Supporting young people in care with their Personal Education Plans (PEPs)

Actions which can be used in the PEP

• Year 8 and 9

  Aim: Students aiming for jobs or work areas that include study at university or higher apprenticeship will be aware of how their GCSE subjects support post-16 pathways.

  Timing: Any term ahead of GCSE choices deadline.

  Actions:

  • School to offer a careers interview so student can explore how GCSE subject choice supports A level and other advanced study choices. (Learning provider)
  • Offer support to access the UCAS Careers Quiz to guide future choices. (Learning provider/carers)

• Year 10 and 11

  Aim: Students will understand post-16 routes available to them (raising aspiration) and how programmes can be pathways into university and higher apprenticeships, and start to become aware of the types of support available.

  Timing: Any term ahead of P16 application deadlines.

  Actions:

  • Offer a careers interview so the student can explore post-16 pathways and entry requirements for HE programmes that interest them using the UCAS website. (Learning provider)
  • Offer support to register on the UCAS Hub to explore pathways and view a range of helpful guides. (Learning provider/carers)
  • Plan for the student to access UCAS’ guidance for care experienced students so they know:
    • universities welcome applications from care experienced young people and make offers of support
    • there is help and support – including financial – available from local authorities (check detail nearer the time so it is current) (Learning provider/carers/social worker) 

  Timing: Any term ahead of open events.

  Actions:

  • Plan support to identify and attend post-16 open events and questions about progression routes into HE and higher apprenticeships. (Learning provider/carers)
  • Plan for support (e.g. school careers team) to identify inclusive open events held by universities (often in summer term) – may be aimed at Y10 upwards. The UCAS adviser can use the Outreach Connection Service in the UCAS adviser portal to find relevant opportunities. (Learning provider)

• Post-16 Level 2 programme

  Aim: Students aiming for a pathway towards HE and higher apprenticeship will have advice and support to help plan ahead.

  See any relevant actions above for Year 10 and 11.

• Post-16 Level 3 programme – first year

  Aim: Students aiming for a pathway towards HE and higher apprenticeship will have plans in place for:

  • knowing what support is available
  • identifying programmes that may suit them
  • researching and visiting relevant universities/colleges
  • understanding the benefit of sharing care experience

  Timing: Autumn and spring terms, as ready.

  Actions:

  • Ensure clarity about how many UCAS Tariff points the student’s programme can lead to – this informs HE pathways. (Learning provider)
  • Ensure the student and home team know what support is available from their provider and are clear about the timescales involved in the process. (Learning provider/carers/social worker) 
  • Offer a careers interview so the student can explore HE programmes that interest them and give support with the UCAS process. (Learning provider)
  • Offer support to register on the UCAS Hub where they can read subject guides, industry guides, employer profiles, and take the UCAS Career Quiz to generate ideas, and get inspiration about their next steps. (Learning provider/carers)
  • Plan for the student to access UCAS’ guidance for care experienced students so they know:

    • universities welcome applications from care experienced young people, make offers of support that can include contextual offers (accepting lower grade(s)) and buddying schemes (connecting the young person with a student)

    • local authorities offer help and support – including financial (check detail nearer the time they go so it is current) (Carers/social worker)

  • Plan for the student to know it is positive to talk to their UCAS adviser about their care background and share this with universities to access the support available. Their adviser can also highlight any challenges or disruptions in their reference. (Learning provider/carers/social worker)
  • Plan support to identify and attend university/college/employer open events or Inclusive events of interest – often in summer term:
    • The UCAS adviser can use the Outreach Connection Service in the UCAS adviser portal to find relevant opportunities.
    • Identify how any associated travel/accommodation will be funded.
    • Make contact with the named Care Leaver link person in Student Support team via the Propel page of the Become website. (Learning provider/carers/social worker)
  • Conservatoires: If a student is talented in performing arts, they may want to explore applying to a conservatoire. This may involve an audition fee – arrange support to check out the link above. (Learning provider/carers/social worker)
  • Apprenticeships: If a student wants to explore a higher level apprenticeship, arrange support to check out the link above and support available. (Learning provider/carers/social worker)

  Timing: Summer term, as ready.

  Actions:

  • Plan support to understand current financial support available and the student's eligibility (offers may change for the next academic year):
    • Individual offers from universities including the HE Bursary (check Propel page of the Become website).
    • Support from the local authority (e.g. Care Leavers’ Bursary/Care-Experienced Students’ Bursary in Scotland). Check offers at Care Leaver Offer website. Arrange for an update from the Leaving Care PA (if allocated) or local service.
    • If considering an apprenticeship, look at the Apprenticeships Care Leavers' Bursary.
    • Signpost to UCAS’ money guide for full details on student finance and other funding. (Social worker)

• Post-16 Level 3 programme – second year

  Aim: Students planning a pathway towards HE and higher apprenticeship will:

  • finalise choices
  • clarify support available in the year they attend
  • make connections and applications

  Timing: Autumn term

  Note: Students make their final choices (maximum of five), start the UCAS application, and create their personal statement – an opportunity to highlight their skills, strengths, and characteristics.

  Actions:

  • Revisit to ensure the student and home team know about the support available from the provider and are clear about deadlines. (Learning provider/carers/social worker/Leaving Care PA) 
  • Revisit offer of a careers interview, as needed, to help the student confirm their choices. (Learning provider)
  • Ensure the team supporting the student have the link to the step-by-step guide to supporting young people in care through the UCAS application. (Learning provider/carers/social worker/Leaving Care PA)
  • Ensure a plan to cover the UCAS application fee – if the student has been eligible for FSM in the last six years, ensure school/college knows this as they are exempt from the UCAS application fee. (Social worker/learning provider)
  • All who support to encourage aspirational choices – care experienced applicants may be considered for contextual offers. In Scotland, they are guaranteed an offer if they meet the minimum entry requirements. (Learning provider/carers/social worker/Leaving Care PA)
  • All who support to encourage to share care experience and other circumstances (e.g. a disability, mental health condition or learning difference) on the UCAS application, reassure that information is treated sensitively and only used positively to connect them to support – including contextual offers. Signpost to UCAS blog article. (Learning provider/carers/social worker/Leaving Care PA)
  • Ensure all help is in place to draft, refine, and finalise the personal statement – if wanted, home team offer to read through and feed back. (Learning provider/carers/social worker/Leaving Care PA)
  • If the young person has a change of address – ensure they update their contact details in their UCAS Hub. (Learning provider/carers/social worker/Leaving Care PA)

  Timing: Summer term

  Actions:

  • Ensure support to finalise financial plans and their eligibility:
    • Signpost to guides for care experienced applicants in England, Wales, Scotland, and Northern Ireland. 
    • Individual offers from universities including the HE Bursary (check Propel page of the Become website).
    • Support from the local authority (e.g. Care Leavers’ Bursary/Care-Experienced Students’ Bursary in Scotland). Check offers at Care Leaver Offer website. Arrange for an update from the Leaving Care PA (if allocated) or local service.
    • If considering an apprenticeship, look at the Apprenticeships Care Leavers' Bursary.
    • Encourage them to read UCAS’ guide to the Disabled Students’ Allowance and apply if they are eligible.
    • Signpost to UCAS’ money guide for full details on student finance and other funding. (Social worker/Leaving Care PA)

  • Ensure support to track and respond to offers in the UCAS Hub. (Learning provider/carers/social worker/Leaving Care PA)
  • Check plans to attend interviews/auditions and for local authority help with any costs – alternative support may be via the university. (Carers/social worker/Leaving Care PA)
  • Plan any interview practice or support. If an interview is online, make sure they have a quiet place and are set up in advance. (Learning provider/carers/social worker/Leaving Care PA)
  • Ensure support to apply for accommodation as appropriate: Reminder to apply for year-round accommodation if needed over holiday periods, and check if the university offers support. Will they need a guarantor or deposit? If so, explain how the local authority can help or speak to the university to see if they can help. (Social worker/Leaving Care PA)

• Final steps: Practical transition support

  Timing: Summer term/holidays

  Actions:

  • Plan to offer help with the practicalities of their move to university:
    • Make a list of what they need to take.
    • How will they move away? Travel plans, transporting their belongings and equipment.
    • Contact the university to see if they offer starter kits to care experienced young people – (see Propel page of Become website for named contact).
    • See if named contact can reach out or offer to welcome the student when they arrive.
    • Advise if there is any local authority support to help with buying books or equipment.
    • Check with the student support team if the university offers an orientation day – the student can arrive early and familiarise themselves with the campus. (Carers/social worker/Leaving Care PA) 
  • Make sure they know their key contacts at the university:
    • Make sure the student knows where to get support when they arrive and has saved useful numbers and email addresses in their phone.
    • Ensure they can contact the student support team/named care experience contact, where available.
    • Encourage them to check what mental health and wellbeing support is available and how to access it, and signpost Charlie Waller’s transition guide for care leavers. (Carers/social worker/Leaving Care PA) 
  • Make a budget plan – signpost to UCAS’ budgeting advice. (Carers/social worker/Leaving Care PA)
  • Ensure the student learns basic cooking skills – encourage them to find and practise easy, cost-effective recipes. (Carers/social worker/Leaving Care PA)
  • Discuss independent study skills needed at university level – as needed, support them to explore free online courses to support these skills. (Learning provider/carers/social worker/Leaving Care PA)
  • Try to keep in touch to help them settle in – contact from supportive people can make a real difference. This could be a visit, a call, or an occasional text to see how they’re getting on. (Learning provider/carers/social worker/Leaving Care PA)