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Contents

1. Introduction
2. Avoidance of Disruption in Education
3. Completing the PEP
4. Monitoring the PEP
5. Contents of the PEP
6. Other Useful Documents

1. Introduction

All looked after children of compulsory school age must have a Personal Education Plan (PEP), whether or not currently in education. It provides essential information to ensure that appropriate support is in place to enable the child to achieve the targets set. It is also a record of the child's leisure interests and educational achievement.

The child's social worker is responsible for initiating the PEP when a child first enters the looked after system or when the child changes school placement.  Convening subsequent meetings is the responsibility of the Designated Teacher in the child's school, but social workers can play a useful role in ensuring that procedures are adhered to.

The Personal Education Plan should be initiated as part of the Care Plan before the child becomes Looked After (or within 10 working days in the case of an emergency placement), and be available for the first Looked After Review meeting.

The PEP should be drawn up and agreed in a meeting which includes the child, his/her parents/carers, the child's social worker, the Designated Teacher or other teacher, and all relevant professionals.

NB Where a looked after child is excluded from school, the child's social worker must inform the child's Independent Reviewing Officer.

2. Avoidance of Disruption in Education

The Nominated Officer must approve any change of placement affecting a child in Key Stage 4, except in an emergency/ where the placement is terminated because of an immediate risk of serious harm to the child  or to protect others from  serious injury.

In those circumstances, the Local Authority must make appropriate arrangements to promote the child's educational achievement as soon as reasonably practicable.

Before approving a change of placement affecting a child in Key Stage 4, the Nominated Officer must be satisfied that:

• The child's wishes and feelings have been ascertained and given due consideration;
• The wishes and feelings of the parent(s) have been ascertained where the child is accommodated (where possible) and where appropriate where the child is subject to a Care Order);
• The educational provision will promote educational achievement and is consistent with the PEP;
• The Independent Reviewing Officer has been consulted;
• The designated teacher at the child's school has been consulted.

Other than in Key Stage 4, where the Local Authority proposes making any change to the child's placement that would have the effect of disrupting the arrangements made for education and training, they must ensure that other arrangements are made for education or training that meet the child's needs and are consistent with the PEP.

3. Completing the PEP

If possible, the first PEP meeting should take place before the child becomes Looked After. The child's social worker and Designated Teacher will ensure that invitations are sent as appropriate.

During the PEP meeting, it is important to be clear who is responsible for what.  Conversations will need to be had about who will attend subsequent meetings and parents' evenings, and the date for the next review should be arranged.

First PEP's should be reviewed after three months and then every six months, before the child's Looked After Reviews. An earlier review should be arranged if required, for example where there has been a significant change of circumstances.

PEP meetings should take place in the child's school and will usually be chaired by a member of school staff who knows the child well.

Personal Education Plans are about a process, not just a form to be filled in.  The form is a framework to facilitate discussions. Depending on a child's age and ability to contribute, they can attend the PEP meetings in person, or give a written contribution with adult support.  The 'child's view' section of the form can then indicate that this discussion has taken place. 

The plans should:

• Ensure access to services and support;
• Contribute to stability for the child;
• Minimise disruption;
• Signal individual and/or special needs;
• Establish clear goals;
• Record and celebrate progress and achievement;
• Identify a person to be responsible for the day to day management of the PEP.

The PEP should be an integral part of the Care Plan and be the result of joint working.  The child's views are an important part of the plan.  The adults should have high expectations for the child even when she/he cannot hold them for her/himself.

The core document needs to be filled in by the child's social worker and the Designated Teacher.  As much as possible should be completed before the PEP meeting.

These pages contain important information to which staff in school can refer with regard to legal responsibilities, history of schooling, and details of the professional network supporting the child.  While it will take time to fill in the core document initially, thereafter it provides a point of reference for staff.  These pages should be checked for accuracy and currency at the start of all subsequent reviews.

Oxfordshire PEP forms have been developed to reflect the way schools and the curriculum change to meet children's development and needs.  There are PEP forms and PEP review forms for each age group/National Curriculum year group.  The forms are designed to contribute to the structure and content of the discussion.  For example:

• The first page lists those present, has a reminder to check the core document, and record attendance issues;
• The second page is intended to structure discussions about the child's current circumstance;
• The third page moves the discussion on to setting targets for the coming six months.

Contents
Notes of Guidance
The Core Document: Personal Information Contact Details Responsibilities Summary Educational Data Education History
These early pages contain essential basic information which is needed if members of staff in school are to make appropriate decisions on behalf of a child.  These should be checked at the start of every PEP meeting to ensure the information is correct and up to date.  There is a reminder to this effect on each form.
Year group papers: PEP for Foundation Year F3 (2-3 years) Review of PEP for Foundation Year F3 PEP for Foundation Year F2 (3-4 years) Review of PEP for Foundation Year F2 PEP for Foundation Year F1 (4-5 years) Review of PEP for Foundation F1 PEP for Year 1 (5-6 years) Review of PEP for Year 1 PEP for Year 2 (6-7 years) Review of PEP for Year 2 PEP for Year 3 (7-8 years) Review of PEP for Year 3 PEP for Year 4(8-9 years) Review of PEP for Year 4 PEP for Year 5 (9-10 years) Review of PEP for Year 5 PEP for Year 6 (10-11 years) Review of PEP for Year 6 PEP for Year 7 (11-12 tears) Review of PEP for Year 7 PEP for Year 8 (12-13 years) Review of PEP for Year 8 PEP for Year 9 (13-14 years) Review of PEP for Year 9 PEP for Year 10 (14-15 years) Review of PEP for Year 10 PEP for Year 11 (15-16 years) Review of PEP for Year 11
Feedback from the child/young person: Child’s view of school (for F3, F2, F1) Child’s view of school (for Reception, Year 1 and 2) Child’s view of school (for Years 3, 4, 5, 6.) Young Person’s view of school (for Years 7, 8, 9.) Young Person’s view of school (for Years 10,11.)
Notes of Guidance A key feature of the PEP process is enabling the child to participate.  A PEP should be child-centred.  It is more likely to be so, if the plan can be discussed with the child beforehand so that the child’s view of school can be established.  Children should be encouraged to fill the forms in.  This can be done by letting them choose how the form is filled in and by whom, or if it is filled in on-line – choosing the font and graphics for their responses, or being invited to colour in the form and add any decoration.
Record of awards/achievements
This is a record which can be cumulative so that each PEP meeting looks to add something to the record.
Form for application of Standards Fund support for recommendations Identified in the PEP.
It may be that the PEP identifies a need for short term support for a child.  This could be support while a child is put forward for a Statement of Special Education Needs (SEN), or a one-off payment for equipment not otherwise available, or for counseling or emotional support.  An application for funding will only be considered if there is a PEP in place for the child.

4. Monitoring the PEP

The number and quality of PEPs are monitored by the Reach Up Team. The PEP form readers are:

Pre-School PEPs; KS1/2/3 PEPs; KS4; Children/ placed out of county.

Pre-School Teacher Counsellor; Behaviour Support Teacher; KS4 Specialist Teacher; Educational Psychologist.

Any difficulties with completing the forms or arising from discussions about a child’s education should be passed on to the Reach Up Team.

The Oxfordshire PEP is available to be completed on-line or printed off and completed by hand.

4. Contents of the PEP

The first PEP should:

• Identify the educational and social factors that may have caused or may cause in the future a detrimental effect on the child's educational achievement;
• Identify the support required to reduce the impact of these factors;
• Identify the child's immediate and priority needs and targets, (e.g. to maintain the current school place, make transport arrangements, find a new school, obtain short-term interim education);
• Incorporate any Individual Education Plan or other school-based plan;
• Identify a named person for the day to day management of the PEP and establish lines of communication between the staff/carer, school/education staff and social worker - the basis of a working partnership;
• Establish boundaries of confidentiality;
• Agree a date for the next PEP review meeting and how and when the next (full) PEP is going to be drawn up.

Further information regarding PEPs includes:

i.	Set individual education targets for a child. Many schools have their own target – setting processes and where these are routine, they should be used for the PEP.  Targets should be: Specific Measurable Achievable Realistic Timed Targets are about the what, when, and who features of the plan.  Targets can be set for the child, the teacher, the carer, and the Social Worker.  Here are examples of each: Child:  Things I can improve: I will improve my spelling, by working with Ms Jones, my support assistant for 10 minutes a day before school.  My aim is to increase my average test score from 5/10 to 7/10 by the end of next term. Ways people will help with my education: School: To help me be more settled in school, I can spend part or all of lunchtime with Mrs. Smith, when I feel I am becoming angry.  This will start tomorrow and after two weeks Mrs. Smith and I will discuss if this is helping me not to get into fights in the playground. Carer: To help me improve my reading, Sue, my carer, will hear me read at bedtime every night. Social Worker: To help me be more confident and make new friends, my Social Worker will arrange for me to be funded to join the local Judo classes;
ii.	Include with the completed PEP form, any other documents which record support for the child and measure achievements.  For example, the PEP should where relevant include a child’s Individual Education Plan, when it exists – a child’s Statement of Special Educational Needs, and any other reviews such as:  Pastoral Support Plans;
iii.	Planning should take particular account of school transitions:  such as leaving a nursery to start school full-time, transferring from Primary to Secondary school, making examination choices and leaving school for college, training or employment.  Where changes of school are involved, it is helpful to invite the Designated Teacher from the new school to attend.  Children need to be fully consulted about what they think will help them with these transitions.  The PEP should specify what additional support is needed and how this will be provided and funded;
iv.	Young children attending nurseries or any pre-school provision should have a PEP.  For these children, the PEP needs to be focused on good quality play opportunities, early learning, and access to appropriate provision;
v.	Children who are educated in specialist settings or attending the Pupil Referral Unit Integration Service (PRUIS) need a PEP.  Those  who have no school placement are a particularly vulnerable group needing PEPs to clarify education planning and reviews;
vi.	PEPs ensure continuity of education or training for children in secure accommodation.
vii.	Children placed by other local authorities in Oxfordshire will also have PEPs.  The responsibility for their PEPs lie with the school’s Designated Teacher and the child’s social worker from the Placing Authority;
viii	With regard to children in Year 9 and upwards, the social worker/ school staff should invite the Lead Connexions PA for the school to attend the meeting or submit a contribution to the planning process of the meeting.  As the child moves through school towards school leaving, the PEP needs to be linked to the Pathway Plan for post-16 provision;
ix.	PEP meetings need to closely monitor the child’s attendance at school.  This monitoring will look at the child’s attendance, consider what support has been provided, look at the record of the school in promoting inclusion and tackling truancy, and plan interventions to improve the child’s attendance;
x.	Children in the Looked After System should have access to a full range of out-of-school activities and positive encouragement to make use of these activities.  The PEP meeting is an opportunity to hear about children’s preferred out-of-school activities, agree action to support them with these and ensure any necessary funding is in place.

Reference

Social Exclusion Unit Report (2003) “A better education for children in care”.

6. Other Useful Documents

Department for Education and Skills (2004) “Who does what: How social workers and carers can support the education of children in care”.

The Who Cares Trust (2003) “Education matters. For everyone working with children in public care”.

Guidance on Looked After Children with Special Educational Needs Placed Out of Authority.

End