The designated teacher for looked- after and previously looked-after children Statutory guidance on their roles and responsibilities February 2018 2 Contents Summary 5 About this guidance 5 Expiry or review date 5 What legislation does this guidance refer to? 5 Who is this guidance for? 5 Main points 6 What does this mean for you? 7 Why looked-after and previously looked-after children need the support of a designated teacher? 8 The role of the governing body 8 The role of the designated teacher for looked-after and previously looked-after children 11 Supporting looked-after children 15 Developing the Personal Education Plan (PEP) 15 Transfer of the official school PEP record 19 Transfer out of care 19 Supporting looked-after and previously looked-after children 20 Voice of the child 20 Pupil Premium Plus (PP+) 21 Raising awareness and staff training 24 Special educational needs (SEN) 24 Mental Health 25 Relationships beyond the school 28 Working with local authorities 29 Working with carers and parents 30 Exclusions 31 3 Further information 33 Useful resources and external organisations 33 Other relevant departmental advice and statutory guidance 34 Annex 1 Useful questions in developing effective practice 36 Planning 36 Raising staff awareness 36 Admissions 36 Record keeping and transfer 37 Promoting inclusive schooling and good home-school communication 37 Promoting inclusive schooling: curriculum and options 37 Promoting high expectations and achievement 38 Special Educational Needs (SEN) 38 Exclusions 39 Promoting health (including mental health) 40 Pastoral support 40 Study support 40 Annex 2 Glossary 41 Who are looked-after children? 41 What is the difference between being “accommodated” and being on a care order? 41 Admission requirements 42 Adoption 43 Carers 4