance

Overview

All children looked after (CLA) from the age of 2 until the age they cease to be CLA (until they turn 18 and are classed as an adult) should have a Personal Education Plan (PEP).

The PEP is a statutory document which is an integral part of their care plan.

This is a plan to ensure that some of our most vulnerable children are cared for and will have the same opportunities as their peers as they move through life.

It should be a working and evolving document that the child has ownership over.

The PEP is the joint responsibility of Children's Social Care (social worker) and education (designated practitioner).

The purpose of the PEP is to support the child to progress in learning, thrive in their education setting and achieve the best outcomes.

It should also support effective communication and partnership working between:

  • the education setting

  • Children's Social Care

  • the child

  • the carers

  • other relevant services

  • the Virtual School

The PEP process

When a Lancashire child becomes looked after, the social worker will arrange for a PEP meeting to be convened to complete the PEP document within 20 working days of the child coming into care. When a child is placed in an emergency, the PEP should be initiated within 10 working days of the first placement.

The setting will be contacted to agree a date and time for the initial meeting. The child and their carers will be part of the PEP meeting.

  1. Social worker completes the “My Personal Information” and “My Health” sections of the PEP at least 10 days before the PEP meeting. Please follow this up with the social worker if it is delayed.

  2. You should begin completion of the PEP before the meeting. You'll get an email when your sections are delegated to you (this currently comes from: noreply@lancashire.gov.uk). Check the sections above are completed fully and contact the social worker if there are any issues.

  3. PEP meeting. The social worker must attend all PEP meetings. In the event of unavoidable non-attendance, comments and input must be provided before the meeting, for example, telephone call and an email.

  4. Complete the PEP within 10 working days of the PEP meeting. You'll get a reminder email before the due date. You can attach supporting documents such as SEND targeted learning plans through the professional portal.

  5. Social worker checks PEP. If social workers have issues with the quality of the educational information that the setting has submitted, they'll contact the Virtual School consultant for follow up.

  6. Quality assurance (for a sample of PEPs). You'll be contacted if you need to make improvements to the PEP.

  7. On approval of the PEP, you'll get a copy via secure email to share with parents/carers.

  8. Process is repeated termly for review meetings/PEPs. Once the first PEP form is finalised, the second PEP form process will be immediately started by CLA business support and reassigned to the social worker to delegate to the setting.

PEP windows

All PEPs must be submitted by the school/setting within 10 working days following the PEP meeting.

The meeting dates windows are:

  • Autumn Term - 1 Sep to 16 Nov

  • Spring Term - 1 Jan to 14 Feb

  • Summer Term - 1 Apr to 16 Jun

Please do them as early as possible as if the PEP has to be returned, this then causes a delay for the next term.

Out of county children

If a child is looked after by another local authority, you must use the PEP template and system of that local authority.

Sign in to the Lancashire PEP

To complete a Lancashire PEP, log in to the professional portal.

Log in to the professional portal

You'll get email reminders to sign in to the professional portal at different stages in the process 

Register or sign in

The first time you use the professional portal you will need to register for a new account. 

If you need to fill in a form on the professional portal you will get an email with a link to the portal, (this currently comes from: noreply@lancashire.gov.uk).

As part of the login process you will get an authentication code by email, which you will need to enter after your email and password, for extra security. We recommend you copy and paste this. You will need to do this each time you log in.

Saving forms

You can save an incomplete form if you need more time to complete it.

Before submitting, we recommend that you use the PDF button to save as PDF if you need a copy of the information as it will not be available after you submit it.

PEP meetings

PEPs must be reviewed and updated once a term.

It is primarily the responsibility of the education setting to consult with the social worker to agree a date and time for the next meeting.

It is essential that carers are involved and it is important that the child can contribute their own views (All about me) before the meeting.

It may be appropriate to invite other attendees such as representatives of SEND, CAMHS, Virtual School, as required.

PEP meeting agenda

As a school or setting, it is important that your PEP meetings are structured in such a way that allow for a holistic discussion about the child or young person, and to enable all the relevant information on the PEP form to be collected.

We have created an example PEP meeting agenda which can be used to support you with this:

Quality assurance of PEPs

The Virtual School aim to quality assure a PEP of every Lancashire CLA at least once every 12 months and provide feedback to both the setting and the social worker. The PEP will be given a red, amber or green (RAG) rating.

Grading criteria

Child/YP voice strongly captured and evidenced with impact on PEP evidenced.

Previous targets evaluated and current attainment detailed.

Additional needs identified such as Speech, Communication and Language needs, SEMH needs.

Strong SMART Targets for learning and other areas which specifically meet an identified need. They are measurable, with a target deadline set, and this is achievable. All of the questions in the document 'Questions to ask of the PEP target' can be answered within each target. See the target setting section for the document.

Specific plans to address any transitions due, such as KS2-3, KS3-4, KS4- FE/training.

Detailed interventions/strategies including: what, when, where, by who and how often.

Additional information provided to add context to rag rated assessment.

Carer input specified.

PPG/PEPSA (as appropriate) is costed and clearly links to the targets and interventions/strategies.

There is no ‘generic’ use of PPG spending on items that are routinely available to other learners.

Attendees at PEP meeting recorded and date planned for next PEP review.

Pupil voice captured.

Previous targets evaluated and current attainment provided.

Targets are specific to an identified need and are measurable.

Brief comments to add context to rag rated assessment.

Interventions/strategies are stated and at least 2 of: what, when, where, by who and how often are included.

PPG/PEPSA (as appropriate) links to the targets and interventions/strategies.

Transitions identified.

Attendees recorded and date for next PEP inputted.

Attendees and next review date not recorded.

No pupil voice collected.

No or extremely weak targets/evaluation/strategies or interventions.

No evidence of how PPG+ will be used to support targets/progress.

Overly ‘generic’ use of PPG to subsidise items that are routinely available to other learners.

No details of how the child will be supported through their transition – specifically when they are due to move into Reception, Year 7 or finish year 11.

As a minimum, we would expect to see information and actions within the Spring and Summer PEPs.

Unfortunately, if the PEP did not meet the required standards that are published above, the PEP would be rated as Red.

Additional feedback information about the QA of this PEP has been shared with you along with the PEP.

Because the PEP does not meet the required standard, PPG+ will not be paid this term.

The Education Consultant for your setting has been made aware of the presence of a red PEP at your setting. They are available to support Designated Teachers and School Leaders to ensure that all support for children who are looked after by Lancashire County Council meets the expectations we set. They will happily support colleagues in improving PEPs and will also use our prioritisation criteria to attend PEP meetings at your setting if appropriate.

Please do also use our website for support and attend one of our training sessions on PEPs for education colleagues. Details of these sessions can be found on our website.

Collecting the child or young person's voice

There are many different ways of collecting views, for example a chat, a questionnaire or pictorial representations.

Collecting the child or young person's voice shouldn’t be a 'one-size-fits-all' method. Be creative with how you can engage the child in dialogue – tap into their interests and their personalities.

If they are non-verbal or struggle to communicate verbally, explore different ways of engaging them for example through art.

Try to gather as much information as possible. Vary your questioning style and try to encourage the child to talk more fluently (age dependent) rather than just questions and answers. Prompt where necessary to try to gauge more detail – “Why” is a really powerful word to encourage justification and reasoning.

Word it as if it is coming from the child, using personal pronouns for example: "I enjoy using computers to play games and also to create games.".

Resources

The county council's voice of the child guide has more support and guidance.

You can download All about me worksheets from the Social Workers Toolbox website.

These schools have also provided examples of templates you can use:

Here are some further resources from other councils and organisations on collecting children's views:

Emotional health and wellbeing

It's so crucial to consider the emotional health and wellbeing of the child.

Sometimes there is a focus on academic gaps and targets –which may not been the main focus for the child at this moment in time.

There are assessments which can be used but the best information comes from the day-to-day interactions and observations.

Resources

The Anna Freud mental health toolkit for schools "Measuring and monitoring children and young people’s mental wellbeing" is a useful tool you can use. 

Analyse the information from the assessment:

  • What does it tell you?

  • What are the positives and the areas of need?

  • What are you going to do to help meet these areas of need?

Strengths and difficulties questionnaire (SDQ)

The strengths and difficulties questionnaire (SDQ) is a brief behavioural screening questionnaire.

Local authorities are required to use the SDQ to assess the emotional wellbeing of individual children looked after (CLA) aged 4-16.

Understanding the emotional and behavioural needs of CLA is important so that the relevant support can be put in place and children are given the opportunity to achieve their full potential.

SDQ scales

All versions of the SDQ ask about 25 attributes, some positive and others negative. These 25 items are divided between 5 scales:

  1. emotional symptoms

  2. conduct problems

  3. hyperactivity/inattention

  4. peer relationship problems

  5. pro-social behaviour

Score bands

Total difficulties score is:

  • 0-13 - normal

  • 14-16 - borderline

  • 17-40 - cause for concern

Why we should we complete an SDQ

It is important to routinely assess the emotional wellbeing of CLA. Based on national research, here are some of the reasons why it is important:

  • Children looked after have a higher prevalence of emotional and behavioural issues arising from neglect and abuse.

  • Children looked after are more likely to develop mental health problems and require provision from CAMHS/Full Circle.

  • Children looked after often experience attachment difficulties and require therapeutic support.

How the SDQ can be used

The completed SDQ can be used to:

  • inform statutory health assessments completed by the NHS

  • inform whether the child/young person needs a referral into CAMHS/Full Circle

  • evaluate progress against emotional wellbeing outcomes as part of the overall health needs of children looked after

  • give commissioners of services a better understanding of the emotional wellbeing needs of the children looked after

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:

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.

PEP checklist

Before submitting the PEP

Before you submit your PEP on the Professional Portal, please ensure that it is fully and accurately completed.

We have created a useful checklist for you to use before you submit the plan.

Please use this checklist to ensure that the PEP is of good quality.

Previously looked after children and children with a social worker

To ensure that other vulnerable children are also having their needs met within education we've devised a new action planning document - the Education Plan for previously looked-after children and children with a social worker (EPPLAC/CWSW).

Although this is not statutory, we are strongly encouraging all settings to incorporate this into their work with previously looked-after children and those with a social worker.

We encourage settings to involve parents and carers in the process in order to best support these children and young people.

Our website also has a page for parents and carers where we share information about support available for previously looked after children.

Why PLA children need continued support

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)

Why children with a social worker need special consideration

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 guidance

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.

Templates

Contact

Email: previouslylookedafter@lancashire.gov.uk 

Help and advice

For help with the PEP template and system please email: PEPqueries@lancashire.gov.uk

If you would like advice, support or guidance relating to the education of CLA contact the Virtual School: virtualschool@lancashire.gov.uk