For a looked-after child in England, alternative provision should connect clearly with their Personal Education Plan, or PEP. The plan needs to show how the education being provided meets the child's needs, what progress looks like and who will act when something is missing.
A placement report is most useful when it helps the professional network make a decision. Attendance figures alone rarely explain the whole picture, and a positive description of sessions should not hide gaps in the child's wider education.
Understand which plan and responsibilities apply
The PEP forms part of a looked-after child's care plan. The DfE's guidance on promoting the education of looked-after and previously looked-after children explains the framework and the roles of the local authority, Virtual School, social worker and school. The child and relevant carers and professionals should contribute appropriately.
Previously looked-after children have a different position. Do not automatically apply the same statutory PEP requirement to every child who was previously in care. Check the relevant support arrangements and local procedures for that child's circumstances.
Our guide to preparing for a learning review offers general ideas about evidence and participation. A PEP has its own purpose and responsibilities, and the discussion should focus on this child’s actual programme and educational goals.
Bring evidence that answers useful questions
Before the review, agree what information the alternative provision provider will supply and how it will be shared securely. Keep the reporting period clear so the meeting can distinguish current evidence from an earlier stage of the placement.
Useful evidence includes work samples, skills demonstrated, participation, support required and the child's views. Explain the difference between a task completed independently and one completed after substantial prompting.
A practical contribution can cover:
- What was planned and what education was actually delivered.
- The child's strengths and current learning interests.
- Progress towards the agreed teaching priorities.
- Barriers affecting access, attendance or participation.
- Adjustments tried and what happened afterwards.
- Remaining gaps in subjects, qualifications or experiences.
- The child's priorities for the next stage.
Describe missed learning accurately. If a session could not happen because of a transport problem, that requires a different response from a task that was inaccessible. Avoid broad labels that leave the responsible adults unsure what to change.
Turn discussion into named actions
A PEP meeting should leave everyone clear about the next steps. Ask who will arrange resources, resolve a timetable gap, confirm qualification plans or coordinate a move to another setting. Give each action an owner and an agreed date for checking progress.
A fictional example: tuition reports show that a learner is completing written work more independently, but they cannot access the required online materials between sessions. The next action could be for a named professional to establish a suitable access arrangement, with a review of whether it enables the planned practice. Repeating “improve engagement” would not address the barrier.
Where an EHCP or other support plan exists, check that the plans are consistent and that the right professionals address any gaps. A PEP review does not replace the processes or responsibilities attached to an EHCP.
Reconnect's support for Virtual Schools page can inform discussions about provision and education reviews. Any proposed programme still needs to be considered within the child's complete education arrangements and the responsible authority's decisions.
Make the child's contribution meaningful
Ask how the child wants to contribute. Depending on their age and communication needs, they might speak with a trusted adult beforehand, share a short written response or attend an appropriate part of the meeting.
Avoid requiring repeated retelling of personal history when it is not needed for an educational decision. Use strengths-based, specific language and explain afterwards what changed because of the child's contribution. If a request cannot be met, provide an understandable explanation and identify what will happen instead.
The most useful PEP contribution connects evidence with action. To discuss how educational reporting and provision might support that process, contact Reconnect Learning with the placement aims and the questions the professional network needs to resolve.