ter should not be seen in isolation. All looked-after and previously looked-after children will have a wide range of support mechanisms that will assist in promoting their educational achievement. The child’s foster carer (or residential care worker), social worker or, for previously looked-after children, parents or guardian, will have day-to-day responsibilities for the child. Within the local authority, the VSH4 will provide more strategic support or advice and information for both the child and the school. The role of the governing body 4. The way in which the role of the designated teacher is carried out varies from school to school. It will depend on the number of looked-after and previously looked-after children on roll, and their individual needs as well as, for example, whether the school caters for primary or secondary age children. Some schools may never have had a looked-after or previously looked-after child on roll, and the designated teacher may not, therefore, be familiar with some of the issues and processes they need to know about. 5. Not all aspects of the role of the designated teacher need necessarily be carried out by a single individual or by a qualified teacher. While lead responsibility for raising attainment of looked-after and previously looked-after children on roll must rest with the designated teacher, schools will need to decide how functions within it, including pastoral and administrative tasks, are most appropriately delegated to suit their own circumstances. If, for example, a secondary school had a significant 4 The Children and Families Act 2014 amends section 22 of the Children Act 1989 to require local authorities in England to appoint an officer employed by that or another authority in England to discharge the authority’s duty to 