t placement. An initial version must be available for the 20 working-day review of the care plan. 19. The PEP should be initiated by the social worker as part of the care plan but developed and reviewed in partnership with relevant professionals. Where the child is on the roll of a school, this will include the designated teacher, although class and subject teachers would have considerable input. If the child has SEN, the SENCO or head teacher would also contribute. 20. The PEP, in addition to being part of the overall care plan, is part of a looked-after child’s official school record. If a child moves school, the PEP should be forwarded as a matter of urgency, along with other school records, to the new school when known, and to the main contact (usually the child’s social worker) in the local authority which looks after the child. 21. The PEP should help everyone gain the clear and shared understanding about the teaching and learning provision necessary to ensure academic progress and meet the child’s educational needs, describing how that will be provided. For this 7 Local authorities must complete the transition which involves changing from statements of SEN to EHC plans and the new legal framework under the Children and Families Act 2014 by 1 April 2018. 16 reason, both schools and local authorities, through strong links between the designated teacher and the VSH in the authority that looks after the child, have a shared responsibility for making the PEP a living and useful document. The most effective PEPs reflect the individual planning that all schools undertake for all of their pupils. 22. Unaccompanied asylum seeking or refugee children are entitled to the same local authority support to promote their educational outcomes as any other looked-after child. Educ