ously looked-after children to achieve? • What resource implications might there be in supporting the designated teacher to carry out their role? • What expertise can designated teachers call on within and outside the school such as SENCOs, health and mental health support? • What monitoring arrangements might be appropriate to ensure that the role of the designated teacher is providing appropriate support for looked-after and previously looked-after children on the school roll? 7. The needs of looked-after and previously looked-after children may have implications for almost every school policy and consideration may want to be given to ensure that policies are effective in reflecting their needs. How schools monitor this is up to them, but some of the issues that may be considered are: 5 Most VSHs agree that, as a minimum, designated teachers should have two days a year for training opportunities specific to factors that impact on the attainment of looked-after children. As previously looked-after children face very similar challenges, it should be possible to include meeting the needs of these children as part of the same training. 10 • that there are no unintended barriers to the admission of looked-after and previously looked-after children6 either at normal transition or any other point of the school year; • whether there are any issues arising as a result of the number of looked-after and previously looked-after children on roll at the school and the number of local authorities which are involved; • whether looked-after and previously looked-after children have made the expected or better levels of progress over the past twelve months in line with their peers (i.e. educational, social and emotional progress); • whether the pattern of attendance and exclusions for 