ctive support for the child. How this is achieved will depend on the school’s existing arrangements for engaging with those who have parental responsibility for a child. The local authority should make sure the designated teacher knows about things, such as whether the child is on a care order or is voluntarily accommodated, and the scope of the carer’s responsibility for giving permissions. 18 Children going missing from education can be an indicator of significant safeguarding concerns; therefore, identification and response where children are at risk of or do go missing from education is important. Further information on this issue is available in Keeping Children Safe in Education. 31 73. Carers should take an active role in participation in PEP planning, and schools should consider what they can do to encourage and support carers in supporting the education of the children they look after. 74. Designated teachers should make sure that: • there is an agreed process in place for how the school works in partnership with the child’s carer and other professionals, such as the child’s social worker, in order to review and develop the child’s educational progress and how each person will contribute to driving up the child’s educational achievement; • school policies in relation to, for example, home-school agreements, time- keeping and attendance, and homework diaries and parents’ evenings are communicated to carers and social workers and, where appropriate, birth parents, so that looked-after children are not disadvantaged; and • the child’s teachers know the most appropriate person to contact when necessary. For example, in some cases authority to sign permission slips for school trips will be delegated to the carer by the social worker but for some children permission 