Frequently Asked Questions

The PEP Process Explained

The PEP Process Forget the paper – this is a PROCESS that is a means of ensuring that ‘education' goes beyond merely making sure a school place is available. It is the process where all the adults planning a child's life can talk to each other to plan the educational future. It is a PROCESS that makes a DIFFERENCE.

 

 PERSONAL EDUCATION PLANS (PEP'S)

1 Where did they come from? The Government have made Personal Education Plans a statutory instrument for all children in care (LAC(2000) 13) 2 Who is responsible and what is the responsibility? The social worker is responsible for initiating and co-ordinating a PEP and ensuring it is completed. 3 When are PEP's completed?
  •             When a child becomes looked after, and is expected to be in care for 28 days or more. Government guidance states that the PEP should take place within 20 school days – in some circumstance the child may not be able to participate – e.g. due to the child's emotional state etc but a PEP Planning meeting will still be valuable between professionals to share information about the child. 
  •             If this is the first PEP for the child or there are particular concerns or the child is in a transition year group (year 6 or year 11) consider inviting a representative from the Education Looked After Children (ELAC) team and arrange a convenient time for everybody.
4 How often should a PEP meeting take place? Arrange a planning meeting at least twice every academic year (between Sept-July) as a joined up/partnership planning meeting that will incorporate education into the care planning. A PEP must also be held if there is a change of placement or school. 5 Who attends the PEP planning meeting? The social worker (who should chair the meeting), carer, school (Designated Teacher and someone who knows the child well and has responsibility for their day to day education) and the birth parent if appropriate. The PEP Meeting
  • The meeting should take approximately one hour.
  • Use the PEP to guide the discussion and to ensure all the information is completed to make it a useful meeting.
  • Ensure date of meeting and names of those at the meeting and their role in the child's life are noted on the PEP.
  • Depending on the age of the child, the circumstances of the care placement, the child's emotional state and the issue which needs to be discussed, decide how the young person can take part in their meeting.

What questions should I ask?

Make sure that the meeting ‘adds value' to the child's education. The meeting should be:
  • A chance to discuss and underline the importance of education.
  • Focussed, not anecdotal.
  • Incorporate the young person's views as they are important.
  • Held at key times in the child's life and at all times of transition.
  • A place where adults hold high expectations, even when the young person cannot hold them for him/herself.
Ask questions to discuss the 4 areas of education development How is the young person doing? Academically? Socially? Behaviourally? Emotionally?                What is going well?  What could be done to support learning?  Who is the best person to do this?  Is the young person making and keeping friends?  Ask about bullying.  Does emotional distress effect learning? What hobbies / clubs does the child belong to outside of school?  How can difficulties be overcome?
  1. Educational History – Ensure this is written on the back of the PEP cover. All schools since child started school.
  2. Academic Progress – ask for National  Curriculum levels achieved. Is the child underachieving? What could be done to ensure the child is progressing as well as possible?
  3. Attendance – what is the % of attendance for the previous academic year? Are there any problems that need to be discussed?
  4. Travel – how does the child get to school? Length of journey? Does this effect the child's physical /emotional state at the beginning of /end of each day? Any improvements?
  5. Progress in meeting targets set at last meeting – if this is the first PEP meeting, use this box for a summary of  the child's educational progress so far.   Start with ‘what is going well' and then consider any concerns. Remember  that targets can be for activities both in and outside of school.
  6. Targets /Action taken / By Whom – This is the most CRUCIAL part of  the meeting, where questions can be asked and the creativity and knowledge of the group can make a  difference to the child's educational progress.

Discuss possibilities , making it clear who is responsible for what and by when – what might the school do? How can the foster carer help at home? What might the social worker do? What resources are available? Finally Set a date for the next meeting and make sure everyone puts it in their diary!