. via the PEP) • Supporting pupil transition (e.g. primary-secondary/KS3-4) • Raising aspirations through access to high-quality educational experiences • Promote the young person’s awareness and understanding of their own thought process (metacognition) and help to develop problem-solving strategies Which emphasise: • Relationship-building, both with appropriate adults and with peers • An emotionally intelligent approach to the setting of clear behaviour boundaries • Increasing pupil’s understanding of their own emotions and identity • Positive reinforcement • Building self-esteem • Relevance to the learner: relate to pupil’s interests where possible - make it matter to them • A joined-up approach involving social worker/carer/VSH and other relevant professionals • Strong and visionary leadership on the part of both of the pupil’s head teachers • A child centred approach to assessment for learning 47. Further detail on the arrangements on how the pupil premium grant operates are set out in the pupil premium conditions of grant. The conditions of grant are available online. 12 This table was produced by Darren Martindale, Virtual School Head for City of Wolverhampton Council 24 Raising awareness and staff training 48. A key part of the designated teacher’s role is ensuring that they, and other school staff, have strong awareness, training and skills around the specific needs of looked-after and previously looked-after children and how to support them. As part of this, designated teachers should proactively build strong links with the VSH to access training and keep up to date with research and good practice. 49. The designated teacher should ensure that teachers have awareness and understanding of the specific needs of looked-after and previously looked-after children w