Statutory Guidance ePEP
Statutory Guidance and Personal Education Plans
There are four pieces of statutory guidance that determine what a PEP contains, how it should be used, who does what and when it needs to be completed and reviewed.
For social workers, The Children Act 1989 Guidance and RegulationsVolume 2: Care Planning, Placement and Case Review,covers the PEP and how it should be completed from a social care view point.
Being part of the care plan Independent Reviewing Officers (IROs) need to review PEPs. TheIRO Handbook says IRO’s need access to a completed PEP at least three days before the care planning meeting. Something ePEP easily accomplishes as IRO’s can have access to a young person’s EPEP at anytime.
Local authorities have a statutory duty in Promoting the Educational Achievement of Looked After Children. This guidance cover their role in supporting the PEP process.
The post of Designated Teacher, like the Special Needs Co-ordinator, is statutory in schools. The school governing body has to make sure their school is meeting all its lawful obligations regarding children in care.
These are defined in, The Role and Responsibilities of the Designated Teacher for Looked After Children: Statutory Guidance for school governing bodies. Chapter 4 of the guidance is about Designated Teacher and their role in its completion. It gives a good overview of the whole process.
There is no single clear cut guide, just for PEP’s. It is a matter of reading the four bits of guidance together about PEPs that gives an overall view of what is expected.
From time to time the DfE re writes or updates parts of guidance, such as the guidance on the Pupil Premium ,which did not exist when the above guidance was published.
The PEP is part of the care plan and school record.
Where they are used effectively, PEPs improve the educational experience of the child by helping everyone gain that clear and shared understanding about the teaching and learning provision necessary to meet the child’s education needs and how that will be provided.
For this reason the school and local authority (through strong links between the designated teacher and, for example, the local authority virtual school head) have a shared responsibility for making the PEP a living and useful document.
The role and responsibilities of the designated teacher for looked after children: Statutory Guidance for school governing bodies, section 4.1.4.
The PEPs have come about because children in care, overall, fail in education. The PEP is a tool to help focus on a child’s progress through education.
The ePEP platform has been developed with local authorities, schools and young people to meet the government’s PEP requirements but brings greater transparency on everyone’s roll in making a child’s education a success. EPEP is a very flexible platform, catering for children in early years, statutory school age and post -16.
Local authorities can individually program facets of the ePEP environment to respond to localised need. Thus being able to tailor how professionals and young people access and complete the PEP.
Provided an ePEP user logs on to the internet, an ePEP can be opened at any time, this allows easy on the move, office, school or home access.