Social Worker ePEP guidance
All Children in Care must have a current Personal Education Plan (ePEP), which should be reviewed every school term as part of the statutory review of the child's Care Plan. The ePEP acts as a record of what needs to happen for a Child in Care to reach their educational potential.
For a PEP to be compliant with statutory guidance it must:
- Be started within 10 working days of first coming into care and be available for the first statutory review of the care plan (which takes place after 20 working days) This applies to all young children in care from pre-school to 18 years. In Birmingham good practice is to hold a pep for any child 2 and above who is accessing an early years provision and continue until the end of Year 13.
- Be a high-quality effective plan that is up to date (i.e reviewed termly) N.B This is applicable even when the young person is temporarily between school or early years setting places, in these circumstances the PEP actions should relate to securing new education place and maintaining education during this transition.
- Involve the child/young person - so there should be clear evidence of their voice reflected throughout the PEP (according to understanding and ability)
- Involved the Carer and/or relevant family member(s) - so unless ill, or the young person is between care placements, the carer/parent should be present and contribute to the actions.
- Set clear, short and long term targets which relate to developmental goals, academic achievement and progress, out of school activities, learning/study support and educational ambitions and higher education
- Set out a personalised learning approach through clear identification of the child/young person's developmental and educational needs
- Record specific interventions and targeted support by providing details of who will initiate the actions; set specific timescales for actions to be taken; record how progress will be rigorously monitored; and set dates for review.
- Set out information of how the school/social worker will identify any mental health needs relevant to the child/young person’s education and how aspiration and self-confidence are nurtured.
- Link to but not duplicate other education plans if relevant
- Contain information on work experience and career plans and aspirations.
- Identify funding sources (including notional SEN budget where applicable) to implement the action.
- Include the following age, care status, where they live, school history, any SEND needs and plans, carers level of delegated authority, contact details and restrictions, which Virtual School and Local Authority are the corporate parents.
The PEP is the joint responsibility of the Local Authority and School / other education settings.
The Social Workers statutory duty is to initiate a PEP as part of the care plan; and then develop and review the PEP with other professionals. They should be present at PEP meetings.
The Designated Teachers statutory duty is to develop the PEP, make sure it is effective and lead on it within school, although other relevant staff should contribute. The DT should lead PEP meetings once the SW has initiated it.
The Virtual School statutory duty is to ensure there is an up to date, high quality PEP in place for all of its children in care that is focussed on educational outcomes. They work with the social worker and DT to facilitate / ensure PEP completion.
At least one target must be linked to Pupil Premium Plus.
ePEPs are signed off by the Virtual School and Pupil Premium Plus spend will be tracked via the ePEP.
The ePEP Review should include an evaluation of the impact of the Pupil Premium Plus; this effectively reviews and audits the school's administration and implementation of the Pupil Premium Plus.
Social Worker (SW)
- Liaises with the Designated Teacher for Looked After Children at school/education provision to arrange a date for the PEP meeting within 20 working days of coming into care or change of education placement.
- If new to care or no school place – informs BVS in order for initial ePEP to be set up.
- Informs the Foster carer/care placement of meeting date and time.
- Completes Section A of the ePEP in detail: for example Care Information; Contact Information; checks that Care Start Date and Legal Status are correct on the ePEP. This should be completed prior to the EPEP meeting.
- Will upload any relevant documents e.g. psychology reports/assessments.
- Once complete - Marks Section A as Complete on the Sign Off Page.
Designated Teacher (DT)
- Ensures that the child/young person has input into the ePEP. The Young Person can complete Section B; complete the Alternative Views Section on the ePEP;or attach a document/picture to the ePEP. Alternatively, or in addition the young person may attend the meeting to verbally give their views and this can be recorded during the meeting on the PEP Meeting Page.
- Completes Section C of the ePEP; Attendance, Attainment; SEN Page; Health and Emotional Well-Being Page and draft targets. This should be completed prior to the EPEP meeting.
- Discusses with the class/subject teacher/s to gain feedback and should be prepared to share this at the meeting to provide a basis for further discussion regarding progress.
- Ensures a suitable room is available for the meeting with computer and internet access, preferably with a screen for all to see.
- Depending on the age of the young person – facilitates the completion of the 14-19 plan with the young person and careers advisor.
- If necessary/appropriate, invites additional professionals to the meeting (e.g. Learning Mentor, TESS Worker, Education Psychologist).
- Upload all relevant documents; e.g. EHCPlan, Target Plans, School Reports, copies of certificates.
- Will upload any photos of the child involved in school activities.
At the meeting
- This is the Young Person's meeting and as such, discussions should remain focussed on them. Issues that need resolving between professionals may best be dealt with beforehand.
- SW to update the meeting re: any changes in care plan.
- Young person, if present, to share their views – if not DT to do this on their behalf.
- DT to share and discuss Section C.
- Previous targets to be reviewed and signed off as Achieved; Not Achieved; or In-Progress
- New targets and Pupil Premium Plus spend to be discussed, agreed and recorded on the Targets page and funding request to be submitted.
- Carer to share views.
- DT to record detailed minutes of the PEP meeting discussion in Section E; including who attended, what was discussed and agreed – this can be supported by the SW or BVS Advisor.
- Set date and time for next meeting – record on PEP Meeting page. Please note: PEPs are reviewed minimum of termly but can be reviewed more frequently if required.
- Following the PEP meeting DT to mark DT page and YP page as complete on the Sign Off Page (this can only be done only once the date for next meeting has been set)
- Role of Birmingham Virtual School (BVS) Advisor:
- The BVS Advisor is to support with any queries with the set-up of the of the PEP Meeting
- Will support and advise on the completion of the ePEP pages prior to the meeting if required.
- Will attend the PEP meeting to support and facilitate with the PEP in complex situations. BVS workers will not attend all EPEP meetings.
- If in attendance at the PEP meeting will offer advice and guidance and will support with facilitating the meeting
- Will sign off funding requests attached to targets.
- Will consider requests made for additional funding.
- Following the meeting, the ePEP will be quality assured and the Final Sign Off of the ePEP completed with constructive feedback in the comments box within 4 weeks of the PEP meeting and prior to the end of term.
- Will Reject the PEP within the 4 week sign off period if further information is required for Sign Off.
- Will offer advice with regards to expectations of high quality and effective PEPs.
- The BVS Advisor will record any interventions in the VS Interventions Section of the ePEP; school interventions of BVS.
- The BVS Advisor will record any relevant case notes on the VS Case Recording Section of the ePEP, e.g.important/relevant emails or telephone conversations.
For more information and guidance please refer to the following documents: