ked-after children considered in health-promoting schemes? • Do the citizenship and PHSE curricula take full account of including children whose experiences and understanding of ‘family’ may be different? • Do staff have awareness and act on early potential signs of mental health problems and know who to highlight this to so potential concerns can be raised and appropriate further assessment considered? Pastoral support • What targeted interventions can the school initiate that focus on groups of children who have known risk factors, such as being looked-after or previously looked- after? • How does the school behaviour policy pre-empt escalating behaviour problems? • Do staff working with looked-after children (including those placed for adoption) and previously looked-after children have a sufficient understanding of how problems with attachment can impact on a child’s behaviour and attainment? • How does the school ensure that initiatives such as lunchtime clubs and anti- bullying work include looked-after and previously looked-after children? • Does the school have procedures for contacting relevant professional help for specific problems, e.g. CAMHS, educational psychologist? • Are looked-after children’s carers and previously looked-after children’s parents or guardians contacted on the first day of any unexplained absence? • Are carers, parents and guardians aware of the school’s anti-bullying policies? • How do staff work to build positive relationships with vulnerable children, including looked-after and previously looked-after children? Study support • Does the school regularly consult with carers, parents and guardians, looked-after children and previously looked-after children about study support activities? • Are there effective intervention strategies such