, adoptive parents birth parents (where appropriate) and carer/guardian? • What training is in place for staff to ensure they have the skills to meet looked-after and previously looked-after children’s needs? Admissions • How are applications handled after the normal admission round? • What barriers are there to the admission of looked-after and previously looked- after children19, particularly outside normal transition, and how do you plan to overcome these? 19 See footnote six for definition of looked-after and previously looked-after children regarding school admissions. 37 • What are the arrangements for welcoming new looked-after and previously looked- after pupils, and do they take into account that these children (perhaps arriving mid-term) may have additional support needs? • What does the school do to ensure that new admissions are well supported by their peers? Record keeping and transfer • Who in school reviews and keeps the looked-after child’s PEP up-to-date? • Who updates school records with current addresses of carers, birth parents, social worker, etc.? • What is the procedure to prepare information for transfer if a looked-after child changes school? Promoting inclusive schooling and good home-school communication • Does the school have good communication channels with carers, adoptive parents and guardians, and work with them to ensure that their child is well supported in school? • How does the school record who is entitled to a looked-after child’s report, receives invitation to parents’ evenings and other school events? • Are carers given a named person, such as the designated teacher, to contact if they have concerns? • Are carers, adoptive parents and guardians asked to sign the home school agreement even when their child may be placed temporarily