he request of their parents or designated teacher. The designated teacher should fully involve parents and guardians in decisions affecting their child’s education, including any requests to the VSH for advice on meeting their individual needs. 15 Supporting looked-after children 14. This section covers designated teachers’ role regarding looked-after children. Requirements applying to previously looked-after children are covered in the section on Supporting both looked-after and previously looked-after children. Developing the Personal Education Plan (PEP) The PEP and its importance 15. All looked-after children must have a care plan. This is drawn up and reviewed by the local authority responsible for the child. It should identify intended outcomes and objectives for the child and provide the framework to work with the child and carers in relation to their emotional and behavioural development, identity, relationships and self-care skills. The care plan must also include a health plan and a PEP. 16. The PEP is a record of the child’s education and training. It should describe what needs to happen for a looked-after child to help them fulfil their potential and reflect, but not duplicate, any existing plans such as EHC plans7. 17. The PEP is a vital document because it provides a ‘collective memory’ about the child’s education. It is an integral part of a looked-after child’s wider care plan. 18. The care plan and PEP may have been drawn up before the child becomes looked-after and is placed. However, if a child becomes looked-after in an emergency, the PEP must be initiated within 10 working days of the start of the first placement. An initial version must be available for the 20 working-day review of the care plan. 19. The PEP should be initiated by the social worker