My Personal Education Plan & ReviewsKey Stage 4For general information on PEPs please select this link: Go to Guidance

On completion, please email to : HCC ePEP Mailbox

Document Type: Choose an item.

Click here for guidance on completing this

section

Meeting Date: Click here to enter a date.

School Name: Click here to enter text.

Date of enrolment Click here to enter a date.

County or HCC District: Click here to enter text.Vr1.0Section 1 below can be completed without the child/young person present (possibly in advance)

Click here for guidance on completing this

section

Essential Information about me from my social worker Click here for guidance on completing this

section

Strengths and Difficulties Questionnaire (SDQ) to be initiated annually by social worker

Click here for guidance on completing this

section

Summary of my care plan. My social worker must add detail related to my history that will support the school and other agencies in fully understanding my past & meeting my needs

Click here for guidance on completing this

section

Section 2 All of section 2 pages should be completed with the young person involved, and wherever possible in attendance at the meeting

PEOPLE INVOLVED IN MY PEP (THOSE WHO MUST ATTEND ARE IN BOLD)

Click here for guidance on completing this

section

Contacts and Permissions Click here for guidance on completing this

section

Who will say I can go on school trips?Click here for guidance

on completing this section

Section 2b Should be completed with young person in the meeting except when it is an Initial PEP or Annual Review

Click here for guidance on completing this

sectionThings that have changed in my life since my last Choose an item.Designated Teacher to have gained and input information from the social worker if he/she is not attending

Review of Previous PEP Targets: Click here for guidance on completing this

section

Section 2c The table below can be completed without the child/young person present (possibly in advance) but should be discussed/ shared with them in the PEP meeting

Click here for guidance on completing this

CiC Virtual School, Hampshire County Council Page 1 of 23

sectionMy Education: Academic Attainment Information from my Designated TeacherSection 2d below can be completed without the child/young person present (possibly in advance) and discussed/ shared with them in the PEP meeting.

Click here for guidance on completing this

section

Comments from my education settings relating to: Click here for guidance on completing this

section

Barriers to Learning (informed by PEP Needs Analysis & PEP Toolkit) Click here for guidance on completing this

section

Section 3: My Voice   Write all about me.These are key points that I would like to share to inform the meeting and my action plan. They can be typed in for me after our discussion. Any drawings or photos can be added as an attachment.

Click here for guidance on completing this

section

Section 3a - Destination Planning : How I am being, or will be supported, in arranging my participation post 16

Click here for guidance on completing this

section

Section 3b can be sent out in advance of the PEP to enable parent/carers to prepare for the PEP meeting Click here for guidance

on completing this sectionWhat my Carer/Parent/Guardian thinks:

Section 3c Action Plan: My Targets (SMART) – Specific, Measureable, Achievable, Realistic, Time related. They must link to young person’s comments, parent/carer actions, needs analysis, attainment & progress & should be written up by Designated Teacher as an outcome of discussion at the meeting

Click here for guidance on completing this section

Section 4: My School’s summary of how funding has been used to meet my needs - with breakdown of costs and evaluation of impact

Click here for guidance on completing this section

Guidance page 1 Return to the first pageHow to complete this EPEP: Many Virtual Schools have moved in recent years to an EPEP format. In Hampshire we have developed our own EPEP rather than purchase this from a third party. As such there will be differences between completing a Hampshire EPEP to other EPEPs you may receive from other Local Authorities. We have piloted the form with some primary schools over the last year and have shared the development of the EPEP with designated teachers at our network meetings. Within the constraints of the software we will continue to act on any feedback that we receive where it can make the process of completion easier for schools. If you do have any feedback please email the same inbox as that to which you will now send your complete EPEPs HCC.EPEPs@hants.gov.uk

Hampshire’s EPEP is a word document that can be saved as a word document and attached and emailed like any other word document. As such it does not require you to access or upload it via a secure portal and you will not need a password to access the form. However, please remember that all PEPs are confidential documents and should only be accessed and emailed via secure school/work email and not from personal email addresses. Within Hampshire internal email is kept confidential via the use of ‘mimecast’. For all PEPs sent to schools outside of Hampshire mimecast or other data secure email systems should be used.

The EPEP form itself has undergone a few minor changes from the previous Hampshire PEP version created in September 2015. The main changes are that the order of the pages has changed. The pages that are able to be completed outside of the PEP meeting are now at the front of the PEP and the pages that should be used as the focus for the meeting are at the back. Each of the cells within the different sections of the EPEP have the option to a) pre select existing drop down options b) enter free text c) select date options. N.B Unfortunately one restriction of the software is that we cannot offer a year selection on the date fields only a month selection. This will cause some time delay when entering the correct date of birth for the young person but this will only ever need to be entered once on your very first EPEP.To complete your first EPEP you will need to save the word document, complete all relevant cells and save it as a word file (it is not essential but saving it with the pupils’ initials and date of PEP would help the social worker and virtual school when they receive a copy). If the young person already has a PEP (they are not new to care) you can cut and paste from the last PEP you completed into the new EPEP format where there are text fields to save time. Once it is complete you must send a copy to the young person’s social worker (as per usual) but also now send a copy directly to Hampshire Virtual School via a secure email inbox at HCC.EPEPs@hants.gov.uk If you click the hyperlink on the front page of the EPE this will automatically open an email with the correct address. Once you have saved an EPEP then we would advise that at all future PEP meetings you open the previous EPEP word document and save a new version with a new date and file name. Then select a Termly or Annual PEP on page one and continue throughout the EPEP to overwrite any existing data in any of the cells that needs to be updated. Once completed, resave as the new EPEP version and send to HCC as previously.

There are less pages on the EPEP as the termly reviews (previously appendices in the old PEP) are now absorbed. The additional pages at the end of the EPEP now contain our county guidance and exemplar pages of sections of an EPEP – these can be read through hyperlinks within each of the sections of the EPEP (and do not need to be printed). As such there is no need for further PEP guidance documents so these are now obsolete and will be deleted from our Virtual School Website. Please note: as the DfE are currently writing new guidance for designated teachers which we expect to be published in the Autumn Term 2017 there may be some future changes to the guidance sections (if this occurs we will send out a new EPEP template via schools communication). Continued….

CiC Virtual School, Hampshire County Council Page 3 of 23

Guidance page 2 Return to the first page

General guidance & expected PEP practice for Hampshire Children in Care What is a Personal Education Plan (PEP)?Since March 2010, as set down in the education publication ‘Promoting the Educational Achievement of Looked after Children – Statutory guidance for local authorities’ it has been a national requirement that all children in care must have a personal education plan. The statutory guidance can be downloaded from the Hampshire Virtual School website http://www3.hants.gov.uk/cic-virtual-school

A Personal Education Plan (PEP) is a document held by early years providers, schools, colleges and other education providers which relates to a particular child and sets out their educational targets for attainment and achievement, and recommends how this will be done. It should be written following a PEP planning meeting where the young person, carer, school staff and social worker discuss the current and future educational needs and wishes of the young person. Decisions around required targets for the young person are made at this meeting based upon the information that has been gathered and provided. The targets must be sensitive to the diverse needs of each young person at that stage in their personal development; and as such no one PEP will be the same. Immediately following the meeting the agreed targets, interventions and/or strategies that will be implemented are recorded within the PEP itself (N.B Feedback from young people in care confirms the importance of a PEP process in which they are listened to, and involved in a positive and supportive way. The young person needs to feel that the PEP is relevant to their needs, and is linked to other aspects of their lives).

The PEP remains an active document for the Child in Care, as the education part of their Care Plan. As it captures the educational history and supports the aspirations of the child in care, in partnership with social workers, parents and carers. It should be updated routinely.

An Effective and high quality PEP should: be a comprehensive and enduring record of the child’s experience, progress and achievement (academic and otherwise); be linked to “but not duplicate or conflict with” information in other education plans, including a EHCP and IEPs; identify developmental and educational needs (short and long term) in relation to skills, knowledge, subject areas and experiences; set short term targets, including progress monitoring, against each of the areas identified against development and educational needs; The PEP should reflect the importance of a personalised approach to learning it should set long term plans and educational targets and

aspirations (e.g. in relation to public examinations, further and higher education, work experience and career plans and aspirations Identify actions for specific individuals intended to support the achievement of agreed targets;

Continued…..

Return to the first page

The care placement allows the young person remains on current school roll.

A Young person comes into Local Authority Care: The Social Worker notifies the school (if they have one) of the change to the young person’s care status on the day it happens.

Creating a PEP - the PEP process timeline

Each PEP document contains pages for the young person’s views and for those of his/her carer.

Page 1

Return to Section 1

Due to distance the care placement means a change of school place; or for Unaccompanied Asylum Seeker (UAS) a school place to be sought. Social worker also liaises with Virtual School Education Officer and Best Provision Protocol (BPP) applied

The care placement allows the young person remains on current school roll.

Document Type: Select whether you are completing an Initial PEP (for a young person who has just been taken into care or who is already in care but new to your school); an Annual PEP or a Termly PEP (HCC advises 1 annual & 2 termly PEPS per year).If you have already saved a previous EPEP then you should open the previous word document, save a new version with new date and file name. Then re-select a Termly or Annual PEP. Then overwrite any existing data in any of the PEP boxes that need to be updated. Then resave as the new EPEP version and send to HCC

Guidance page 4

Page 2

Guidance page 5Return to Section 1

My Other education settings: If the young person attends college, alternative provision, a pupil referral unit or education centre please type in the name of the provision and the dates they started to attend here

Swift ID: Is a child social care identification number. Please ask the social worker for this detail if you do not have this information

School Name: Type into the text field your schools nameCounty or HCC District: All school in Hampshire only need to type in their school district areas which are:

Basingstoke & Deane Eastleigh & Winchester East Hants Fareham & Gosport Hart & Rushmoor Havant New Forest Test Valley

For schools outside of Hampshire please could you type in your county council area e.g. Southampton, Portsmouth, Dorset, West Berkshire etc.Date of Initial PEP: Select the date when the young person started at your school and the Initial PEP was completed (statutory 10 days after starting).

The social worker should provide this information at the Initial PEP and update this section in advance of any termly PEP & Annual Review meetings. There is an expectation that all Hampshire CIC and their carers will undertake an annual Strengths and Difficulties Questionnaire (SDQ). Schools should use the SDQ score in their planning for the needs of the pupil. Abnormal scores at SDQ are a clear identification of any unmet social, emotional and mental health needs; and as such all PEP actions plans for a young person with a high or abnormal score should have actions around securing long term SEMH. Where the young person does not yet present with difficulties in these areas then actions should focus on longer term low impact preventative strategies rather than high impact interventions. For more advice on strategies to support mental health visit: https://www.nspcc.org.uk/preventing-abuse/child-protection-system/children-in-care/emotional-wellbeing-of-children-in-care/https://www.mentalhealth.org.uk/sites/default/files/mental-health-and-prevention-taking-local-action-for-better-mental-health-july-2016.pdfhttp://www.fph.org.uk/school_mental_health_promotionhttps://www.mentalhealth.org.uk/publicationshttp://www.partnershipforchildren.org.uk/teachers/zippy-s-friends-teachers.html

Return to Section 1

This section is for the social worker to complete and allows for insight into the young person’s needs in relation to school, learning and holistic development. They can provide background and historic information on the young person. It is vital that it is understood by the school why the young person came into care and the nature of their life experience prior to that point. The social worker provides insight into the young person through observation of attitude, relationships and response within the care environment. Again reviews provide the opportunity to note both change and new insight. The Social Worker is responsible for ensuring the young person has a robust PEP and that this is reviewed and updated regularly as their needs change.

Guidance page 6

Return to Section 2

Initial PEP If the pupil is new to care they may be

on an emergency or temporary care order pending a court date. This means the final care plan is not in place; however, the information to date is still very significant to planning education support.

If the pupil is new to your school but not new to care, the care plan should be available for the DT to see and will address these bullet points.

The social worker should comment on each of these bullet points specifically to support the school planning for education support and interventions and to enable adults in the school to understand the care context and the very specific needs of the pupil.

Annual PEP and reviews The social worker should provide any

updates and changes. The school can then make decisions around the kind of support the pupil will need.

The SW should comment on each of these elements according to

what is contained in the care plan. This context will support the

school in planning to meet the pupils needs and proactively plan

support.

The care plan contains current and historical information that will help the school know what the

young person has experienced to date so they can plan to best meet

the needs of the pupil. The SW may send you secure copy. If not the DT should request to see it. In addition the social worker should

share any other relevant information about my needs not

recorded in the care plan

Guidance page 7For a PEP to meet statutory requirements then the following people must attend the PEP meeting:

1. Young person for which the PEP is about. They do not need to attend all of the meeting (and many aspects of the PEP can be written in advance). They should be supported (relevant to their age) to share their views about their own education and contribute to the actions agreed over the next term which will help them with their education. If they refuse to attend the meeting then pupil voice should be gathered in advance to inform the meeting; and a subsequent meeting (post PEP) should be held with the young person to finalise the agreed PEP action plan

2. Carer/ Parent or Adopting Parent. They should attend the whole meeting and their views sought. Some carers/parents are not forthcoming with their views and again these can be sought in advance from a phone call or other meeting such as a pupil progress meeting

3. Social Worker (must attend a minimum of two of recommended three termly PEPs). The social worker will lead the initial PEP and after this the DT will chair future PEPs. However, the SW as the young person’s key adult is required to attend PEPs. If a social worker is unable to attend a PEP meeting then wherever possible the date should be rearranged. Where this is not possible they should contribute to the PEP via phone call and email with the DT, and Carers; and in the next contact meeting with the young person.

4. Designated Teacher. The DT is a statutory school role, the DT has expertise and training to ensure PEP targets are tightly focussed on meeting individual pupils educational needs and are of a high standard. Although other school staff may join or chair PEP meetings the trained DT is responsible for the PEP and must be involved in the writing of the actions and quality assure all PEP plans

Other professionals and adults may attend PEP meetings in discussion with

Guidance Page 8 Return to Section 2

For children that have been taken into care there are often protective factors in place around contact and permissions. The social worker for the child/young person holds parental responsibility even when the child/young person is living at home with parents or is in a foster care.The school need to ensure that only the correct people are contacted and information shared with them in relation to the child/young person. As such the DT must share contact and permission arrangements with key staff, including office staff.As such the child/young persons’ social workers must ensure the information on this page is correct and updated regularly in line with any court proceeding around the care orders. So the school can carry out its safeguarding duties effectively. Pease note in particular: In relation to any request for any leave of absence the form to schools must be signed by the district manager for children and families. It is not enough the form is completed by a parent or carer (as they do not have full parental responsibility). CiC may have restrictions on where they can travel and schools must seek permission from the social worker before taking them on any school trips.

Return to Section 2bGuidance page 9 This has moved in EPEP (from the back Appendix of the previous PEP document) to the first section of PEP meeting as a chance to review and record the progress made since the last PEP meeting. Only on an initial PEP would this page be left blank.

Where appropriate annotate any changes in circumstances/context for the pupil.Review targets in terms of progress and include the pupil perspective.DTs should evaluate how effective the action plan has been to date and note any changes and evidence of impact. Effective and high quality PEPs should set short term target, including progress monitoring against each of the areas identified against developmental and educational needs. This element of the PEP is critical to the PEP monitoring process, it is an opportunity to quality assure evidence of what has been happening and monitor actions against targets whilst capturing progress. It is vital to consider the previous action plan and how the pupil is currently engaging and performing. This is an opportunity for schools to have very specific progress measures using qualitative and quantitative data. For example quantitative data may evidence the pupils reading age or could draw upon the schools internal tracking/reporting system; qualitative data could draw upon pupil/carer voice or quantify reductions in behaviours incidences or improvement in time spent in the classroom, fewer friendship issues reported etc. for further information on collecting baseline evidence and measuring impact please see our ATAES action research booklet on our Attachment and Trauma Aware schools pages http://www3.hants.gov.uk/cic-virtual-school/schoolsandotherproviders.htm

Guidance page 10 Return to Section 2cAttainment Data Section 2c and 2d is for the school, via the designated teacher, to record both the young person’s historic attainment and engagement and current working levels. This information should be collated from across all relevant staff to allow identification of strengths, barriers to learning and areas for development. Together with the PEP Toolkit, other analyses and evidence as deemed appropriate the Designated Teacher can then support and challenge staff in accurately identifying barriers to progress and learning and the needs of the young person.

All EPEPs must be sent to the Virtual School via the email address at the top of the PEP form. The EPEP allows the Virtual School to pull off the data it requires as corporate parent to complete national reporting requirements.PLEASE NOTE: If schools complete the current attainment sections fully (and where possible complete historical data) then schools will not be asked to complete the additional current termly data reporting requirements for DAIT on attainment & progress (This also applies to the use of pupil premium and DSG spending on Page 13 of the EPEP)As such this is a new EPEP page. It must be completed accurately to avoid duplication for schools as it enables them to send current progress predictions and the mock exam results directly to the VS through the PEP. Any PEPs for KS4 pupils where the data is missing will be quality assured by the VS termly and sent back to schools for more information.

We expect mock exam results to be contained within the Yr 11 spring term PEP and the current grades entered on the PEP to be the actual mock exam grades the scored (This may not be their actual current grade overall but the prediction column allows this to be reflected/recorded)

GCSE and other qualification entry data on the KS4 PEP should be present from Yr10 and updated as per the child’s needs and progress.

Predictions should be an accurate projection and not an aspirational target.

It is important the DT sense checks the data before completion and reviews in light of historic data.

The drop down options (Choose an item) on the qualification column enable the school to enter GCSE, Other qualification types (or N/A (meaning no entries) as previous data collections have). Where a young person is entered for ‘Other’ schools must enter into the text box what level of qualification

Where a young person is entered for GCSE use the Choose Item drop down to enter the numberWhere a young person is entered for ‘Other’ schools use the text box instead of the Choose Item to entered the current grade/levels.

Guidance page 11 Return to Section 2d

Data entered on this page is additional measures that demonstrate the levels of engagement and progress the child/young person is making at school. This page providers the Designated Teacher with some very specific qualitative and quantitative progress measures that can be used to demonstrate the impact of previous PEP actions plans on some of the wider educational outcomes for the young person. For example quantitative data may show evidence of an improvement in the pupils reading age; qualitative data that quantifies reductions in behaviours incidences or improvement in time spent in the classroom, fewer friendship issues reported etc. for further information on collecting baseline evidence and measuring impact please see ATAES action research booklet on our Attachment and Trauma Aware schools pages http://www3.hants.gov.uk/cic-virtual-school/schoolsandotherproviders.htmIf there are any concerns related to the levels of attendance or behaviour of a CIC the school should contact both the social worker and Virtual School to seek further advice and support.Where a child/young person has an EHCP plan the document should be scanned or attached to the EPEP on page 18. Please Note. If a request for an EHCP assessment has started and a CIC moves school or care placement whilst this assessment is underway the school who initiated the request will continue to support the assessment process until such time as the new school/carers have enough information and knowledge of the child/young person to contribute.

Guidance page 12 Return to Section 2d

Suggestions for Interventions and

strategies can be found in the relevant sections

in the PEP toolkit. These may relate to

bespoke 1-1 support or wider classroom

strategies for teachers to use. DTs will also be

able to refer to local/school provision

and interventions available to the pupil.

Notes for intial PEPs:An intial PEP must focus on stabilsing the pupil, ensuring they feel safe and securly attached. Schools should consider adult relationshps for any child new to care or/and new to the school to ensure there is a key adult (attachemnt figure) in place as a core strategy. If the pupil is new to your school and new to care; it will not be possible to compelte the PEP Toolkit Needs Analysis (good practice would be to compelte 3 months after the intial PEP once the school has got to know the pupil). If the child is new to care but not new to the school then it is advisable to complete the Needs Anlaysis on the basis of previous observations.

Notes for annual PEPs:The PEP Toolkit Needs Anlysis should be completed annually. Areas of need/diffculty will change. For example we find that relationships are the starting point at intial PEPs but as the pupil becomes stable in terms of attachemnet and sense of self, the learning needs can become more of a focus, which may be arounf motivaiton and locus of control. It is good practice to capture where the interventions and strategies you have used have impact and the progress can be shown on a repeat Needs Analysis completion.

Strengths and areas for development can be drawn from the

pupil voice as well as feedback from

teachers and other relevant members of

staff.

Guidance Page 13 Return to Section 3

The young person gives his/her own thoughts, supported by whoever he/she feels best suited to do so. An interpreter may be needed by Unaccompanied Asylum Seeker Children/young people or by others whose first language is not English. The pages dedicated to the young person’s views are formatted in an age appropriate way but can be completed/supplemented in any way that the young person chooses; a supporter can act as scribe; diagrams and pictures can be created by the young person; even mind maps have been used by some. In PEP reviews young people can reflect on changes in the way they think, feel and perceive their needs. Reviews provide an opportunity to voice changes in their point of view or new thinking.

If the young person refuses to attend the PEP meeting their views can be sought in advance of the meeting on this page and shared at the meeting on their behalf.

It is the responsibility of the DT to ensure the child has voice in the PEP process and completion.(as per the Statutory Guidance). This can be done in various ways and professional judgement will determine this. Some pupils are happy to complete this and share at the meeting but others feel uncomfortable with this and require further adult support. One example of this could take the form of an adult annotating the pupil’s responses and sharing on their behalf at the meeting.

The pupils voice, where appropriate should be evident in targets and the interventions. For example, if the pupil expresses they would like more help with Maths, this should be recognised in the action plan.

Guidance Page 14 Return to Section 3a

This is a new section for additional pupil voice within the KS4 EPEP. We would ask DTs to spend more focussed time within the PEP meetings for KS4 discussing careers advice, post 16 options and discussing additional support around this area. The outcomes for CIC at KS4 are still significantly below that of other children. They also often face instability of where they will live post 16 and the resilience required during KS4 to cope with exams and coursework can be too much for some CiC whose social and emotional health is still vulnerable. Schools should use their own careers services and offer CIC more than one careers interview particulalry if they have moved care placement or attainment and progress is less secure.Work experience should be considered carefully and the work placement should be briefed by the designated teacher about key protective factors such as contacts and premissions, issues with travel and transport as well as additional needs that may affect the success of the work placemnet such as adult and peer realtionships, emotional skills etc.

Continued next page…

Guidance Page 15 Return to Section 3a

This is a new section for additional pupil voice within the KS4 EPEP. We would ask DTs to spend more focussed time within the PEP meetings for KS4 discussing careers advice, post 16 options and discussing additional support around this area. The outcomes for CIC at KS4 are still significantly below that of other children. They also often face instability of where they will live post 16 and the resilience required during KS4 to cope with exams and coursework can be too much for some CiC whose social and emotional health is still vulnerable. Schools will be offered additional support through Hamsphire’s Virtual College in relation to access to a careers advisor and presonalised support for our most vulnerable CIC to ensure they make a post 16 destination.

The designated teacher, social worker and carers must discuss with the young person their rights to anonymity at 16 if they choose and the implications that this would have for them at college or on an apprenticeship. They should ascertain whether the young person would like to continue to have PEP meetings post 16 and if so whether they would like to have a post 16 PEP in place alongside their broader destination plan.

The role of the DT in a secondary school should continue in terms of oversight of the education of a Yr11 until the pupil has reached the post 16 destination in Sept. Throught should be given with the social worker, carer and parents (where applicable) as to what support is needed during the exam period and when exams have finished. For a number of CIC the gap of two months prior to a transition to another educationa establishment can be duanting and as such anxiety can build.

Please Note It is possible for the Virtual College to set up some work experience during the summer months once Yr 11 pupils leave at a cost of £50.00 admin.

Guidance page 16 Return to Section 3b

The carer has an important role in ensuring that the PEP is of the highest quality. Where a child is not new to their placement, they can provide important background and historic information. They can also provide details regarding responsibilities and permissions. They should see their role as one of partnership with the school, having the same shared, high expectations, supporting and encouraging the young person in every aspect of their learning and making the school aware of any barriers in and outside of school which may be affecting their engagement with education. The carer will want to consider their role in relation to supporting the young person to reach their targets, and future aspirations. They may ask for guidance from the school to enable them to do this most effectively, for example and shared strategies to secure good attendance. Carers can advocate for their young person and will want to question and challenge any instances of low expectations or poor progress. The school or social worker should consider how to best support carers in advance of a PEP planning meeting or review. For example, any reflections carers can make, record, and bring to the PEP meeting about their view of the young persons’ current progress or barriers, will be advantageous to the quality of the discussion within the PEP meeting. DTs should encourage carers to share in detail their thoughts on the pupil’s educational provision and give any appropriate context to support the schools planning for support and interventions.

Guidance Page 17 Return to Section 3c

Section 3c is the section where targets are set and to which all other sections are directed. It is completed by the designated teacher as a result of the discussion at the meeting and what analysis tools have used. The designated teacher, class teacher and other school staff should identify how the teaching, interventions and strategies should be developed or implemented in order to overcome barriers and meet individual needs in order that the young person progresses, attains and flourishes. The quality of teaching and other strategies and interventions implemented will be evaluated in terms of impact at each PEP review meeting and so enlighten and inform future decision making.

Cont. next page….

As per statutory guidance, PEP targets should be SMART and pupil focused.(see appendix…)

List here all the adults who will support the pupil with this target; including if appropriate the carer or Social Worker.

DTs can list here the wider interventions being used to support the pupil with their targets. For example they may have access to a counsellor or a key adult – but it is not eh pupils target to got o counselling or see the key adult.A wider intervention might be CPD for teachers in order to better understand and support the pupil.The pupil might have nurture group or 1-1 tuition support which will support a target – but attending this support is not the target itself.

Return to Section 3cInitial PEPs: If the pupil has joined from another school; data and information provided by them can inform targets relating to attainment and progress. There may be information relating to behaviour that needs to be addressed and it may be the case this is either magnified at this time of transition or not acutely present; the intervention that will support this will be through informing staff initially to be proactive in planning for any possible emotional or behavioural episodes. Transitions magnify vulnerability and therefore the focus of the targets and the interventions in the plan should be centred around ensuring the child feels safe, valued, and is working towards becoming securely attached in school.

Annual PEPs: It is important to remain aware of potential triggers and ensure interventions are in place for being proactive; the information in the care plan will give the DT context and help understand the chronology of coming into care, the reasons and any significant events/dates. Any changes and updates will be provided by the SW.Class teachers should provide an up to date summary of attainment, progress and engagement in learning to enable the action plan to be effective. Subject teachers should identify within the curriculum the specific aspect that needs focus to improve. It is not good practice to have a target that reads ‘to improve attainment in maths’ - this might be the end goal and the data has helped to identify this area, but the targets and interventions need to focus on the gaps in skills, knowledge, understanding and curriculum map. Class teachers are best placed to input and support here.

Guidance continued on next page…

Guidance Page 18 Key stage 4 PEPs: Return to Section 3c

Y10 should be considering work experience. However, a target that reads ‘to research and decide on work experience placement’ is a target for the whole year group. It is important to consider whether there is any further support needed based on the individual needs of the pupil in care. It might be the skills needed to complete a form, use public transport or confidence with meeting new people.

Key stage 4 pupils need to be able to revise and schools will be providing revision clinics. It is not a target ‘to attend a revision clinic’- the whole year group will be doing this, equally it is not a target ‘to revise for Geography’. If the needs analysis identifies difficulties with study skills and revision, the targets need to focus on the skills need to help the pupil with this. For example if a pupil is struggling to organise their time to revise and attend clinics, the target should relate to developing executive function skills. It may be that the target is to develop study skills and the intervention will be support with revision techniques specifically, the impact will be the application of these skills to revision in a specific subject area.

It is important to remember that working memory is often not functioning at its best for a CIC due to delayed development and previous trauma. All teachers need to be aware that just because a pupil appears to be able to apply their thinking on one day, they may not have the working memory to apply it another day of metacognitively transfer their thinking/skill to another subject area. This is a common area of need/difficulty for CIC in KS4.

The final year at school for a CIC is another transition where vulnerability is magnified; it is full of uncertainty about post 16 education/employment options and for some a change in care arrangements. It is an ending and this can trigger previous emotions. It also a year full of big events like the school prom, the final year photograph and goodbyes to key adults that have been attachment figures. PEP interventions should capture the pro active support that will be available to CIC pupils to support their emotional well being.

PEPs for pupils securely attached and stable; Consider the area of motivation and locus of control in the PEP toolkit; often pupils may present compliant but have a fixed mind set in terms of what they can achieve; they feel that they have not been able to control elements in their lives and therefore feel they have little control in learning. . PEPs for pupils making good progress and attaining;

Reflect on developing the cultural capital of the pupil and enabling experiences that they may not have had due to their pre care context. Ensure you have measured progress against a baseline at the point they came into care. Proactively plan for times when there might be memory triggers - the information in the care plan and social worker can support you with this

information.

PEPs for pupils showing signs of stress relating to trauma and attachment; Ensure every member of staff reflects on how the pupil will be feeling ‘am I safe?’ ‘do I matter? And consider helping all members of staff to adopt

approaches in class that will enable a positive response to these quests. Ensure the availability of the key adult is maximised It may be appropriate that members of staff have CPD to enable them to understand and respond in an appropriate way. Work to have a consistent approach with the carers.

Guidance Page 19

Use of Dedicated School Grant & Pupil Premium Funding Return to Section 4

Back to Section 1

All EPEPs must be sent to the Virtual School via the email address at the top of the PEP form. The EPEP allows the Virtual School to pull off the data it requires as corporate parent to complete national reporting requirements.PLEASE NOTE: If schools complete the current spending table fully with detail and impact measures then schools will not be asked to complete the additional current termly data reporting requirements for DAIT on the use of DSG and PP.All schools and county councils have a statutory duty to report on the use of pupil premium funds. This report should include clear evidence of impact measures that spending has on improving educational outcomes particularly on academic progress and attainment. This section of the PEP should link to table 2b of the EPEP on changesThere are clear conditions of grant in relation to the use of pupil premium spending and more guidance can be found both at Hampshire’s Virtual School website and the DfE website

Each LA (as per the agreement of its own schools’ forum) agrees the amount of dedicated schools grant each pupil receives per annum. The use of LAC pupil premium is allocated to the Virtual School for its’ CIC. In Hampshire, this funding is passported to schools termly with Hampshire CIC on roll. It is the Virtual Schools expectation that this funding is used by schools to 1) increase attainment 2) Improve rates of academic progress 3) Support a pupil’s social, emotional and mental health needs where they are currently presenting as a barrier to their active engagement in their education.