Guidance for a Personal Education Plan meeting

Preparation before the meeting

Before the meeting, the social worker should complete their section of the Personal Education Plan (PEP). They should remind schools to complete the “schools section”.

The young person should have the opportunity and support to complete their section of the PEP. The young person’s views, and the process of their involvement, is central to the effectiveness of the PEP.

In Bracknell Forest, the Virtual School makes sure that this process has happened.

Length of the meeting

As long as the initial paperwork and discussions are complete, the formal meeting should be quite short (around 30 to 40 minutes).

Chair of the meeting

A member of the Virtual School will normally co–chair the meeting with the child’s social worker.

This makes sure that relevant discussions are had that cover all aspects of the young person’s education by a professional that understands the provisions within the National Curriculum.

Attendance

The PEP should be completed in partnership with:

  • the young person
  • the designated teacher
  • carers
  • the social worker
  • the virtual school
  • any other relevant parties, such as an educational psychologist

The social worker is the best placed professional to determine who should attend the meeting. It may not always be appropriate or necessary to invite all parties to the formal meeting. However, their views should be sought where appropriate.

The young person’s views must be found out either at the meeting itself or through discussions outside the meeting.

Preparation checklist

You should check that:

  • everyone has confirmed attendance
  • the pupil voice has been collected and the Designated Teacher and pupil have had discussion about the meeting (for example, who will be there and possible outcomes)
  • attendance, progress and attainment data is to hand and has been given to the Virtual School
  • other key documents (such as recent reports, inclusion support plans, SEN documentation, provision mapping/individual tracking documents) are available as needed
  • any SEN and other relevant documentation has been attached to the PEP

Suggested agenda

The Virtual Schools Education Support Officer and the child’s Social Worker will co-chair and take notes.

Welcome and introductions

Complete an attendance sheet with contact details if necessary.

Educational achievements and aspirations

Start with the pupil voice and carer voice. Think about:

  • What is going well?
  • What are the challenges?
  • What are the needs and aspirations of the pupil and carers and/or parents?

Follow with the school view. Think about:

  • What is going well?
  • Where is support offered and/or needed?

Outcomes and actions

Agree outcomes based on the previous conversation.

Outcomes should be specific to the pupil. They should support high aspirations and set high expectations and build on what is working well and address what is not working well.

Make outcomes SMART with a clear purpose. Identify actions that will support the achievement of the outcomes (interventions, provision etc.)

Outcomes should be specific to the pupil. They should:

  • support high aspirations
  • set high expectations
  • build on what is working well
  • address what is not working well

Make outcomes SMART with a clear purpose. Identify actions that will support the achievement of the outcomes such as interventions and provision.

Next meeting 

Set the date and time for the next meeting.

Think about the best time for the meeting – don’t take pupils out of lessons unless it is necessary. Talk to them about how best to secure their input.

Attendance at the meeting is a decision that should be made by those people who best know them and their wishes.