Personal Education Plans and Pupil Premium

Personal Education Plans  What is a Personal Education Plan?  PEPs are education plans drawn up at a meeting. They are designed to ensure that all important decisions, about the education of Looked After Children, are made jointly by the ‘corporate parents’; who are the Social Workers, Teachers, Parents/Carers and other professionals involved with the child.  The PEP is a working document.

 At what age do children have a PEP? Birmingham has 3 PEPs: Early Years, School Years and Post 16 PEP  All Looked After Children who are of statutory school age (5 – 16 years) are required to have a PEP.  For younger children who are attending an early years setting it is good practice to complete an Early Years PEP.  It is also good practice for young people aged 16 and above to have a Post 16 PEP and this may become a statutory requirement when the age of participation in education is raised.

 All children in care must have a current Personal Education Plan (PEP), which should be reviewed at least every 6 months as part of the statutory review of the child’s Care Plan. The PEP should act as a record of what needs to happen for a child in care to reach their educational potential. The PEP must move with the LAC to their new education settling.  The Pupil Premium should be linked to the PEP which should identify what the money is to be spent on.  The PEP Review should include an evaluation of the impact of the Pupil Premium.

 Who should initiate the PEP?  The Social Worker has the duty to initiate the PEP.  The completion of the PEP takes place at the PEP meeting and the professionals within the meeting negotiate who takes the lead to complete the form.  The Social Worker may take responsibility for some parts and the Designated Teacher for others.  How often should a PEP be written?  If a child or young person has recently joined the school or has just entered public care, a new PEP should be written within 20 school days.  The minimum requirement for the PEP to be completed is once every 6 months.  Good practice would suggest that where there are concerns regarding learning or progress it should be reviewed more regularly.  A PEP can be done at the same time as IEP or IBP Reviews if this is convenient, in order to combine the targets.

 Who should attend a PEP?  For a PEP taking place in a nursery or school setting then it is generally the child’s carer/residential key- worker/parents, the Social Worker, the Designated Teacher for Looked After Children at the school as well as the child/young person (where appropriate); others can be invited if necessary.  For a Post 16 Education Plan generally it is the young person, carer or parent, the most appropriate person from the education or training placement and the Social Worker. Others may be invited if necessary e.g. Connexions.

 Where should the PEP meeting take place?  The PEP meeting should take place in school or early years setting at a mutually convenient time for all involved.  For a Post 16 Education Plan the meeting should take place in the relevant education provision e.g. school, college or training provision.

Preparation for meeting  Social Worker - complete essential information 1 and 2 in first instance and when needs to be updated.  Social Worker / Designated Teacher - essential information 3.  Designated Teacher - have a meeting in school with the LAC to discuss the purpose of the PEP and for the child to discuss their progress and development since the last review  Designated Teacher - If the child has an IEP or an IBP, these need to be brought to the review meeting to help with target setting.  Designated Teacher - Attendance print out  Social Worker / Designated Teacher - Complete Young Person’s views during the week prior to the meeting.

Preparation for meeting  If each professional brings the completed relevant parts the only sections that need to be completed are current levels, current levels, attendance at meeting attendance at meeting areas of discussion areas of discussion and the target section. and the target section.  The whole PEP can be photocopied at the end of the meeting and all relevant parties can take a completed copy away with them.

The Essential Information Booklet  This booklet needs to be completed at the initial PEP.  This section brings together all the essential information about the child in one document.  It is for the professionals only and is for them to keep.  A new booklet only needs to be re-written when basic details change.  The child does not need to be present when the essential information is checked and updated.

Targets  Target setting is the most important part of the meeting  Targets can be set for any aspect of the child’s education.  Targets need to be SMART: Specific, Measurable, Achievable, Realistic and Timed  Academic, behavioural, social, home-school, extra-curricular etc.  Use existing ones if appropriate e.g. from IEP or IBP  There may also be a need to write targets for the professionals in order to support the child or young person’s education.  Shared with YP and relevant staff  Target relating to Pupil Premium  Targets on the Post 16 Education Plan may focus on assisting the young person with the ‘next step’.

 Who keeps the PEP?  The school, social worker and carers keep all sections of the PEP.  The child or young person keeps their own originals – these should be colour.  Social Workers should also store copies in the electronic files.  The Post 16 Education Plan can be used by the young person to assist with writing a CV or completion of application forms for college or jobs as it records information about the young person’s qualifications, achievements, experience and skills.  A copy needs to be sent to LACES  Any other relevant professional should also be provided with a copy.

 Review Booklets  There are review booklets for the schools PEP and the Post 16 Education Plan. These follow a similar format to the main PEPs and provide an opportunity to review the previous plan.  Where are the PEP Forms?  The most recent PEP forms are accessible on the LACES web page along with the document ‘How to write a Personal Education Plan’ which provides guidance on writing PEPs.

Pupil Premium for Looked After Children

Introduction  The Pupil Premium for Looked After Children (LAC) is a government initiative.  It is in addition to the school’s budget.  Schools, in agreement with supporting professionals, are able to spend the Premium in a way that best supports the raising of attainment of children who are in the Care of Local Authorities.  Birmingham Virtual School for LAC administers the Pupil Premium for (Birmingham) LAC wherever they are placed or attend school.  Children educated in Birmingham who are in the Care of another Local Authority (LA) will receive their Pupil Premium for LAC from their ‘home’ authority.

Eligibility  LAC becomes eligible as soon as they enter care.  Current Government Pupil Premium for LAC Grant is for pupils in Reception to Year 11.

Pupil Premium for LAC can be used for:-  1:1 tuition inc. GCSE / topic specific  Revision groups / high-focus groups  Reading schemes  Software packages  Music lessons & instruments  Performing Arts  Academic support  Mentoring support  Study skills / cognitive skills

Audit  The PEP Review should include an evaluation of the impact of the Pupil Premium for LAC.  The PEP Review audits the school’s administration and implementation of the Pupil Premium for LAC.  The DT’s Looked After Children report to Governors should include details of how the funding has been used to support the education of LAC in their school.

PEP documents and ‘How to Write a PEP’ (PEP Guidance) along with Pupil Premium Guidance can be found on the LACES website – Please contact LACES for further information on or enquiries to