o the implications of any decision about the child’s care which has implications for their education. 67. Local authorities are required to appoint a VSH who is a local authority officer responsible for discharging the local authority’s duty as a corporate parent to promote the educational achievement of the children it looks after as if they were in a single school. 68. To maximise their effectiveness, designated teachers should consider what arrangements the school should make to facilitate effective co-operation with other professionals, in particular the VSH and SEND department in the authority where their own school is located as well as from other local authorities which have looked-after children on roll at the school. The designated teacher should be proactive in building these relationships. 69. One of the most important factors in improving educational outcomes for looked- after children is a secure and stable school placement. It is an integral part of what needs to happen in order to narrow the gap between what they achieve compared to other children. The stronger the working links and cooperation between the school and local authority, as well as the child’s carers and whoever 30 else is involved in providing support, the greater the chances are of keeping the child’s education and wellbeing on track. 70. The designated teacher should consider how the school works with others outside of the school to maximise the stability of education for looked-after children. In particular, they should: • find ways of making sure that the latest information about educational progress, primarily through the PEP, is available to contribute to the statutory review process of the care plan; • ensure mechanisms are in place to identify and inform VSHs where looked- after chil