up and minimise any disruption to a child’s learning. 10. The most effective designated teachers have a leadership role in promoting the educational achievement of every looked-after and previously looked-after child on the school’s roll. This involves, working with VSHs to promote the education of looked-after and previously looked-after children and promoting a whole school culture where the personalised learning needs of every looked-after and previously looked-after child matters and their personal, emotional and academic needs are prioritised. 11. Designated teachers should take lead responsibility for ensuring school staff understand the things which can affect how looked-after and previously looked- after children learn and achieve and how the whole school supports the educational achievement of these pupils. This means making sure that all staff: • have high expectations of looked-after and previously looked-after children’s learning and set targets to accelerate educational progress; • are aware of the emotional, psychological and social effects of loss and separation (attachment awareness) from birth families and that some children may find it difficult to build relationships of trust with adults because of their experiences, and how this might affect the child’s behaviour; • understand how important it is to see looked-after and previously looked-after children as individuals rather than as a homogeneous group, not publicly treat them differently from their peers, and show sensitivity about who else knows about their looked-after or previously looked-after status; • appreciate the central importance of the looked-after child’s PEP in helping to create a shared understanding between teachers, carers, social workers and, 12 most importantly, the child’s own und