oked-after children’s attainment in secondary schools (DfE guidance, 2009) • Independent reviewing officers’ handbook (DfE Statutory guidance) • Keeping children safe in education (DfE Statutory guidance, 2015) • Mental health and behaviour in schools (DfE guidance, 2014) • Pupil premium: funding and accountability for schools (DfE/EFA guidance, 2014) 35 • School admissions code (DfE statutory guidance, 2014) • School exclusion (DfE statutory guidance, 2012) • SEND code of practice 0 to 25 years (DfE/DoH statutory guidance, 2014) 36 Annex 1 Useful questions in developing effective practice Planning • Does the school’s planning include material on raising the attainment of looked- after and previously looked-after children? • How does the school develop strategies that encourage collaboration with other agencies and services, e.g. VSHs, health professionals, CAMHS, school attendance services? • What is the school’s approach on professional development for all staff in contact with vulnerable children? • How does the school assist local authorities with requests to provide data on attendance, attainment and exclusions? Raising staff awareness • What safeguards does the school have in place for sharing sensitive information about individual looked-after and previously looked-after children with relevant staff members? • What is the procedure for liaising with carers/residential children’s homes and social services – in particular the child’s social worker – to ensure that the school has relevant information about a child’s care history? • How are the child’s achievements communicated to the child, the child’s corporate parent, adoptive parents birth parents (where appropriate) and carer/guardian? • What training is in place for staff to ensure they have the skills to meet 