ow the child’s health needs in relation to accessing education are being met. Health and education professionals should consider how to co-ordinate assessments and reviews of the child’s care plan and EHC plan to ensure that, taken together, they meet the child’s needs without duplicating information unnecessarily. 61. Further information can be found in the Code itself and in the Guide for health professionals on the support system for children and young people with special educational needs and disabilities. 25 Outcomes of children looked after by local authorities in England as at 31 March 2014 (page 11). 26 Information about looked-after children who have SEN is included in chapter 10. 23 The role of social workers in promoting health 62. Social workers have an important role in promoting the health and welfare of looked-after children. In particular they should: • work in partnership with carers, looked-after children, their birth parents where appropriate and health professionals to contribute to the formulation of the health plan • ensure that all the necessary consents and delegated authority permissions have been obtained so that decisions are not delayed • take action to liaise with relevant health professionals if actions identified in the health plan are not being followed up. Given the impact that poor physical, emotional and mental health can have on learning, they should also ensure the child’s virtual school head is involved in resolving any health care needs that impact on the child’s education • ensure the child has a copy of the care plan and the health plan • support foster carers, or the appropriate person in the children’s home where a child is placed, to promote the child’s physical and emotional health on a day-today basis. That should include pr