• Is the SENCO (where appropriate) involved in PEP, care and, if applicable, ECH plan reviews? • Are there particular staff training needs in connection with meeting the needs of looked-after and previously looked-after children? Exclusions • What strategies does the school use to avoid exclusion of vulnerable children including looked-after and previously looked-after children? • When considering exclusion, does the head teacher and the governing body have regard to the Department for Education’s guidance on exclusion? • Is there any trend in exclusion rates of looked-after and previously looked-after children? • Is the appeal process fully explained to social workers, foster carers, residential social workers, parents and guardians when a looked-after or previously looked- after child is excluded? • Are young people in care encouraged to attend governors’ hearings which are reviewing their exclusion? • Has the appropriate person/team in the local authority with responsibility for children missing education been notified of the child's exclusion? • What are the reintegration arrangements for looked-after and previously looked- after children who have been excluded? • What other agencies are working with the child, and have they delivered the necessary support, e.g. educational or clinical psychology/CAMHS? • Where a looked-after child is at risk of exclusion does their PEP include pastoral support provision? 20 These services are to support and work in partnership with children, young people, parents, local authorities, CCG's and other relevant partners. 40 Promoting health (including mental health) • Are the needs of looked-after children considered in health-promoting schemes? • Do the citizenship and PHSE curricula take full account of including children whose exper