Pupil participation in Personal Education Plans (PEPs)
It is important that children and young people take part in their Personal Education Plans (PEPs). The PEP gives them the opportunity to feel heard and understood, and to take an active role in determining the support they receive so they engage and see the value in it.
The PEP process is flexible enough for Designated Teachers to adapt to the individual needs of the young person. The questions the children are asked can be reframed by trusted adults to suit their age and developmental stage and any communication tools that the child uses as their normal way of working.
Here are some other tips for how Designated Teachers can ensure the child is involved and their voice is fully reflected in their PEPs:
- build a trusting relationship with the child so you know each other. Trusted adults (either the Designated Teacher or a key person in school who this role has been delegated to) are best placed to have the open and honest conversations that enables PEPs to reflect the child needs and to get a true picture of what the child is feeling and experiencing
- gauge well in advance of the PEP meeting whether the child wants to attend
- if the child does want to attend their PEP, ensure their PEPs are a predictable and positive experience by:
- making sure the timing of their PEP suits them. It will not be a positive experience if they miss their favourite part of the school day or feel singled out in front of peers
- doing your research and getting accurate and constructive feedback from teachers. This must reflect the child’s strengths as well as areas where they might need more support. All teachers and professionals that work with the child should contribute so that the child feels valued by all and the feedback is fully reflective
- ensure the child feels supported in the meeting by preparing them in advance of what they will need to contribute and who will be there (including any specific key adults from school)
- considering whether the child needs to attend the full meeting or just part of a meeting
- if the child does not want to attend their PEP meeting, find out why and if any support can be put in place to help them to attend. If they still do not want to, make sure you or their trusted adult in school meets with them ahead of the PEP meeting to get their views
- try to elicit helpful responses by reassuring the child that there will be no consequences for saying what they think in their PEP and using visual prompts e.g. Blob Trees / emotion scales etc.