All children in care need high-quality personal education plans detailing their education, aspirations, support and progress. Children who are looked after generally achieve less well than their peers, so in order to close the attainment gap and enable them to achieve their full potential, educational provision needs careful planning and monitoring.
All children in care from the age of 3-18 must have a PEP as part of their care plan. PEP’s must be arranged within 10 days of the child coming into care. This will ensure the PEP is available for the first looked after review. A member of the Virtual School will attend the first PEP meeting for all children aged 3-18. PEP’s must be reviewed termly, at an appropriate point in the term. Good practice would suggest that where there are concerns regarding learning or progress PEPs should be reviewed more regularly. A new PEP should take place following any major change, such as when a child moves school or placement.
The purpose of this plan is to ensure that the voice of the child or young person is heard and supported by all professionals working to support their education and wellbeing. The PEP will provide a regular opportunity to review progress, note any concerns, ensure appropriate support is in place and set SMART targets. The child should be involved in their PEP by attending the meeting and/or sharing their views or in another way (e.g. gathered by the DT before the meeting). We will have robust arrangements in place to ensure that any undiagnosed special educational needs are reflected in the PEP and addressed through the Special Education Needs and Disability (SEND) framework as soon as possible.
All PEPs are quality assured and the use of Pupil Premium Grant is monitored and agreed or challenged.
The quality of the PEP is the joint responsibility of the local authority that looks after the child and the school. Social workers, carers, Virtual School staff, designated teachers and, as appropriate, other relevant professionals will need to work closely together. All of those involved in the PEP process at all stages should involve the child (according to understanding and ability) and, where appropriate, the child’s parent and/or relevant family member.
Wherever the child is placed, their social worker, supported by the authority’s Virtual School Head, should take the lead to:
The Designated Teacher leads on how the PEP is developed and used in school to make sure the child’s progress towards education targets is monitored.
VSHs should have a quality assurance role in relation to PEPs. To be an effective and high quality PEP it should:
Walsall use an electronic PEP provided by ePEP