eking or refugee children are entitled to the same local authority support to promote their educational outcomes as any other looked-after child. Education for unaccompanied children may include a period of time in a setting where their full educational needs can be assessed and integrated into the PEP. Receiving the PEP in school 23. When a child on the school’s roll becomes looked after or a looked-after child transfers to the school, the local authority which looks after them must ensure that the designated teacher is notified and receives the up-to-date PEP as a matter of urgency. This should be pre-populated with basic information and should include details about the child, such as: • their age, care status, where the child lives, school history, whether the child has special educational needs (including whether they have an Education, Health and Care – EHC - Plan or statement of SEN), and how this is being addressed; • the child’s carers and their level of delegated authority; • the child’s parents and what restrictions might apply in relation to their contact with the child; and • whom to contact within the local authority that looks after the child (social worker and VSH). 24. The designated teacher will then develop the PEP (see What the designated teachers should do with the PEP ). 25. Children who are already looked-after when they join the school should have an existing PEP. It should contain all the information about educational progress and how s/he learns best, and arrangements should have been made to have it transferred to the child’s new school. If the local authority has not provided the most recent PEP, the designated teacher should follow this up with the authority that looks after the child, either through the VSH or the child’s social worker. What