 with their parents. All looked-after children will have a social worker and some may require the involvement of other professionals, e.g. SEN and CAMHS 29 services. Designated teachers should proactively engage with these partners to enable their school to respond effectively to looked-after and previously looked- after children’s needs. 62. Even though a child is looked-after, this does not necessarily mean that the birth parents will not be involved with their child’s education, particularly where children are accommodated by the local authority under a section 20 of the Children Act 1989. 63. Designated teachers should discuss with the child’s social worker how the school should engage with birth parents, and ensure the school is clear about who has parental responsibility and what information can be shared with whom. 64. Previously looked-after children have parents or guardians with parental responsibility. It is important for designated teachers to get to know those who have parental responsibility and encourage them to be actively involved in their child’s education. They should be open and accessible so that those with parental responsibility feel able to approach the designated teacher to discuss the support needs of their child. Working with local authorities 65. Local authorities have a duty, under the Children Act 1989, to promote the educational achievement of looked-after children. They also have a duty to make advice and information available to parents, guardians and others to promote the education of previously looked-after children. 66. For looked-after children, they must give particular consideration to the implications of any decision about the child’s care which has implications for their education. 67. Local authorities are required to appoint a 