CHILDREN, FAMILIES & LEARNING

Personal Education Plan

Name of Child

Name of School

Year Group

Date of Meeting

PEP 1 or PEP 2 this academic year? (please tick)

PEP 1 (please indicate if this is the initial PEP for this child)

PEP 2

Name of Social WorkerName of Designated Teacher

CONFIDENTIAL

What are main functions of a PEP?

Children in Care have the right to expect the outcomes we want for every child. Local authorities have a duty to promote the educational achievement of children in care under section 52 of the Children Act 2004 and must ensure that all children in care have an effective and robust Personal Education Plan.

1. A PEP is a means of collating and recording accurate information about the education of children in care, including their current, previous and expected level of attainment. It follows the child regardless of where s/he lives, who cares for her/him or where s/he goes to school

2. The PEP sets clear objectives for the child relating to academic achievement, as well as personal and behavioural targets both in and out of school. It identifies who will be responsible for carrying out the actions agreed in the plan, with timescales for action and review. It covers the child’s achievement record (academic and otherwise), identifies development needs and sets short and long term targets

3. A PEP is an opportunity for dialogue between all those concerned with the child’s education and ensures everyone involved knows what they and others need to do to promote the child’s education and future well being

4. A PEP is an opportunity to listen to children about their education and record their hopes, worries and aspirations

5. The targets agreed in the PEP inform how the Pupil Premium Grant is allocated within school, to best meet the individual child’s educational need.

Who Does What?

The Social Worker When a child becomes looked after his/her social worker must ensure that the child’s needs and the services to meet these are documented in the child’s Care Plan. The Personal Education Plan forms part of the Care Plan and therefore wherever the child is placed, his/her social worker, should take the lead to: Initiate and co-ordinate the PEP, even where a looked after child is without a school placement; This

includes: - Completing Section A of the PEP form- Liaising with the school’s designated teacher and other professionals to arrange the meeting- Contacting the school’s designated teacher, the carers, other relevant professionals and the child 3

weeks prior to the suggested meeting date, to request they complete their relevant section of the PEP before the meeting

Ensure that a first PEP is in place within the first 20 days of a child becoming Looked After, wherever he/she is placed

Ensure that every child in care of the authority has an effective, high quality PEP which is available for the first review of the Care Plan (the 28 day review)

Distribute (by email) the completed PEP to all those listed in ‘copies to be sent to’ within 10 days of the PEP meeting and after it has been approved by the Virtual School.

The School’s Designated Teacher for Children in CareAlthough other teachers and professionals in schools have a role, the Designated Teacher is the key person in school for agreeing and reviewing the PEP. Designated Teachers should therefore ensure: They complete Section B of the PEP when it is received from the child’s social worker in liaison with school

colleagues They are prepared to provide information to review previous education targets and set new SMART

education targets. There is a record of the number of children in care in their school with an up-to-date PEP Information from the PEP is appropriately distributed to other staff within the school Procedures are in place to ensure that when a child in care transfers to a new school their PEP is

transferred with them. A child’s PEP is part of their educational record which must, by law, be sent to any new school they move to

The Child Wherever possible the child should attend the meeting and be encouraged to contribute in a positive way. As preparation for the meeting they should try to complete Section C. It is the social workers responsibility in discussion with the designated teacher to decide who the best person is to assist the child in completing the form.When should the PEP be completed?All children in care require two formal PEPs within the school academic year. (September to July) To ensure that the PEP gives details of who will take the plan forward, specifies timescales for action and review and identifies sources of funding for implementing the PEP, the first PEP should be arranged by the social worker to be completed by the end of October.

This form is designed to be used electronically. Where text appears in the box please use the drop down menus provided to select the most appropriate option.

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Meeting should ideally be convened: Before 31st October (autumn term) Before 30th April (end of spring term) To ensure that the PEP does not become out of timescale

Prior to meeting Social worker, designated teacher and carers review previous PEP

report (where applicable) and make a note of outstanding issues / concerns.

Day of meeting Social worker, designated teacher, carers and child meet at the

allocated time, in a suitable private space. As the education professional, the designated teacher should chair the

PEP meeting and the social worker should be responsible for minuting the meeting and completing section D.

Meeting is completed (up to 1 hour) Social worker is responsible for completing the final version of the PEP

in electronic format. If information is to follow from the school and / or social worker

agree timescales (up to 10 days)

After meeting (within 10 working days of the PEP meeting taking place) Social worker sends the PEP document to Valerie Tonge in the Virtual

School for QA. If approved this will be uploaded to CRS by the VS. Once approved the social worker should circulate the document to the

relevant professionals

Prior to meeting Designated teacher (with school colleagues) reviews previous

education targets and prepares to provide information at PEP meeting. Designated teacher (with school colleagues) ensures current targets

are available for discussion at the PEP meeting. Designated teacher makes arrangements for child to be present at

meeting.

3 weeks prior to meeting date Designated teacher liaises with colleagues at school and completes

section B of PEP form.

3 weeks prior to meeting date social worker completes section A of PEP form and emails to

designated teacher. social worker in discussion with the designated teacher decides who is

best placed to complete section C with child and either sends to school or arranges to complete with child.

Social worker liaises with school’s designated teacher, carers and other professionals to arrange PEP meeting, ensuring that a first PEP is in place within the first 20 days of a child becoming Looked After, wherever he/she is placed.

(or to confirm date arranged at previous PEP meeting).

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Social worker responsibility

Designated teacher responsibility

Shared responsibility

If either the social worker or designated teacher cannot make contact with the other, they should contact Lisa Fenaroli, Virtual School Improvement Adviser 0208 726 7389 lisa.fenaroli@croydon.gov.uk

A. ESSENTIAL PUPIL INFORMATION

Social Worker responsible for completing this section:If you are completing this section on behalf of the social worker please state your name and role:

Date of this PEP meeting:

1. PERSONAL INFORMATIONFirst name:  

Family name: Name known at school: 

Date of birth: Gender: Ethnicity: Religion:

Legal status: 1st Language: Unique Pupil Number: Swift ID number:

2. CARE INFORMATIONCarer name and placement address:

Date into Care (most recent care episode): Telephone Number:

Current placement type: Carer’s email address:

Placing Authority: Local Authority where child is living:

Number of placements since being accommodated

3. KEY CONTACTS INFORMATIONInclude all significant people. Those highlighted must be present at all PEP meetings. N.B.Only complete for people who were present and mark in the ‘attended’ column where appropriate.

Atte

nded

First name Family name Role/ relationship

Contact number Email or Postal address

Cop

ies

of

PE

P to

be

sen

t to

Social Worker / Family Worker

Designated teacherSENCO

If applicableFoster carer/key

workerClass teacher/

Form tutorVirtual School

Officervirtualschool@croydon.gov.uk

Young Person N/A N/A

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4. ESSENTIAL INFORMATIONWho should be contacted in case of an emergency?

Who will liaise with the school on a day to day basis?

Who will receive school information? Who will give permission for school trips?

Who will attend parents evening? Is there anyone who should not have unsupervised contact and communication?

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B. Educational History

Designated Teacher responsible for completing this section:If you are completing this section on behalf of the designated teacher please state your name and role:

Date of this PEP meeting:1. CURRENT SCHOOL INFORMATION

Name of school and address: Telephone Number: Head Teacher:

Year group: Class/Form: Key stage: Date started at present school:

Please attach the following:

Pupil’s timetable

Attendance record ( %) If at or below 95%, is there involvement from the school’s EWO/Attendance Officer? Y☐ N ☐

Details of School EWO/Attendance officer:

Name:………………………………………………

Email:………………………………………………

Tel no:………………………………………………

Other relevant plan or report:

2. PREVIOUS SCHOOL HISTORY - Provide separate sheet for additions where necessary.Starting with the most recent

School and address

Date From

Date to Type of school Reason for leaving

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3. ATTAINMENT LEVELS AND ACHIEVEMENTSInformation in this section should include prior, current and predicted levels of attainment.

Early Years Foundation Stage (aged 3 – 5 years, NC years - nursery and reception)

Areas of Learning and Development Description of progress EYFS profiledata

Personal, social and emotional developmentCommunication, language and literacy

Problem solving, reasoning and numeracyKnowledge and understanding of the worldPhysical development

Creative development

Key Stage 1 (aged 5 - 7, NC years 1 - 2)

Speaking and listening

Reading Writing Mathematics Science

Current KS1 levelPredicted KS1 levelKS1 ResultOther measures of progress during KS1

Give the reason if National Curriculum tasks/tests were not assessed at this stage:

Key Stage 2 (aged 7 - 11, NC years 3 - 6)

English Mathematics ScienceCurrent KS2 levelPredicted KS2 levelKS2 ResultOther measures of progress during KS2

Give the reason if National Curriculum tests were not assessed at this stage

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Key Stage 3 (aged 11 - 14, NC years 7 - 9)English Maths Science

Current KS3 levelPredicted KS3 levelKS3 ResultOther measures of progress during KS3

Give the reason if National Curriculum tests were not assessed at this stage

Is the pupil working at age expected attainment? Yes No

Is the pupil making expected levels of progress? Yes No

Key Stage 4 (aged 14 - 16, years 10 - 11)

Subject Award (e.g. GCSE, GNVQ etc)

Predicted grade

Actual grade

Date of exam/s

Exam board

Tier/ level

EnglishMathsScience

Is the pupil working at age expected attainment? Yes No

Is the pupil making expected levels of progress? Yes No

Other Key Considerationse.g. areas of learning and development

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5. GIVE DETAILS OF ANY SPECIAL ARRANGEMENTS FOR THE PUPIL IN EXAMS I.e. additional time / resources etc

6. PLEASE GIVE DETAILS IF PUPIL NOT ENTERED FOR EXAMINATIONS IN CORE SUBJECTS

Subject ReasonEnglish

Maths

Science

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7. SPECIAL EDUCATIONAL NEEDSPlease delete as necessary

Does the pupil have Special Educational Needs and if so, at which Code of Practice stage is he or she? Please attach Individual Education Plan (IEP)

Additional Support Plan/Education, Health and Care Plan (EHCP)

What is the main educational need identified on the Individual Education Plan (IEP) or EHCPWhat support is specified on the Individual Education Plan (IEP) or EHCP?

If the pupil has an EHCP, when was the plan finalised? / /Which local authority is responsible for administrating the EHCP?Who is the named local authority SEN officer responsible?When is the EHCP due to be reviewed?

If the pupil is 14 or over and has an EHCP, has a transition review taken place or is one planned? What is the proposed date of the meeting?

Yes/No / /

8. EXCLUSIONS

Reason for exclusion Type of exclusion (Fixed-Term/Permanent) Dates (from/to) No. of days

9. WHAT PROVISION HAS BEEN MADE FOR EXCLUSIONS OVER 6 DAYS?

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C. YOUNG PERSON’S VIEWS

Education and learning: preparing a young person for their Personal Education Plan Meeting.

The young person’s views are an important part of the PEP process. They should be encouraged to attend all or part of the PEP meeting.

The completion of the Young Person’s Views form is equally important and should be filled in prior to the PEP meeting. It is the social workers responsibility to decide who the best person is to assist the child in completing the form. Please ensure the correct Young Person’s Views form is used (Year 7-10 or Y11).

Date form sent to school

Who is responsible for completing this form with the young person?If no form has been completed by the young person, what is the reason?

D. EDUCATIONAL PROGRESS, INTERVENTIONS & TARGETS

Section D is agreed and recorded at the PEP meeting and must address current achievements, both short and long term needs and targets.

1. CURRENT ACHIEVEMENTS E.g. school sporting achievement, being chosen as a prefect, achieving merits etc.

Activity Date

2. CURRENT SUPPORT FROM OTHER AGENCIES

School based support Details

Gifted and talented

School clubs & activities

Learning mentor Name of learning mentor:

Curriculum support

Careers/Transition support

Name of worker supporting pupil in school:

Other Services

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Out of school based activity/support

Details

Clubs and activities

Tuition

Other services(e.g. CAMHS, Croydon YOT)

3. REVIEW OF OTHER DECISIONS AND ACTIONSWhat were the OTHER DECISIONS AND ACTIONS from the last PEP?

Action completed? Comments on outcome

1Yes / No

2Yes / No

3Yes / No

i.e. Review of decisions and actions from previous PEP.

4. NEW/OTHER DECISIONS AND ACTIONSE.g. New referrals to outside agencies (CAMHS / SEN / BOOST / Counselling etc), transition planning (referral to careers guidance officer / College open days / Youth Service etc).

Decision Actions and services By when By whom

1

2

3

5. REVIEW OF EDUCATION TARGETSi.e. Review of targets set in previous PEP.What were the EDUCATION targets from the last PEP?

Target achieved? Comments on outcome

1Yes / No

2Yes / No

3Yes / No

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6. NEW EDUCATION TARGETS AND ACTIONS (should not exceed three where possible)Targets should be SMART; Specific, Measurable, Achievable, Realistic, Time related

Targets should be the same as those already set by the school and understood by the child, there is no need to ‘invent’ new targets for the purpose of the PEP. Where a child has an IEP, it is acceptable to select 3 relevant targets for the period and utilise within the PEP.

Complete for all pupils from Year 7 to Year 11 Target How will this target be met? Actions

and services providedBy when By

whom1

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7. KEY EDUCATIONAL NEEDS AND ISSUES THAT IMPACT ON EDUCATIONAL PROGRESS

Issues:

Needs:

Please continue to page 14 for Year 7 – 10 pupils.

Complete ONLY for Year 11 pupils Pathway to Post 16 Further Education, Employment or Training

Has the young person completed and signed the data sharing consent form*? Yes / No

Has the young person received careers advice from their current school? Yes / No

Has the young person had a 1-2-1 session with a careers advisor? Yes / No

If no, would the young person like a 1-2-1 session with a careers advisor? Yes / No

Does the young person have a copy of their borough’s Post 16 prospectus? Yes / No

Would you consider the young person to be at risk of becoming NEET? Yes / No

If ‘yes’ please give further details in the box below.

Who will provide support for the young person around results day in August?

*Data sharing consent form can be found at end of this document

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Anticipated Post 16 Qualification Route (Please tick)Foundation Learning programme(Entry Level)

Foundation Learning Programme(Level 1)

GCSES (Level 2) AS / A Levels (Level 3)BTEC First Diploma (Level 2) BTEC National (Level 3)BTEC Certificate (Level 2) Advanced Apprenticeship (Level 3)BTEC Award (Level 2) International Baccalaureate (Level 3)OCR National (Level 2) AQA Bacc (Level 3)Apprenticeship (Level 2) Other:

Part time education + employment Part time education + volunteering

Which subjects or course is the young person interested in studying?

Young Person’s Preferred Destination (Please state the name of the establishments/employers being considered)

Stay on at school 6th Form: Employment & training:

Move to FE college in Croydon: FE college/school out of borough:

Box 2 – Targets for Post 16

How will the young person achieve their desired goals for future study or employment? (e.g. applications, CV workshops, attending open days)?

Target How will this target be met? Actions and services provided

By when By whom

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GIVE DETAILS OF HOW THE PUPIL PREMIUM GRANT (PPG) HAS BEEN USED THIS ACADEMIC YEAR

Please note: .If PPG payment has been received by the school but it has not been ring fenced for the individual child – please state this on the form.

Proposed support: (please state what will happen, who will be involved and the time it will take)

What current PEP target does this link to?

What is the intended outcome and how will success be measured? (Reports from activity providers, exam grades etc)

Summarise the approaches you have already tried to meet this need (including referrals to other services)

How have you consulted with the young person regarding PPG?

What are the costs and how will they be incurred?

8. ANY OTHER COMMENTS FROM THE MEETING

9. NEXT PERSONAL EDUCATION PLAN MEETINGDate Time Venue Person responsible for co-ordinating this meeting

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What do you like most about school?

What do you do really well at school?

Tell us about a piece of work or an activity you have done recently that you are proud of?

Is there anything bothering you about school (e.g. bullying, difficult subjects, peer group etc)?If ‘yes’ who have you told about this?

Is there are teacher or anyone who really helps you with your education or any difficulties that you have?If ‘no’ would you like someone to help you?

Is there anything about your performance or behaviour in school that you could improve on?

Who are your close friends? How does your school meet your cultural and/or religious needs?

Is there anything you need at home to help you do better at school?

Is there anything that you’d like to do at school that you don’t have the opportunity to do at the moment?

What are your favourite sports or interests? Do you do any activities or sports in or out of school?

Do you have an idea of what you would like to do in the future?

Is there anything else you’d like to tell us?

Are you happy to attend your PEP meetings? If ‘no’ give a reason : Yes No

Is there anything in particular you want discussed at the PEP meeting?

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Year 7-10 PupilsYOUNG PERSON’S VIEWS

What do you like most about school?

Tell us about a recent piece of work or an activity that you’re proud of?

How are you getting on with your current Y11 courses?(Please tick)

Not very well OK Well Very well

Which subjects do you feel positive about? Give reasons why.

Are there any subjects that you find challenging? Give reasons why.

What support would you like to help you with these challenges?

What are your interests?

Do you do any activities or sports in or out of school?

Is there anything that you’d like to do at school that you don’t have the opportunity to do at the moment?

Is there anything about your attendance or behaviour in school that you could improve on?

Is there anything you need at home to help you do better at school?

Have you made good friends both inside and outside of your school? Yes No

Do you feel these friends are positive influences on your learning? Give reasons why.

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Year 11 Pupils YOUNG PERSON’S VIEWS

Is bullying a problem at school? If ‘yes’ who have you told about this?

How does your school meet your cultural and/or religious needs?

How do you feel about making the transition to the 6th Form or college?(Please tick)

Worried A few concerns Confident Very Confident

Tell us more about why you have ticked the box above

Do you have an idea of what you would like to do in the future as a job? If ‘yes’ what is it?

Which courses/subjects are you considering doing Post 16?

What do you think you need to do to achieve your goals?

Short term (3 months)…………………………………………………………………………………………………………………………………..

Medium term (1 year)…………………………………………………………………………………………………………………………………….

Long term (3 years)………………………………………………………………………………………………………………………………………..

Do you know about the 16-19 Bursary which you can apply for in Years 12 & 13 to help fund your education?

Yes No

Are you considering going to university or college after Year 13? Yes No

Are you happy to attend your PEP meetings?If ‘no’ give a reason :

Yes No

Is there anything in particular you want discussed at the PEP meeting?

Please also complete and sign the data sharing consent form

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Consent to share information

Croydon Virtual School’s Pledge to its Young People Looked After We will have the highest aspirations for you and are committed to working together with all

partners to ensure you achieve your full potential and lead happy and satisfying lives We will encourage you to achieve at school, college and throughout your educational career We will provide education support to all young people to whom we are corporate parents if

required

In order for us to support your learning successfully, the Virtual School requests your permission to contact your school, college or training provider and share information about you whilst you are in education or training or reach the age of 25, whichever is sooner. The information shared with the Virtual School may include your attainment results, attendance levels, progress reports, special educational needs, interventions and any other information the team require to support you. The Virtual School will hold all information about you securely and confidentially.

By collecting and sharing this data the Virtual School and your educational establishment will be better able to: Support your teaching and learning Provide appropriate pastoral care Act as your spokesperson Guide your future pathway into further or higher education, employment or training

Please complete the section below.

I do / do not* consent to the Virtual School contacting my school, college, training provider or university to request the information above (*delete as appropriate).

First name: Surname:

Signature: D.O.B:

Date:

Should you wish to withdraw consent at any time you can contact virtualschool@croydon.gov.uk.

The Virtual School may also like to contact you directly from time to time in order to: let you know about education or training opportunities that may be of interest invite you to a special event seek your opinion on a matter relating to young people touch base and find out how you’re doing

If you would like to share your direct contact details with us, please add them below or provide your preferred method of contact

Mobile No:

Email:

Your contact details will be kept securely and only used for the purposes of the Virtual School.

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