1 Power Point PEP and PP training May 2014

PEP and Pupil Premium
May 2014
Virtual School for Cared for Children
Cheshire East Council
Welcomes and Introductions
Aim and objectives
Local Authority perspective and priorities
PEP process – duties of schools and others
Data collection systems
Action planning
Sharing of school practice
Quality Assurance
Next steps and agreed actions
Aim and Objectives
 To ensure that the PEP process operate in a
consistent and high quality manner and leads to
excellent support and improved achievement for
cared for children.
 Shared understanding of the responsibilities and
operational issues regarding PEPs
 Know how use of Pupil Premium should be
reflected in the PEP
 Recognise how PEP quality can be assessed and
Role of the Designated Teacher
 ‘Duty to promote the Educational Achievement
of looked after children’
Achieved by
 Removing barriers to admission
 Monitoring progress – academic and social
 Reviewing attendance and exclusions
 Ensuring additional (SEN or GAT) are met
 Check that school policies do not hinder
 Review impact of teaching and learning policies
 Utilise Pupil Premium to support achievement
 Making the PEP a clear record and plan for each
PEP overview
 Basic information should be provided by SW/VS
 May be written by DT with other staff
 Provide history of education, support and
 Identify educational needs and use of PP
 Include short/long term actions and milestone
 Facilitate the views of the child
 Include rigorous monitoring procedure
 Identify accountability for making plans happen
The PEP is a ‘living’ document. It provides
continuous record of the child’s educational
progress and aspirations and reflects the
individual planning on how to support them.
Key changes and impact
 Responsibility of VS to monitor and track
progress, supporting and challenging schools to
find new ways to meet each child’s needs
 VS now assess each case and identify the
support needs of the child
 Support will be targeted and available for those
in greatest needs
 Greater focus on action planning and monitoring
 PEPs to be held each term from Sept
 VS may not attend every PEP meeting but will
provide information and support where needed
and is available throughout.
Data collection systems
What is data??
 “Data beats emotions”
 “Errors using inadequate data are much less
than those using no data at all.”
 “It is a capital mistake to theorize before one has
data. Insensibly one begins to twist facts to suit
theories, instead of theories to suit facts.”
 “What gets measured (and clearly defined) does
get done.”
Why do we need to collect the
 90,000 cared for children nationally and growing
 350+ cared for children in Cheshire East
 Close the gap – “the educational achievement of
looked after children as a whole remains
unacceptably low”
 Up to 50% of Cheshire East children receive their
education in provision/schools outside the
boundaries of Cheshire East
 Like any good parent the Local Authority needs
to know exactly how our children are
progressing/what their educational targets
are/how we can help them
Cheshire East
 Local authorities are parents to these children.
Virtual schools are at their most effective where
corporate parenting is strong and challenges
and supports the virtual school effectively.
 In Cheshire East - Children’s Services are
committed to improving the educational
achievement of all cared for children.
Nationally - England
 OFSTED and the Government/Department for
Education – all authorities have to report on
educational performance of their cared for
 Outcomes for children looked after by local
authorities in England
 https://www.gov.uk/government/publications/out
So what do we collect?
 Early Years – information on the EY PEPs
 KS1 – KS3 – information on KS1/KS2/KS3 PEPs
Section B
- Welfare Call termly collection on
Reading Writing and Maths plus questions about
whether the pupil is making nationally expected
progress in English and Maths
- record on spreadsheet to report to
Corporate Parenting
- report KS2 results to DfE
So what do we collect?
 KS4 – information on KS4 PEP Section B
- termly collection on GCSE/KS4 courses and
subjects plus questions about whether the student is
making nationally expected progress in English and
- record on spreadsheet to report to Corporate
- report to DfE KS4 results – entered for
GCSE/number of A* - G/number of A* - C/ number of
A* - C including English and Maths
What do we need from
 Accurate assessments of child’s
 Requests for information returned as promptly as
 Termly returns (Data Return) plus information
recorded on PEP updates 3 times per year. The
termly returns (Data Return) will be the VS data
 Precise target setting
 Interventions to assist
The role of the Designated
– information and data
 Liaise closely with Data Manager at school
 Liaise closely with the Heads of Department/subject
staff/class teachers of the Cared for Children on roll
 Challenge staff/question staff about how the student
can be helped to improve/what interventions are
needed/details about areas for development or
The role of the Designated
- PEPs
 An effective PEP can be used to asses the impact of
the teaching and learning and progress towards
 Provide detailed information for the PEP –
attendance/subject staff comments/FFT B/current
levels or grades/target levels or grades/most likely
levels or grades/level of entry
 Ensure a log of interventions is kept
 Ensure barriers and actions are recorded on the PEP
Section A and review the actions at next PEP
The role of the Designated
- the student/child
 Support the pupil/student to understand
 Ensure the pupil/student feels secure with his/her
 Ensure targets, aspirations and expectations are
appropriate to the individual student’s abilities
 Stress to the pupil/student the importance of
progress rather than raw grades
The role of the Designated
- you are so important
 You are the vital link between subject staff/class
 Never underestimate how important you are
 Contact the Virtual School if ever you think we may
be able to help
 Thank you for ALL you do.
The most valuable commodity I know of is information
Gordon Gekko, Wall Street (1987
Promoting the Educational
Achievement of Looked after
Children and Outcome
 https://www.gov.uk/government/uploads/system/upl
 https://www.gov.uk/government/publications/outcom
Quality Assurance
To Quality Assure the PEPs we asked the following
four questions:
 “To what extent is the PEP filled in completely and with sufficient
detail to allow a conclusion about the child’s experience to be
 “How appropriate are the actions to support the progress of each
child and are they sufficiently detailed so that the impact can be
 “Based on the information provided, is the school responding
appropriately to meet the needs of the child?”
 “Using the information provided and your professional judgement
how you would RAG rate the educational experience of the child
and therefore the level of support needed?”
Quality Assurance
Activity :
 In pairs Quality Assure two PEPs from your Key
 Feedback comments.

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