VSH) to agree a consistent approach. What does this mean for you? The governing body of a maintained school and the proprietor of an academy must ensure that an appropriately qualified and experienced member of staff (hereafter referred to in this guidance as the ‘designated teacher’) undertakes the responsibilities within the school to promote the educational achievement of looked-after and previously looked-after children on the school’s roll. They must also ensure that the designated teacher undertakes training that is appropriate to carrying out this duty. 8 Why looked-after and previously looked-after children need the support of a designated teacher? 1. Many looked-after and previously looked-after children have suffered disrupted learning, may have missed extended periods of school, and many of them have special educational needs (SEN). The gaps in their learning and, in many cases the emotional impact of their experiences, are likely to have become significant barriers to their progress. The complexity of this fragmented educational experience with high incidence of SEN, needs careful assessment and planning. Excellent practice in supporting looked-after and previously looked-after children already exists in many schools. The designated teacher role is statutory to help ensure that effective practice becomes universal. 2. Attainment data for looked-after and previously looked-after children shows that they do not perform as well at Key Stage 2 and Key Stage 4 when compared to non-looked-after children. 3. The support that schools and designated teachers give to children who are looked-after and previously looked-after should not be seen in isolation. All looked-after and previously looked-after children will have a wide range of support mechanisms that will assi