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Contents

1. Introduction
2. Eligibility Criteria
3. Identifying Those in Need of Additional Support
4. Accessing Funding (The Personal Education Allowance Process)
5. Monitoring the Use and Measuring the Effectiveness of Personal Education Allowances
   
   Appendix 1 - Personal Education Allowance Process Flow Chart
   
   Appendix 2 - Personal Education Allowance Referral Form

1. Introduction

'From April 2008, the Government has provided £500 per annum for personal education allowance for each looked after child who has been identified as eligible for additional support. Funding is based on an expectation that at a national level 72% of school age looked after children will benefit from a personal education allowance.

Personal education allowances are intended to pay for activities or resources which support the learning and development of a looked after child, that a parent (rather than a school, local authority, or other service) would be expected to fund for a child who was not looked after. They, (personal education allowances) are not intended to replace, duplicate or substitute the services or support that local authorities, schools, carers or other practitioners already provide for looked after children or as universal services for all children in their area. Personal education allowances are intended to provide additional, personalised support to looked after children who have been identified as at risk of not reaching expected standards of attainment. Support should be tailored to their individual needs.' *

* Personal Education Allowances for Looked After Children: Statutory Guidance for Local Authorities, DCSF 2008

Examples of the types of activities that a PEA might be used to support include: Additional 1-1 tuition to support learning, over and above that which the school, carer or local authority might usually be expected to provide. Out of school hours learning and development that will build the child's self-esteem and confidence, creativity and intellectual development (e.g. music or riding lessons or the purchasing of  instruments or equipment to support such activities) Personalised educational trips and visits that are not organised by the school or other educational provider as part of the curriculum where it is agreed that this will help them make expected progress Wider activities that will benefit the child or young person's learning and development Additional support for vocational training which is in addition to that provided by schools or other educational establishments

2. Eligibility Criteria

The London Borough of Bromley is responsible for establishing local eligibility criteria for administering the Personal Education Allowance (PEA), based on the Statutory Guidance, and for ensuring that the views of the young people and their parents of carers are taken into account.

Although the fundamental principle of the PEA is to provide additional support to children and young people of statutory school age who are at risk of not reaching the expected national standards of attainment, the guidance is clear that support should be provided to 'help ensure that looked after children are making expected levels of progress in their education' and not solely on those who are not reaching particular attainment thresholds or who are on the borderline of doing so.  The London Borough of Bromley will pay special attention to children whose attainment is below national indicators, including those who:

• have recently become looked after;
• have experienced repeated episodes of care;
• are placed out of authority;
• are in residential children's homes;
• have moved schools mid-year or have experienced multiple school moves;
• are not in mainstream education (e.g. children in pupil referral units) or who have experienced periods with no education provision; and
• have additional learning needs or SEN (although the personal education allowance must not replace the support provided through school action, school action plus or a statement of special educational needs).

In addition to those groups, however, the authority will also consider pupils who are attaining within national expectations but who, with additional support, could be expected to exceed them.  This is in line with the national expectation that all children over the age of 7 should progress at least two national curriculum levels in English and maths between each key stage and it is recognised that those with a higher starting point should be supported in continuing to make expected levels of progress.

Occasionally, the local authority may consider pooling the budget for a group of children or young people where their interests might be best served by purchasing or commissioning support or activities that will be of benefit to a number of children in care who have similar needs.  Where this is being considered, the authority will be mindful that it can be demonstrated that joint provision can meet the needs of individual children as described in their Personal Education Plans.

3. Identifying Those in Need of Additional Support

It is our expectation that all children and young people looked after by the authority will have a high quality, up to date Personal Education Plan (PEP).  The PEP will reflect any other education plans already in place, for example an Individual Education Plan (IEP), a Pastoral Support Plan (PSP) or a statement, and will play a key part in monitoring the progress of the child towards meeting their short and long term targets.  The PEP - and indeed the PEP process - will provide an excellent vehicle for monitoring the educational progress of the child in care towards his or her short and long term targets.  In view of this, Independent Reviewing Officers will have a vital role in determining the eligibility of a child for additional support, though it will be possible to make an application for support through the Personal Education Allowance other than at the time of the Looked After Review.   The authority is committed to ensuring that designated teachers, carers and social workers understand the purpose of the PEA and that they are encouraged to use their expertise and their knowledge of the young person to contribute to the decision making process.

Individual children will have the opportunity to contribute to discussions about how their needs are met through the Personal Education Allowance.  This will give the planned use of funding the best chance of success.  If the authority is considering pooling funding, as described above, it will also ensure that consultation takes place with the relevant young people, their carers and the professionals working with them. 

4. Accessing Funding (The Personal Education Allowance Process)

(See Appendix 1 - Personal Education Allowance Process Flowchart)

The proposer (Advisory Teacher, Carer, Designated Teacher, Social Worker or IRO) will first ensure the following:

• The child/young person must have a current Personal Education Plan
• The PEP must confirm that the child/young person is not reaching their expected standard of attainment.
• The child/young person must be involved in the choice of additional support or activity.
• The proposed support or activity must be linked within the targets set out in the child/young person's PEP
• Activity has been sourced and costing and timescales identified

A referral form should be completed and sent via email to the LAC Advisory Teacher within 14 days of the identification of the need for support.  Most referrals will be processed within 5 working days, though in exceptional circumstances more time may be required.  The decision will be relayed by email to social worker, independent reviewing officer and carer and the purchasing process will be commenced, usually from within the Children in Care Education Team.

5. Monitoring the Use and Measuring the Effectiveness of Personal Education Allowances

The local authority has a duty to monitor the way that it uses Personal Education Allowances and to measure the effectiveness of the additional support that they provide through the PEP and by other means, including consultation with the young people. 

The authority will take measures to monitor both the quality and effectiveness of the services and support provided through the Personal Education Allowance.   Effectiveness will be measured and reported as part of the PEP process making use of the PEP targets that are used to support the application for funding.  The PEP monitoring form is being reviewed in order to facilitate this process.  An overarching evaluation of the impact of the PEA on raising attainment of children in care will be undertaken by the Specialist Education Adviser for Children in Care

Appendix 1 - Personal Education Allowance Process Flow Chart

Click here to view Flowchart

Appendix 2 - Personal Education Allowance Referral                  

Click here to view Referral Form

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