9 to require local authorities in England to appoint an officer employed by that or another authority in England to discharge the authority’s duty to promote the educational achievement of the children it looks after. 9 number of looked-after and previously looked-after children on roll, the governing body may decide to designate more than one teacher, perhaps with one responsible for pre-16 and a second for post-16 pupils. 6. The governing body, head teacher and school leadership team will want to consider the following in supporting the designated teacher role: • Does the designated teacher have appropriate seniority and professional experience to provide leadership, training, information, challenge and advice to others that will influence decisions about the teaching and learning needs of looked-after and previously looked-after children? • Does the designated teacher have appropriate seniority and skills to work with the school’s senior leadership and governing body to help ensure school policies and approaches appropriately reflect the needs of looked-after and previously looked-after children and act as a champion for them? • Does the designated teacher have training opportunities, including time away from timetable commitments5, to acquire and keep up-to-date the necessary skills, knowledge and understanding to respond to the specific teaching and learning needs of looked-after and previously looked-after children, including a good knowledge of SEN? • How does the designated teacher role contribute to the deeper understanding of everyone in the school who is likely to be involved in supporting looked-after and previously looked-after children to achieve? • What resource implications might there be in supporting the designated teacher to carry out their role? • Wh