pecially if their own children are grown-up or they have no experience with the SEN processes. If a looked-after child has an EHC plan, the information it contains does not need to be duplicated in the personal education plan - it is sufficient to include relevant information from the EHC plan and annual reviews of that plan in the PEP, and append the PEP to the EHC plan. The important thing is that the plans work well together to secure all the child’s needs. It is considered good practice to align the annual review of the EHC plan with a PEP review. Where a young person has an EHC plan and a Transition Plan drawn up under that plan, it is good practice to make the pathway plan (see definition above) one and the same document. For children and young people in or beyond Year 9 (aged 13-14) with EHC plans, local authorities have a legal duty to include provision to assist in preparing for adulthood in the EHC plan review. Special Educational Needs Co-ordinators (SENCOs) All maintained schools are required to have a SENCO who is a qualified teacher. They must achieve a National Award in Special Educational Needs Coordination within three years of appointment. In some cases, the governing body may consider that it is appropriate for the SENCO to also take on the role of the designated teacher for looked-after and previously looked- after children. However, not all looked-after and previously looked-after children will have SEN, and the governing body may not automatically consider it appropriate to appoint the SENCO to undertake this role without full consideration. Where the role is carried out by a person other than the SENCO, designated teachers should work closely with the SENCO to ensure the implications of a child being both looked-after or previously looked- after a