When necessary, such as when a kid has a permanency plan and could move schools as part of that plan, transition assistance is included.
Includes plans and goals for after age 16, with high goals and talks beginning long before year 9.
Explain in detail your extracurricular activities, study aids, and hobbies.
PEPs are checked as part of the care plan review. These checks are required by law and must be performed after the child becomes looked after 6 weeks, then every 3 months, and every 6 months after that. The examination is led by an Independent Examiner (IRO). The IRO should be able to inquire about the child's educational progress as part of a review of the overall care plan and access her current PEP.
Preparation for the Care Plan Review
In preparation for the care plan review, the DT is responsible for ensuring that the PEP:
the care plan has been reviewed prior to the statutory review and it is up to date and contains new information since his last PEP review, such as whether agreed services are being provided
recognize what's going on and what's not, and identify the resources you need to continue supporting your child and where you can get them
The PEP is a component of the official school file for a Child Looked After. If a child changes schools, the PEP should be sent to the new school and the social worker for the child at the local authority responsible for caring for them, together with other school documents. The PEP continues to be a crucial document to ensure that a child's educational requirements are satisfied even if they are no longer being cared for.
Questions for the Designated Teachers
Questions to ask Designated Teachers as they prepare for PEP meetings:
Punctuality / Attendance
Has the school sent out a printout of attendance?
Is the Educational Welfare Service (EWS) engaged if attendance issues exist?
Has any research been done into the root causes of attendance concerns, and if so, how are they being handled? Bullying or stress about job?
Verify the student has access to the whole National Curriculum. Level of development? Measures of development? Considering the National Curriculum, for instance, age at testing for reading and/or spelling.
Academic priorities, such as literacy and numeracy?
Is your homework finished? In time?
Y2 and Y6: Are there any transition plans in place or underway?
Y9: Are people aware of their alternatives, and do they require help to make timely, wise decisions?
Curricular strengths, such as music and art.
GCSE subjects; Y11 goal and expected grades.
Is the coursework current? Any issues? Work experience: do you have any plans? Connections to the Careers Advisor?
Is there an EHCP or statement of special education requirements for the student? Has it been determined that they have additional educational needs? What requirements exist? In what way are they being handled? IEP/BSP/Annual Review Report for the moment? Attached?
Other needs, such as emotional, social, pastoral, or physical ones?
Situations or moments that influence behavior? What areas for improvement does the SDQ (Strengths and Difficulties Questionnaire) suggest?
Is support offered? What plans have been made?
Involvement of additional agencies, such as the Behaviour Support Team, anger management, and counseling/therapy.
LSA help in the class? 1:1 or in small groups? Which topics and how frequently?
Support for homework at home? At school? Participation in homework clubs organized by the school, if any are available?
Home-school liaison? For instance, keeping a homework journal or attending Parents' Evenings.
Carers effectively assist learning at home?
Cultural / Religious
Exist any associated demands (including those relating to mixed race) in terms of culture or religion? For example, attends the church the child? Is the kid interested in going?