d-after child’s PEP in helping to create a shared understanding between teachers, carers, social workers and, 12 most importantly, the child’s own understanding of how they are being supported; • have the level of understanding they need of the role of social workers, VSHs and carers, and how the function of the PEP fits into the wider care planning duties of the authority which looks after the child; and • for previously looked-after children, understand the importance of involving the child’s parents or guardians in decisions affecting their child’s education, and be a contact for parents or guardians who want advice or have concerns about their child’s progress at school. 12. Designated teachers are also likely to have a more direct and day-to-day role in promoting the educational achievement of looked-after and previously looked-after children, either directly or through appropriate delegation. This can be achieved by: • Contributing to the development and review of whole school policies and procedures to ensure that: o they do not unintentionally put looked-after and previously looked-after children at a disadvantage; o there is effective induction for looked-after and previously looked-after children starting school, new to the school and new to care; o there are effective procedures in place to support a looked-after child’s learning; o particular account is taken of the child’s needs when joining the school and of the importance of promoting an ethos of high expectations about what s/he can achieve; o transitions to the next phase of a child’s education are supported effectively to avoid children losing ground – e.g. moving schools from primary to secondary school or because of a change in placement or exclusion; o thought is given to the future, careers advice 