Quality assurance of PEPs
The Virtual School aim to quality assure a PEP of every Lancashire CLA at least once every 12 months 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 which specifically meet an identified need. They are measurable, with a target deadline set, and this is achievable. All of the questions in the document 'Questions to ask of the PEP target' can be answered within each target. See the target setting section for the document.
Specific plans to address any transitions due, such as KS2-3, KS3-4, KS4- FE/training.
Detailed interventions/strategies including: what, when, where, by who and how often.
Additional information provided to add context to rag rated assessment.
Carer input specified.
PPG/PEPSA (as appropriate) is costed and clearly links to the targets and interventions/strategies.
There is no ‘generic’ use of PPG spending on items that are routinely available to other learners.
Attendees at PEP meeting recorded and date planned for next PEP review.
Pupil voice captured.
Previous targets evaluated and current attainment provided.
Targets are specific to an identified need and are measurable.
Brief comments to add context to rag rated assessment.
Interventions/strategies are stated and at least 2 of: what, when, where, by who and how often are included.
PPG/PEPSA (as appropriate) links to the targets and interventions/strategies.
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 or interventions.
No evidence of how PPG+ will be used to support targets/progress.
Overly ‘generic’ use of PPG to subsidise items that are routinely available to other learners.
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.