Personal Education Plans (PEPS)

Personal Education Plan (PEP) Meetings

These are statutory and should be held at least every six months, although they may be sooner if a young person changes school or is going through a difficult period in their life.

There are ways that schools and establishments can make the meetings run smoother, quicker and more efficient:

The most effective way to ensure that all staff involved with the Young Person has contributed, but not necessarily attended the meeting, is for draft forms to have been completed before the meeting.

This will allow teachers who may be teaching to have input the SMART targets and provide up to date evaluations, support staff to have fed back into the meeting, the Pupil Premium expenditure and impact information to be available to all in the meeting and recorded on the PEP documentation.

This will all give the cohesive message to other professionals including the foster carer, that the school has carefully considered all aspects of the Child in Care and the school/ establishment's response to raising the educational standards and minimising any barriers to learning.

Once completed, complete with back evaluations if not previously completed, it will provide a clear insight into the Child in Care's educational journey. As many children move schools, this may be most useful if it is your school who receives a new Child in Care with little notice.

At the meeting, all professionals will bring their expertise and share any pertinent and relevant information. This may involve changing some aspects on the PEP draft documentation, such as priorities of targets or Pupil Premium expenditure priorities, but these can easily be amended during or immediately following the meeting.

As the documentation can be done electronically, it can then be securely emailed or given at the meeting, to the Social Worker immediately.

This is really important as Social Workers, educational establishments and the Virtual School have to keep within the 6 monthly time frame.

OFSTED will judge a County by the timeliness of their PEPs and individual Social Workers and Virtual School team members have targets that they also need to adhere to.

OFSTED will be looking at the use of Pupil Premium money and it's impact on closing the gap between those in Care and the rest.

They will also need to view SMART targets, which will no doubt be available in class teacher's files but has the Designated Teacher transferred them onto the PEP documentation?

There is no need to do additional work by making up new targets - they should be available within the school already.

At the following PEP, the evaluation of those targets can then be discussed and progress be assessed.

The Pupil Premium needs to be targeted on the pupil's priorities to remove barriers for learning. Whilst to use some to reduce class sizes is acceptable, there should be information of the impact on the Child in Care's progress. It should not totally be used to fund trips and extra holidays that could be funded by additional grants

There are reports and research papers available that highlight good and effective practice using Pupil Premium.

Attached below are various forms that can be saved onto the school IT systems or printed off when needed.

It is good practice to include the pupil's views about education. This can be completed at home or in school and forms part of the PEP documentation. OFSTED will often wish to discuss the pupil's voice aspect of any vulnerable learner's impact.

The pupil may also wish to attend the meeting in person. They may not wish to but it is good practice to ask.

It is also an effective use of some of the Pupil Premium to up-skill the whole staff on Trauma and Attachment. By learning about the reasons for low level disruptive behaviour and some useful strategies, you are taking the first steps to over coming barriers to progress for those pupils.

Joining forces with other partnership schools or feeder schools/ colleges can intelligently pool the funding for this, so that costs are kept down.

This training will also benefit children who are bereaved or suffered the loss of a parent or grand parent through divorce. Their pain and emotional disturbance shows very similar effects.

2017/2018 Education Sections for PEPs

Early Years Education Section 2017

EHCP - Personal Education Plan

Post 16 Personal Education Plan

NYCC Guidance on Personal Education Plans September 2016

Primary Education Section 2017

Secondary Education Section 2017

Strengths and Difficulties Questionnaires for Designated Teachers 2016

Useful downloads

Early Years Child's Views 2016 

Parents/Carers Views Form 2016

Young Person's Views on Secondary Personal Education Plans 2016

Children's Views 2016