 o the use of Assessment for Learning (AfL) approaches to improve the short and medium term progress of looked-after and previously looked- after children, and help them and their teachers understand where they are in their learning (including any knowledge gaps), where they need to go, and how to get there. • Working directly with looked-after and previously looked-after children and their carers, parents or guardians to: o promote good home-school links; o support progress by paying particular attention to effective communication with carers, parents or guardians; o ensure carers, parents or guardians understand the potential value of one-to-one tuition and are equipped to engage with it at home; o ensure carers, parents or guardians are aware of how the school teaches key skills such as reading and numeracy; and o encourage high aspirations and working with the child to plan for their future success and fulfilment. • having lead responsibility for the development and implementation of looked- after children’s PEP within school in partnership with others as necessary; and • working closely with the school’s Designated Safeguarding Lead to ensure that any safeguarding concerns regarding looked-after and previously looked-after children are quickly and effectively responded to. 13. When supporting previously looked-after children, designated teachers should be aware of the following: the VSH must provide information and advice to parents 14 and designated teachers on meeting the needs of these children - this may be general information, including training opportunities, or information and advice on individual children at the request of their parents or designated teacher. The designated teacher should fully involve parents and guardians in decisions affecting their chil