What is the Virtual School?

Personal Education Plans (PEPs) are essential tools designed to support the educational progress of children in care. They help identify each child's individual learning needs and are key to raising aspirations and improving outcomes.

PEPs are a statutory requirement and form part of a child's overall care plan. They ensure that everyone involved in a child's life—social workers, carers, educators, and other professionals—can work together to plan and support the child's educational journey.

 Statutory guidance for local authorities 'Promoting the education of looked after children and previously looked after children' outlines the required content and timescales for completing a PEP.

A PEP is a living document, meaning it should be regularly reviewed and updated to reflect the child's current needs, progress, and goals.

The process begins with the child or young person's social worker, who arranges a PEP meeting. This meeting brings together the young person, their carer, and relevant professionals to discuss educational progress, aspirations, and any additional support required. The social worker continues to lead the plan to ensure it remains a meaningful and effective part of the care plan.

Each school has a Designated Teacher for children in care, who plays a central role in developing and maintaining the PEP. They work closely with school staff to identify the child's strengths, needs, and any barriers to learning. The Designated Teacher is also responsible for ensuring the PEP is implemented effectively in school and that the child is making progress towards their targets.

Personal Education Plans (PEPs): Supporting Educational Success for Children in Care

PEPs are vital tools that help ensure children in care receive the support they need to thrive in their education. Each PEP should:

• Celebrate what's going well
• Identify areas where support is needed
• Set out clear plans and targets for progress

PEPs must include aspirational and SMART outcomes—goals that are Specific, Measurable, Achievable, Relevant, and Time-bound. These outcomes should reflect the child's potential and outline the support required to help them succeed.

A well-developed PEP ensures that teachers, social workers, carers, other professionals, and the young person themselves:

• Have a shared understanding of what is needed to support the child's learning
• Can clearly see if progress is being made—or if further action is needed

PEP Meetings

PEP meetings must take place once every term.

Children and young people are encouraged to attend their PEP meetings. If they choose not to, their views should still be captured and shared by their carer or designated teacher. It's essential that every PEP reflects the child's voice, whether they participate directly or not.

The PEP record

Norfolk's Virtual School is committed to ensuring every looked-after child has a high-quality, ambitious PEP that:

• Is completed within statutory timescales
• Accurately reflects their educational journey

To support this, Norfolk has commissioned Welfare Call, an external provider, to deliver a secure, web-hosted electronic PEP system. This platform allows schools and settings to:

• Evidence how they are supporting children in care
• Demonstrate effective use of the Pupil Premium

There are three types of PEPs available:

• Statutory school age
• Early years
• Post-16

Access and Training

If your role requires access to the electronic PEP system, please contact:

Julie Steward, PEP Manager
 01603 222414

You will be provided with login credentials and access to an online user manual. Designated Teachers and Social Workers that wish to access a 1:1 training session should email julie.steward@norfolk.gov.uk