PEP document

Post 16 PEPs

The Personal Education Plan (PEP) is an evolving record of what needs to happen for Looked After Children and young people to enable them to make at least expected progress in line with their peers and to fulfil their potential. The PEP should reflect the importance of a personalised approach to learning that meets the identified educational needs of the student, raises aspirations, and builds life chances.

The PEP is the joint responsibility of the local authority and the education provider. Social workers, carers, VSHs, designated teachers and other relevant professionals work together to create and update the PEP. All those involved in the PEP process at all stages should involve the student (according to understanding and ability) and, wherever appropriate, relevant family members.  It is the duty of the social worker to organise and facilitate the PEP process.

For students in years 12 and 13 we complete three PEPs a year (one per term) to ensure sufficient support is in place.

Termly PEPs

A PEP is the statutory documentused when planning for the education of a looked after young person. All looked after children and young people must have a PEP as part of their overall care plan.

• The PEPs feed into the statutory care planning framework, in collaboration with the social worker, independent reviewing officer, carer and other relevant professionals.
• The PEP includes information to help with conversations, planning and the delivery of strategies required to ensure the young person gets the support and provision needed to succeed.
•  The views of the young person must be evidenced and used to inform the setting of targets.
• Targets should be young person specific, measurable, achievable, realistic and have clear timescales attached to them (SMART).
• The designated teacher leads on how the PEP is used as a tool in school (it is a live document) and monitor the progress towards education targets.

A young person must have a PEP reviewed three times a year (termly)

• A care plan is incomplete without a PEP and a health plan.
• At PEP meetings, the previous PEP should be reviewed. Where relevant, a PEP should occur alongside an EHCP review.
• A looked after young person should benefit from the interventions provided by their provision.
• Where pupils have had turbulent schooling, there will be gaps in understanding that must be identified and addressed in order to succeed.
• A looked after young person should be making progress at least in line with other pupils within the College, training provider or School, and nationally.
• Many looked after young people need to make more progress than their peers to 'diminish the difference' and attain at least expected standards.
• Any transition can be difficult for a looked after young person and should be planned for and actions documented.
• Always consider which adults the young person has a trusting relationship within the provision, considering opportunities to facilitate contact.
• Always focus on life-long outcomes; how today's decisions will impact on a young person at the age of 25, recognising that education impacts positively on the life chances of young person and young people.