aware of the SEN needs of looked-after and previously looked-after children. 52. Most children with SEN do not have an EHC plan. Instead, the school undertakes to meet their identified needs through SEN support. However, children with higher levels of need will have EHC plans. A significant proportion of looked-after and previously looked-after children fall in to one of these groups. 53. In respect of looked-after children, the designated teacher should ensure that: • the special educational needs and disability (SEND) code of practice 0 to 25 years, as it relates to looked-after children, is followed; and • children’s PEPs work in harmony with their EHC plan to, coherently and comprehensively, set out how their needs are being met. Professionals should consider how the EHC plan adds to information about how education, health and care needs will be met without duplicating information already in a child’s care plan or PEP. Equally, the child’s care plan, including PEP, should feed into the care assessment section of the EHC plan. • Ensure that, with the help of the VSH, they have the skills to identify signs of potential SEN issues, and know how to access further assessment and support where necessary, making full use of the SENCO and local authority support team where applicable Mental Health 54. Looked-after children and previously looked-after children are more likely to experience the challenge of social, emotional and mental health issues14 than their peers. For example, they may struggle with executive functioning skills15, forming trusting relationships, social skills, managing strong feelings (e.g. shame, sadness, anxiety and anger), sensory processing difficulties, foetal alcohol syndrome and coping with transitions and change. This can impact on their behaviou