Your SlideShare is downloading. ×
[England] Pan London Personal Education Plan Pilot Presentation (2008)
Upcoming SlideShare
Loading in...5
×

Thanks for flagging this SlideShare!

Oops! An error has occurred.

×
Saving this for later? Get the SlideShare app to save on your phone or tablet. Read anywhere, anytime – even offline.
Text the download link to your phone
Standard text messaging rates apply

[England] Pan London Personal Education Plan Pilot Presentation (2008)

281
views

Published on

Before setting up Cetas Kinetic, I worked for 9 years within a multi-agency team for children and …

Before setting up Cetas Kinetic, I worked for 9 years within a multi-agency team for children and
young people looked after. When I started, I worked as a research officer, at the time, many
authorities didn't’t know where their young people were in terms of their educational progress.
After a few years, I was given the role of personal education plan (PEP) coordinator, one of the
first dedicated posts in the country. During my time in the role, I was very active in both local and
national committees, trying to influence the ways in which we could improve the outcomes for
children and young people looked after.
This PowerPoint presentation was the one presented at the London network for Virtual School Heads
and their schools. It describes the piloting of a Pan-London approach to the PEP form and
process. The idea behind this was an attempt to try and ensure that every young person in care,
no matter what authority they were placed in, would get the same excellent level of intervention
and support via the PEP.
Katie Rishi

Published in: Education, Health & Medicine

0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total Views
281
On Slideshare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
0
Comments
0
Likes
0
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
No notes for slide

Transcript

  • 1. Pan London PEP Pilot Katie Rishi PEP Coordinator MAT CLA
  • 2. Katie RishiBefore setting up Cetas Kinetic, I worked for 9 years within a multi-agency team for children and young people looked after. When I started, I worked as a research officer, at the time, many authorities didnt’t know where their young people were in terms of their educational progress. After a few years, I was given the role of personal education plan (PEP) coordinator, one of the first dedicated posts in the country. During my time in the role, I was very active in both local and national committees, trying to influence the ways in which we could improve the outcomes for children and young people looked after.This PowerPoint presentation was the one presented at the London network for Virtual School Heads and their schools. It describes the piloting of a Pan-London approach to the PEP form and process. The idea behind this was an attempt to try and ensure that every young person in care, no matter what authority they were placed in, would get the same excellent level of intervention and support via the PEP.If anyone has any questions, then please do not hesitate to get in touch on the details below.Katie Rishi - Training DirectorCetas Kinetic LTDwww.cetas-kinetic.comk.rishi@cetas-kinetic.com02083975556
  • 3. Overviewl  Who we are and what we have been doingl  Pilot and evaluationl  Main findingsl  What next?
  • 4. VSH sub group:Supporting children out of authorityl  Westminster, Hounslow, Lambeth, Tower Hamlets, Barnet, Greenwich, Sutton, Hillingdon & Richmondl  Regular meetings since Oct 07l  Share good ideas and good practicel  Examine, discuss and develop existing strategies to support children out of authority l  Out of authority notification l  Pan London PEP
  • 5. Why a new PEP Form?l  Support the work of the Virtual School Headl  Different PEPs from each authority confusingl  Professionals and young people are transientl  Clarifies roles and responsibilitiesl  Ensures the PEP is an effective tool for promoting the educational achievements of children in care
  • 6. Designing the New Forml  Collected PEPs from range of authorities both in and out of Londonl  Decisions about layout and processl  Numerous meetings perfecting each sectionl  Trial runs for usability – return results to working partyl  Process took 4 months
  • 7. The New Forml  Section 1 – Young Persons general information, completed by social workerl  Section 2 – School information and current educational status, completed by the DTl  Section 3 – Young persons view, completed by young personl  Section 4 – The Meeting
  • 8. Reasons for designl  Only one version of the form l  It included early years l  It should be able to accommodate the needs of CDT l  It can accommodate those young people out of mainstream school settingsl  Agreed that sections 1-3 should be completed BEFORE the meeting takes place l  Electronic so should be easy to complete l  Electronic versions of young persons views attached l  Guidance on the front as to who does what and why
  • 9. Pilot Planl  Range of Authorities involved l  Variation of size and systems l  Each of the authorities to carry out 10 PEPsl  Feedback from l  Social Workers l  Designated Teachers l  Young People l  Pilot Coordinators involved in project
  • 10. Evaluationl  62 PEPs carried out using new form l  40 Designated teachers / school staff l  23 social workers l  Newly qualified l  Extensive experience l  Overseas social workersl  Telephone interviews with alll  Feedback forum – 1st Julyl  Young Persons feedback l  Various formats
  • 11. Outcomes – The Forml  Positives l  Concept positively received l  Felt layout was easy to follow l  Felt roles clearly outlined – help to improve ownership l  YP forms help facilitate discussion l  More it was used the easier it became, rolling documentl  Concerns l  Electronic format – didn’t always work due to different versions of Word, use of macros, need to add targets etc. l  Not all schools have access to emails l  Jury out as to whether we need more than one form. School staff more inclined to comment about this.
  • 12. Outcomes – The Processl  Positives l  Felt that sending form before meeting really helpful, meant expectation on both DT and SW for information l  Reduced the amount of information needing to be collated after the meeting l  Allowed for thinking to be done about YP and targets before meeting l  Meant YP could be consulted before meeting if not coming.l  Concerns l  Increase of administrative duties
  • 13. Outcomes – Training Needsl  A number of SW and DT commented on training needs l  Not covered as part of SW professional training l  SW not always confident in challenging schools l  SW felt schools were in a powerful position, reliant on good schools supporting good targets l  DT didn’t always feel SW understood the demands on their resources and time l  DT didn’t always appreciate the specialist needs of some children in care.l  Felt there could be a universal training programme, although mixed opinions about whether SW and DT to join up to do, perhaps part overlap.
  • 14. Outcomes – Link to ICS & VSHl  Aware of links to ICS l  Currently ICS are in the process of designing a standard form – link in our findings l  Nationwide and not “London-centric”l  Supporting VSH role l  We understand the need for good information l  Want a form that information can be extracted from
  • 15. Summary Pointsl  Positive about universal form across authoritiesl  Separate section helped to highlight roles and ownershipl  Clearly laid outl  Need to move towards an electronic format and integration onto ICS to minimise duplicationl  Allowing YP to feed into PEP process even if not at meeting
  • 16. What Next?l  Integration with ICSl  Training needs – link to other VSH groupl  Central place for template information l  PEP form, Leaflets & Training materialsl  Needs of foster carersl  Feedback Forum – 1st Julyl  Final Report – before the end of summer term