past twelve months in line with their peers (i.e. educational, social and emotional progress); • whether the pattern of attendance and exclusions for looked-after and previously looked-after children is different to that of other children at the school; • for looked-after children, whether the school’s policies are sensitive to their needs, e.g. in accessing out of school hours learning, respecting the children’s wishes and feelings about their care status or generally meeting their needs as identified in their personal education plans (PEPs); • whether any looked-after and previously looked-after children are identified as gifted and talented and how those needs are being met; • whether any looked-after or previously looked-after children face additional safeguarding challenges of which the school’s designated safeguarding lead should be aware; • whether any looked-after and previously looked-after children have special educational needs (SEN) and whether those needs are being identified and met at the appropriate level; • whether any looked-after and previously looked-after children have mental health needs and whether those needs are being identified and met; • whether the school’s behaviour management policy is sufficiently flexible to respond to looked-after and previously looked-after children’s challenging behaviour in the most effective way for those children; • how the teaching and learning needs of looked-after and previously looked- after children are reflected in school policies, in particular in relation to interventions and resources; • what the impact is of any of the school’s policies, e.g. on charging for educational visits and extended school activities, on looked-after children; and 6 For the purpose of school admissions, a looked-after child is a chi