he specific barriers to achievement facing looked-after and previously looked-after children, and can the school take action to remove them? • Is there good liaison with foster carers, children’s homes managers, parents and guardians to support children’s learning? • If looked-after children and previously looked-after children get behind, how is this identified and help provided? • How does the school celebrate the educational successes of looked-after and previously looked-after children? • Would specific interventions, such as regular access to a learning mentor or one- to-one tuition, help looked-after children succeed? • What revision support is available for examinations for children at risk of underachieving? How are looked-after and previously looked-after children encouraged and supported to attend these? • How are looked-after children and previously looked-after children encouraged and supported to access taster activities for further and higher education? • How are looked-after children and previously looked-after children supported if they are gifted and talented? Special Educational Needs (SEN) • How does the school ensure prompt identification of SEN of looked-after and previously looked-after children? 39 • Are carers of looked-after children informed that the child has SEN and that they can get help from the Information, Advice and Support Services?20 • How are carers/social workers involved in assessments and reviews? • How are young people involved in reviews and target setting? • Is the level of support given to looked-after children with SEN sufficient and meeting their needs considering their status? • Is the SENCO (where appropriate) involved in PEP, care and, if applicable, ECH plan reviews? • Are there particular staff training needs in connecti