Effective PEP Writing Guidelines - Suffolk County Council

Improving outcomes for children in care

through the Personal Education Plan

Effective PEP writing guidelines for Designated

Teachers and PEP writers

September 2018

Contents

Effective PEP Writing

The following resources have been produced to enable DTs and PEP writers to develop each

section of the PEP document:

• Quality Assurance checklist for Personal Education Plans

• Model PEP Review Cycle

• Completing the Alternative Provision (AP) tab

• Attainment

• Learning objectives planning proforma

• Support and Achievement*

• Pupil Premium Funding

• Pupil Voice**

• Attachments

*from September 2018, schools must provide strong education and careers support for:

• Children in care

• Previously looked after

• Care leavers

This pack includes information regarding careers and education support for children in care for:

• Careers Leaders

• Designated Teachers

• An exemplar record of careers support for children in care, previously looked after children

and care leavers

**Please note: we do not provide a template for the PEP meeting but encourage the use of the

Signs of Safety headings to capture the young person’s understanding of the plan, their

aspirations and any actions agreed as a result of the meeting, with clear timescales and the role of

the person responsible for each action.

This self-evaluation checklist has been devised to enable Designated Teachers to quality assure their school’s Personal Education Plans (PEPs).

The Suffolk Virtual School also uses it as a framework to moderate all PEPs as part of our drive to develop high quality, meaningful PEPs that

reflect individual pupil’s learning needs and support. Integral to this, is the use of and impact of the Pupil Premium Grant.

Pupil School:

Section 1 - Learning & Progress - Quality Standards

Fully evidenced

Evidenced

Partially evidenced

Not

evidenced

The review of the previous Learning Objectives show progress since the previous term and are of sufficient depth and detail to demonstrate a full term of learning.

Where an IEP, Provision Map, or other learning plan was provided in place of the objectives on the PEP, there is a review of that plan that shows progress since last term.

The review of the previous Learning Objectives demonstrates the use of the previous term’s Pupil Premium Grant spend and the impact it has had on learning.

Previous Learning Objectives are clearly judged against the success criteria and include both hard and soft data on the progress which has been made.

The review includes an evaluation of progress and examples of pupil’s work attached to evidence this.

New Learning objectives are of sufficient depth and detail to reflect a full term’s learning.

Short and long-term objectives are included which are aspirational, challenging and SMART. They include detail on how and when it will be achieved and who will be responsible for actions.

New Learning Objectives include the proposed use of the Pupil Premium and how this funding will support the achievement of the Learning Objective.

New Learning Objectives include a defined success criteria and measurable outcomes which can be understood by the pupil and all staff so that objectives are easily recognised when met.

New Learning objectives take into consideration the gaps in learning; this may be driven by the attainment data or any barriers to learning for example social emotional behaviour needs.

Section 2 - Support & Achievement - Quality Standards

Fully

evidenced

Evidenced

Partially evidenced

Not evidenced

Educational Support demonstrates all interventions and additional support for learning in relation to the identified needs, including specific detail on what the intervention is, when it is happening and who is providing it. (Role of person/s specified.)

Social, Emotional & Behavioural support is tailored to the individual needs of the pupil as identified in the PEP including specific detail on what the intervention is, when it is happening and who is providing it. (Role of person/s specified.)

The pupil’s successes both big and small are recognised. Achievements are seen in the context of the pupil’s development and needs.

KS4 only – There is evidence that IAG support has been provided with detail of how, when and who. Information is included on the guidance provided to the pupil.

KS4 only – There is evidence of the transition plan; information is included on what course, level and establishment that the young person will be enrolling onto.

Section 3 - Pupil Premium Grant - Quality Standards

Fully Evidenced

Evidenced

Partially evidenced

Not evidenced

The request for the Pupil Premium Grant is well-targeted to meet the specific academic needs or barriers to learning which is directly linked to the learning objectives for the pupil, setting out full or proportionate costs.

The full termly Pupil Premium Grant is applied for to support the educational plan.

Section 4 - Pupil Discussion - Quality Standards

Fully evidenced

Evidenced

Partially evidenced

Not evidenced

Pupil’s voice is clearly evident in PEP and there is evidence of conversation that demonstrates that the pupil understands their learning and expresses their views that are reflected through the whole PEP.

Attachments Fully evidenced

Evidenced Partially evidenced

Not evidenced

Examples of pupil’s work attached and linked to learning objectives

SEND documents such as Individual Education Plans (IEPs) evidence current needs and progress

Other attachments evidence how provision is being matched to need

START OF TERM:

Review progress against last term's objectives using tracking data and work sampling that you can attach to the PEP. DT to consult with subject staff to set objectives that are specific and challenging. Set new targets to challenge the student to make progress this term. Attach exemplar work selected by subject staff that shows why these objectives have been set. Add in

support the pupil is receiving this term and how PPG is being used. Add in pupil voice in terms of their thoughts on their

progress and new objectives.

AROUND WEEK 5:

Review the PEP to ensure that it still reflects the support that the pupil is receiving. Explain any changes/additions to the support. Add the achievements of the pupil to date. Add in pupil voice to reflect how they feel they are doing against their objectives, plus any issues that they need

the school to address.

AROUND WEEK 10:

Review the PEP to ensure that it still reflects the support that the pupil is receiving. Explain any changes/additions to the support. Add in further achievements of the pupil . Add in pupil voice to reflect how they feel they are doing against

their objectives, plus any issues that they need the school to address. Remind subject/class teachers of objectives. Clarify

evidence required to demonstrate progress in the PEP.

END OF TERM:

Make final comments on PEP, attach exemplar work that subject staff have selected against each objective to show how much progress has been made against

targets. Add any further pupil voice that has been gathered and how the school has responded to any needs or issues. Add in further achievements by the

pupil. Quality assure the PEP (recording judgements on the Virtual School quality assurance template as

evidence) and submit.

To be effective and high quality, a PEP 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 statutory reviews

of the child’s wider care plan;’ (DfE,

Promoting the education of looked

after children, 2014)

A Model Personal Education

Plan (PEP) Review Cycle for

Designated Teachers

The Alternative Provision tab on CLA Tracker

Inspectors must consider the progress of pupils who attend off-site alternative

provision for all or part of the week and the school’s own records of these pupils’

progress, School inspection handbook, September 2018, page 61

Inspectors … should make every effort to telephone or meet staff in the institutions

where pupils are taught off-site to help assess the school’s quality assurance

arrangements. They must evaluate the rigour with which the school monitors

attendance, behaviour, learning and progress of the pupils who attend them. School

inspection handbook, September 2018, page 74

The statutory guidance defines alternative provision as: education arranged by local

authorities for pupils who, because of exclusion, illness or other reasons, would not

otherwise receive suitable education; education arranged by schools for pupils on a

fixed period exclusion; and pupils being directed by schools to off-site provision to

improve their behaviour.

For the purposes of a child in care’s Personal Education Plan, we work to a broader

definition and the tab has been designed to enable schools to evidence the pupil’s

timetable, the plan in place to increase their offer if it has been reduced, and the

safeguarding arrangements that have been put in place whilst they are accessing

alternative provision.

It is also essential that any reports on the pupil’s engagement and progress provided

by the alternative provision, are attached to the PEP document.

As a guide, the AP tab should therefore be completed if a child or young person:

• has a reduced timetable, and/or

• attends alternative provision for all or part of their timetable. This would

include:

o attendance at a pupil referral unit

o outreach sessions either in school, or off-site, if this has been

timetabled as part of their education provision

o an on-line learning package, again, if this have been timetabled as part

of their provision

o home tuition

o work experience

And it does not normally need to be completed for a pupil who:

• attends college on a day release, if this is part of the school’s mainstream

offer

• has a bespoke timetable provided within the school (unless the amount of

time they access mainstream lessons is significantly reduced).

For instructions on how to complete the tab itself please follow the link below:

https://www.suffolk.gov.uk/assets/Children-families-and-learning/children-in-care-

and-care-leavers/2018-01-22-CLAT-Alternative-Provision-instructions-for-schools.pdf

You can also access the guidance via our webpages, simply search Suffolk Virtual

School: https://www.suffolk.gov.uk/children-families-and-learning/children-in-care-

and-care-leavers/the-virtual-school-for-children-looked-after/

If you would like any further guidance, please contact the Virtual School Office on

01473 260818, or via email: [email protected]

https://www.suffolk.gov.uk/assets/Children-families-and-learning/children-in-care-and-care-leavers/2018-01-22-CLAT-Alternative-Provision-instructions-for-schools.pdf

https://www.suffolk.gov.uk/assets/Children-families-and-learning/children-in-care-and-care-leavers/2018-01-22-CLAT-Alternative-Provision-instructions-for-schools.pdf

https://www.suffolk.gov.uk/children-families-and-learning/children-in-care-and-care-leavers/the-virtual-school-for-children-looked-after/


PEP Section: Attainment

The Attainment section is where the progress and current level of each pupil is documented. It is the starting point for the rest of the PEP: evaluating the pupil’s progress against the previous term’s targets, setting new targets, implement appropriate support and using PPG effectively should all tie together with the aim of maximising the outcomes of each child in care. It is essential that all parties, including the pupil themselves, are aware of the outcomes that the young person should be achieving at each key stage of their education. The PEP, as a termly record of the pupil’s progress, should be the key mechanism to ensure that the steps needed to achieve the expected outcomes are detailed and transparent. NOTE: Please ensure that the correct attainment measures are used when recording prior and current attainment. National curriculum levels must NOT be used to indicate or predict attainment. Please see below for advice about how to represent a pupil’s progress in the relevant section.

EYFS

Please complete the current assessment for all areas of the Early Years curriculum and the end of year target. The drop-down boxes show ‘Emerging, Expected and Exceeding’.

Key Stage 1

Firstly, this section requires the input of EYFS data if available. The best way to reflect a pupil’s Key Stage 1 attainment is to use the indicators of ‘Working Well Below (WWB), Working Below (WB), Working at Expectations (Wat), Working Above (WAb) or Working Well Above (WWAb).

Key Stage 2

This section requires the input of the Key Stage 1 data and EYFS data if available. If the historical KS1 data is in levels please complete this with the accurate sub-levels included. The best way to reflect a pupil’s Key Stage 2 attainment is to use the indicators of ‘Working Well Below (WWB), Working Below (WB), Working at Expectations (Wat), Working Above (WAb) or Working Well Above (WWAb). If practice SATs scores are available for year six pupils, please provide them in the Educational Support section as raw scores.

Key Stage 3

Firstly, this section requires the input of the Key Stage 2 attainment for Reading, Writing and maths. CLA Tracker does not currently allow the inputting of numerical scores. Therefore, the best way to reflect a pupil’s KS2 attainment is to use the indicators of ‘Working At, Working Above’ and so on in the drop-down box. 80 is the lowest scaled score that can be awarded and 120 is the highest scaled score. Pupils scoring at least a scaled score of 100 will have met the expected standard of the test. Please use Working At (WAt) to reflect this. A pupil awarded a scaled score of 99 or below has not met the expected standard in the test. Please use Working Below (WB) to reflect this. Any pupil who has scored highly or conversely a significantly low score please use Working Well Above (WWAb) or Working Well Below (WWB) respectively. The next step is to input the pupil’s current level of attainment and the end of year target. The end of year target should be the represented as either a GCSE grade (some schools set an end of KS4 target for all pupils) or against a benchmark standard that you would expect a pupil in the year group to typically achieve. If the pupil should be, based on their KS2 scores, achieving the expected standard at this point in their educational career, then WAt should be used. Predicted progress that is below or above the expected standard can be represented as WWB, WB or WAb, WWAb as appropriate. The current level should be reflected in this way too. If the pupil is making expected progress towards the target grade, then WAt should be used. Under or over achievement should be represented as above.

Key Stage 4

End of KS3: Input here the standard that the pupil achieved at the end of KS3. If the pupil’s attainment was in line with their expected outcomes, then this can reflected as WAt. Above or below can be captured using indicators of WAb, WWB and so on. Please enter the pupil’s attainment data for English and maths. The pupil’s target grade will be their end of KS4 target. This can be represented as a GCSE grade 1 -9. The pupil’s current level can be represented also as a GCSE grade 1 – 9. Number of GCSEs 1-4 and 5–9 should be indicated using the drop-down boxes. If the pupil is studying subjects that count towards the EBacc qualification, please indicator Yes in the EBacc box; No if their current curriculum programme does not match EBacc requirements.

Below the English and maths attainment section, there is a space where details of all other subjects being studied by the pupil need to be recorded.

Key Stage 5

The Attainment section of the Key Stage 5 PEP records the course(s) that the learner is studying as well as their target and current attainment levels. Other than Subject, Qualification and Awarding Body, the rest of the information required appears in drop-down boxes. On-Track, Not-on-Track or Exceeding Expectations should be treated the same as WAt, WAb and so on. Therefore, if the learner is meeting the standard that is predicted from their KS4 outcomes, then On-Track should be used. Bursary Information All learners who are in care or are care leavers are eligible for the 16 – 19 Bursary. Providing that an application has been submitted and processed, this means that YES will need to be selected from the drop-down box. Details of how the bursary has been spent to support learning should include what it has been spent on, how much and a summary of the impact that each expenditure has had. Best practice in this section also describes the process through which decisions about spending the bursary to improve outcomes are made.

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Child in Care Personal Education Plan (PEP): Termly Planning Proforma

Student Name: pre-populated

Form: pre-populated

Previous Pep’s Learning Objectives – and Progress Against Target

Learning Objective Success Criteria Objective

met?

Progress against target and evidence Please attach a piece of exemplar work to your email reply to

demonstrate progress made against objective. 1. C is working at his target level for Drama. His learning objective is to be above target by the end of the Spring Term. He will be able to show accurate knowledge and understanding of the appropriateness of costume and tone of voice and make reference to a full range of vocal and physical skills appropriate for a given performance.

The half term assessment will provide evidence that C has secured this skill independently and in a range of contexts. Homework assignments leading up to this test will show this skill to be developing. C will respond positively to feedback to improve the level of his responses in assessments.

Met

Partially Met

Not Met

C has consistently demonstrated a level of skill which exceeds his target grade. Homework assignments and class discussions reflect a detailed understanding and application of terms and techniques. The next step will be to develop further his knowledge and understanding of a range performance styles, which he can then apply to pieces that he has devised.

2. pre-populated pre-populated Met

Partially Met

Not Met


Partially Met

Not Met


Partially Met

Not Met

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New Learning Objectives for This Term

Please record below one objective and its success criteria (what will it look like when the objective has been achieved?) for the new PEP. The objective needs to be based

upon the skills needed to achieve a specific outcome in your subject and how it will be achieved, with a clear description of what will be demonstrated when the objective has

been achieved. The target should reflect the current focus of the pupil’s learning and assessment feedback in your subject. In addition, suggested interventions

which will help the pupil to achieve the target, with details of who/when if known, should be recorded.

Subject: ________________________________ Target Grade: _____________

Exemplar Objective Exemplar Success Criteria Intervention to achieve this objective C will securely meet the criteria for GCSE grade 5 in English by the end of the Autumn Term. Comments on texts will show understanding of explicit and implicit meanings. Writing for a variety of audiences and purposes will demonstrate a skill in using varied sentence structures and will sustain the reader's interest.

In C's assessment pieces for writing, subordinate clauses will be embedded, and commas will be used accurately. C's analysis of texts, including poetry, will refer to short, embedded quotations and will demonstrate a clear understanding of the meaning conveyed by the writer.

C would be benefit from extra input to develop this skill further. Mrs X (his English teacher) would be happy to run an after-school session with C (and with some others if appropriate). Alternatively, an online tutor could complete some work with C around these areas if preferred.

New Objective Success Criteria Intervention to achieve this objective

Extra-Curricular / Academic Achievements

Please record below the details of positive involvements and achievements that the pupil has had in your subject area. Please outline the benefits that these achievements

have had for the pupil:

Writing an Effective PEP: Support and Achievement

There are several aspects of the pupil’s education that need to be written about in this

section.

The best way to see this section is as a narrative, telling the story of the support and

achievements that the pupil has had – from the start to the end of each term, as well as an

opportunity to evidence all the work you do as a school to support the young person.

Please remember that the PEP is a legal document and forms part of the child’s care plan;

please be as accurate as possible about the role of any professionals working with students,

as well as explaining in full any acronyms.

Educational and Emotional, Social & Behavioural Support:

Each section’s commentary should include:

• Educational support should be linked to a) how gaps in attainment are being

addressed and b) therefore the learning objectives set for the term

• Details of the support in place – what, why, when, who with (and why they are the

best person to provide this support to the pupil). Statements such as ‘…has access

to…’ should be avoided as they do not reflect the bespoke support that the school

has identified for the pupil

• A review of the support in place during the term if needed, and details of how and

why the support has changed

• Observations about the impact of the support – what has changed or improved with

the support? What is going to happen differently now or next term because of these

observations?

• For students working above expectations, please include evidence of ‘stretch and

challenge’ support.

• For Years 6, 7 and 8, work completed with the pupil around aspirations, careers and

education plans should be recorded in Educational Support. If it has been formally

recorded in school, this document should be attached to the PEP as evidence of

support.

• The Educational Support section for a pupil with an EHCP in Year 9 onwards must

refer to details of the statutory pathway planning in the PEP. EHCP evidence relating

to this can also be attached to the PEP.

Student Achievements, Educational or Otherwise:

• It’s important to identify all achievements of each pupil. No matter how minor or small

they are, they reflect the positive accomplishments and experiences of inside and

outside of school.

• As well as describing the positive achievement, it is effective practice to describe the

impact that this achievement has had on the pupil. Could this impact be capitalised

upon by implementing further opportunities for the pupil?

• If you have documents such as certificates or photographs which capture the

student’s achievements, please attach these to his/her PEP (ideally scanned in to

one PDF document).

Key Stage 4 and 5 PEPs

Information, Advice and Guidance (IAG):

• Pupils in Years 10 -13 have two additional sections: IAG Support and Post 16/18

Plans. For pupils in younger year groups, please record any IAG in the educational

support section above.

• IAG Support: it’s important to detail all the support that the pupil has been given to

plan their future studies and employment and to maximise their aspirations. This will

include whole year events but also the bespoke input that the pupil has received.

• It is effective practice to describe the outcomes of the support and what subsequent

input has been planned or implemented because of any previous IAG work.

• The Post 16/18 Plans section needs to include details of what the pupil is planning to

do at the end of Key Stage 4 – type of career/employment, possible course(s),

planned/considered destination. The level of detail for each pupil may vary according

to how clear they are about their next steps.

• If the pupil does not know what they want to do, then it is advised to explore with

them possible areas of interest, but it is expected that a clear plan of action in the

IAG support section is outlined as a matter of priority, especially for Years 11 and 13.

Writing an Effective PEP: Pupil Premium Grant

Guidance

This section is where PPG spending is evidenced for the current term.

It is important to stress that this additional funding does not remove the responsibility of

schools and their staff to monitor progress of children in care, intervene where appropriate

and assess the effectiveness of intervention. It is to provide additional support, not to

subsidise the entitlement every child on the school roll enjoys. Equally, it should not

subsidise the entitlements all children have as set out in the SEND code of practice: 0-25

years, published in June 2014.

Use of the Pupil Premium Grant is specific to the child in care’s individual needs, however,

there are some specific examples of how it could be spent to support effective provision.

Please remember that the spend in this section only considers what the PPG is contributing

to. If your pupil is receiving other forms of funding, this can be cited in the Educational

Support section, but its is not necessary to provide a break down of the total cost of the

provision.

Link your PPG spending to the child’s needs and provision to meet their needs and

remember this also applies to children and young people worked at or above age-related

expectations.

PPG funding should not be used to support what is expected for all pupils at the school, for

example: quality first teaching or access to adult support (class teacher, class LSA).

Writing an Effective PEP: Attachments Guidance

Attaching evidence of progress, whether the progress is socially, emotionally or academic,

supports the efficacy of the rest of the document.

Currently it is possible to attach five documents to the PEP and these should include:

• For primary schools, work samples from English and mathematics. You can combine

these into one document and to show progress, you could show an earlier piece of

work comparably to a recent piece. This would show the impact of provision detailed

earlier in the document.

• For secondary schools attach work which relates to the learning objectives and

demonstrates progress from the CiC’s previous targets and/or justifies the new

targets that have been set.

• PEP Meeting notes from when the social worker with other significant persons in the

child or young person’s life met and lead a person-centred meeting where the CiC is

heavily involved. Please request a copy from the CiC’s social worker.

• Pupil Voice sheet which is effective when considering the child or young person’s

age or ability to communicate. A Signs of Safety approach is regarded to be best

practice.

Other attachments could include:

• A recent report from the class teacher or the pupil’s current school progress report

• Another form of assessment which would show progress in social and emotional

development.

• Individual Education Plan (IEP) or EHCP (annual) Review.

• Record of careers and education support for CiC pupils from Year 8 to Year 13.

• Reports from other providers, if the pupil is accessing alternative provision.

• Work samples which provide evidence of a broad and balanced curriculum.

How to write an effective Summary of

Discussion section of the Personal

Education Plan (PEP)

The Summary of Discussion section is designed to capture the pupil’s voice. Whilst the rest of the PEP

records the school’s feedback, observations and actions, this section should focus on the pupil’s

thoughts, feelings and wishes about:

• How they are getting on at school

• Their progress against the previous term’s targets and the new targets for this term

• The support they are receiving and/or would like to receive to achieve their targets

• Anything else that may affect, negatively or positively, their educational experiences and

outcomes.

The only comments from the school in this section should be in response to the pupil’s views or

feelings, such as how a concern or a request for some form of intervention has been or will be

addressed. This is best expressed as ‘You said, we did’.

Pupil voice can be gathered in different ways depending upon the age, ability, confidence,

communication needs and other key characteristics of the child or young person. Similarly, thought may

need to be given about who will gather the pupil voice and when this will happen.

Pupil voice should be collected at various points during a term so that the school can respond

effectively to any changes or mid-term events. It also ensures that pupils do not miss out on the

opportunity to contribute to their plan.

We encourage a creative and tailored approach to capturing pupils’ voices.

Some examples of how to gather pupil voice:

1. Drawings/graphics - which the pupil can explain if they wish

2. A proforma for the young person which helps them to structure their thoughts and feelings

3. Signs of Safety – the Three Houses model:

• What’s going well?

• What are you worried about?

• What can be improved, and how?

4. A general discussion around the key areas may work with older pupils or post 16 learners.

Effective Ways to Capture Pupil Voice

Education, Careers and Pathway Guidance for Children in Care, Previously Looked After Children and Care Leavers

Information and Guidance for Designated Teachers

The achievement of children in care, those previously in care and care leavers across all key stages is considerably lower than their peers. The role of each school, alongside each local authority’s Virtual School, is to raise their attainment by going ‘above and beyond’ in the support and interventions that are carefully chosen, planned and implemented to narrow the gap between these vulnerable learners and the rest of their cohort.

Raising aspirations, planning careers and preparing for adulthood are vital elements of how each school should support children in care, those previously in care and care leavers to maximise the chances of leading happy, successful adult lives.

Legislation and Guidance about raising aspirations, career and education guidance for children with care experience

The updated guidance for Designated Teachers makes it explicit that each termly document should “set out how a child’s aspiration and self-confidence is being nurtured, especially in consideration of longer-term goals towards further and higher education, work experience and career plans. Discussions about longer-term goals should start early and ideally well before Year 9 (age 13-14) at school. High aspirations are crucial to successful planning for the future. They should focus on young person’s strengths and capabilities and the outcomes they want to achieve.” (The designated teacher for looked after children and previously looked after children: statutory guidance on their roles and responsibilities, DfE, Feb 2018).

In addition, from September 2018 all schools are expected to have in post a Careers Leader who will take responsibility for providing careers guidance and access to education for all pupils in years 8 – 13. The DfE guidance states the following in relation to children with care experience:

Looked after children and previously looked after children, and care leavers may need particularly strong support to ensure high levels of ambition and successful transition to post-16 education or training. The designated careers lead should engage with the school’s designated teacher for looked after and previously looked after children to 1) ensure they know which pupils are in care or who are care leavers; 2) understand their additional support needs and 3) ensure that, for looked after children, their personal education plan can help inform careers advice. For these young people, careers advisers should also, in co-ordination with the school’s designated teacher, engage with the relevant Virtual School Head or personal adviser to ensure a joined-up approach to identifying and supporting their career ambitions.

(extract from Careers guidance and access to education and training providers, DfE, Jan 2018)

2

As the school’s Designated teacher, you play a key role in ensuring that the children with care experience receive the advice and support outlined in the guidance, by doing the following:

i) Notifying the Careers Leader of the children in care, previously looked afterchildren and care leavers in your school

In order to provide the strong support that these pupils need, it is crucial that the school’s Career Leader knows who the pupils are. As the Designated Teacher, part of your role is to ensure that the Careers Leader is aware of each child in care, those previously looked after and each care leaver at the start of each academic year, and to update them as and when a pupil enters or leaves care.

Careers Leaders are advised to keep a record of the support that is provided for each pupil with care experience on a half termly basis. It would be valuable to go through these records with the Career Leader to monitor the input that each pupil receives and to make sure it matches a) their needs and b) is linked to the wider discussions about progress, pathways and outcomes that will take place about each pupil via PEP meetings or other. It is good practice for these records to document the destinations of each of these pupils.

An exemplar record sheet is attached. It is good practice to attach child in care’s record of support to each term’s PEP.

ii) Ensuring that the Careers Leader understands each young person’sadditional support needs

Children in care, those previously looked after and care leavers will often have additional support needs, owing to the circumstances that led to them entering care and the implications of this situation. It is important that you ensure that the Careers Leader is aware of these additional needs, whether they be academic or social/emotional/behaviour, to enable them to plan bespoke input to maximise the impact of their work.

iii) Education and pathway guidance in the Personal Education Plan (PEP) forchildren in care

The careers and pathway advice and guidance that a pupil receives during key stages 3, 4 and 5 is a significant way in which a school can support a pupil with care experience to narrow the gap in their attainment and to improve their life chances in adulthood. It is therefore really important that this support is recorded in detail in the termly PEP.

The PEP for Years 10-13 has a separate IAG element within the Support and Achievement section.

The following example demonstrates effective practice:

The guidance issued for Designated Teachers and PEP authors for this element of the Support and Achievement section advises that the following should be included in the commentary:

Information, Advice and Guidance (IAG)












observations?






support.




(Suffolk Virtual School resource for Designated Teachers, updated September 2018)

The PEP for pupils in Years 7 – 9 does not currently contain these separate comment boxes. Instead, information and actions about careers advice and guidance should be included in the Support and Achievement section, under the heading Educational Support. This element of the section will detail all the support and interventions the young person is receiving but will stress the ‘above and

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beyond’ support and interventions in place. Although the DfE guidance directs schools to provide careers advice and guidance from Year 8 onwards, it is likely that most schools will provide this from Year 7, and therefore details of this provision can be recorded in the Educational Support section:

iv) How the Careers Leader can support the Personal Education Plan forchildren in care

Their work should both inform and be informed by the PEP.

It is good practice to ask the Careers Leader to share the details of the careers support and subsequent actions and outcomes for each child in care on a termly basis so that it can be included in the PEP document.

In addition, it may be appropriate for the Careers Leader to attend on occasions the part of the meeting where careers, aspirations and transition to adulthood is discussed. The young person, their carer(s), school staff, the social worker or the child’s Independent Reviewing Officer may raise questions or concerns about the young person’s progression plans. The Careers Leader will able to advise or feedback on how they have and can continue to support the young person to make a successful transition to the next stage of their education and beyond.

v) Effective use of Pupil Premium Funding to support careers and adulthoodpreparation

It may be appropriate for some of the termly funding to be spent on careers and preparation for adulthood input. This can be discussed as part of the PEP meeting or it may be an action that arises from the pupil voice work that is completed as part of the PEP during a term. As the school’s Designated Teacher, you are responsible for managing this funding for children in care and previously looked after children, and you will need to show how you have used the funding to support outcomes in a way that is effective and value for money.

Post 16 pupils in care or care leavers are automatically entitled to the 16-19 bursary, of £1200 per year. This funding is paid directly to the young person to support their access to learning and achievement, but their school or college should help them to

decide how best to use it. It may be decided that some of the bursary is spent supporting the young person with their pathway and career choices. It is important that the Careers Leader is involved in PEP meetings and any discussions about the use of bursary funding, where appropriate, to provide feedback on your input with the young person to make best use of the way in which the funding can be used to support the young person as appropriate.

Useful Resources


Careers guidance and access for education and training providers (DfE, January 2018)

School Governors’ Guide to Careers Guidance (Cascaid, 2017)



Education, Careers and Pathway Guidance for Children in Care, Previously Looked After Children and Care Leavers

Information and Guidance for Careers Leader in schools

Looked after children and previously looked after children, and care leavers may need particularly strong support to ensure high levels of ambition and successful transition to post-16 education or training. The designated careers lead should engage with the school’s designated teacher for looked after and previously looked after children to 1) ensure they know which pupils are in care or who are care leavers; 2) understand their additional support needs and 3) ensure that, for looked after children, their personal education plan can help inform careers advice. For these young people, careers advisers should also, in co-ordination with the school’s designated teacher, engage with the relevant Virtual School Head or personal adviser to ensure a joined-up approach to identifying and supporting their career ambitions.

(extract from careers guidance and access to education and training providers, DfE, Jan 2018)

The achievement of children in care, those previously in care and care leavers across all key stages is considerably lower than their peers. The role of each school, alongside each local authority’s Virtual School, is to raise their attainment by going ‘above and beyond’ in the support and interventions that are carefully chosen, planned and implemented to narrow the gap between these vulnerable learners and the rest of their cohort.

Raising aspirations, planning careers and preparing for adulthood are vital elements of how each school should support children in care, those previously in care and care leavers to maximise the chances of leading happy, successful adult lives.

i) Knowing the children in care, previously looked after children and care leaversin your school

In order to provide the strong support that these pupils need, it is crucial that you are able to identify who they are. Each school has a Designated Teacher who is responsible for monitoring the outcomes and school provision for children in care, previously looked after children and care leavers, and they will be able to tell you which pupils are in these categories of vulnerable learners.

Previously looked after children can be more difficult to identify as parents may choose not to inform the school of the status of their child. The school will record on its census those who they have been informed about and these will be the pupils who you should keep a record of provision for.

You should keep a record of the careers input each pupil receives as part of the universal and the bespoke packages that you put in place. It is also good practice to record the destinations of each of these pupils.

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ii) Understanding each young person’s additional support needs

Children in care, those previously looked after and care leavers will often have additional support needs, owing to the circumstances that led to them entering care and the implications of this situation. It is important that you are aware of these additional needs to enable you to plan bespoke input to maximise the impact of your work:

• Your school’s Designated Teacher will be able to give you details of each childin care’s additional needs, whether it be educational or social/emotional.learning style and requirements.

• Some pupils will have an Education, Health and Care plan. This will detail theirneeds and how they are best met. The school’s SENCO can give details of theplan so that you can plan your support appropriately to have the most impact.The Suffolk Virtual School’s SEN Lead, Dawne Chumbley, is also available tooffer advice and guidance about how best to work with children in care withadditional needs.

• Some pupils will have attachment and trauma related needs, and the DT will beable to share these with you on a need to know basis as this information shouldbe taken into account when planning your support.

iii) The Personal Education Plan

Personal Education Plan (PEP) is a statutory document to record the progress and attainment of children in care and is central to improving educational outcomes for children in care. It considers what is going well and what is going less well, identifies the needs the plan should try to meet and how they will be met through the use of supported SMART targets. Pupil voice and the school’s response is a significant element of the PEP.

Another key element of the PEP is the ongoing information, advice and guidance that the child in care is receiving to support academic outcomes, to raise aspirations and to prepare them for adulthood.

Each pupil must have a termly PEP document, which is submitted to the Suffolk Virtual School at the end of each term. In Suffolk, we currently use an online PEP, CLA Tracker. An exemplar PEP is attached for reference.

Please note: previously look after children do not require a PEP. However, it is acknowledged that the issues that may have affected a child once in care do not disappear upon adoption. Therefore, the advice and guidance that is provided for this group of pupils should match the school’s provision for children in care.

iv) Education, Careers and Pathway Guidance in the Personal Education Plan

The PEP for Years 10-13 has a separate IAG element within the Support and Achievement section.

The following example demonstrates effective practice:

The guidance issued for Designated Teachers and PEP authors for this element of the Support and Achievement section advises that the following should be included in the commentary:

Information, Advice and Guidance (IAG):












observations?






support.




(Suffolk Virtual School resource for Designated Teachers, updated September 2018)

The PEP for pupils in Years 7 – 9 does not currently contain these separate comment boxes. Instead, information and actions about careers advice and guidance should be included in the Support and Achievement section, under the heading Educational Support. This element of the section will detail all the support and interventions the young person is receiving but will stress the ‘above and

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beyond’ support and interventions in place. Although the DfE guidance directs schools to provide careers advice and guidance from Year 8 onwards, it is likely that most schools will provide this from Year 7, and therefore details of this provision can be recorded in the Educational Support section:

v) Supporting the Personal Education Plan for children in care

Your work can both inform and be informed by the PEP.

It would be good practice to share the details of the careers support and subsequent actions and outcomes for each child in care with the Designated Teacher on a termly basis so that it can be included in the PEP document.

In addition, each child in care has a half yearly child in care review meeting, and it may be appropriate for you to attend on occasions the part of the meeting where careers, aspirations and transition to adulthood is discussed. The young person, their carer(s), school staff, the social worker or the child’s Independent Reviewing Officer (IRO, an adult who has an impartial overview and responsibility for each child in care’s wellbeing and provision) may raise questions or concerns about the young person’s progression plans. You will able to advise or feedback on how you have and can continue to support the young person to make a successful transition to the next stage of their education and beyond.

Each school receives additional funding each term for every child in care on roll directly from the local authority. In addition, if the permanency status of a child previously in care is known by the school and noted on the census, a school will also receive funding for them. This funding is designed to support a school with its ‘above and beyond’ interventions for each child in care and previously looked after children to narrow the attainment gap.

vi) Effective use of Pupil Premium Funding to support careers and adulthoodpreparation

It may be appropriate for some of the termly funding to be spent on careers and preparation for adulthood input. This can be discussed as part of the PEP meeting or it may be an action that arises from the pupil voice work that is completed as part of

the PEP during a term. Your school’s Designated Teacher is responsible for managing this funding for children in care and previously looked after children, and you will need to show how you have used the funding to support outcomes in a way that is effective and value for money.

Post 16 pupils in care or care leavers are automatically entitled to the 16-19 bursary, of £1200 per year. This funding is paid directly to the young person to support their access to learning and achievement, but their school or college should help them to decide how best to use it. It may be decided that some of the bursary is spent supporting the young person with their pathway and career choices. It is important that you are involved in PEP meetings and any discussions about the use of bursary funding to provide feedback on your input with the young person to make best use of the way in which the funding can be used to support the young person as appropriate.

Useful Resources


Careers guidance and access for education and training providers (DfE, January 2018)

School Governors’ Guide to Careers Guidance (Cascaid, 2017)



Record of Careers and Pathway Support for Children with Care Experience

School:

Pupil:

Careers Leader: _

Year:

Term

Details of support and follow-up actions

Intended destination (Level of detail will vary depending upon year and key stage. Plans for at least Year 11 and 13 should state

specific details of course and setting)

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Details of specific needs:

o EHCP

o Other:

Documents

Effective PEP Writing Guidelines - Suffolk County Council