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 and guidance, and financial information about where appropriate further and higher education, training and employment; o when enrolling at the school, parents and guardians of previously looked-after children are reminded that they need to inform the school if their child is eligible to attract PP+; and o there are no barriers to looked-after children accessing the general activities and experiences the school offers to all its pupils (e.g. taking into account possible transport difficulties and the arrangements for looked-after children to attend meetings). • Promoting a culture in which looked-after and previously looked-after children; 13 o are able to discuss their progress and be involved in setting their own targets, have their views taken seriously, and are supported to take responsibility for their own learning; o are prioritised in any selection of pupils who would benefit from one-to- one tuition, and that they have access to academic focused study support; o are encouraged to participate in school activities and in decision making within the school and the care system; o believe they can succeed and aspire to further and higher education or highly skilled jobs; and o can discuss difficult issues (such as SEN, bullying, attendance) in a frank manner with a sympathetic and empathetic adult. • Being a source of advice for teachers about: o differentiated teaching strategies appropriate for individual pupils who are looked-after or previously looked-after children; and o the use of Assessment for Learning (AfL) approaches to improve the short and medium term progress of looked-after and previously looked- after chil