ey have concerns? • Are carers, adoptive parents and guardians asked to sign the home school agreement even when their child may be placed temporarily in the school? • What steps have been taken to ensure that carers have understood and signed the home school agreement? • Does the school charging policy need to be changed to ensure better take-up of trips among groups of children, such as those who are looked after? • Are a range of study support and out-of-school opportunities such as homework clubs, careers guidance and work experience available to looked-after children even if they join school mid-year? Promoting inclusive schooling: curriculum and options • Have the needs of looked-after and previously looked-after children been considered in the context of the school’s curriculum? 38 • What is the process when making a decision to place a young person on an alternative curriculum at KS4? Does the school always consult relevant professionals, including the VSH, the young person and their carers? • Is flexible personalised learning available to looked-after and previously looked- after children? • Does the school have a good baseline of information – informed by transfer of school records and thorough assessments – so that barriers to learning are quickly identified and actions are put in place to secure each pupil’s progress? • Is the school timetable flexible with regard to outside fixed activities? Promoting high expectations and achievement • Are appropriate learning targets being set for looked-after and previously looked- after children in the school that include measures to accelerate their progress? • What are the specific barriers to achievement facing looked-after and previously looked-after children, and can the school take action to remove them? • Is ther