 the designated teacher should follow this up with the authority that looks after the child, either through the VSH or the child’s social worker. What the designated teacher should do with the PEP 26. To make sure the child’s PEP meets looked-after children’s needs, designated teachers will need to work closely with other teachers to assess their specific educational needs without delay. This assessment of learning needs will help to 17 identify strengths, weaknesses and any barriers to learning and should form the basis for the development or the review and refinement of the PEP. 27. Although the designated teacher will lead on the plan within the school, other staff in the school may need to contribute to it, for instance the SENCO. The PEP is also likely to contain information about what the local authority and other agencies will do to support the child. 28. The designated teacher has a key role in making sure the PEP is effective in supporting everyone to help the looked-after pupil to make good educational progress. PEPs should: • identify developmental and educational needs in relation to skills, knowledge, subject areas and experiences; • set short and long-term educational attainment targets agreed in partnership with the child and the carer where appropriate; • include a record of planned actions, including milestones on homework, extra tuition and study support, that the school and others will take to promote the educational achievement of the child, based on an assessment of their educational needs; • include information on how the child’s progress is to be rigorously monitored; • record details of specific interventions and targeted support that will be used to make sure personal education targets are met, especially at the end of Key Stage 2 in relation to