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Personal Education Plan

The Person Education Plan (PEP) is the statutory tool to ensure that everyone is actively prioritising the education of the Young Person, carefully tracking their progress and supporting them to achieve and to be aspirational.

This is drawn up and reviewed by the Local council that looks after them. The Personal Education Plan (PEP) is a legal part of the Care Plan and education is an integral part of the care planning process. The Care Plan is incomplete without a current PEP. The PEP will be initiated by the Virtual School in partnership with the Designated Teacher for looked-after children at the school. 

Best practice indicates that PEP meetings should take place when a child/young person changes schools.

  • The Young Person 
  • The Virtual School Officer
  • The Social Worker
  • The Carer 
  • The school Designated Teacher for looked-after children

From January 2019 our paper based PEP Documents were replaced by an online web-based electronic system which is accessible to our young people and Designated Teachers in the young person’s education provision.
This exciting development provides a wide range of current and historical data, avoids replication/duplication of key information and enables the views of our young people to be captured in an engaging way.


A guidance for high quality education planning

The following information has been taken from the Department for Education's statutory guidance, Promoting the education of looked after children. It explains what a good PEP should contain.

The range of education and development needs that should be covered in a PEP includes:

  • On-going catch-up support for those who have fallen behind with school work (including use of effective intervention strategies) 
  • Provision of immediate suitable education where a child is not in school (e.g. because of temporary or permanent exclusion)
  • Transition support needs where needed, such as when a child begins to attend a new school or returns to school (e.g. moving from pre-school, primary to secondary school or following illness or exclusion) or when a child has a plan for permanence (e.g. placed for adoption) and may change schools as part of that plan 
  • Access to a nursery or other high quality early years provision that is appropriate to the child’s age (e.g. Pre-school playgroups) and meets their identified development needs
  • School attendance and where appropriate behavioural support

Support needed to help the child realise their short and long term academic achievements and aspirations

This includes: 

  • Support to achieve expected levels and complete an appropriate range of approved qualifications 
  • Careers advice and guidance and financial information about further and higher education
  • Out of school learning activities, study support and leisure interests 
  • Act as a mechanism for ensuring all stakeholders are held to account for the aspirational educational outcomes of looked after children through targeted planning 
  • Ensure that key people in relation to the education of looked after children meet, plan, discuss and review
    • Achievements, Progress and Strengths
    • Needs and barriers to learning
    • Appropriate and Aspirational outcomes
    • Provisions and interventions to meet the outcomes
    • Discuss, record and monitor additional funding through Pupil Premium to implement interventions and targeted support to achieve the proposed outcomes  

To be an effective and high quality PEP it should:

  • Be a ‘living’, evolving, comprehensive and enduring record of the child’s experience, progress and achievement (academic and otherwise) and inform any discussion about education during the statutory review of the child’s wider care plan
  • Be linked to, but not duplicate or conflict with, information in any other plans held by the child’s education setting
  • Identify developmental (including any related to attachment) and educational needs (short and longer term) in relation to skills, knowledge, subject areas and experiences
  • Include short term targets, including progress monitoring of each of the areas identified against developmental and educational needs
  • Include longer-term plans for educational targets and aspirations.  These should, according to age and understanding, typically focus on qualifications, further and higher education, managing money and savings, work experience and career plans and aspirations 
  • Identify actions, with timescales, for specific individuals intended to support the achievement of agreed targets and use of any additional resources (e.g. the pupil premium) specifically designated to support the attainment of looked after children 
  • Highlight access to effective intervention strategies and how this will makes/has made a difference to achievement levels

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Last updated: 12 February 2019 | Last reviewed: 12 February 2019