Personal Education Plans

for

Children in Care

Guidance for Completion

1 www.hants.gov.uk Guidance on the completion of Personal Education Plans Contents

Title Page No

Introduction 1

Completing the PEP 2

The PEP process 5

Frequently asked questions 7

Effective and High Quality PEPs 12

Who does what - Checklist at a glance 13

What happens when? 15

Glossary of terms 16

Related guidance and other useful publications 17

Mapping attainment and progress 18

Key qualities exhibited by schools which provide high quality support for 19 looked after children

1 Introduction

This guidance is intended for the use of children’s Social Work professionals, designated teachers and other education staff, school governors, foster carers, prospective adoptive parents and all those who may have an involvement in the education of children in care.

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 young person needs to feel that the PEP is relevant to their needs, and is linked to other aspects of their lives. The PEP remains an active document for the Child in Care, as the education part of their Care Plan.

“When a child becomes looked after his/her social worker must ensure that the child’s needs and the services to meet these are documented in the Care Plan – of which the PEP is an integral part.” 1

In March 2010, the DCSF publication entitled ‘Promoting the Educational Achievement of Looked after Children – Statutory guidance for local authorities’ was issued. This document contains essential information on supporting the education of children in care, and states that all children in care must have a personal education plan. All professionals and others involved with these young people should be aware of their responsibilities as identified in the guidance.

The statutory guidance can be downloaded from the Department for Education website: www.education.gov.uk

“The PEP is a record of what needs to happen for looked after children to enable them to fulfil their potential.” 2

1. Paragraph 70, Promoting the Educational Achievement of Looked After Children – Statutory Guidance for Local Authorities (DCSF, March 2010) page 23. 2. Ibid, paragraph 72.

PEP guidance for completion Sept 2012_(HF000003438586) Completing the PEP Tracking provision, planning and progress

“The PEP should reflect the importance of a personalised approach to learning which secures good basic skills, stretches aspirations and builds life chances.” 4

Hampshire has different versions of the PEP specific to each key stage of school. The version which is most appropriate to the key stage of the child should be selected. Each PEP document contains pages for the young person’s views and for those of his/her carer. Pages for up to three PEP reviews per year are also incorporated in the document.

Sections 1, 2, 3 and 4 of the PEP document should be completed prior to the meeting by the relevant person, as follows:- Section 1 : The young person (supported by the adult best placed to do so) Section 2 : The Carer Section 3 : The Social Worker Section 4 : The Designated Teacher

Further details on completion of these sections by these parties is provided later in this guidance document.

A copy of the document with the sections completed as above should be made available to each person attending the meeting. The purpose of the PEP meeting itself is discussion and decision making based upon the information that has been gathered and provided. It is not an information gathering activity.

Those highlighted in the grid on page 1 of each document must be present in order for a PEP meeting to take place. The PEP records the discussion of the young person’s educational needs which takes place at this meeting, the agreed targets and the interventions and/or strategies that will be implemented to enable these targets to be reached. A completed PEP document must be posted on ECS by the social worker. A completed PEP must also be kept in school and a copy sent to the carer. The social worker should advise of others who should be provided with a copy.

The PEP must be sensitive to the diverse needs of children in care and should focus on what is required for them to reach their full potential. The PEP must cover:-

 The views of the young person and of his/her carer  Signature strengths/ achievements / attendance / exclusions to date  Summary of current situation – relevant aspects of care impacting, or potentially impacting on learning, developmental and educational needs.  Targets (what the young person needs to be able to do that he/she cannot currently) with the interventions and/or strategies needed to enable these to be reached.  Evaluation of these in PEP reviews so as to ensure that identified needs are always accurate and all strategies and interventions current.

PEP guidance for completion Sept 2012_(HF000003438586) All agencies involved should ensure that they provide the best support to enable stability and good outcomes, thereby enhancing life chances. The needs of the young person may change with their sense of security and maturity, and the PEP should be adjusted to reflect this by means of regular reviews (between one and three each academic year depending on the complexity of the young person and his/her situation and the rate of progress being made. A PEP should never have redundant interventions and strategies in place. If target has been reached or interventions and strategies are not working, there is a need to review. To this end a PEP should always be a ‘living and useful’ document.

Essentially, the PEP will capture the educational history and support the aspirations of the child in care, in partnership with social workers, parents and carers. It allows for a continuous record of the child’s school history, and identifies any additional needs that they may have and what support will need to be put in place to enable the young person to access an appropriate curriculum and reach their full potential.

“The PEP is the joint responsibility of the local authority and the school.”

Completion of the PEP document Whose section is whose?

Section 1. The young person gives his/her own thoughts, supported by whoever he/she feels best suited to do so. An interpreter may be needed by Unaccompanied Asylum Seeker Children/Young people or by others whose mother tongue is not English. The pages dedicated to the young person’s views are formatted in an age appropriate way but can be completed in any way that the young person chooses; a supporter can act as scribe; diagrams and pictures can be created by the young person; even mind maps have been used by some. In PEP reviews young people can reflect on changes in the way they think, feel and perceive their needs. Young people are also asked for their views for CLA reviews and can feel that they are asked the same questions too frequently. A social worker could provide the pupil voice page from other documents from which views could be copied into section 1 of the PEP though the young person will need to confirm that these his/her current views. Reviews provide an opportunity an opportunity to voice changes in their point of view or new thinking.

Section 2. The carer provides background and historic information on the young person. He/she also provides vital information regarding responsibilities and permissions. It is paramount that all barriers from outside school that may prevent progress and flourishing within, are identified and understood.

PEP guidance for completion Sept 2012_(HF000003438586) Section 3. Is for the social worker to complete and allows for insight into the young person’s needs in relation to school, learning and holistic development. It is vital that it is understood by the school why the young person came into care and the nature of their life experience prior to that. The social worker provides insight into the young person through observation of attitude, relationships and response within the care environment. Again reviews provide the opportunity to note both change and new insight.

Section 4 is for the school, via the designated teacher, to record both the young person’s historic attainment and engagement and current working levels. This information allows identification of strengths, weakness and gaps in learning. Together with the PEP Toolkit, other analyses and evidence as appropriate the Designated Teacher can then support staff in accurately identifying barriers to progress and learning and the needs of the young person.

Section 5 is the target setting section to which all other sections are directed. It is completed by the designated Teacher as a result of the discussion at the meeting and what analysis tools have shown. The Designated Teacher, class teacher and other school staff should identify the interventions and strategies that will be implemented in order to overcome barriers and meet individual needs in order that the young person progresses, attains and flourishes. Strategies and interventions implemented will be evaluated in terms of impact at each PEP review meeting and so enlighten and inform future decision making

PEP guidance for completion Sept 2012_(HF000003438586) The PEP Process

Young person comes into Care

Remaining on school roll Changing school or no school or UASC

2. Social Worker notifies Social worker liaises with Education school on same day. Officer : Best Provision Protocol (BPP)

PEP date arranged by social worker within 10 working days (or 10 days of Attendees at PEP meeting discuss the education needs of the young person in the school placement). The appropriate Key Stage document is accessed by light of PEP Toolkit analysis and information on PEP document. Designated Teacher designated teacher who facilitates completion of each section by the relevant leads setting of SMART targets and appropriate strategy and interventions. Review person, ensuring that the young person is supported by whoever he/she chooses to date is set. A minimum of one review is statutory. Many CLA will need more frequent be supported by. An UASC may need an interpreter. The designated teacher reviews. A PEP should always be ‘living and useful’. PEP reviews are the gathers all sections together and provides a copy for all attendees at the meeting. responsibility of the designated teacher. Chairing of the initial PEP meeting is to be agreed by negotiation between social worker and designated teacher. 4. 5.

At the end of the meeting the PEP is retained in school. A copy is posted by the social worker onto ECS. A copy is sent by the designated teacher to the carer. In the case of an UASC a copy should also be sent to EMTAS. At the CIC Care Review, the Independent Reviewing Officer 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 expectationsIf the young forperson all young people in care including UASC. changes school, the BPP 6. having been applied, or at transition to Key stage 3, . the social worker notifies the receiving school immediately and agrees date of initial PEP with the designated teacher. The designated teacher arranges completion of the 5 document by relevant PEP guidance for completion Sept 2012_(HF000003438586) parties as box 2 and process continues as outlined in boxes 3 – 6. Whilst the young person remains in care he / she will have an annual PEP meeting, usually at the start of the academic year, followed by between one and three reviews. The annual PEP and reviews are the responsibility of the designated teacher.

Frequently asked questions

not explicitly covered in this guidance

 What if a young person isn't on the roll of a school  Is a new PEP required if a young person changes school ( educational provision) or foster placement?  What about CiC with disabilities needing Respite Care?  What happens at the Statutory Care Review?  Should the child change schools if they move care placement?  Who is responsible for ensuring a Child in Care has a school place?  Early Years  What happens when a child is placed for adoption?  Designated teacher  Can PEP meetings be combined with other meetings?  What happens after PEP meetings?  What happens when the young person is in their final year of statutory education (Year 11)?  What should I do if there are concerns about the education of a CiC?  What are the implications of changes to SEN for those in care and those coming into care post changes?

PEP guidance for completion Sept 2012_(HF000003438586) What if a young person isn't on the roll of a school?

Where a child is without a school place the social worker should seek appropriate advice from education professionals to ensure that a PEP is in place in order to identify educational needs. An Education Officer will work with the social worker and relevant agencies to ensure an appropriate education package is set up. There is a duty on the Local Authority to ensure that no child in care is without a school place for more than 20 days.

Is a new PEP required if a young person changes school (educational provision) or changes foster placement?

A PEP review is required whenever there is a change to the young person’s situation. It is important there is a PEP meeting held between social worker, foster carers and school to ensure everyone is aware of the new situation and any potential issues are anticipated and planned for together. Only if the change includes a change of school is a new PEP required. This will be an initial PEP.

What about children with disabilities who are receiving respite care?

Most children with disabilities who receive respite care will have parents who are actively involved in their education. The PEP procedure will not apply to children with disabilities receiving less than 28 days continuous respite or less than 120 days respite in any year. However, the PEP guidance does apply in full to children with disabilities who are in care on a long-term basis.

What happens at the Statutory Care Review?

The Independent Reviewing Officer (IRO) will review the educational progress and targets, using the information from the PEP and taking into account the views of the young person. In addition, they will review other factors of the child’s Care Plan – including health, contact, therapeutic intervention and longer term plans – and make recommendations.

Should the child change schools if they move care placement?

Consistent and constant provision, both care and education oriented should be the fundamental aim for all those in care. When change of care placement is unavoidable it does not necessarily mean an immediate change of school. School is often the only stable aspect of their life and perhaps should therefore be maintained unless real

PEP guidance for completion Sept 2012_(HF000003438586) emergency requires otherwise. However this sometimes needs to be balanced against negatives such as long taxi/ train/bus journeys and the impact that this will have on learning, study and after school participation. If the placement is permanent, moving schools is rarely advisable. Statutory guidance recommends that children in Years 10 and 11 should not move school, unless there are significant concerns, e.g. safeguarding. In all cases the Hampshire Best Practice Protocol (BPP) must be followed.

Who is responsible for ensuring a Child in Care has a school place?

The social worker is responsible for getting a child into a school, both at normal transition time and if a child has to move to a new school part way through the year. Social workers must however work within the framework of the Best Provision Protocol (BPP) thereby seeking advice and guidance in choice of school from a virtual school Education Officer who is aware of schools Ofsted grading and any school issues that may impact on the young person’s progress, attainment and sense of belonging. It is Hampshire’s policy to place a young person in care only in schools graded at good or outstanding. If there are any delays or issues with school admissions, the Virtual School Education Officer should be contacted immediately. There is a duty on the Local Authority to ensure that no child in care is without a school place for more than 20 days. If a child is not in education provision an Education Officer will work with the social worker and relevant agencies to ensure an appropriate education package is set up.

Early Years (consult EYFS team via Scott, [email protected])

Should three and four year olds attend pre-school settings? The 'Care Matters: Time for Change' White Paper states that it is vital that children in care share the opportunities afforded by high quality early years provision, and that carers understand the importance of this stage of development.

The Early Years PEP is an essential element in the smooth transition to school.

What happens when a child is placed for adoption?

Where a child is placed with prospective adoptive parents they remain CiC until the final adoption order is granted. A PEP is still required as it is still part of the child’s Care Plan at that point. Since April 1st 2014 children and young people adopted are also eligible for Pupil Premium. Although there is no requirement for a PEP to be continues. However schools will be accountable for use of this funding in relation to the progress and attainment of the child/young person and continuation of the PEP may be the easiest method of meeting such accountability. Special Guardianship and Residency Orders are also forms of adoption, attract pupil premium and again remove the child/young person from in-care status.

PEP guidance for completion Sept 2012_(HF000003438586) Designated Teachers

Is there a designated teacher for Children in Care in every school?

Yes, every school (including academies) has a designated teacher for Children in Care, who prioritises and advocates for all Children in Care in their school. Every Early Years setting, Short Stay School, Academy, Pupil Referral Unit (PRU) and FE College also has a designated teacher (or tutor in the case of the latter) with responsibility for Children in Care. From September 2012, the Government made it statutory that every school or education setting nominates a qualified teacher for this role.

Is training provided for designated teachers for Children in Care?

It is statutory that designated teachers – whether or not they have any children in care currently in school – attend at least 1 day of training per year, provided by the Local Authority. The Virtual School delivers Core Training over 2.5 days in one academic year for new Designated Teachers (and those who have not undertaken any training) and thereafter a menu of 1 day training in a wide range of topics that Designated Teachers can access on a needs basis. The virtual school also offers locality specific designated teacher network meetings which form part of the training, offer. Details and dates are sent to each designated teacher, and are available on the website and through HTLC. www.hants.gov.uk/learning/htl

Can the PEP meeting be combined with other education meetings?

The PEP meeting should be held separately from, and before, the Care Review as the PEP involves specifically discussing and planning education provision, whilst the Care Review includes feedback about the education that is in place, as one item on a broader agenda. PEP meetings could be combined with annual reviews of SEN, IEP reviews or transition planning meetings, if appropriate. Consideration should be given to issues of time and specific areas which need to be discussed.

What happens after the PEP meeting?

The school should retain the original key stage PEP document and send a copy to the young person’s social worker within 10 working days and certainly in time for the Statutory Care Review. A copy should also be sent to the carer, and where directed by the social worker to the birth parent(s). If the young person is an UASC a copy should also be sent to EMTAS. Any attendee involved in implementation of the strategy and intervention should also be sent a copy of the PEP.

The implications of changes to SEN for those in care and those coming into care are currently emerging. Please visit the Virtual School website regularly for further guidance and updates.

PEP guidance for completion Sept 2012_(HF000003438586) What should I do if there are concerns about the education of a CiC?

If a foster carer, social worker or young person has concerns about education, they should contact the school to discuss these directly. Most matters can be sorted out at this stage. Designated teachers should contact the social worker (or duty social worker) if they have concerns about a Child in Care. These concerns may, or may not signify the need for a PEP review. If concerns persist about the education of a Child in Care that are not resolved by these means the Assistant Head of virtual school should be contacted. If there are concerns about the safety of a child or young person, in care or otherwise, the Safeguarding unit should be contacted immediately.

Who is involved in Post-16 arrangements?

Appropriate post-16 provision should be identified during key stage 4 by the young person, school, social worker, foster carers and personal adviser (YSS). This can be recorded on both the PEP and the Pathway Plan as appropriate, and discussed at PEP meetings, to ensure Education, Employment or Training arrangements are in place. Destination planning should begin in Year 9 at latest and the implication of likely destination opportunities borne in mind in conjunction with bench mark progress throughout the care episode.

What happens when the young person is in their final year of statutory education (Year 11)?

A KS4 PEP is required until the end of Year 11, regardless of when the young person is 16 in that year. When the young person reaches age 16 a Pathway Plan will also be drawn up which takes planning beyond the final PEP to when the young person reaches age 25.

PEP guidance for completion Sept 2012_(HF000003438586) Effective and high quality PEPs should:

o be a comprehensive and enduring record of the child’s experience, progress and achievement (academic and otherwise);

o be linked to information in other education plans, including a statement of special educational needs and IEPs;

o identify developmental and educational needs (short and long term) in relation to skills, knowledge, subject areas and experiences;

o set short term targets, including progress monitoring, against each of the areas identified against development and educational needs;

o 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

o Identify actions for specific individuals intended to support the achievement of agreed targets;

o highlight access to one-to-one tuition wherever appropriate and how this will make/has made a difference to achievement levels.

The range of education and development needs that should be covered in a PEP includes:

 Access to a nursery or other high quality early years provision where appropriate to the child’s age (e.g. playgroups).  On-going catch-up support for those who have fallen behind with school work (including use of one-to-one tuition) and through the use of the pupil premium.  Provision of suitable education where a child is not in school, e.g. because of temporary or permanent exclusion.  Transition support needs and integration when children begin to attend a new school or return to school (e.g. following illness or exclusion).  Out of school hours learning activities /study support and leisure interests.  School attendance and, where appropriate, behaviour support.  The necessary level of support to help the child to achieve well at each National Curriculum Key Stage, particularly in completing an appropriate range of approved qualifications.  Support needed to achieve long term aspirations for further and higher education, training and employment.

PEP guidance for completion Sept 2012_(HF000003438586) Who Does What?

The following information is taken from the DfES publication ‘Who Does What – How social workers and carers can support the education of Children in Care’ (DfES 2004, available to download from http://www3.hants.gov.uk/cic-virtual-school

Checklist – at a glance ( in all cases of problems regarding attendance an Education Welfare Officer for CiC should be involved)

This checklist identifies simply the specific responsibilities of social workers and carers with regard to the education of children in public care. It could usefully be used as a list of items to be included on the agenda for a PEP meeting. The coloured circles by each item show the level of responsibility for social workers and carers: an orange circle ( ) indicates who has prime responsibility, and a yellow circle () indicates a shared or lower level of responsibility. Two orange circles might mean that local arrangements are set up to manage particular situations, which are negotiated between social workers, designated teachers and carers.

Blue highlighting has been added to denote Hampshire practice and protocols arising from local interpretation and implementation of DfE guidelines.

SOCIAL CARER WORKER Who initially chooses a school/early years place?   chooses a school at normal transfer times?   applies for a place?   appeals for a place   asks the LA to provide education while   a child waits for a place N.B All the above relate to Hampshire’s Best Provision Protocol and social workers should discuss such issues with a virtual school Education Officer. Who buys the uniform?   pays for school transport?   signs the home school agreement?  Who ensures good time-keeping and attendance?  contacts the school if the child is sick?  checks homework diaries?  provides a quiet place for homework?  helps the child with homework? 

PEP guidance for completion Sept 2012_(HF000003438586) Checklist – at a glance (continued)

SOCIAL CARER WORKER Who helps the child join the library?  attends parents’ evenings?  fixes up work experience?   agrees support and targets on the PEP?   Who collects a child from school/early years place?  signs permission slips?  pays for school trips?   buys computer equipment?   can become a parent governor?  can vote in parent governor elections?  can attend the governors’ annual meeting?  can get involved with the PTA?  complains about bullying?   Who asks for help for a child with special education needs?   checks their individual education plan?   contributes to statutory assessment?   attends their annual review?   appeals to the SEN and Disability Tribunal?   Who contributes to a pastoral support programme?   makes representations about an exclusion   to school governors? appeals against an exclusion to the   Independent appeal panel? asks the LA to provide education   for a permanently excluded child? asks the school to provide homework   for a temporary excluded child?

* in cases of the LAC being a section 20 care order, the parent will take responsibility

PEP guidance for completion Sept 2012_(HF000003438586) What happens when?

WHAT WHEN? KEY ACTIVITY CiC reaches age 2 age 2 Take up early years place age 3 Support child through test period; check s/he is settling in Take up primary school place age 5 Support child through test period; check s/he is settling in Key Stage 1 SATs (level 1 to level 3) age 7 No longer formally assessed. Move from primary to middle school age 9 Support child through transition (where appropriate) phase; check s/he is settling in Key Stage 2 SATs (level 2 to level 5) age 11 Support child through test period Year 6 Move from primary to secondary age 11 Support child through transition school (where appropriate) Year 7 phase; check s/he is settling in Move from middle to secondary school age 13 Support child through transition (where appropriate) phase; check s/he is settling in Key Stage 3 SATs (level 3 to level 7) age 14 No longer formally assessed. Choose options for Year 10 age 14 Discuss options; help with Year 9 selection; careers advice Transitional Review for children witH age 14 Attend review meeting EHC plan Year 9 GCSE examinations including age 16 Check coursework completed; completion of coursework Year 11 Check revision is being done; In some schools students start taking support revision process; GCSE exams from Year 9 or 10 celebrate success Decide to stay in school or go to age 16 Discuss options; help with college; take up training/modern Year 11 selection; careers advice apprenticeship; Attend Open days Choose A/AS Level subjects/ age 16 Discuss options; help with vocational courses selection; careers advice Take AS examinations age 17 Check revision is being done; Year 12 support revision process; celebrate success

Choose university course age 17 Discuss options; support with application process. Attend Open Days.

Take A Levels age 18 Check revision is being done; Year 13 support revision process; celebrate success

PEP guidance for completion Sept 2012_(HF000003438586) Glossary of terms

BPP Best Provision Protocol

BSP Behaviour Support Plan

BSS Behaviour Support Service

CIC Child/ren In Care

DSG Dedicated School Grant

DT Designated teacher for Children in Care

EET Education, Employment or Training

EHC Education Health Care

EO Education Officer (formerly manager vulnerable children MVC)

EP Educational Psychologist

EWO Educational Welfare Officer ( CiC)

EY Early Years

FPSW Family Placement Social worker

IEP Individual Education Plan

IRO Independent Reviewing Officer

ISF Inclusion Support Fund

LLP Leadership and Learning Partner

PP Pupil premium

PSP Pastoral Support Plan

SENCo Special Educational Needs Co-ordinator

SW Social Worker

TA Teaching Assistant

VS Virtual School

PEP guidance for completion Sept 2012_(HF000003438586) Related guidance and other useful publications

Service updates, publications, guidance and forms are available from the Hampshire Virtual School website which can be accessed from the A-Z Directory on Hantsweb. Download publications from Information and guidance section. PEP forms can be downloaded from the Templates section.

Guidance can also be viewed, downloaded or ordered from the Department for Education website: www.education.gov.uk. Publications site link: http://publications.education.gov.uk.

‘Promoting the Educational Achievement of Looked After Children – Statutory Guidance for Local Authorities’ DCSF, March 2010

‘Improving the attainment of looked after children in primary schools – Guidance for Schools’, DCSF 2009

‘Improving the attainment of looked after young people in secondary schools – Guidance for Schools’, DCSF 2009

‘The role and responsibilities of the designated teacher for looked after children – Statutory guidance for school governing bodies’, DCSF 2009

‘Care Matters: Time for Change’ DfES June 2007 also available at: www.dfes.gov.uk/publications/timeforchange

‘Supporting Looked After Learners: A Practical Guide for School Governors’ DfES 2005 – also available at: www.governornet.co.uk

‘Taking Part: making out-of-school-hours learning happen for children in care’, Contin You 2005 – available at: www.continyou.org.uk

‘Independent Reviewing Officers Guidance – Adoption and Children Act 2002’ DfES Review of Children’s Cases (Amendment)(England) regulations 2004 Available at: www.dcsf.gov.uk/everychildmatters

‘A Better Education for Children in Care’, Social Exclusion Unit Report Sept 2003 – available at: www.socialexclusionunit.gov.uk

‘Taking Care of your looked after learners – a brief introduction for designated teachers, school governors and heads to supporting children in public care’ ACE 2007 – available at: www.ace-ed.org.uk

‘If this were my child….A councillor’s guide to being a good corporate parent’ DfES October 2003 Ref: ITWMC, from www.dfes.gov.uk/qualityprotects/pdfs/childsumm

‘Who does what – How social workers and carers can support the education of looked after children’ – DfES Sept 2004: http://publications.education.gov.uk

‘Looked after children – good practice in schools’ Ofsted May 2008 – available at: www.ofsted.gov.uk

The views of looked after children are explored further in several reports published by the Commission for Social Care Inspection in March 2007 and 2010, including: ‘Children’s messages on care 2010 – A report by the Children’s Rights Director for England’ – Ofsted 2010, and ‘About Education – A Children’s Views Report’, Ofsted 2007 – all available at: www.rights4me.org/reports.cfm

‘Show me how I matter – a guide to the education of looked after children’ Local Government Association, March 2006 – available at: www.lga.gov.uk

The Who Cares? Trust produces a wide range of publications which support young people in care and the adults in their lives, including the ‘Teachers in the Know’ DVD resource: www.thewhocarestrust.org.uk/publications.php

PEP guidance for completion Sept 2012_(HF000003438586) Mapping Attainment and Progress Focus Area: Reading / Writing / Maths N.C. Level P 1c 1b 1a 2c 2b 2a 3c 3b 3a 4c 4b 4a 5c 5b 5a 6c 6b 6a 7c 7b 7a 8 Average (5) (7) (9) (11) (13) (15) (17) (19) (21) (23) (25) (27) (29) (31) (33) (35) (37) (39) (41) (43) (45) (47) (49) Point Score) Key Stage 1 = Below expected levels of attainment Year 1 = Just below expected levels of attainment Year 2 = On Track – Expected levels of attainment = More able – Above expected levels of Key Stage 2 attainment Year 3 Year 4 Year 5 Year 6 Key Stage 3 Year 7 Year 8 Year 9 N.C. Level P 1c 1b 1a 2c 2b 2a 3c 3b 3a 4c 4b 4a 5c 5b 5a 6c 6b 6a 7c 7b 7a 8 Average (5) (7) (9) (11) (13) (15) (17) (19) (21) (23) (25) (27) (29) (31) (33) (35) (37) (39) (41) (43) (45) (47) (49) Point Score)

Age related expected National Curriculum levels (and APS points): Year 1 (age 5-6) = 1b / 1a (1.33 / 1.66)

PEP guidance for completion Sept 2012_(HF000003438586) Year 2 (age 6-7) = 2b (2.33) Year 3 (age 7-8) = 2a / 3 (2.66 / 3) It is expected that children will progress by two levels of attainment in each Key Stage Year 4 (age 8-9) = 3b (3.33) Year 5 (age 9-10) = 3a (3.66) Year 6 (age 10-11) = 4 / 4b (4 / 4.33)

PEP guidance for completion Sept 2012_(HF000003438586) Key qualities exhibited by schools which provide high quality support for looked after children

Improving the Attainment of Looked After children in Primary Schools, DCSF, November 2009

PEP guidance for completion Sept 2012_(HF000003438586)