erventions and targeted support that will be used to make sure personal education targets are met, especially at the end of Key Stage 2 in relation to English and mathematics, and at Key Stage 4 in achieving success in public examinations; • say what will happen, or is already happening, to put in place any additional support which may be required - e.g. possible action to support special educational needs involving the SENCO, educational psychologist, or local authority education services (information contained within a EHC plan does not have to be duplicated in the PEP, a reference is sufficient as long as the plans work together to meet overall needs); • set out information on what will happen or is already happening to identify and support any mental health needs relevant to the child’s education; • set out how a child’s aspiration and self-confidence is being nurtured, especially in consideration of longer-term goals towards further and higher education, work experience and career plans. Discussions about longer-term goals should start early and ideally well before Year 9 (age 13-14) at school. High aspirations are crucial to successful planning for the future. They should focus on young person’s strengths and capabilities and the outcomes they want to achieve; • include the child’s views on how they see they have progressed and what support they consider to be most effective; 18 • be a record of the child’s academic achievements and participation in the wider activities of the school and other out of school learning activities (e.g. sporting, personal development); • provide information which helps all who are supporting the child’s educational achievement to understand what works for them, helping to substitute for the role that parents might otherwise provide; a