ecide how to support the child to improve their behaviour and avoid exclusion becoming necessary. 78. Where a child is at risk of a fixed-term or permanent exclusion, the designated teacher, working with the VSH and the child’s carers, should consider what 32 additional assessment and support (such as additional help for the classroom teacher or one-to-one therapeutic work) needs to be put in place to address the causes of the child’s behaviour and prevent the need for exclusion. The Department for Education’s advice for school staff on mental health and behaviour in schools may be helpful. 79. When a child leaves care, their past experiences may continue to impact on their behaviour. As with looked-after children, the school should look to support the child to improve their behaviour to avoid exclusion becoming necessary. Where a previously looked-after child is at risk of exclusion, the designated teacher should talk to the child’s parents or guardians before seeking the advice of the VSH on avoiding exclusion. 33 Further information Useful resources and external organisations • A good practice guide for parents: meeting the needs of adopted and permanently placed children (Adoption UK) • A good practice guide for schools: understanding and meeting the needs of children who are looked-after, fostered, adopted or otherwise permanently placed (PAC, 2013) • Become (formerly The Who Cares? Trust) • Framework and evaluation schedule: children in need of help and protection and care leavers and Local Safeguarding Children Boards, Inspecting local authority children’s services: framework (Guidance, Ofsted) • Framework and evaluation schedule: children in need of help and protection and care leavers and Local Safeguarding Children Boards (Ofsted 2017) • National Association o