ting the child’s educational achievement to understand what works for them, helping to substitute for the role that parents might otherwise provide; and • have clear accountability in terms of who within the school is responsible for making the actions identified in the plan happen. 29. The designated teacher would normally have overall responsibility for leading the process of target setting for looked-after children in school, should monitor and track how their attainment progresses, and ensure that identified actions are put in place. The designated teacher will help the school and the local authority that looks after the child to decide what arrangements work best in the development and review of the PEP. Monitoring and reviewing the PEP in school 30. Designated teachers should work closely with other staff in school to make sure the child’s progress is rigorously monitored and evaluated. They should be able to: • judge whether the teaching and learning and intervention strategies being used are working to support achievement and wellbeing; and • know whether the young person is likely to meet the attainment targets in their PEP. 31. If the young person is not on track to meet targets, the designated teacher should be instrumental in agreeing the best way forward with them in order to make progress and ensure that this is reflected in the PEP. 32. A child’s care plan is reviewed regularly by the authority that looks after them. These reviews are statutory and must be done at the following intervals: the first review must happen within 20 working days of the date the child became looked- after; the second at not more than three months after the first review; and the third and subsequent reviews at not more than six monthly intervals. The review is chaired by an Indep