ated teacher should ensure that teachers have awareness and understanding of the specific needs of looked-after and previously looked-after children with regards to, among other things: • special educational needs (including speech, language and communication needs), which the SENCO can also help support; • attendance and exclusions; • homework; • choosing GCSE options; • understanding and managing any challenging behaviour; • promoting positive educational and recreational activities, and supporting looked-after and previously looked-after children to be aspirational for their future education; • understanding the link between emotional wellbeing and being able to make educational progress; and • training and employment and career planning. 50. Previously looked-after children’s challenges and need for support will often continue after they leave care. However, designated teachers’ work will need to reflect that their role for previously looked-after children is different to that for looked-after children, as the local authority is no longer their corporate parent. Special educational needs (SEN) 51. Looked-after children and previously looked-after children are significantly more likely to have SEN than their peers. Of those with SEN, a significant proportion will have Education, Health and Care Plans (EHC plans).13 It is vital that 13 By April 2018 all of those children with statements should have had their education, health and care needs assessed by their local authority and, where appropriate, been issued with an EHC plan, as required under Part 3 of the Children and Families Act 2014 Act. 25 designated teachers are aware of the SEN needs of looked-after and previously looked-after children. 52. Most children with SEN do not have an EHC plan. Instead, the school u