Personal education plans (PEPs) guidance

The PEP will be available via Welfare Call to both CSC and education establishment simultaneously.  Tabs in red are the responsibility of the school/setting unless the learner is CME/NEET (the social worker completes who whole document in these cases)

You should start to complete appropriate sections prior to the PEP meeting being held.

The Social Worker must attend each PEP meeting. In the event of unavoidable non-attendance, comments and input must be provided before the meeting via telephone call or email.

The PEP document must be completed and submitted by both SW and education establishment within 5 working days of the meeting.

Quality Assurance will be carried out by the Virtual School

On approval of the PEP by the Virtual School, you can download the completed document. The parent/carer MUST be provided with a copy.

The new PEP will then be automatically generated.

Funding (where eligible) will be issued to the school/establishment

Lancashire 2026/27 PEP Dates

Out of county learners

If your learner is looked after by another authority, you must use the PEP template and system of that local authority

Sign in to the Lancashire PEP

To complete a Lancashire PEP, please log in to Welfare Call

WELFARE CALL EPEP

If you have not received an e-mail from Welfare Call about a child/young person that you are the designated teacher for, please e-mail EPEP@welfarecall.com

In you e-mail, please include:

• Acknowledge it is in reference to Lancashire PEP

• School name, address including postcode

• Your name

• Your email

• What the issue is

PEPs must be reviewed and updated at least once a term.

It is primarily the responsibility of the education setting to consult with the social worker to agree a date and time for the next meeting.

It is essential the child/young person must be invited to attend the PEP meeting, and they understand the purpose of the meeting. It is important that the learner can contribute their own views (My Views, Wishes and Feelings) before the meeting and during the meeting. Parents/carers must also be invited.

It may be appropriate to invite other attendees such as representatives of SEND, CAMHS, Virtual School, as required.

PEP meeting agenda

As a school or setting, it is important that your PEP meetings are structured in such a way that allow for a holistic discussion about the child or young person, and to enable all the relevant information on the PEP form to be collected.

We have created an example PEP meeting agenda which can be used to support you with this:

• PEP meeting agenda (DOCX 39 KB)

• Key Stage 5 PEP meeting agenda (DOCX 34 KB)

• Early Years PEP meeting agenda (DOCX 39 KB)

There are many ways of collecting views, for example a chat, a questionnaire or pictorial representations.

Lancashire have several pupil voice templates on offer – please select one which best fits the need of the learner.

The approach used to gather the child or young person’s voice should be tailored to their individual needs, interests and preferred ways of communicating. Use creative and engaging methods to support meaningful dialogue and participation.

If they are non-verbal or struggle to communicate verbally, explore different ways of engaging them for example through art.

Try to gather as much information as possible. Vary your questioning style and try to encourage the child to talk more fluently (age dependent) rather than just questions and answers. Prompt where necessary to try to gauge more detail – “Why” is a powerful word to encourage justification and reasoning.

Record the child or young person’s views in the first person, using personal pronouns. For example: “I enjoy using computers to play games and create my own games.”

Please upload any photographs as appropriate.

Resources

The county council's voice of the child guide has more support and guidance.

Here are some further resources from other councils and organisations on collecting children's views:

• Leeds City Council - voice of the child or young person school resource pack (DOCX 3.95MB) A fantastic resource demonstrating a wide range of innovative ways to collect the views of the child or young person with activities suitable for a range of ages.

• Derby City Council - voice of the child toolkit
  Resources separated into a variety of focuses and categories

• Bedford Borough Council - personal education plans
  Resources separated into suitable age ranges

• Highland Council Psychological Service - Gathering the views of children and young people

• Cheshire East Council - personal education plans
  An interesting resource using a star diagram to grade various aspects.

• National Development Team for Inclusion - Preparing for Adulthood - What Matters Island - This template is designed to help young people talk with their family, carers and any paid supporters to coproduce a summary Preparing for Adulthood plan.

Whichever method is used to gather the child or young person’s voice, please ensure that one of the templates on the PEP form is completed with the relevant information.

You may also include any other relevant attachments in the documents section.

It is crucial to consider the emotional health and wellbeing of the child.

Sometimes there is a focus on academic gaps and targets –which may not be the focus for the child at this moment in time.

There are assessments which can be used but the best information comes from the day-to-day interactions and observations.

Resources for emotional health and wellbeing

The Anna Freud mental health toolkit for schools "Measuring and monitoring children and young people’s mental wellbeing" is a useful tool you can use. 

Analyse the information from the assessment:

• What does it tell you?

• What are the positives and the areas of need?

• What are you going to do to help meet these areas of need?

The strengths and difficulties questionnaire (SDQ) is a brief behavioural screening questionnaire.

Local authorities are required to use the SDQ to assess the emotional wellbeing of individual children looked after (CLA) aged 4-16.

Understanding the emotional and behavioural needs of CLA is important so that the relevant support can be put in place and children are given the opportunity to achieve their full potential.

SDQ scales

All versions of the SDQ ask about 25 attributes, some positive and others negative. These 25 items are divided between 5 scales:

1. emotional symptoms

2. conduct problems

3. hyperactivity/inattention

4. peer relationship problems

5. pro-social behaviour

Score bands

Total difficulties score is:

• 0-13 - normal

• 14-16 - borderline

• 17-40 - cause for concern

Why we should we complete an SDQ

It is important to routinely assess the emotional wellbeing of CLA. Based on national research, here are some of the reasons why it is important:

• Children looked after have a higher prevalence of emotional and behavioural issues arising from neglect and abuse.

• Children looked after are more likely to develop mental health problems and require provision from CAMHS/Full Circle.

• Children looked after often experience attachment difficulties and require therapeutic support.

How the SDQ can be used

The completed SDQ can be used to:

• inform statutory health assessments completed by the NHS

• inform whether the child/young person needs a referral into CAMHS/Full Circle

• evaluate progress against emotional wellbeing outcomes as part of the overall health needs of children looked after

• give commissioners of services a better understanding of the emotional wellbeing needs of the children looked after

In relation to skills, knowledge, subject areas and experiences, the PEP should identify:

• developmental needs (including any related to attachment and past trauma)

• educational needs 

These should include:

• SMART short-term targets, including progress monitoring of each of the areas identified against developmental and educational needs

• SMART longer-term plans for educational targets and aspirations

These should, according to age and understanding, typically focus on:

• public examinations

• further and higher education

• managing money and savings

• work experience and career plans

• aspirations

SMART targets

A SMART target should:

• Be specific about what the young person will achieve.

• Include the current position (baseline).

• Explain how success will be measured.

• Be achievable from the current position.

• Link to an identified need.

• Include a clear timeframe.

• Reflect the young person's views, aspirations or concerns.

• Support longer-term progress.

What Makes Good Strategies and Interventions?

For each target, strategies should:

• Clearly link to the target.

• State what will happen.

• State when it will happen.

• Include how often it will take place.

• Identify who is responsible (name and role).

• Be specific and detailed, not generic.

• Be tailored to the young person's needs.

• Show any additional support being provided.

Simple Formula

Target:
What is the need and CYP views → Baseline → What will be achieved → How success will be measured → By when.

Strategy/Intervention:
Who will do what, when, and how often to support the target.

Transitions should be carefully planned and supported, including moves between schools or settings, preparation for education, employment or training, and internal changes such as moving classes, teachers or rooms.

Also think about:

• moving between rooms in the nursery

• changes in year groups at primary, new teacher, new classroom

• moving key stages, year groups, form tutors, lesson teachers

Although they may not seem as significant for us, they can be hugely daunting and challenging for these children – especially those attachment and trauma affected.

Tips for completing the PEP for transitions

What contact is planned with the new school or setting?

There needs to be a plan in place over (potentially) several months. A gradual build up of contact to support the child to make a smooth transition.

Also include any meetings or dialogue between keyworkers and professionals.

Are there any concerns about this transition?

Concerns need to be highlighted which can then feed into appropriate actions below.

What will be done to prepare the young person for a smooth transition?

Actions can be added to throughout the year – this is not just for the summer term.

CLA will need much more support and consideration for changes which are upcoming-even if they seem fine on the surface.

Remember SMART targets again – ensure they are specific action points.

Before you submit your PEP, please ensure that it is fully and accurately completed.

Please check the pupil views, wishes and feelings is clearly reflected throughout

Please ensure all targets are SMART and the use of PPG+ (where eligible) is costed and provides additionality to the learner

Please ensure all completed forms are submitted within 5 working days following the PEP meeting.

PEP checklist (DOCX 240 KB)

To ensure that other vulnerable children are also having their needs met within education we've devised a new action planning document - the Education Plan for previously looked-after children, children with a social worker and children in kinship care (EPPLAC/CWSW).

Although this is not statutory, we are strongly encouraging all settings to incorporate this into their work with previously looked-after children and those with a social worker.

We encourage settings to involve parents and carers in the process to best support these children and young people.

Why PLA children need continued support

Because a child has moved into permanence, does not mean that their needs have disappeared.

From Both Sides - Evaluating education support for PLA - Feb 2022 - Adoption UK says:

• Three quarters need more support than their peers.

• Only 19% felt their exam results reflected their ability.

• Almost 80% routinely feel confused or worried at school.

• Two thirds of secondary pupils report adoption-related teasing or bullying.

• Adopted school leavers are twice as likely to be NEET.

Why children with a social worker need special consideration

• The guidance Promoting the education of children with a social worker: virtual school head role extension says:

• Children with a social worker have poorer educational outcomes than their peers.

• In the early years, 50% achieve a good level of development, compared with 72% of their peers.

• They are three times more likely to be persistently absent and two to four times more likely to be permanently excluded.

• At GCSE, they are half as likely to achieve a strong pass in English and maths.

• At Key Stage 5, they are three times less likely to study A levels and five times less likely to enter higher education at 18.

• By age 21, 50% have not achieved a Level 2 qualification, compared with 11% of their peers.

The guidance

The document: The designated teacher for looked-after and previously looked-after children clearly states:

"The support that schools and designated teachers give to children who are looked-after and previously looked-after should not be seen in isolation. All looked-after and previously looked-after children will have a wide range of support mechanisms that will assist in promoting their educational achievement"

This is also true for children with a social worker. However, it may not be the designated teacher who oversees these children - but there must be someone.

Templates

• Early Years EPPLAC CWSW DOCX 166 KB

• Key Stage 5 Post 16 EPPLAC CWSW DOCX 86 KB

• Primary EPPLAC CWSW DOCX 86 KB

• Secondary EPPLAC CWSW DOCX 87 KB

Contact

Email: kinshipcareandPLAC@lancashire.gov.uk 

All sections of the PEP are Green and there are no areas for improvement.

My views wishes and feelings

• The child’s voice is detailed, with strengths, concerns and preferences clearly recorded.

• Relevant questions are completed, concerns are addressed, and the child’s views shape targets and support.

Education

• Information is current and gives a clear overview of educational progress, support, emotional health and wellbeing.

Adults' views

• Adults provide a clear overview of the young person’s situation, progress, achievements and educational needs.

• They identify what they are proud of and any additional support required.

Review of previous targets

• Outcomes are compared with the original target, supported by evidence of what worked, what did not and why.

• Clear next steps are identified.

Current targets

• Targets are specific, measurable and time-bound, with a clear baseline and success measure.

• They are achievable, linked to identified needs and longer-term goals, and reflect the young person’s views and aspirations.

• New or continued targets are set where further progress is needed.

Strategies and interventions

• Each target has bespoke support stating what will happen, when, how often and who is responsible.

• Strategies and interventions are specific and clearly linked to the relevant target.

PPG+/HNF & PEPSA

• PPG+/HNF and PEPSA spending is costed, provides additionality and clearly supports current targets and interventions.

• Any planned future spend is clearly recorded.

My views, wishes and feelings

• The child’s voice is captured but lacks detail, does not answer all relevant questions or does not shape targets and support. Reasonable attempts and justification are recorded if their voice could not be obtained.

Education

• Information is mostly current but lacks detail or clarity in some areas.

Adults' views

• Some relevant information is included, but key detail about progress, achievements, education or support needs is missing or unclear.

Review of previous targets

• Targets are recorded as met, partly met or not met, with limited detail about successes or areas for development.

Current targets

• There is an attempt to set SMART targets: they are specific to a point and measurable, but some do not meet the Green standard. Unchanged carried-over targets require a clear rationale.

Strategies and interventions

• Each target states what will happen and at least one of: when, how often or who is responsible. Support is specific rather than generic.

PPG+/HNF & PEPSA

• Spending links to current targets and support but is not costed using numerical figures. It should provide additionality rather than fund routinely available provision.

My views, wishes and feelings

• No child’s voice is recorded and no reasonable explanation is provided.

Education

• Information is outdated, limited or incomplete and needs significant updating.

Adults' views

• Little or no meaningful information is provided about circumstances, wellbeing, progress, achievements or support needs.

Review of previous targets

• Previous targets are not evaluated.

Current targets

• Targets have no more than one SMART element, do not address identified needs, or are repeated without a clear rationale.

Strategies and interventions

• Support is absent, generic, not additional or not bespoke to each target; repeated provision has no clear rationale.

PPG+/HNF & PEPSA

• There is no clear link between spending and targets, or funding is used generically or inappropriately.

Unfortunately, if the PEP did not meet the required standards that are published above, the PEP would be rated as Red.

Additional feedback information about the QA of this PEP has been shared with you along with the PEP.

Because the PEP does not meet the required standard, PPG+ will not be paid this term.

The Education Consultant for your setting has been made aware of the presence of a red PEP at your setting. They are available to support Designated Teachers and School Leaders to ensure that all support for children who are looked after by Lancashire County Council meets the expectations we set. They will happily support colleagues in improving PEPs and will also use our prioritisation criteria to attend PEP meetings at your setting if appropriate.

Please do also use our website for support and attend one of our training sessions on PEPs for education colleagues. Details of these sessions can be found on our website.