0–4 Years Personal Education Plan

2020–2021

My name is Sophie Gardiner

I am 27 months old

My setting is Kind Hands Nursery

This is a photo of me

(Please refer to your setting’s policy on the use of photographs)Cumbria County Council Personal Education Plans and Guidance can be accessed at:www.cumbria.gov.uk/childrensservices/schoolsandlearning/ils/vselt/peps.asp

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0-4 Years PEP

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PEP Procedure for pre-school children in a nursery or non-school setting (0-4 year olds)

1. Arranging the Meeting - Is the child new into care?

YES - PEP meeting should take place within 10 days of the child coming into care for all children over the age of 12 months. If a child is in a setting prior to 12 months of age then the PEP must be started.

Start the PEP with the child in nursery/setting. If the child is not attending a nursery/setting the meeting will take place in the child’s placement. The social worker contacts the carer to arrange a date and time for the PEP meeting. The social worker informs carers and birth parents (if applicable). If the child is 0-4 years old the social worker informs the Early Years team

NO - Start a new PEP in September/October and review each term. The social worker contacts the carer and the setting to arrange a date and time for the PEP meeting. The social worker informs all attendees and birth parents (if applicable).

2. Prior to the PEP Meeting The carer/nursery works with the child to complete Section 2a to 2c (the child’s part of the

PEP). This may take the form of pictures, photographs and a written record of the child’s likes, interests and achievements.

The health visitor and/or Early Years Adviser may also help with the process. The social worker completes the contact section of the PEP

3. PEP Meeting

First part of the meeting. Adults only discuss: The PEP so that all have a clear understanding of the child’s development, progress, needs

and views Date of next PEP which should be recorded in Section 1c. Section 9 is checked for accuracy.

Second part of the meeting. If they wish, the child joins the meeting. The social worker should lead the meeting and encourage the child to contribute in an age

appropriate way. Section 3 - “Celebration” page is completed.

4. Post Meeting - Quality Assurance and Distribution of PEPS

The original PEP is kept in the nursery/home where it is regularly updated. The Designated Person in nursery should review the PEP every term. Ensure all attendees are recorded in Section 1 Termly PEP meeting dates are recorded. Once the full PEP cycle is completed the nursery/home keeps a copy of the PEP which is

part of the child’s records and the original returned to the social worker Within 5 days of the PEP meeting the nursery manager/Designated Person for CLA quality assures the

PEP and sends it to the Virtual School. For nursery settings within Cumbrian schools please upload the PEP to the School Portal “Returns to the LA” “PEPs Virtual School Team”. Other settings should email the PEP securely to: PEPS.VirtualSchool@cumbria.gov.uk

0-4 Years PEP

Section 1 - Details of the termly PEP Meetings1a – AUTUMN TERM PEP Meeting Date: Time:Present RoleLucy Battersby Child (if they wish to)

Key personLinda Morley Social WorkerTony & Jane Harper Carer

Parent

Apologies were received from: 1. 2.

1b – SPRING TERM PEP Meeting Date: Time:Present Role

Child (if they wish to)Key personSocial WorkerCarerParent

Apologies were received from: 1. 2.

1c – SUMMER TERM PEP Meeting Date: Time:

Present RoleChild (if they wish to)Key personSocial WorkerCarerParent

Apologies were received from: 1. 2.

To be completed before the PEP meeting

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PEPs and the Early Years Pupil Premium The Virtual School must receive the PEPs as shown below to keep everything within statutory timescale.Autumn Term 2020 Spring Term 2021 Summer Term 2021The first PEP meeting:

Start a new PEP for the academic year.

Return the PEP document to the Virtual School within 5 days of the PEP meeting.

The second PEP Meeting Review the PEP at the

meeting Return the PEP document to

the Virtual School within 5 days of the PEP meeting.

The third PEP meeting Review the PEP at the

meeting Return the PEP document to

the Virtual School within 5 days of the PEP meeting.

0-4 Years PEP

Section 2a - Things that I enjoy including rhymes, stories and songs

Write in the boxes or put in the photographs of what the child enjoys:

This is my favourite book.I like drawing and colouring

Playing outside and balancing on the planks

In the home corner I like to make tea.

(Please refer to your setting’s policy on the use of photographs)

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Playing and exploringSophie enjoys exploring all areas of the nursery inside and out. Sophie especially enjoys being outside. She

plays with what she knows, often playing families in the outside house.

Active learningSophie concentrates for longer when playing

individually with a familiar adult. Sophie enjoys playing in the home corner carrying out familiar tasks such as

laying the table. She is keen and happy to explore different types of mark making and uses her hands to

create some amazing pictures with paint.

Creating and thinking criticallySophie is beginning to talk and explain her ideas especially when painting, she often comments about her finished pictures, describing what they are and who they are for. She can solve problems in the outdoor area thinking about the tools she will need for

her chosen play.

0-4 Years PEP

To be completed before the PEP meeting

Section 2b - Characteristics of learning

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0-4 Years PEP

To be completed before the PEP meeting

Section 2c - I can do these thingsThe Prime Areas of learning

Communication and language

Sophie responds to simple instructions. Listens to stories and joins in with repeating phrases. Sophie enjoys joining in with familiar songs and rhymes.

Personal, social and emotional development

Sophie is confident to talk to other children when playing.She is aware some actions can hurt or harm others.Sophie happily comes into nursery and finds a favourite toy.

Physical developmentSophie is able to use a range of tools and materials with confidence. Sophie is beginning to hold pencils and other mark making tools with a pincer grip but this is not always consistent Sophie is able to move freely around indoor and outdoor spaces and enjoys running and playing games in the outdoors

The Specific Areas of learningLiteracy

Sophie enjoys listening to stories and is able to talk about some of her favourite parts. She can share her favourite nursery rhyme (Twinkle Twinkle) and often sings it in her play. Sophie is beginning to talk about marks that she makes and enjoys making marks in the outdoor area with water and brushes.

Mathematics

Sophie enjoys number rhymes, and is able to join in number rhymes and stories. Sophie likes to count the steps as she climbs up the slide.

Understanding the worldSophie loves to look at photos of herself and her family, particularly her Nana and her pet rabbit. She enjoys pretending to feed her rabbit in the home corner and makes cakes for her Nana.

Expressive arts and designSophie enjoys playing the musical instruments particularly the tambourine. Sophie enjoys painting. She is often found at the painting easel, and likes to paint with pink paint and glitter. She like to paint “fairies”.

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0-4 Years PEP

To be completed before the PEP review meeting

Section 2d – Spring Review: Now I canThe Prime Areas of learning

Communication and language

Personal, social and emotional development

Physical development

The Specific Areas of learning

Literacy Mathematics

Understanding the world Expressive arts and design

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0-4 Years PEP

To be completed before the PEP review meeting

Section 2d – Summer Review: Now I canThe Prime Areas of learning

Communication and language

Personal, social and emotional development

Physical development

The Specific Areas of learning

Literacy Mathematics

Understanding the world Expressive arts and design

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0-4 Years PEP

Section 3 - CelebrationPlease use this page to make positive comments – for example how I’m getting on at home, good news from my nursery/school and note any specific achievements made

I think:Autumn: I like singing and joining in with stories and rhymes. Twinkle Twinkle is her favourite rhyme and Sophie is learning the actions to this.Spring:

Summer:

My Parent thinks:Autumn:

Spring:

Summer:

My Social Worker thinks:Autumn: Sophie is a bubbly child who has a real belly laugh – this is infectious. Sophie likes role play and to pretend she is a princess. Sophie likes anything pink, sparkly and glittery.Spring:

Summer:

My carer thinks:Autumn: Sophie has settled well into nursery and is enjoying playing with all the toys.Spring:

Summer:

Other people involved think: My key personAutumn: Sophie has settled incredibly well into nursery. She has made some new friends and is enjoying time painting. Sophie enjoys playing outside and particularly enjoys the climbing frame.Spring:

Summer:

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0-4 Years PEP

Section 4 - Learning and Development SummaryDate of progress summary: (Please highlight below, use different colours for each term)

Communication and language: Listening and attention; understanding; speaking

See above

Listening and attention 0–11 8–20 16–26 22–36 30–50 40–60+Understanding 0–11 8–20 16–26 22–36 30–50 40–60+Speaking 0–11 8–20 16–26 22–36 30–50 40–60+

Personal, social and emotional development: Self confidence and self-awareness; making relationships; managing feelings and behaviour

See above

Self-confidence and self-awareness 0–11 8–20 16–26 22–36 30–50 40–60+Making relationships 0–11 8–20 16–26 22–36 30–50 40–60+Managing feelings and behaviour 0–11 8–20 16–26 22–36 30–50 40–60+

Physical development: Moving and handling; health and self-care

See above

Moving and handling 0–11 8–20 16–26 22–36 30–50 40–60+Health and self-care 0–11 8–20 16–26 22–36 30–50 40–60+

Characteristics of learning: Playing and exploring; active learning; creating and thinking critically

See above

Next steps to support learning and developmentContinue to support Sophie to develop her fine motor skills through threading, playing with dough, mark making with large brushes and rollers and using tweezers and turkey basters. Continue to support Sophie to express and talk about her feelings.

Carers / parents comments

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0-4 Years PEP

Date of two year old check (if completed) : Comments:

The scale for well-being in babies and toddlersLevel 1: very lowThe child clearly shows signals of discomfort: Whining, sobbing, crying, screaming, etc Looking dejected / sad or frightened, panicky Looking angry or furious Bodily tension: waving arms and / or stamping feet, wriggling, breaking things, hurting others Thumb sucking, rubbing one’s eyes No reaction to the environment, avoiding contact, withdrawing Hurting oneself: banging one’s head, deliberately falling down on the floor, etc

Level 2: lowThe posture, facial expression and actions indicate that the child does not feel at ease. However, the signals are less explicit than level 1, or the sense of discomfort is not expressed the whole time.

Level 3: moderateThe child gives a ‘motionless’ impression, has a neutral posture.There are no signs indicating sadness or pleasure, comfort or discomfort.Facial expressions and posture show little or no emotion.

Level 4: highThe child shows signals of satisfaction (see level 5). However, the signals indicating pleasure are not constantly present in the same degree of intensity.

Level 5: very highDuring the entire observation period there are clear signals indicating comfort, feeling great, enjoying life to the full: Feeling happy and cheerful: smiling, beaming, crying out of fun, etc Being spontaneous, being oneself, being expressive Talking to oneself, playing with sounds, humming, singing, etc Being relaxed, not showing any signals of stress Being open, approachable for the environment Being lively, radiating, reacting energetically, etc Expressing self-confidence and self-assurance

Date of observation:Key person completing observation:(Use the levels above to support the child’s level of well-being)

Level of well-being Comments

1 2 3 4 5 Autumn:

1 2 3 4 5 Spring:

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0-4 Years PEP

1 2 3 4 5 Summer:

Section 5 - Additional needs / Support / InterventionSEN support ☐ SEND/Early Help

Process ☐ Request for EHCP ☐ EHCP ☐

Note: If there are undiagnosed Special Educational Needs these must be addressed through the SEND framework as soon as possible

Reason for SEND support, Early Help or EHCP:

Date of last EHCP review meeting: The LA Maintaining the EHCP: Name of SENCO:

What will happen or is already happening to identify and support any mental health needs? Please attach IEP, behaviour management plan, attendance action plan, etc.

Support from other services e.g. Specialist Teaching Service, Early Years Team etc.

Organisation and role Name Nature of the support Start date

Has attachment training been accessed? Yes ☐ No ☐ Would like to ☐

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Can be completed prior to the PEP meeting and discussed at the PEP meeting

Can be completed prior to the PEP meeting and discussed at the PEP meeting

Section 6 - Action Plan Autumn Term (3 & 4 year olds)Date Click here to enter a date.

Identified need and targeted objective(SMART targets)

Specific actions / interventions planned additional to EHCP provision

Who will do this / start date

Cost of intervention / provision

Complete at the end of term – evidence of impact of Early Years Pupil Premium spend

Early Years Pupil Premium and the PEP: Children Looked After aged 3 and 4 are eligible for Early Years Pupil Premium (EYPP) funding. The allocation will be dependent on the number of hours the child attends the provision. The EYPP is allocated by the Early Years team in the same way as you receive EYPP for other eligible children. The Early Years Advisers are able to discuss the PEP action plan and offer support.

Total spend of EYPP

£

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0-4 Years PEP

Can be completed prior to the PEP meeting and discussed at the PEP meeting

Section 7 - Action Plan Spring Term (3 & 4 year olds) Date Click here to enter a date.

Identified need and targeted objective(SMART targets)

Specific actions / interventions planned additional to EHCP provision

Who will do this / start date

Cost of intervention / provision

Complete at the end of term – evidence of impact of Early Years Pupil Premium spend

Early Years Pupil Premium and the PEP: Children Looked After aged 3 and 4 are eligible for Early Years Pupil Premium (EYPP) funding. The allocation will be dependent on the number of hours the child attends the provision. The EYPP is allocated by the Early Years team in the same way as you receive EYPP for other eligible children. The Early Years Advisers are able to discuss the PEP action plan and offer support.

Total spend of EYPP

£

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a date.

0-4 Years PEP

Can be completed prior to the PEP meeting and discussed at the PEP meeting

Section 8 - Action Plan Summer Term (3 & 4 year olds) Date Click here to enter a date.

Identified need and targeted objective(SMART targets)

Specific actions / interventions planned additional to EHCP provision

Who will do this / start date

Cost of intervention / provision

Complete at the end of term – evidence of impact of Early Years Pupil Premium spend

Early Years Pupil Premium and the PEP: Children Looked After aged 3 and 4 are eligible for Early Years Pupil Premium (EYPP) funding. The allocation will be dependent on the number of hours the child attends the provision. The EYPP is allocated by the Early Years team in the same way as you receive EYPP for other eligible children. The Early Years Advisers are able to discuss the PEP action plan and offer support.

Total spend of EYPP

£

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Section 9 - Useful InformationDesignated Person for CLA should complete the setting information before the PEP meeting. Care information to be shared by the social worker before the PEP meeting. At the review, please ensure any changes that may have occurred since the first PEP meeting have been noted in this section.

Care PlanningChild’s Date of Birth 04/07/2017

Legal Status of Young Person Type of Placement

Section 20: Accommodated Placed with parent

Section 31: Care Order Family/Friend foster care

Section 38: Interim Care Order √ Foster care √

‘Placement for Adoption’ Order Residential care

Check with social worker regarding restrictions - Any restrictions on contact with birth family or others?

Any changes?

CarerName: Mr & Mrs Harper Tel: 07777777777Address: 14 Hutton RoadCA11 0XU

Social worker Name: Linda MorleyTel: 07888888888Address: Cumbria House CA1 1RZ

Email: Linda.Morley@address.gov.uk

Emergency contactName: Mr & Mrs Harper Tel: 07777777777Address: 14 Hutton RoadCA11 0XU

School/Setting Name: Name: Sarah SutherlandTel: 07999999999Address: Kind Hands NurseryNurture StreetCA11 9PQ

Manager/Head TeacherName: Sarah SutherlandContact details: 07999999999

Key PersonName: Lucy Battersby

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0-4 Years PEP

Contact details: 07720143053

Designated Person for CLA Name: Sarah SutherlandContact details: 07999999999

Early Years AdvisorsName: Nichole RogersTelephone No: 07832982 753E-mail: nichole.rogers@cumbria.gov.uk

Birth parent contact (if applicable)Name: Tel: Address:

Who should school reports be sent to? Carers ☒Social workers ☐Others (please state)

Parent/carer consultations will be attended by:Carers ☒Social workers ☐Others (please state)

Permission for trips will be given by:Carers for day trips ☒Social workers for residential/overnight trips ☐Others (please state)

Contact details for Virtual School Head in Cumbria.Virtual School Head: Jane FallonTel: 07966 649158Email: Jane.Fallon@cumbria.gov.ukAddress: Bridge Mills, Stramongate, Kendal, LA9 4UB

The original PEP is kept in the nursery/home where it is regularly updated.

A copy of the PEP is forwarded to the Virtual School Team.

For nursery settings within Cumbrian schools please upload the PEP to the School Portal “Returns to the LA” “PEPs Virtual School Team”.

Other settings should email the PEP securely to: PEPS.VirtualSchool@cumbria.gov.uk

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