documents.hants.gov.ukdocuments.hants.gov.uk/education/eypepguidanceseptember2018v5.d… · web...

My Personal Education Plan Early Years Settings (0-4)Click here for general guidance on completing this PEP or if the document is in protection mode and you cannot enter text into the fields Within 4 weeks of PEP meeting all sections to be complete and emailed to the child’s social worker and for HCC Early Years Settings please send to CiC to [email protected]

for IOW CiC to Virtual School via SharePoint or for EY Settings not on the IOW to [email protected]

Click here for guidance on completing this section

Document Type: Choose an item. Meeting Date: Click here to enter a date.

Setting Name: Click here to enter text.

Setting URN: Click here to enter text.

IOW/HCC District: Choose an item. LEA (if not IOW/Hants):

Click here to enter text.

Date of enrolment: Click here to enter a date.

Current Ofsted Outcome:


Social Worker name:


Social Worker email: *Social Worker team

inbox address:

Click here to enter text.Click here to enter text.

Designated CiC Lead:


Designated CiC Lead email: *


Social Care district:

Choose an item. Social Care team: Choose an item.

Section 1Personal information can be completed without the child present (possibly in advance)

Click here for guidance on completing this

section

Essential Information about me from my social workerClick here for guidance

on completing this section

Social Worker to detail the adults who should have copies of this PEP:Click here for guidance


Summary of my care plan. My social worker must add detail related to my history that will support the Early Years setting and other agencies in fully understanding my past & meeting my needs


section

Care Planning: 30 Hours Entitlement …“The Social Worker must discuss with my family the number of hours I should attend an Early Years setting (see section 2d for details) and agree the continuation of extended hours to support my foster carer working.”


section

*Wherever this document or the PEP talks about the Designated Teacher this is the practitioner in an Early years Setting who has taken on the lead responsibility for CiC

mailto:[email protected]


Setting, Parent/Carers to complete together. Social worker should inform a new setting on previous and current professional involvementProfessional Involvement to date


section

Section 2aAll of section 2a pages should be completed with the child involved, and wherever possible at the EY PEP meeting

PEOPLE INVOLVED IN MY PEP (THOSE WHO MUST ATTEND ARE IN BOLD)


section

Contacts and PermissionsClick here for guidance


Section 2bSection 2b should be completed with child in the meeting except when it is an Initial PEP or Annual Review


section

Things that have changed in my life since my last review: Choose an item.Designated CiC lead practitioner to have gained and input information from the social worker if he/she is not attending

Review of Previous PEP Targets:

Section 2cThe table below can be completed without the child present (possibly in advance) but should be discussed/shared with should be discussed/shared with them in the EY PEP meeting Click here for guidance

on completing this sectionMy Education: Academic Attainment Information from my Designated

Key PersonAdditional Information and comments: This can include Progress in other curriculum areas and EY Settings own assessment data:

Record what characteristics of effective learning the child displays currently in the context of the relationships and the environment around them:


section

Prime and Specific AreasClick here for guidance


Section 2dSection 2d below can be completed without the child present (possibly in advance) and shared with them in the EY PEP meeting.


Comments from my education settings relating to:


Barriers to Learning (informed by EY PEP Needs Analysis & Toolkit)N.B If you are not trained in the EY PEP Toolkit please contact your Early Years INCO/EYAT or Virtual EY Setting

Section 3aMy Voice Write all about me.These are key points that I would like to share, to inform the meeting and my action plan. They can be typed in for me and any drawings or photos added as an attachment. NB depending on my age, not all the questions may be relevant to me


Section 3bSection 3b can be sent out in advance of the PEP to enable parent/carers to prepare for the PEP meeting Click here for guidance on

completing this sectionWhat my Carer/Parent/Guardian thinks:

Section 3c Action Plan: My Targets (SMART) – Specific, Measureable, Achievable, Realistic, Time related. They must link to child’s comments, parent/carer actions, needs analysis & attainment and progress & should be written up by Designated Key Person as an outcome of discussion at the meeting


Section 4 My Early Years Setting’s summary of how funding has been used to meet my needs - with breakdown of costs and evaluation of impact


Guidance page 1 Return to the first page How to complete this PEP data form: Many Virtual Schools have moved in recent years to a PEP data form (PEP). In Hampshire & the Isle of Wight we have developed our own PEP form rather than purchase this from a third party. As such there are differences completing a Hampshire PEP to other PEPs you may receive from other Local Authorities. This PEP has been developed for Hampshire & Isle of Wight children .Our PEP data form is a word document, it can be saved in word and attached and emailed like any other word document. It does not require you to access or upload it via a secure portal and you will not need a password to access the form. However, please remember that all PEPs are confidential documents and should only be accessed and emailed via secure email. Within Hampshire schools with early years settings internal email is kept confidential via the use of ‘mimecast’ and for the IOW through share point. For other early years settings please use ‘mimecast’ or other data secure email systems (NB where this is used password protectin on the document itself is not necessary).

The early years PEP form has undergone a few minor changes from the August 2017 versions. The main changes are that we have merged the two Hampshire and IOW PEP forms together with some additional fields and tables of information recorded for example social care teams and districts and a Professional Involvements page , alongside changes to previous versions of the ‘What’s Changed?’, ’Childvoice’ and ‘Parent/Carer voice’ pages.Each of the cells within the different sections of the PEP have the option to a) pre-select existing drop down options b) enter free text c) select date options. N.B Unfortunately one restriction of the software is that we cannot offer a year selection on the date fields only a month selection, so to save time if you type in the date in the same format as the date box it will accept it and reduce the need to arrow back within the calendar itself. The PEP is a statutory requirement, is part of the child’s care plan, and has to be quality assured by the Virtual School and an Independent Reviewing Officer (IROs). As such information is related to the child’s care experiences the immediate short-term education planning affected by these experiences, impact on child development, attainment and use of pupil premium funding are required within a PEP. There are also statutory requirements on Local Authorities and EY Settings to have clear evidence and data on a wide range of measures for CiC. The design of this PEP will allow the Local Authority & EY Settings to collect the statutory data it is required to hold within the parameters of GDPR.

To complete a PEP you will need to save the document; open it as an editable word document (this is an automatic option on newer versions of word via the yellow tool bar when the document opens); complete all relevant cells and save it as a word file (it is not essential but saving it with the pupils’ initials and date of PEP would help the social worker and virtual school when they receive a copy). If the chld already has a PEP (they are not new to care) any information still relevant from the last PEP can cut and pasted ‘as text’ into this new form where there are text fields. Once it is complete you send a copy to the child’s social worker (as usual); and their social care team shared inbox (see page 1 of the PEP for the address). For IOW CiC the PEP is also sent to the IOW Virtual School through Share Point uploaded as a word document (not a scanned pdf as last year). For EY Settings outside of the IOW without SharePoint the PEP must be sent via email to [email protected] (if you click the IOW Virtual School hyperlink on the front page of the PEP this will automatically open an email with the correct address) For Hampshire CiC the PEP is sent by secure email to SfYC Inclusion Team as a word document to the PEP inbox at [email protected] if you click the hyperlink on the front page of the PEP this will automatically open an email with the correct address, or type [email protected] into the email address. Once you have saved your first PEP data form for a child, all subsequent reviews are created by updating and overwriting the relevant sections of the existing PEP. We would advise for all future PEP meetings you open the previous PEP word document, save a new version with a new date and file name, then on page 1 select a Termly or Annual PEP, change the meeting date and continue throughout the PEP to overwrite any existing data in any of the cells that needs to be updated. Usually pages 1, (1, 2, 3 & 4 by social worker) 6, 7 or 8, 15 &16. Pages 9, 10, 11, 12, 13 & 14 should only be update if there is change to report. Once completed, resave as the new PEP version and send to HCC as previously.

Continued Over Page.*Wherever this document or the PEP talks about the Designated Teacher this is the practitioner in an Early years Setting who has taken on the lead responsibility for CiC




Guidance page 2 Return to the first page

General guidance & expected PEP practice for Hampshire & IOW Children in Care What is a Personal Education Plan (PEP)?Since March 2010, as set down in the education publication ‘Promoting the Educational Achievement of Looked after Children – Statutory guidance for local authorities’ it has been a national requirement that all children in care must have a personal education plan. The statutory guidance can be downloaded from the Hampshire Virtual School website http://www3.hants.gov.uk/CiC-virtual-school

It should be written following a PEP planning meeting where the child, carer, Early Years setting staff and social worker discuss the current and future educational needs and wishes of the child. In Hampshire and IOW we expect that there is a ‘Designated EY CiC Lead’ Practitioner who takes overall responsibility for the engagement and progress of all the children in care in their setting and ensures the completion of each child’s PEP 1 . Decisions around required targets for the child are made at this meeting based upon the information that has been gathered and provided. The targets must be sensitive to the diverse needs of each child at that stage in their personal development; and as such no one PEP will be the same. Immediately following the meeting the agreed targets, interventions and/or strategies that will be implemented are recorded within the PEP itself (N.B Feedback from young people in care confirms the importance of a PEP process in which they are listened to, and involved in a positive and supportive way. The child needs to feel that the PEP is relevant to their needs, and is linked to other aspects of their lives).

For IOW or Hants. CiC with an EHCP there is a different PEP form that can be downloaded from http://www3.hants.gov.uk/cic-virtual-school/schoolsandotherproviders/peps.htm or https://www.iow.gov.uk/Residents/Schools-and-Learning/Virtual-School/Forms-and-Guidance A Personal Education Plan (PEP) is different to an EHCP in that the targets are short term (termly) and are written following a PEP planning meeting where the child, carer, Early Years settingstaff and social worker discuss the child’s care plan and how their care experiences affect the current and future educational needs and wishes of the child.

The PEP remains an active document for the Child in Care, as the education part of their Care Plan. As it captures the educational history and supports the aspirations of the child in care, in partnership with social workers, parents and carers. It should be updated routinely; and is robustly monitored by the Virtual School, social care and by Independent Reviewing Officers.

An Effective and high-quality PEP should: be a comprehensive and enduring record of the child’s experience, progress, and achievement (academic and otherwise); be linked to “but not duplicate or conflict with” information in other education plans, including an EHCP and IEPs; identify developmental and educational needs (short and long term) in relation to skills, knowledge, subject areas, and experiences; set short term targets, including progress monitoring, against each of the areas identified against development and educational needs; The PEP should reflect the importance of a personalised approach to learning it should set long term plans and educational targets and aspirations

(e.g. in relation to public examinations, further and higher education, work experience and career plans and aspirations Identify actions for specific individuals intended to support the achievement of agreed targets.

See DfE Guidance for further detail https://www.gov.uk/government/publications/designated-teacher-for-looked-after-children Continued over page

1 For the purposes of this guidance the lead practitioner in the EY setting who has a designated responsibility for the outcomes for any child in care will be know as ‘Designated CiC Lead’

https://www.gov.uk/government/publications/designated-teacher-for-looked-after-children

https://www.iow.gov.uk/Residents/Schools-and-Learning/Virtual-School/Forms-and-Guidance

https://www.iow.gov.uk/Residents/Schools-and-Learning/Virtual-School/Forms-and-Guidance

http://www3.hants.gov.uk/cic-virtual-school/schoolsandotherproviders/peps.htm

http://www3.hants.gov.uk/cic-virtual-school

Gui dance page 3 Return to the first page

Opening the document as an editable word documentThe PEP has been created within Windows 16 and is compatible with all versions of word. However, if your Early Years settingdoes operate on an older version of word the document does not always open as an editable document which you will need to set up as outlined below.

Step 1: Download the document from the Virtual School Website http://www3.hants.gov.uk/cic-virtual-school/schoolsandotherproviders/peps.htmSave the document and rename it for your EY setting and child. Suggested file name which helps central file matching within children’s servicesSurname, First Name- Setting Name- term and year e.g. Smith, Lisa – Littlemore Primary Aut 18

Step 2: Open your saved document the word document it may open with a yellow toolbar below the usual grey word toolbar. If this is visible you need to click on the ‘enable editing document’ for you to be able to write into the document, as it is currently in Protected View. Once you do this all the fields become live.

Please Note: You can tab up and down using your keyboard arrow keys to quickly move between cells. Doing this automatically takes you to the next cell.If you do not get the yellow toolbar and the text fields within the PEP do not allow you to enter text you will need to manually change the documents view into edit mode which you can do by1. Click on the File tab in the upper left corner > Select Options.>Select Trust Centre in the left pane.>Click Trust Centre Settings.>Select Protected View >Uncheck all three options under Protected View and Click Ok.If the documents have the Read-only attribute set, you can go to File>Options>General and uncheck the box for "Open e-mail attachments and other uneditable files in reading view".

If you are cutting and pasting text into the PEP from a previous PEP or other documents, it helps with the formatting if you cut and when you paste> select paste special>Select the last icon ‘keep text only’

Please note: PEPs should be finalised within 4 weeks of the PEP meeting by all parties . The deadline for any PEP to be sent to SfYC Inclusion Team is by the 2nd week of the following term e.g. Autumn Term PEPs should be with SfYC by the 2nd week of January and so on for data returns and auditing.



Guidance page 4Return to the first page

Creating a PEP - the PEP process timeline

Return to Section 1

Due to distance the care placement means a change of early years setting (or for UASC a first setting to be allocated. Social worker also liaises with SFYC and/or Virtual School Education Officer and Best Provision Protocol (BPP) applied

The ‘Initial PEP’ meeting date is arranged in line with statutory requirements by social worker within 10 working days (or 10 days of EY Setting placement). The Isle of Wight & Hampshire have an Early Years setting PEP that can be accessed by the social worker or The Early Years Advisory Team (EYAT) for IOW and the Service for Young Children (SFYC) for Hants.http://www3.hants.gov.uk/cic-virtual-school/schoolsandotherproviders/peps.htm The designated cic lead) who facilitates completion of each section by the relevant person, ensuring that the childis supported by their key person.. An UASC may need an interpreter. Sections 1& 2 of the PEP could be populated in advance of the PEP meeting. The social worker (with possible support from the settings designated CiC lead gathers all sections together and provides a copy for all attendees at least two weeks prior to the meeting. A member of The Early Years Advisory Team on the IOW or SFYC Inclusion Team in Hants. will also be invited by the Social worker to attend the PEP

Whilst the child remains at the same EY setting he/she will have an annual PEP meeting, and a termly review. After the initial PEP the annual PEP and reviews are the responsibility of the designated CiC lead..If the child changes setting or transitions to school in the future another InitIal Review is required

At the Looked After Child Care Review (CLA Care Review), (which is carried out within 28 days) the Independent Reviewing Officer (IRO) will review the PEP as part of the overall care plan, checking the current education situation and care provision in place, and ensuring that targets set are realistic and achievable whilst setting high expectations for all young people in care including UASC.

The care placement allows the child to attend current early years setting

A child comes into Local Authority Care: The Social Worker notifies the setting (if they have one) of the change to the child’s care status on the day it happens.

‘Initial’ and subsequent PEP Meetings (i.e Annual PEP + 2 Termly Reviews) Where a child is new to the setting, the social worker will lead the Initial PEP meeting, chairing subsequent meetings will be agreed by the designated CIC lead. However a PEP meeting can be called at any time depending on the needs of the child and changing circumstances. Attendees at PEP meeting discuss the education needs of the child using the information on the PEP document,any two year checks undertaken including ASQ, SEND and any other additional needs identified through assessments such as Hampshire’s PEP Toolkit and SDQ (Strengths and Difficulties Questionnaire) where age appropriate.Hampshire’s EMTAS serviceAt the end of the meeting the PEP is retained by the setting and shared with key staff to secure the outcomes agreed. A copy of the PEP is posted by the social worker onto ICS; and either DT or social worker email a ‘word’ copy to the relevant Virtual School -or IOW CiC this is via SharePoint or for EY settings outside of the IOW via the shared inbox [email protected] For Hants. CiC it is sent via the shared inbox [email protected]. A copy is sent by the DT to the carer; and in the case of an UASC a copy should also be sent to Hampshire’s EMTAS service.




Document Type: Select whether you are completing an Initial PEP ((statutory 10 days after starting for a child who has just been taken into care or who is already in care but new to the EY setting); an Annual PEP or a Termly PEP (HCC & IOW advises 1 annual & 2 termly PEPS per year). Date of enrolment PEP: Select the date when the child started at your EY Setting.If you have already saved a previous PEP then you should open the previous word document, save a new version with new date and file name. Then re-select a Termly or Annual PEP. Overwrite any existing data in any of the boxes that need to be updated and resave as the new PEP version and send to your virtual school or SfYC Inclusion team and social worker. On the IOW this will be though usual SharePoint (or [email protected] for out of county EY Settings) for Hampshire settings via the shared inbox [email protected]

Guidance page 5 Return to Section 1

Setting Name: Type into the text field your EY Setting’s name, DFE or OFSTED URN number. Select IOW or a HCC District Council or type in your county if you are outside of these two counties. Type in the name of the social worker, designated CiC lead responsible for PEP completion in your setting) and their email addresses information which we are able to collect under GDPR as part of public duties. The social worker should complete which social care district and team they are from (for the IOW please select IOW from the drop down) their care team shared inbox email and add the pupils Swift/Social Care ID

My Other education settings: If the child attends an alternative provision, please type in the name of the provision and the dates they started to attend here

Swift ID or Social Care ICS: Is a child social care identification number. Please ask the social worker for this detail if you do not have this information




This section is for the social worker to complete and allows for insight into the child’s needs in relation to their EY Setting, learning and holistic development. They can provide background and historic information on the child. It is vital that it is understood by the EY Setting, why the child came into care and the nature of their life experience prior to that point. The social worker provides insight into the child through observation of attitude, relationships and response within the care environment. Again, reviews provide the opportunity to note both change and new insight. The Social Worker is responsible for ensuring the child has a robust PEP and that this is reviewed and updated regularly as their needs change.The social worker should also record who should receive copies of the child’s PEP.The social worker should provide this information at the Initial PEP and update this section in advance of any termly PEP & Annual Review meetings


Initial PEP If the child is new to care they may be

on an emergency or temporary care order pending a court date. This means the final care plan is not in place; however, the information to date is still very significant to planning education support.

If the child is new to your Setting but not new to care, the care plan should be available for the Designated CiC lead to see and will address these bullet points.

The social worker should comment on each of these bullet points specifically to support the planning for education, support and interventions and to enable adults to understand the care context and the very specific needs of the pupil.

Annual PEP and reviews The social worker should provide any

updates and changes. The EY Setting can then make decisions around the kind of support the childwill need.

The SW should comment on each of these elements according to what is contained in the care plan. This context will support the setting in planning to meet the pupils needs and proactively plan support.

The care plan contains current and historical information that will help the school know what the child has experienced to date so they can plan to best meet the needs of the pupil. The SW may send you secure copy. If not the designated CiC lead should request to see it. In addition the social worker should share any other relevant information about my needs not recorded in the care plan

Statutory guidance states a SW should attend two PEP meetings annually. Good practice in Hampshire and the IOW is for 2-3 PEPs annually. As the childs key person settings would value social workers providing updates on their view of the child from their home visits (even if they cannot attend a meeting). If there is no change to report on the care plan or the child this comment in itself is an update that indicates the SW has seen and commented on the PEP Once A PEP is completed it is the social worker’s responsibility to ensure the PEP is on ICS. Either the social worker or designated CiC lead should ensure a copy is also sent to either the HCC SfYC Inclusion Team (Hants CiC ) or IOW Virtual School (IOW CiC).


In consultation with schools and EY settings it was fed back that it would be invaluable for social workers to inform EY Settings which other professionals have been involved with the child (even if their contact is historic), as it all adds to the holistic picture of the child’s needs.Virtual School, SfYC Inclusion Team, Independent Reviewing Officers and Social Workers have permission to receive a child’s PEP and any names of professional involved, as part of their public tasks under GDPR. No personal contact details (phone and email addresses) should be added without gaining the consent to share from individual professionals

As the social worker holds parental responsibility for children in care they must consider the number of hours that would be most beneficial for a child in care to attend an early years setting. The social worker should consider the dynamics of the child’s care placement and parent/carers needs but the decision and application for the sessions and hours the child should attend the EY setting rests with the social worker. Social Workers must apply for a place at an early years settings and complete the necessary documentation related to the 30 hours entitlement.The national recommendation of hours agreed is up to but no more than 15 hours. If there are exceptional reasons why it would be beneficial for the child to attend more than 15 hours the social worker must agree it and record the reasons for that decision (NB: As the child approaches statutory school age the social worker must ensure they apply for a primary school place through the relevant LA school admissions service. The deadline for which is usually the end of the 2nd week of January.)

The SW should:Enter the 30 hour code which should start with 400 and is found on XXX..The start date for attendance and if agreed ‘end date’

Guidance Page 9 Return to Section 2

Return to Section 2

For a PEP to meet statutory requirements then the following people must attend the PEP meeting:1. The child for which the PEP is about (although the guidance is written for

school aged pupils and EY professionals should use age related strategies to capture the childs voice and wishes where they can express it).. A child does not need to attend all of the meeting (and many aspects of the PEP can be written in advance). They should be supported (relevant to their age) to share their views about their own education and contribute to the actions agreed over the next term which will help them with their education.

2. Carer/ Parent or Adopting Parent. They should attend the whole meeting and their views sought. Some carers/parents are not forthcoming with their views and again these can be sought in advance from a phone call or other meeting such as a childprogress meeting

3. Social Worker (must attend a minimum of two of the recommended three termly PEPs). The social worker will lead the initial PEP and after this the EY designated CiC lead will chair future PEPs. If a social worker was expected at a PEP but then is unable to attend then wherever possible the date should be rearranged. If a Social worker is not at the PEP meeting (planned or unplanned) they should still contribute via an update on Page 3 and also possibly a phone call and email the EY lead pratitioner and Carers with their view as the child’s key adult. The SfYC Inclusion Team can support EY Settings in this process.

4. EY settings must have a CiC lead as it is a statutory education role, the lead should have expertise and training to ensure PEP targets are tightly focussed on meeting individual pupils educational needs and are of a high standard. Although other setting staff may join or chair PEP meetings the identified EY designated CiC lead r is responsible for the PEP and must be involved in the writing of the actions and quality assure all PEP plans

Other professionals and adults may attend PEP meetings in discussion with the child and parent/carer so they can input in their role to the actions and interventions agreed to secure the very best educational outcomes.

Guidance page 10

Section 2a cont..

For children that have been taken into care there are often protective factors in place around contact and permissions. The social worker for the child holds parental responsibility even when the child is living at home with parents or is in a foster care.The EY Setting needs to ensure that only the correct people are contacted, and information shared with them in relation to the child. As such the EY CiC professional lead must share contact and permission arrangements with other key staff, including EY office staff.As such the child’s social workers must ensure the information on pages 5 is correct and updated regularly in line with any court proceeding around the care orders. So the EY Setting can carry out its safeguarding duties effectively. Pease note in particular: In relation to any request for any holiday from the EY setting must be see a letter signed by the district manager for children and families to say they give permission for the child to be taken away. It is not enough the parent or carer state this is happening (as they do not have full parental responsibility). CiC may have restrictions on where they can travel, and settings must seek permission from the social worker before taking them on any trips.


Only on an initial PEP would this page be left blank. At all other PEP meetings this page is the place to record key changes in the child’s life in and outside of the Early Years setting since the last PEP meeting and any the progress made against the previous terms targets

Where appropriate annotate any changes in circumstances/context for the child..Review targets in terms of progress and include the child’s perspective.EY designated CiC lead should evaluate how effective the action plan has been to date and note any changes and evidence of impact. Effective and high quality PEPs should set short term targets, including progress monitoring against each of the areas identified against developmental and educational needs. This element of the PEP is critical to the PEP monitoring process, as it is an opportunity to quality assure evidence of what has been happening and monitor actions against targets whilst capturing progress. It is vital to consider the previous action plan and how the child is currently engaging and performing. This is an opportunity for EY Settings to have very specific progress measures (SMART targets) using qualitative and quantitative data. For example quantitative data may evidence the pupils reading age or could draw upon the EY Settings internal tracking/reporting system; qualitative data could draw upon pupil/carer voice or quantify reductions in negative learning or social behaviours or an increase in positive interactions with adults or other young children reported etc. for further information on collecting baseline evidence and measuring impact please see our ATAES action research booklet on our Attachment and Trauma Aware settings pages http://www3.hants.gov.uk/cic-virtual-school/schoolsandotherproviders.htm

http://www3.hants.gov.uk/cic-virtual-school/schoolsandotherproviders.htm

http://www3.hants.gov.uk/cic-virtual-school/schoolsandotherproviders.htm


Attainment Data Section 2c isfor the EY Setting, via the designated CiC lead to record both the child’s historic attainment and engagement and current working levels. This information should be collated from across all relevant staff to allow identification of strengths, barriers to learning and areas for development. Together with the PEP Toolkit, other analyses and evidence as deemed appropriate the designated CiC lead can then support and challenge staff in accurately identifying barriers to progress and learning and the needs of the child.

All PEPs must be sent to the Virtual School on the IOW or SfYC Inclusion team in Hampshire. On the IOW this will be as a word document though usual SharePoint (or [email protected] for out of county EY Settings) for Hampshire settings via the shared inbox [email protected] . The new PEP data form allows the Virtual School & SfYC Inclusion team to pull off the data it requires as corporate parent to complete national reporting requirements. PLEASE NOTE: If the Early Years Settings complete the current attainment sections fully (and where relevant complete historical data) then they will not be asked to complete the additional current termly attainment data reporting requirements for DAIT (in Hampshire) or Welfare Call (IOW). This also applies to the use of pupil premium.

The drop down options enable the Early years Setting to enter the national assessment criterion for EYFS age and stage bands up to Early Learning Goal. When making summative ‘best fit’ judgements it is important to start with all the things you know about what each individual child can do, knows and understands.

Begin by reviewing your knowledge of the child from a range of sources and evidence i.e. parent/carers, other professionals, anecdotal incident and formal observation.

Using Development Matters or Early Years Outcomes, read the age and stage descriptor that matches the child’s chronological age.

Consider the entirety of the descriptor and avoid splitting it into sections and ticking them off, take a holistic view.

Decide if the child fits that descriptor and if they are ‘entering’ into that age and stage descriptor or if they are ‘developing’ within it or ‘secure’.

If the child does not fit that age descriptor that matches their chronological age, read the descriptor above and below their age band until you find the correct one.

Record your assessment by clicking on the drop down boxes and choosing the age and stage band that matches the child and then in the following drop down box, choose whether they are ‘entering, developing or secure’ within that age band. Note: if child is working at Early Learning Goal, there is no option to choose entering, developing or secure. N.B It is important the lead pracititoner sense checks the data before completion and reviews in light of historic data.




This page enables practitioners to record which of the characteristics of effective learning (EYFS) they have seen the child display.To complete this section you will have to use observations of the child whilst they participate in a variety of child initiated activities and some adult directed activities.

Using the drop down menu select:1. Yes for where this characteristics are regularly evident and

displayed; or2. No if they have not been observed to date

Where the characteristics are not yet observable and there is other evidence of developmental delay (within age and stage bands) then the PEP action plan should set out actions around how the child can be supported within both their relationships and environment at the EY setting to build upon these characteristics and use them in an appropriate context.

In addition to the quantitative national assessment data reported on page 7&8 of this PEP, this page allows practitioners to provide more qualitative examples of attainment and progress. If staff have additional notes and observations around either the Prime and/or Specific Learning Goals they can be added in this section so that a personal picture of the child can be built. If appropriate a scanned/attached document (such as photos or drawings) can also be inserted on page 19 of the PEP as evidence.


Section 2d Data entered within this table provides the designated CiC lead with some very specific qualitative and quantitative progress measures that can be used to demonstrate the impact of previous PEP actions plans on some of the wider educational outcomes for the child. For example qualitative data that quantifies reductions in absence, my engagement in play, socially interactions etc. The agreed attendance at the setting(s) links to the agreed 30hours entitlement and the funded child care hours on page 4 of the PEP. For further information on collecting baseline evidence and measuring impact please see ATAES action research booklet on our Attachment and Trauma Aware schools pages http://www3.hants.gov.uk/cic-virtual-school/schoolsandotherproviders.htm

If there are any concerns related to the levels of attendance or behaviours of the child the Early Years Setting should contact both the social worker and the EY area INCO or EYAT to seek further advice and support.

Please Note. If a request for an EHCP assessment has started and a CiC moves setting or care placement whilst this assessment is underway the Early Years Setting who initiated the request will continue to support the assessment process until such time as the new EY setting/carers have enough information and knowledge of the child to contribute.


Suggestions for Interventions and

strategies can be found in the relevant sections

in the PEP toolkit. These may relate to

bespoke 1-1 support or wider classroom

strategies for teachers to use. .

Notes for intial PEPs:An intial PEP must focus on stabilsing the child, ensuring they feel safe and securly attached. EY Settings should consider adult relationshps for any child new to care or/and new to the EY setting

to ensure there is a key adult (attachment figure) in place as a core strategy. If the child is new to your EY setting and new to care; it will not be possible to complete the PEP Toolkit Needs Analysis (good practice would be to complete 3 months after the intial PEP once the setting has got to know the child). If the child is new to care but not new to the setting then it is advisable to complete the Needs Anlaysis on the basis of previous observations.

Notes for annual PEPs:The PEP Toolkit Needs Analysis should be completed annually. Areas of need/difficulty will change. For example we find that relationships are the starting point at initial PEPs but as the child becomes stable in terms of attachment and sense of self, the learning needs can become more of a focus, which may be around motivation and locus of control. It is good practice to capture where the interventions and strategies you have used have impact and the progress can be shown on a repeat Needs Analysis completion. For further information on the use of the PEP Toolkit please contact your SfYC Inclusion team.

Strengths and areas for development can be drawn from the

child as well as feedback from

teachers and other relevant members of

staff.

For more advice on strategies to support mental health visit: https://www.nspcc.org.uk/preventing-abuse/child-protection-system/children-in-care/emotional-wellbeing-of-children-in-care/https://www.mentalhealth.org.uk/sites/default/files/mental-health-and-prevention-taking-local-action-for-better-mental-health-july-2016.pdfhttp://www.fph.org.uk/school_mental_health_promotionhttps://www.mentalhealth.org.uk/publicationshttp://www.partnershipforchildren.org.uk/teachers/zippy-s-friends-teachers.html

http://www.partnershipforchildren.org.uk/teachers/zippy-s-friends-teachers.html

https://office.hants.gov.uk/owa/redir.aspx?C=SFmuxE_pz9i6ZNU5_ly5y0FSUsL3EXbTWVx-SxriroeB9ChIwuTUCA..&URL=https%3A%2F%2Fwww.mentalhealth.org.uk%2Fpublications

https://office.hants.gov.uk/owa/redir.aspx?C=-b3YAYx8MZ55z0Zi7vEQmT-IQAxshsSh154Ismb4OF-B9ChIwuTUCA..&URL=http%3A%2F%2Fwww.fph.org.uk%2Fschool_mental_health_promotion

https://office.hants.gov.uk/owa/redir.aspx?C=bBfPj-XkTn9OpEh8dglv_sYLHtRaLlp02aQEgEKQgcGB9ChIwuTUCA..&URL=https%3A%2F%2Fwww.mentalhealth.org.uk%2Fsites%2Fdefault%2Ffiles%2Fmental-health-and-prevention-taking-local-action-for-better-mental-health-july-2016.pdf

https://office.hants.gov.uk/owa/redir.aspx?C=vf6eG1tf1PN1xJggXUsFtbUWuwwKmQE8IeliBNMLoO4gkyZIwuTUCA..&URL=https%3A%2F%2Fwww.nspcc.org.uk%2Fpreventing-abuse%2Fchild-protection-system%2Fchildren-in-care%2Femotional-wellbeing-of-children-in-care%2F


The child voice should be represented within a PEP to inform the action plan. Due to the age of the children for PEPs in EY settings this voice can be collected in various ways, drawings, photos, paraphrasing etc. Where the text boxes are not age relevant please leave blank. The second to last page of the PEP can also be used to inster photos of the child in play and learning activities, photos of drawings, marks on paper, numicons etc

An interpreter may be needed by Unaccompanied Asylum Seeker Children or by others whose first language is not English. T. In PEP reviews children where age appropriate can reflect on changes in the way they think, feel and perceive their needs. Reviews provide an opportunity to voice changes in their point of view or new thinking.

It is the responsibility of the lead practitoner to ensure the child has voice in the PEP process and completion (as per the Statutory Guidance). This can be done in various ways and professional judgement will determine this. The childs voice, where appropriate should be evident in targets and the interventions. For example, if the child expresses they would like to draw more, ride the tricycle, climb the monkey bars or learn to sing the whole alphabet this should be recognised in the action plan.


The carer has an important role in ensuring that the PEP is of the highest quality. Where a child is not new to their placement, they can provide important background and historic information. They can also provide details regarding responsibilities and permissions. They should see their role as one of partnership with the EY Setting, having the same shared, high expectations, supporting and encouraging the child in every aspect of their development and learning, making the setting aware of any barriers in and outside of the EY setting which may be affecting their engagement or childhood development. The carer will want to consider their role in relation to supporting the child to reach their targets, and future aspirations. They may ask for guidance from the setting to enable them to do this most effectively, for example shared strategies to secure good speech development, holding a pencil or crayon or letter recognition. Carers can advocate for their child and will want to question and challenge any instances of low expectations or poor development. The setting or social worker should consider how to best support carers in advance of a PEP planning meeting or review. For example, any reflections carers can make, record, and bring to the PEP meeting about their view of the child’s current progress or barriers, will be advantageous to the quality of the discussion within the PEP meeting. Designated CiC Lead should encourage carers to share in detail their thoughts on the child’s EY provision and give any appropriate context to support the settings planning for support and interventions.

Guidance Page 18 Return to Section 3Section 3c is the section where targets are set and to which all other sections are directed. It is completed by the designated CiC lead as a result of the discussion at the meeting and what analysis tools have used. The designated iIC lead, and other Early Years setting elevant teachers and keypeople should identify how the teaching, interventions and strategies should be developed or implemented in order to overcome barriers and meet individual needs in order that the child progresses, attains and flourishes. The quality of teaching and other strategies and interventions implemented will be evaluated in terms of impact at each PEP review meeting and so enlighten and inform future decision making.

Cont. next page….

As per statutory guidance, PEP targets should be SMART and childfocused.

List here all the adults who will support the child with this target; including if appropriate the carer or Social Worker.

Designated CiC Leads can list here the wider interventions being used to support the child with their targets. For example they may have access to s speech and language therapis (SALT) – but it is not a childtarget to got see the SALT A wider intervention might be CPD for teachers in order to better understand and support the child.The child might have nurture group or play therapy which will support a target – but attending this support is not the target itself.

Guidance Page 19 Return to Section 3Initial PEPs: If the child has joined from another setting data and information provided by them can inform targets relating to development and progress. There may be information relating to behaviours that needs to be addressed and it may be the case this is either magnified at this time of transition or not acutely present; the intervention that will support this will be through informing staff initially to be proactive in planning for any possible emotional or behavioural episodes. Transitions magnify vulnerability and therefore the focus of the targets and the interventions in the plan should be centred around ensuring the child feels safe, valued, and is working towards becoming securely attached in the EY setting.

Annual PEPs: It is important to remain aware of potential triggers and ensure interventions are in place for being proactive; the information in the care plan will give the Designated CiC lead context and help understand the chronology of coming into care, the reasons and any significant events/dates. Any changes and updates will be provided by the SW.Teachers, managers and the keyperson should provide an up to date summary of attainment, progress and engagement in learning to enable the action plan to be effective. EYFS managers and the keyperson should identify within the curriculum the specific aspect that needs focus to improve. It is not good practice to have a target that reads ‘to improve countin aloud numbers 1-10 - this might be the end goal and the data has helped to identify this area, but the targets and interventions need to focus on the gaps in skills, knowledge, understanding and curriculum map. Teachers and the key person are best placed to input and support here.

Guidance continued on next page

Guidance Page 20 Return to Section 3c

PEPs for children securely attached and stable; Consider the area of motivation and locus of control in the PEP toolkit; often children may present compliant but have a fixed mind set in terms of what they can achieve; they feel that they have not been able to control elements in their lives and therefore feel they have little control in learning. PEPs for children making good progress and good levels of development;

Reflect on developing the cultural capital of the child and enabling experiences that they may not have had due to their pre care context. Ensure you have measured progress against a baseline at the point they came into care. Proactively plan for times when there might be memory triggers - the information in the care plan and social worker can support you with this

information.

PEPs for children showing signs of stress relating to trauma and attachment; Ensure every member of staff reflects on how the childwill be feeling ‘am I safe?’ ‘do I matter? And consider helping all members of staff to adopt

approaches in class that will enable a positive response to these quests. Ensure the availability of the key adult is maximised It may be appropriate that members of staff have CPD to enable them to understand and respond in an appropriate way. Work to have a consistent approach with the carers.

Guidance Page 21Return to Section 4

Inserting documents into the PEP

Use of Early Year Pupil Premium Funding

All PEPs must be sent to the Virtual School for CiC from IOW and the SFYC for Hants CiC. On the IOW this will be though usual SharePoint (or [email protected] for out of county schools) but now as a word document and for Hampshire via the shared inbox [email protected] new PEP data form allows the Virtual School and SFYC to pull off the data it requires as corporate parent.

PLEASE NOTE: If settings complete the current spending table fully with detail and impact measures then they will not be asked to complete the additional current termly reporting requirements on the use and impact of Pupil Premium Plus.All settings and county councils have a statutory duty to report on the use of pupil premium funds. This report should include clear evidence of impact measures that spending has on improving educational outcomes particularly on developmental progress and GLD. This section of the PEP should link to table 2b of the PEP on changesThere are clear conditions of grant in relation to the use of pupil premium spending and more guidance can be found both at Hampshire’s & IOW’s Services for Young Children website http://www3.hants.gov.uk/childrens-services/providers/sfyc-cic.htm & https://www.iow.gov.uk/Residents/Schools-and-Learning/Early-Years-Service/Early-Years-Service-Information-for-Parents/Information-for-Parents

In both the Isle of Wight and Hampshire, the early years pupil premium funding is passported to early years providers termly in line with their claim for nursery education grant where they have IOW or Hants. CiC on roll. It is the Local Authorities expectation that this funding is used by settings on individual CiC and not pooled to fund wider setting initiatives. Funding should be used to 1) increase childhood development 2) Improve rates of educational progress 3) Support a pupil’s social, emotional and mental health needs where they are currently presenting as a barrier to their active engagement in their education.Conditions fo grant are found at DfE website https://www.gov.uk/government/publications/early-years-national-funding-formula-allocations-and-guidance

https://www.gov.uk/government/publications/early-years-national-funding-formula-allocations-and-guidance

https://www.gov.uk/government/publications/early-years-national-funding-formula-allocations-and-guidance

https://www.iow.gov.uk/Residents/Schools-and-Learning/Early-Years-Service/Early-Years-Service-Information-for-Parents/Information-for-Parents



http://www3.hants.gov.uk/childrens-services/providers/sfyc-cic.htm

http://www3.hants.gov.uk/childrens-services/providers/sfyc-cic.htm



On the second to last page of each PEP is a space that EY Settings can insert tables, charts, scanned documents etc. The instructions are included on the page to use your keyboard press ALT and N of ALT and J (depending on your PC and software). When you press these keys together you need to look for the changes the function makes to your word toolbar/ribbon at the top of the page which will now have capital letter in square that have appeared.

Depending on what item you want to insert and your PCs software you either:

1. Click on the Object icon and it will give you the option to insert an object (which is suitable for file types such as photos or scanned images)

Or2. Click on text from file which will either go straight to your document

files enabling you to select the document whose text/information you want to import (such as a EY Setting progress report or a professional’s assessment report); or it will open a grey dialogue box and you will need to select from file.

You then browse your documents to locate the file object or text you wish to insert and click ok. The document will then appear within this page.

documents.hants.gov.ukdocuments.hants.gov.uk/education/eypepguidanceseptember2018v5.d… · web...

Documents