THE CASTLE SCHOOL

Every Child Achieves. Every Child Belongs. Every Child Participates

Children in Care (CIC) Policy

Date: June 2011

Wellington Road

Taunton, Somerset

TA1 5AU

Headteacher:

Sarah Watson

Tel: Taunton (01823) 274073

Fax: (01823) 274080

www.castleschool.co.uk

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POLICY NAME: Children in Care (CIC) Policy DATE: June 2011 PURPOSE: To ensure that Children in Care are able to fulfil their academic potential. KEY POINTS:

A register is kept by the Designated Teacher of any child in the CIC category (children who are fostered or in the care of the local authority.) This register is updated regularly and the county CIC team informed.

The attainment of CIC is monitored regularly through IAs and reports by Heads of House and Form Tutors.

A Personal Education Plan (PEP) must be produced for every CIC child by the Head of House. Social Services will contact the school to initiate this process. One copy should be filed in the students file and the second copy given to the Designated Teacher. A PEP must be in place within 20 days of a child entering care or starting the school. A PEP should be reviewed after 3 months and then every 6 months. The Year 9 PEP should reflect long term and career planning.

The PEP is reviewed regularly to coincide with the In Care review by Social Services. Social Services are responsible for informing the school of the date of this review in advance, but it is good practice to establish the date of the review at the end of each PEP meeting.

When setting up a PEP the social worker will invite the carers and parents and will attend themselves. The school will be represented by the Head of House (HoH). Prior to the meeting the student should be interviewed by the HoH to obtain their views. A proforma is available. The PEP can be completed during the meeting and all parties given a copy within the next few days.

It should be noted that students who are in care often do less well academically and every effort should be made to ensure that this is not so. Various forms of positive action can be used to improve the educational outcomes for these students. This may include additional funds from the CIC team, referral to Connexions, close monitoring of performance, mentoring by staff etc.

Children in care are tracked carefully as a specific group.

Students on the CIC register are a standard item for inclusion at each Consultation meeting held with the SENCO and outside agencies.

Further detailed guidance on completion of PEPs and general guidance for children in care in Somerset is held by the Designated Teacher (see appendix 1)

LEAD PERSON: The Designated Teacher Currently the Designated Teacher is Mrs Fran Gormley (Deputy Head)

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APPENDIX 1

Guidance for Completion

‘I think the idea of a PEP is a good one. It is easy for there to be a lack of continuity

for these children and they need to be valued and their own feelings and needs taken

into consideration. It is very important that all parties involved with a Looked After

child communicate and work together.’ (Designated Teacher)

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Guidance on the Completion of Personal Education Plans

Contents

Page

Personal Education Plan – Overview

4

About Personal Education Plans

7

Who Does What?

8

PEP Process

9

How to Complete Essential Information

10

How to Complete the Personal Education Plans

14

Glossary

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This guidance is intended for the use of, and be of interest to, social care professionals,

designated teachers and other education staff, carers and all those who may have an

involvement, in the education of Looked After Children.

The Guidance and the new Personal Education Plan (PEP) has been produced by a

multiagency working group including designated teachers, the Education Psychology

Service, field social workers and social care managers, the Children’s Participation Officer,

carers and Residential Support Workers, and led by the Children Looked After Team

Advisory Teachers.

The group consulted widely with relevant parties, including children and young people, and

the PEP has been trialled in a range of settings.

Feedback from Looked After young people confirms the importance of a PEP process where

they are listened to and involved in a positive and supportive way. The young person needs

to feel their PEP is relevant to their needs and is linked to other aspects of their lives.

Essentially the PEP is intended to capture the educational history and support the aspirations

and future development of the Children Looked After (CLA), in partnership with carers and

professionals. It allows for a continuous record of a pupil’s school career and identifies any

additional educational needs that they may have.

In December 2005 the Statutory Guidance on the duty of local authorities to promote

the educational achievement of looked after children under section 52 of the Children

Act 2004 was issued. This document contains essential information on supporting the

educational achievement of CLA. All professionals and others involved with these

pupils should be aware of their responsibilities as identified in the Guidance.

(Copies available from: www.everychildmatters.gov.uk/socialcare/lookedafterchildren/educationalachievement)

Our thanks to all those who have been involved in the production of these documents.

Tim Evans & Carol Thomas

Advisory Teachers – Children Looked After Team

January 2006

Introduction

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Personal Education Plan

for Children Looked After

Overview

Why have a PEP?

Since the publication of the Guidance on the

Education of Young People in Public Care

(5/2000) (DfES/DOH) it is a statutory

requirement for all Children Looked After (CLA)

to have a Personal Education Plan (PEP).

This Plan will form part of their Care Plan but is

a specific and separate Education Plan which

informs the educational aspects of the overall

planning process.

The legislation also requires an educational

placement be secured before a care placement is

made or changed (except when a child needs an

immediate placement).

There is a duty on the Local Authority to ensure

that no CLA are without a School Place for more

than 20 school days.

Since The Children Act (2005) the Local

Authority has a statutory duty to promote the

educational achievement of CLA – see Statutory

Guidance, December 2005.

[The PEP will assist with these duties and will

make clear who has lead responsibility for each

aspect of the plan.]

Who must have a PEP? Any young person of compulsory school age who

is Looked After and who is living in a foster

placement, a residential placement or at home

under Placement with Parents Regulations, or in

care to another local authority but receiving

education in Somerset. [The school’s admission

form should detail care arrangements for those in

care to other authorities.] If unsure contact either

a member of the CLA team or the young person’s

social worker.

CLA who haven’t reached compulsory school

age require a Pre-School PEP (See separate

Guidance and format for this.)

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What about children with disabilities who are receiving respite care?

Most children with disabilities who are Looked

After will have parents actively involved in their

education.

1. The PEP procedure will not apply to

children with disabilities receiving less

than 120 days respite care. For those

children receiving more than 120 days

respite care the decision about the need to

initiate a PEP will be made by the Team

Leader (Children with Disabilities). The

decision will be recorded on the pupil’s

file and SWIFT.

2. The PEP guidance will apply in full to

children with disabilities who are Looked

After on a full time, long term basis.

Who is responsible for initiating a PEP?

The social worker is responsible for initiating a

PEP.

Who arranges the meeting to draw up the PEP?

The social worker contacts the designated teacher

to agree a mutually convenient time. [It is

expected that the meeting will take place at the

school].

Who attends the PEP meeting?

The meeting should be attended by the social

worker, designated teacher, the pupil,

carer/keyworker and any other relevant person

including parent(s), if appropriate.

What if the social worker doesn’t contact school?

The Children’s Social Care (CSC) procedures

will always alert a social worker when a Looked

After Child (LAC) Review, and therefore a PEP

is due. In circumstances where the social worker

hasn’t made contact with school then the

designated teacher should get in touch with CSC

Is a separate school meeting needed to complete the PEP?

If other meetings are scheduled, for example to

review Statements, Individual Education Plans

(IEP) or for other reasons, then the PEP

discussions can be included as appropriate.

How soon after a young person enters care is a PEP required?

The Statutory Guidance states “The Care Plan –

of which the PEP is an integral part – is made

before the child becomes looked after or in the

case of emergency placement within 14 days.”

What if a young person isn’t on a school roll?

Where a child or young person is without a

school place the CLA team will liaise with the

social worker on drawing up a PEP.

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How does the PEP link with other education plans (IEP, Pastoral Support Programme (PSP), etc)?

The value of the PEP is in providing continuity

by making connections with other plans, but not

duplicating them. Targets on the PEP could be

used to support the areas already identified on the

IEP etc. PEPs should make reference to all other

existing plans.

How often should the PEP be reviewed?

After the original PEP has been completed within

14 days, it will be reviewed once after three

months and then every six months, immediately

prior to the young person’s LAC Review.

Is a new PEP required if a young person changes school?

Yes.

How do PEPs contribute to long term education and career planning?

The Year 9 PEP should reflect long term

educational and career planning in the same way

that a Transition Plan does for pupils with a

Statement of Special Educational Needs.

Who records the information on the ‘Essential Information’ forms?

The designated teacher and social worker as

appropriate.

Who records the information on the PEP?

If appropriate, the pupil should be encouraged to

complete the PEP themselves, supported by an

identified adult. If this is not appropriate then it

should be agreed between social worker and

designated teacher who writes up the PEP.

Who distributes the PEP? (including Essential Information)

The social worker should distribute the PEP to:

Designated teacher

Carer/Keyworker

Parent (if appropriate)

Independent Reviewing Officer

CLA Team Admin

Casework Officer (If young person has Statement

of Special Educational Needs)

The young person should have a copy of (My)

PEP section only

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Personal Education Plans are designed to ensure that all important decisions about the education of Children Looked After are made jointly by the young person and the ‘corporate parents’ i.e. the teachers, social workers, carers, and other professionals involved with the pupil.

The Somerset Personal Education Plan has two parts. It separates the ‘Essential

Information’ from the actual pupil plan - (My) Personal Education Plan. There

are two versions of the Plan. In discussion with the pupil, the designated teacher

should decide which is the most appropriate to use.

Somerset’s PEP comprises:

‘Essential Information’

This part is for the professionals only, and is for them to keep. It brings together all

the ‘Essential Information’ about the pupil in one document. As Children Looked

After are a multi-agency responsibility, professionals should keep their own copies of

this section. The pupil should not be present when ‘‘Essential Information’’ is

checked and updated, but schools may feel that the ‘Pupil Profile’ element of Section

C could be used as an opportunity for discussion and target setting with the young

person.

(My) Personal Education Plan This part is for the young person, and is for them to keep. It focuses on strengths and achievements, identifies needs, formulates targets, and agrees strategies for the future. It is completed at a PEP meeting with the CLA and the adults who educate and look after them.

Who keeps what? A copy of the ‘Essential Information’ and the PEP should be kept by both school and social worker.

The child or young person keep their own originals of the PEP and should be given a ring binder or folder to collect them in. Social workers should also store PEPs electronically wherever possible to ensure that they will be available for the pupil in the long term.

A copy of completed PEPs and updates to the ‘Essential Information’ form should

be sent to the Children Looked After Team at Buckland House, Yeovil by the social

worker and also to the carer/keyworker, parent (if appropriate), Independent

Reviewing Officer and, if the young person has a Statement, the Casework Officer.

Somerset’s PEP is available electronically. Completing the ‘Essential Information’

element electronically makes it much easier in the long term for updating and

distributing the document. It is recommended that, if appropriate, the pupil also use and complete the PEP electronically with adult guidance.

Wherever possible the PEP should be printed in colour.

About Personal Education Plans Plans

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Social Worker

if pupil becomes Looked After - informs school initiates PEP by contacting the designated teacher and arranges a meeting at school to write

the PEP. This should take place at least two weeks before the LAC Review ensures they have the relevant information to complete ‘‘Essential Information’’ invites carer/keyworker to meeting, and informs parent of date of meeting and invites if

appropriate attends the meeting at school reviews the PEP draws up the new PEP feeds the Education Report (see ‘Essential Information’ and page 14) into the LAC Review ensures the PEP is recorded on SWIFT

Designated Teacher

collates all necessary educational information needed to complete ‘Essential Information’ helps prepare the young person for the meeting/collects the young person’s views if not

attending the meeting attends meeting at school. Decides, in consultation, which version of the PEP to use. reviews the PEP draws up the new PEP attends the LAC Review if appropriate

Young Person talks to designated teacher prior to the meeting at school to help them prepare for the

meeting/give their views for the meeting attends the PEP meeting at school (if appropriate and they can contribute positively to the

meeting, and it is a supportive experience for them) attends LAC Review (if appropriate)

Carer/Key worker attends meeting at school attends LAC Review

Parent

attends meeting at school (if appropriate) attends LAC Review (if appropriate)

PEPs - Who does what?

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The PEP Process for Children in Care

Social Worker contacts Designated Teacher at the school to arrange date for PEP and decides who each person is going to invite. The meeting should

include the Designated Teacher (or representative), the Social Worker, the

carer and the pupil. Others can be invited as appropriate.

PEP meeting held. Both the Essential Information and the pupil section of the

Somerset PEP are completed at this meeting. (The SW and school need to ensure their

respective parts of the Essential Information section are completed and brought to the

meeting.) The pupil section of the PEP should be

completed by the adults if the pupil feels unable to contribute to it.

The PEP can then be photocopied at the

meeting and a copy given to the SW (both sections), the carer and the pupil (just the

pupils section), and other relevant people as per Guidance. Social Worker uses

Somerset PEP to complete Protocol PEP

online as soon as possible and definitely within 20 working days.

School sends copy of the Somerset PEP to

Children in Care Team at Buckland House, 8 Buckland

Road, Pen Mill, Yeovil BA21 5EA or e-mail it

to szaple@somerset.gov.uk for central logging. PEP logged on

Protocol (SW) and ONE (CiC Team)

Once the PEP is logged on ONE then the Vulnerable Children’s

Funding for those CiC in mainstream schools is triggered.

(This will be received by the school on a termly basis as long

as the child is still in care and has a current PEP)

Social worker ensures IRO

receives summary of PEP prior to Child in

Care Review Review

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Please complete all parts of each page

A: Essential Information: General This information should be updated as required.

Known as: Some CLA prefer to be known by a different name to their birth name, so it is important to have a record of both.

Ethnicity Codes

AAO Any Other Asian Background AOG Any Other Ethnic Group

Bl Bangladeshi BLA Black African

BLC Black Caribbean BLG Any other black background

CH Chinese DAB Dual Black African/White

British

DCB Dual Black Caribbean/White

British

DOB Dual White British/Chinese

DSB Dual South Asian/White

British

GHA Ghanaian

IND Indian IR White Irish

MOM Other Mixed Background NGN Nigerian

NOT Information Not Sought OE White Other (European)

PA Pakistani SCA South/Central American

SOM Somali WHI White British

WHT Traveller – Irish Heritage WOK White Other (Non-European)

WRO Gypsy/Roma XXX Information withheld

YEM Yemeni

UPN This is the Unique Pupil Number, which remains with the pupil throughout education. It never changes, regardless of changes in name. However, the government intends to introduce a new single identity number for children which all agencies use.

Local Authority Somerset has a significant number of children and young people from other local authorities. Their social workers may use the PEPs from their own local authorities or use Somerset’s format.

Legal Status It is important for schools to know the child’s legal status because it affects the kinds of decision schools can make, especially in matters of contacts with the child by the birth family or guardians. The sections below refers to the The Children Act 1989.

How to complete Essential Information Section

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Section 20 This means being accommodated only. There are no care orders on the child, although Children’s Social Care has certain legal responsibilities. Legally the parents can make all decisions for a child who is only accommodated. It is advisable for schools to check with the child’s social worker if they are unsure/need clarification.

Section 31 This is a care order and it means that Children’s Social Care share Parental Responsibility with the parents and can make all important decisions. For example, if a birth family member contacts the school to make a request concerning access to information or educational issues then permission for any arrangement must be obtained from Children’s Social Care.

Section 38 This is an interim care order and it gives Children’s Social Care the same powers as a full care order, but only for the time period during which the interim care order has been granted.

Type of Placement Children can be Looked After by any of the groups of people listed. Looked After Children can live at home with their birth parents and still be on a care order.

B: Essential Information For Schools: Responsibilities

This sheet should be updated if any changes occur.

Medical Consent Once the child’s legal status is clear, the issue of medical consent is the same as for other children. Schools automatically take children for emergency treatment. With all other medical issues Children’s Social Care must be contacted.

Details of restrictions on contact Are there any legal orders, or restrictions, on contact with named individuals who may be family members or other people in the community? Please give details.

Other professionals now involved This may include services provided by Child And Adolescent Mental Health Service (CAMHS), Youth Offending Team (YOT) and so on.

C: Essential Information: School Profile of Young Person

Other education plans List any current education plans and their review dates. Remember the value of the PEP is in providing continuity by making connections with other plans, but not duplicating them. Targets on the PEP could be used to support the areas already identified on the IEP, PSP, etc. Schools need to consider the most effective way of co-ordinating the meetings required to draw up/review the plans.

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Attendance Please comment on any issues/circumstances that have impacted on attendance.

Pupil Profile The designated teacher should gather staff views relating to the various aspects of the profile. These could form the basis of a discussion between the pupil and an appropriate member of staff (eg class teacher, form tutor, Head of Year) to help identify potential targets for the PEP. This may also support general target setting within the school. This discussion must take place before the PEP meeting. Only the ‘Pupil Profile’ element of the ‘Essential Information’ section is shared with the pupil.

D: Essential Information: Life Changes The information here is vital to understanding the child’s life experiences. Year Group

See Section E for Year Group ages

Number of placements and the various schools attended: These basic facts help give all the professionals and carers a picture of the potential stresses and pressures which the pupil may have experienced. Use M for Mainstream schools and S for Specialist provision.

When a child leaves your school add your school details to the list.

Exclusions Please complete this section if the pupil receives an exclusion while at your school. Identify the reason for the exclusions by using the County codes.

Code Description

VIOP Physical assault against pupil

VIOT Physical assault against adult

ABUP Verbal abuse/threatening behaviour against pupil

ABUT Verbal abuse/threatening behaviour against adult

BULL Bullying

RACE Racist abuse

SEMC Sexual misconduct

DADR Drug and alcohol related

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DAM Damage

THEF Theft

PDB Persistent disruptive behaviour

Other

E: Essential Information: National Curriculum Records This section provides the complete history of a pupil’s academic progress on a single sheet and is vital when tracking the educational attainments of a CLA.

National Curriculum levels and grades The National Curriculum levels will need to be regularly updated as assessments are carried out. It would also be helpful to go as far back as possible to indicate the progression of attainment .

Age Stage Year Assessments National

Curriculum

Target Level

3-4

4-5 Foundation R Foundation Stage Profile

78%

5-6

6-7 Key Stage

1

Year 1

Year 2

National Tests (English, Maths)

2

7-8

8-9

9-10

10-11

Key Stage 2

Year 3

Year 4

Year 5

Year 6

School Tests

School Tests

School Tests

National Tests (English, Maths

and Science)

4

11-12

12-13

13-14

Key Stage 3 Year 7

Year 8

Year 9

School Tests

School Tests

National Tests (English, Maths

and Science)

5

14-15

15-16

Key Stage 4 Year 10

Year 11

Some pupils take GCSEs

Most pupils take GCSEs or

other qualifications

5 GCSEs A*-C

Other qualifications/courses followed: Please record any courses followed or qualifications gained eg: NVQs, ASDAN, Duke of Edinburgh etc.

Educational Report for Looked After Child (LAC) Review This is a summary of the PEP that forms the education element of the LAC Review. It should be completed jointly by the designated teacher and social worker at the end of the PEP meeting. The social worker will then take the form to the LAC Review.

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There are two versions of the PEP. Although the content is similar, the language used and the presentation of each PEP is different. The decision on which version of the PEP is most appropriate will be taken by the designated teacher in consultation with the young person. Generally speaking you would use ‘My Personal Education Plan’ for primary aged pupils.

The completion of the PEP form should be a child-centred process.

Achievements It is important to increase the young person’s self-esteem and confidence by recognizing everything that is positive. It is necessary to acknowledge achievement in the broadest sense. Examples of achievements might include: …… has come to school on time every day …… has joined in after-school activities …… has made a big effort to improve handwriting …… has gained a First Aid certificate. …….has been spending most lunchtimes on the playground This section recognizes the effort needed to succeed in school particularly when there may be anxiety and instability in the young person’s life.

Looking back at my last targets This is a review of the PEP and should evaluate the previous targets and comment on the effectiveness of adult support.

Thinking Ahead The PEP has to include long term educational aspirations and these should be expressed here. How far ahead they look will depend on the age and maturity of the young person.

Examples for this section might include:

…..to be able to play in the Year 3 football team

…..to be able to go on a residential visit

…..to be able to study Modern Foreign Languages at University

…..to get a place on a catering NVQ Course

Interests and Hobbies Please include any out of school hours learning activities, such as sports or music clubs. Young people who have interests and hobbies are more likely to be motivated and successful in education.

Strengths/I am good at This is an opportunity to highlight the strengths and abilities of the young person.

Enjoy/Best Things This indicates what matters to the young person.

How To Complete The Personal Education Plans

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Talk to? It is important that the young person has an adult they can talk to. This should be of their own choosing and this is an opportunity for them to identify that person. Creating a safe and comfortable environment for any discussion is essential.

Concerns This enables the young person to raise any worries.

Change This is another opportunity to identify any problems that the young person may have and adopt a

solution focused approach.

Targets This part of the plan identifies needs, sets targets and agrees strategies for the future.

Targets should be SMART (Specific, Measurable, Achievable, Realistic, Time Limited)

They are about what, when, how and who.

The pupil may have other educational plans, such as an Individual Education Plan. It is not

necessary to list the targets from these other plans, only to mention that they are in place and link

them when appropriate (See ‘Essential Information’ Section C).

The PEP process provides the opportunity for the pupils to participate in setting goals for themselves.

All the adults should identify their own targets that support the pupil in achieving those goals.

Targets can be set for any aspect of the young person’s education. Here are some examples:

Target Examples

Pupil:

I will get even better with my reading.

I will use playground equipment safely.

I will get to lessons on time.

School:

To help my reading and maths to improve, Ms Green, SENCO, will keep working with me on my

IEP.

To help me to settle better in school, every break-time and lunchtime from tomorrow I can stay with

Mr Harris.

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To help me decide on my future education, Ms Grey, my form tutor, will arrange for me to see my

Connexions personal adviser by end of next week.

Carer:

To help my reading to get better, Sue, my carer, will listen to me read four times a week.

To help me make friends, Stuart will let a friend come round on Saturdays.

To help me do my homework, Denise my keyworker, will arrange somewhere quiet just for me to

work.

Social Worker:

To help me go on the school trip, Rosie, my social worker, will apply for funding.

To help me get less upset in school, Karen will arrange some more counselling with Barnardo’s next

month.

To help me stay settled in school, Steve will let the school know as soon as possible about anything

which could affect how I feel in school.

Next PEP Meeting Ensure that the date for the next PEP meeting is agreed at this point.

Attendance

Please list all who have attended this meeting and identify their roles.

Transition Arrangements Transition is often a very anxious time for vulnerable children such as CLA. It is important that

moves between schools are planned carefully and effective communication routes are established

between the current and receiving schools, the carer and social worker. The pupil needs to be

consulted at all stages.

Please ensure that all parts of this section are completed.

‘Guidance on Successful Transition’ is available on SiX

(http://www.six.somerset.gov.uk/sixv3/do_download.asp?did=8672) and from Somerset Support

Services

Career/Post 16 Planning The aim of this section is to support the young person with advice on planning the choices available

post 16. Please ensure all parts are completed at the appropriate time.

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Glossary

Description

ASDAN Nationally recognized courses for 11-25 year olds

(www.ASDAN.co.uk)

BSS Behaviour Support Service

CAMHS Children and Adolescent Mental Health Service

CLA Children Looked After

CSC Children’s Social Care

DfES Department for Education and Skills

DOH Department of Health

EPS Educational Psychology Service

GCSE General Certificate of Secondary Education

IEP Individual Education Plan

IRO Independent Reviewing Officer

LAC Looked After Children

LSS Learning Support Service

NC National Curriculum

NVQ National Vocational Qualification

PEP Personal Education Plan

PfA Provision for All

PSP Pastoral Support Programme

SATs Standard Assessment Tasks

SENCO Special Educational Needs Co-Ordinator

SiX Somerset Information Exchange

SWIFT Social Care database (not an acronym)

UPN Unique Pupil Number

YOT Youth Offending Team