ional outcomes; • help raise previously looked-after children’s parents’ and guardians’ awareness of the PP+ and other support for previously looked-after children - this includes encouraging parents of eligible previously looked-after children to tell the school if their child is eligible to attract PP+ funding; • play a key part in decisions on how the PP+ is used to support previously looked-after children; and • encourage parents and guardians’ involvement in deciding how the PP+ is used to support their child and be the main contact for queries about its use. 45. The PP+ can be used to facilitate a wide range of educational support for looked- after and previously looked-after children. It is important that interventions supported by pupil premium should be evidence based and in the best interests of the child. 46. Below is a summary of positive characteristics of interventions which can be helpful when considering whether an intervention might be an effective use of PP+ to support a looked-after and previously looked-after child. Designated teachers may also find it helpful to refer to the Education Endowment Fund Tool Kit. 23 Getting the most from PP+ 12: Approaches that are: • Individually tailored to the needs and strengths of each pupil • Consistent: based on agreed core principles and components, but also flexible and responsive • Based on evidence of what works • Focussed on clear short-term goals which give opportunities for pupils to experience success • Include regular, high quality feedback from teaching staff • Engage parents/carers in the agreement and evaluation of arrangements for education support (e.g. via the PEP) • Supporting pupil transition (e.g. primary-secondary/KS3-4) • Raising aspirations through access to high-quality educational experienc