Personal education plans (PEPs) guidance
5. Quality assurance of PEPs
The Virtual School will quality assure at least one PEP from each setting per term and provide feedback to both the setting and the social worker.
The PEP will be given a red, amber or green (RAG) rating and PEPs graded as red will be returned to the setting for improvements to be made.
Grading criteria
Child/YP voice strongly captured and evidenced with impact on PEP evidenced.
Previous targets evaluated and current attainment detailed.
Additional needs identified such as Speech, Communication and Language needs, SEMH needs.
Strong SMART Targets for learning and other areas that are clear, specific, and measurable and that are meaningful to the pupil and carer.
Specific plans to address any transitions due, such as KS2-3, KS3-4, KS4- FE/training.
Detailed strategies identified- link to PPG and impact.
Additional information provided to add context to rag rated assessment.
Carer input specified.
Good use of PPG /PEPSA recorded that link to the targets identified.
Attendees at PEP meeting recorded and date planned for next PEP review.
Pupil voice captured.
Previous targets evaluated and current attainment provided.
Targets provided for each area which are specific and meaningful.
Brief comments to add context to rag rated assessment.
Strategies identified.
Use of PPG+ provided.
Transitions identified.
Attendees recorded and date for next PEP inputted.
Attendees and next review date not recorded.
No pupil voice collected.
No or extremely weak targets/evaluation/strategies.
No evidence of how PPG+ will be used to support targets/progress.
No details of how the child will be supported through their transition – specifically when they are due to move into Reception, Year 7 or finish year 11.
As a minimum, we would expect to see information and actions within the Spring and Summer PEPs.