Electronic Personal Education Plan completion guidance
16. Core tabs in all PEPs
General and personal
This tab must be completed prior to the termly PEP meeting.
This is always the first tab on every PEP and is coloured BLUE to be completed in full by the CYP's Social Worker. It contains detailed information under the following blue banner headings:
| Essential pupil information | Name, DOB., gender, ethnicity and language, UPN and Social Care ID |
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| Care information | Placement details, care status, date into care, number of placements, care plan, etc. |
| Contact information | Contact details of social worker and main carer,person(s) with parental responsibility and safeguarding information relating to who has day-to-day permissions and liaison with school |
| Health information | Any specific health conditions or medication needs of the CYP which will potentially have an impact upon the school, college or provision |
| Strengths and difficulties questionnaire | This section is included in the SSA and P16 PEPs only, and scores should be entered once the SDQ has been completed. A higher than average score (over 17) should include any advice or strategies for school/provision staff which may help them to support the Young Person with their emotional health and wellbeing |
| Current support from other agencies | Please include current engagement details and expected outcomes/impact |
Education provision or setting information
This TAB must be completed prior to the termly PEP meeting.
This is always the second Tab in the menu and is coloured RED for Early Years Provision, Primary, Secondary and Special schools and Post 16 school or college provision, as it is always completed by the Designated Teacher/Lead in the Nursery, School or College the C/YP attends. Please note:
- If a statutory school age child is not on a school roll, this Tab should be completed by the Social Worker and the Virtual School Caseworker
- For Post 16 young people in Employment or currently Seeking EET, this section will be completed by the Social Worker and Post 16 VS Caseworker
| Current education, employment or training provision |
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| Special Educational Needs | This section must be completed in full if the child/young person has an identified special need under the SEND code of practice |
| Attendance | If there are attendance concerns:
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| Presentation, behaviour, conduct | Details of any concerns:
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| Emotional health and wellbeing | A snapshot of how the C/YP presents on a day-to-day basis. If concerns have been identified:
For Early Years Providers, the Leuven Assessment Scale may be used to assess the child's well-being and involvement. Strengths and Difficulties Questionnaires are frequently used for older children and young people, and scores of any assessment should be recorded by the social worker in TAB 1. |
My view: voice of the child/young person
This Tab must be completed prior to the PEP meeting unless the CYP is attending in person.
It is essential, wherever possible, that the voice of the C/YP is not only recorded, but evident in the minutes of the PEP meeting, decision making and in setting new SMART targets and actions.
For most children and young people, the Virtual School request that the standard forms/questions are completed on the phase appropriate child voice forms. For Early Years (EY) and Statutory School Age (SSA) PEPs there is a choice of how this is captured, including a non-verbal pupil view. In the Tab 'My Views' you will see a drop down menu. From the drop down menu, choose the type of format most appropriate to the individual child/young person and support them in completing this in as much detail as possible. However, for those children/young people with SEND, or who are simply unable or refusing to engage at that time, we appreciate the difficulties in accessing and capturing their views in this way. Please try wherever possible to upload documents which demonstrate their views or achievements in other ways. This can be the provisions version of gathering views, or may be other documents related to evidence of their progress, for example, photos, awards etc. You can upload documents from the drop down menu on the left hand side of the C/YP's home page (see section 13 on page 11). |
Progress, attainment and development
This Tab must be completed prior to the PEP meeting. For Post 16 young people this should only be completed for those in an Education or Training setting.
This is coloured RED as it is always completed by the Designated Teacher/Lead in the Nursery, School or College the C/YP attends.
The information gathered within this tab is in a standard table format to allow for cohort analysis across multiple settings. It is found in all phase PEPs and gives a chronological record of the Development and Attainment and Progress of the child/young person throughout their education.
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PEP meeting record
This TAB should be completed during the meeting or as soon as possible after the meeting.
This Tab is usually RED and is completed by the Designated Teacher/Lead, unless it is a Post 16 PEP and the young person is in Employment, Training or is seeking a placement. In this instance the VS Caseworker along with Social Worker will complete this tab and it will be coloured PURPLE.
| Attendees | All professionals involved with the C/YP should be invited to attend a PEP meeting as should their carer, and parent/s where appropriate. Wherever possible, the child or young person should have the choice to be present at the meeting. If this is not possible, they should have their views recorded in the tab above and advocated on their behalf, any discussion or actions should be fed back to them after the meeting. |
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| Minutes of the PEP meeting | Using the information in the previous tabs, a full account of the PEP meeting discussion should be recorded using the principles of;
The notes above should focus on the 'educational/developmental needs, including emotional health and well-being, but should not include information which has little or no bearing on school/college provision and should not replicate care team meetings or cared for reviews. Additional information can be recorded in Q8. Please ensure the voice of the child is evident in the record of the meeting. Please ensure the carers comments are represented in this meeting. |
| Setting new PEP date | Agree the date, time and venue for the next meeting. Once inputted, this will automatically generate reminders via the Welfare Call system. This must be termly and should be held in the same week of the term as the current meeting. For example; if the first meeting of the year falls within the 3 rd week of Autumn Term, then the next date set should aim to be in the 3 rd week of Spring Term and the same in the Summer term |
Setting of SMART targets
This TAB should be completed during the termly PEP meeting for all three PEPs.
| Evaluating previous SMART targets set and the impact of planned support and/or interventions |
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| New targets set should be SMART, aspirational and focus on accelerating progress | Where a child/young person is in an education setting, it is important that the Designated Teacher/Lead, with appropriate experience of target-setting, composes the targets to ensure that they are relevant and specific to the C/YP's educational needs. In Post 16 employment/apprenticeship or when the Young Person is currently seeking EET, the targets will be agreed by the YP, Social Worker, Personal Assistant and VS Caseworker with input from parents/carers and prospective providers. All present should agree two short term and one medium to long term target, which should be: Specific - Measurable - Achievable- Relevant - Time bound |
| Evidence based | Targets set should reflect the information contained within the PEP, particularly:
Targets should also reflect current educational pedagogy, which could include for example evidence based interventions from EEF Toolkit |
| Resourced | Clear strategies should be outlined for the support the C/YP can expect from school/provision staff and other professionals in meeting the targets. |
Use of Pupil Premium Plus Where Pupil Premium or Early Years Premium is awarded to the school/provision, this must be appropriately costed against the targets set. However, PP+ should not be used to support activities and interventions which would usually be available to all C/YP in the setting. | Please refer to the Education Endowment Foundation PP Guidance on effective interventions Appropriate use of PP+ could be used to support:
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| Catch up tuition funding | The use of any 'Catch Up Premium' or access to 'National Tutoring Programme', following COVID lockdown, must be clearly identified on the PEP and appropriately used to close gaps in attainment and accelerate progress. |
Quality assurance
This tab is only completed by the Virtual School following the uploading of the information from the termly PEP meeting.
Once the ePEP has been completed and signed off by the DT/DL, the Virtual School will be notified. The ePEP will then be Quality Assured by the VS Caseworker and any examples of Good practice or areas for further development, will be fed back via the Quality Assurance Tab.
| Timeframes | Has the PEP meeting been held within statutory timeframes and the PEP document completed and uploaded onto the Welfare Call system, no later than 10 working days from the date of the PEP meeting. |
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| Quality assurance of individual tabs | At the bottom of each Tab is a Quality Assurance question. This rating will automatically populate into the relevant section on the final Quality Assurance Tab. Each section will be rated either Red, Amber or Green.
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| Overall rating for the PEP | Based upon the ratings for each individual tab, using a best fit principle, the PEP will be given an overall rating of Red, Amber or Green.
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Please refer to the PEP QA Framework Document for more specific criteria on ratings.
My personal education plan summary
This tab is populated with summary information from the full PEP including:
The word version of this summary can only be found in the' Previous PEP's' section of the child record, once the PEP has been quality assured by the virtual school (see section 12, Pg 11). This summary does not contain details of the QA feedback and can be used to distribute the PEP information and targets to a wider audience of staff and other professionals/carers. |
Additional tabs
In addition to the core tabs, these additional tabs appear depending on the age and circumstances of the C/YP.
| Transition tab |
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| Careers advice and post 16 planning | This tab appears for all children in Y9 - 11 and includes information relating to:
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| Alternative timetable/education provision |
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