EARLY YEARS
PERSONAL EDUCATION PLAN FOR
CHILDREN IN CARE
Date PEP completed:
Confidential
What are main functions of a PEP?
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Children in Care have the right to expect the outcomes we want for every child. Local authorities have a duty to
promote the educational achievement of children in care under section 52 of the Children Act 2004 and must
ensure that all children in care have an effective and robust Personal Education Plan.
1. A PEP is a means of collating and recording accurate information about the education of children in
care, including their current, previous and expected level of attainment. It follows the child regardless of
where s/he lives, who cares for her/him or where s/he goes to school
2. The PEP sets clear objectives for the child relating to academic achievement, as well as personal and
behavioural targets both in and out of school. It identifies who will be responsible for carrying out the
actions agreed in the plan, with timescales for action and review. It covers the child’s achievement
record (academic and otherwise), identifies development needs and sets short and long term targets
3. A PEP is an opportunity for dialogue between all those concerned with the child’s education and
ensures everyone involved knows what they and others need to do to promote the child’s education and
future well being
4. A PEP is an opportunity to listen to children about their education and record their hopes, worries and
aspirations
Who Does What?
The Social Worker
When a child becomes looked after his/her social worker must ensure that the child’s needs and the services to
meet these are documented in the child’s Care Plan. The Personal Education Plan forms part of the Care Plan
and therefore wherever the child is placed, his/her social worker, should take the lead to:
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Initiate and co-ordinate the PEP, even where a looked after child is without a school placement; This
includes:
- Completing section A of the PEP form.
- Contacting the school’s designated teacher, the carers, other relevant professionals and the child to
request they complete their relevant section of the PEP before the meeting.
- Liaising with the school’s designated teacher and other professionals to arrange the meeting.
Ensure that where a child is placed in an emergency the PEP is initiated within 14 working days of his/her
becoming looked after, wherever he/she is placed
Ensure that every child in care of the authority has an effective, high quality PEP which is available for the
first review of the Care Plan (the 28 day review)
Distribute (by email) the completed PEP to all those listed in ‘copies to be sent to’ within 15 days of the PEP
meeting
The School’s Designated Teacher for Children in Care
Although other teachers and professionals in schools have a role, the Designated Teacher is the key person in
school for agreeing and reviewing the PEP. Designated Teachers should therefore ensure:
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They complete Section B of the PEP when it is received from the child’s social worker
There is a record of the number of children in care in their school with an up-to-date PEP
Information from the PEP is appropriately distributed to other staff within the school
Procedures are in place to ensure that when a child in care transfers to a new school their PEP is
transferred with them. A child’s PEP is part of their educational record which must, by law, be sent to any
new school they move to
The Child
Wherever possible the child should attend the meeting and be encouraged to contribute in a positive way. As
preparation for the meeting they should to try to complete section C. It is the social workers responsibility to
decide who the best person is to assist the child in completing the form.
When should the PEP be completed?
All children in care require two PEPs within the school academic year. (September to July) To ensure that the
PEP gives details of who will take the plan forward, specifies timescales for action and review and identifies
sources of funding for implementing the PEP, the first PEP should be arranged by the social worker in the first
six weeks of the school term. (September to October).
This form is designed to be used electronically. Where text appears in the box please use the drop
down menus provided to select the most appropriate option.
Confidential
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A. ESSENTIAL PUPIL INFORMATION
Education lead from multi-agency team CLA
Term PEP meeting took place:
Autumn
Spring
Summer
Date of PEP:
1. PERSONAL INFORMATION
First name:
Family name:
Name known at school:
Date of birth:
Gender:
_____________
1st Language:
Legal status:
________________
Ethnicity:
________________
Religion:
________________
Client ID number:
2. CARE INFORMATION
Carer name/placement and address:
Current school/educational placement and address:
Date into Care (most recent care episode):
Telephone Number:
Current placement type:
Foster carer provided by LA inside LA
Email:
Number of placements: __
Local Authority of School:
Fax:
3. KEY CONTACTS INFORMATION
First name
Family name
Role/ relationship
Contact number
Email
Social Worker
Designated teacher
Foster carer/key
worker
MAT CLA lead
4. ESSENTIAL INFORMATION
Who should be contacted in case of an
emergency?
Who will liaise with the school on a day-to-day
basis?
Who will receive school information?
Who will give permission for school trips?
Who will attend parents evening?
Is there anyone who should not have
unsupervised contact and communication?
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1. PREVIOUS EDUCATION HISTORY – Provide separate sheet for additions where
necessary.
School and address
Date From
Date to
Type of school /
provisino
Reason for leaving
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B. EDUCATIONAL PROGRESS
Designated Teacher responsible for completing this section:
If you are completing this section on behalf of the designated teacher please state your name and
role:
2. CURRENT SCHOOL INFORMATION
Date started at present school / setting:
Year group / room:
Key stage: Early Years
Foundation Stage
Key Worker:
Class Teacher:
Number of hours registered to attend each week:
Number of hours registered to attend each day:
Mon
Tues
Weds
Thurs
Fri
Please attach the following:
Attendance record ( %)
Pupil’s timetable
Last school report
Attach if relevant:
Pupil’s exam timetable
IEP
Exclusion record
Pastoral Support Plan
Other relevant plan or report:
Does the child attend any other early years
settings?
Yes
No
If yes, name the setting and key person
3. SCHOOL REPORTS
a) When are school reports issued? half termly
termly
end of year only
b) When was the last?
When is the next?
c) Who will provide MAT (CLA) with progress on a termly basis?
4. SPECIAL EDUCATIONAL NEEDS
Does the pupil have Special Educational Needs and if so, at which Code of
Practice stage is he or she? Please attach Individual Education Plan (IEP)
If the pupil has a statement or EHC Plan, when was it finalised?
Which Local Authority is responsible for administrating the statement / EHC
Plan?
Who is the named SEN officer responsible?
What is the main educational need identified on the Individual Education Plan
(IEP) / Statement / EHC Plan
What support is specified on the Individual Education Plan (IEP) / statement
EHC Plan?
When is the statement / EHC Plan due to be reviewed?
5. EXCLUSIONS
Date
Duration (Fixed or Permanent)
Reason
other
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6. WHAT PROVISION HAS BEEN MADE FOR EXCLUSIONS OVER 6 DAYS
ATTAINMENT LEVELS AND ACHIEVEMENTS
Information in this section should include current levels of attainment. If attainment targets are not entered
please state the reasons why.
Early Years Foundation Stage 2 – 3 year olds accessing fifteen hours funding
Please give a brief description of progress made in early years setting, including any strengths and concerns
Please choose from the following for description of progress:
0 – 11 months; 8 – 20 months; 16 – 26 months; 22 – 36 months; 30 – 50 months; 40 – 60
months.
Individual Development Map (IDM) assessment coding: E - entering, W – working within, S –
secure
or C – competent.
A copy of the child’s IDM could be attached to this section.
Early Years
Foundation Stage
Early Years
Outcomes
PSED:
Making
Relationships
Self-confidence
& selfawareness
Managing
feelings &
behaviour
Communication
& Language:
Listening &
attention
Understanding
Speaking
Physical
Development:
Moving &
handling
Health & selfcare
PEP 1
Description
of progress
(month
range)
PEP 1 IDM
assessment
E, W, S, C
PEP 2
Description
of progress
(month
range)
PEP 2 IDM
assessment
E, W, S, C
PEP 3
Description
of progress
(month
range)
PEP 3 IDM
assessment
E, W, S, C
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Key person comments – Please attach a copy of the child’s 2 Year Progress Check
Overview – include reference to the Characteristics of Effective Learning, targets, actions taken or actions
planned.
Issues
Needs
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Early Years Foundation Stage 3 – 5 year olds accessing fifteen hours Early
Education Funding in a Pre-School or Day Nursery or attending a maintained Nursery
or Reception Class. A copy of the child’s IDM could be attached to this section.
Please give a brief description of progress made in early years setting, including any strengths and concerns
Early Years
Foundation Stage
Early Years
Outcomes
PSED:
Making
Relationships
Self-confidence
& selfawareness
Managing
feelings &
behaviour
Communication
& Language:
Listening &
attention
Understanding
Speaking
Physical
Development:
Moving &
handling
Health & selfcare
Literacy:
Reading
Writing
Mathematics:
Numbers
Shape, space &
measure
Understanding
the world:
People &
communities
The world
Technology
PEP 1
Description
of progress
(month
range)
PEP 1 IDM
assessment
E, W, S, C
PEP 2
Description
of progress
(month
range)
PEP 2 IDM
assessment
E, W, S, C
PEP 3
Description
of progress
(month
range)
PEP 3 IDM
assessment
E, W, S, C
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Expressive arts
& design:
Exploring &
using media &
materials
Being
imaginative
Key person / Nursery / Reception class teacher comments
Overview – include reference to the Characteristics of Effective Learning, targets, actions taken or actions
planned.
Issues
Needs
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Early Years Foundation Stage Profile 5 year olds end of Reception
Please give a brief description of progress made in early years setting, including any strengths and
concerns
EYFSP coding for ELG: Em – Emerging Ex – Expected or Exc – Exceeding
Early Years
Foundation Stage
Early Years
Outcomes
PSED:
Making
Relationships
Self-confidence
& selfawareness
Managing
feelings &
behaviour
Communication
& Language:
Listening &
attention
Understanding
Speaking
Physical
Development:
Moving &
handling
Health & selfcare
Literacy:
Reading
Writing
Mathematics:
Numbers
Shape, space &
measure
PEP 1
Description
of progress
PEP 1
Foundation
Stage
Profile
Em, Ex, Exc
PEP 2
Description
of progress
PEP 2
Foundation
Stage
Profile
Em, Ex, Exc
PEP 3
Description
of progress
PEP 3 IDM
assessment
E, W, S, C
Confidential
Understanding
the world:
People &
communities
The world
Technology
Expressive arts
& design:
Exploring &
using media &
materials
Being
imaginative
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Reception class teacher’s comments
Overview – include reference to the Characteristics of Effective Learning, targets, actions taken or actions
planned.
Issues
Needs
Confidential
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7. PLEASE PROVIDE ANY OTHER MEASURE OF PROGRESS OR ASSESSMENTS this
may include assessments completed by the multi-agency team or other
professionals such as speech and language therapist. Attach reports as necessary
Assessment
Score / grade
Date completed
Notes
8. PLEASE GIVE DETAILS OF ANY KEY STAGE TRANSITION PLANS
This may also include moving schools or classrooms
Does an application need to be made for the next school / placement? Yes
No
Who will make this application? …………………………………………..
Has a ‘transition plan’ and the ‘All about me’ and ‘Moving on’ sections
of the Learning Journal been completed?
Yes
No
Does the child require any support in changing settings?
Yes
No
Who will provide this support? ……………………………………………
Any other information / transition plan:
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9. SCHOOLS ONLY
Give details of how the Pupil Premium Grant has been requested / allocated this
academic year (Every Looked After Child is eligible to this grant to be spent on improving their educational
outcomes)
Proposed support: (please state what will happen, who will be involved and the time it will take)
Click here to enter text.
What current PEP target does this link to?
Choose an item.
What is the intended outcome and how will success be measured?
providers, assessment etc)
Click here to enter text.
What are the costs for this particular support?
(reports from activity
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D. CURRENT SUPPORT FROM OTHER AGENCIES
School based support
Details
Most able
School clubs &
activities
Learning mentor
Curriculum support
Other services
Out of school based
support
Clubs and activities
Tuition
Other services
Details
Confidential
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C. PUPIL’S VIEWS
Education and learning: preparing a young person for their Personal Education Plan Meeting.
The young persons views are an important part of the PEP process, they should be encouraged to attend
all or part of the PEP meeting.
The completion of the Young Person view form is equally important and should be filled in prior to the PEP
meeting. It is the social workers responsibility to decide who the best person is to assist the child in
completing the form.
There are two types of form aimed at different ages.
Both forms are available for download
Early Years View Form
This young person’s view form is aimed at those young people at
primary school or those who may find the secondary school form less
accessible.
This form used
Date form sent
Who is responsible for
completing this form with the
young person?
Date form returned
If no form has been completed
by the young person, what is the
reason?
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D. PEP MEETING
Date of PEP meeting:
Chair:
Is the young person present?
If no, who will feedback to this young person?
10. REVIEWING PREVIOUS PEP TARGETS
My previous PEP targets
How did I do?
Will I continue to
work at this?
What help did I get?
11. NEW YOUNG PERSONS TARGETS
Targets should be SMART: Specific, Measurable, Achievable, Realistic, Time related
My PEP target
What will I do?
Who will help me and
how?
When will I know when
I have achieved my
target?
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12. OTHER ACTIONS (including additional support identified)
Actions should be SMART: Specific, Measurable, Achievable, Realistic, Time related
Previous Actions
Outcome
New Actions
1
2
3
13. PEOPLE WHO ATTENDED MY PEP
Name
Me (young person)
My designated teacher
My social worker
My MAT education lead
My carer
My Parent(s)
My class teacher
Other people who could
help me (e.g. TA, SENCO,
LAC Nurse)
Other
Signature (if present)
Notes
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14. NEXT PERSONAL EDUCATION PLAN MEETING
Date
Time
Venue
Person responsible for co-ordinating this meeting
18. ADDITIONAL MEETING NOTES
A. ESSENTIAL PUPIL INFORMATION
B. EDUCATIONAL HISTORY
C. PUPIL’S VIEWS
D. EDUCATIONAL NEEDS, TARGETS & INTERVENTIONS