n some cases authority to sign permission slips for school trips will be delegated to the carer by the social worker but for some children permission will be needed from the child’s social worker. 75. For previously looked-after children, the designated teacher should work closely with their parents and guardians as they will understand their child’s needs better than anyone else. The designated teacher should make themselves known to parents and guardians as someone they can talk to about issues affecting their child’s education. They should be encouraged to participate in discussions about their child’s support needs and strategies to meet identified needs, including how PP+ should be used to support their child. The views and wishes of parents and guardians should be respected at all times. Exclusions 76. The past experiences of looked-after and previously looked-after children can impact on their behaviour (see section on Mental Health). It is important to remember this when considering how best to support the child or young person with their learning and the design and application of the school’s behaviour policies. Governing bodies, head teachers and designated teachers must have regard to the Department’s statutory guidance on Exclusions from maintained schools, academies and pupil referral units in England. In line with that guidance, head teachers should, as far as possible, avoid excluding any looked-after child. 77. Where a looked-after child is at risk of either fixed term or permanent exclusion, the designated teacher should contact the relevant authority’s VSH as soon as possible so they can help the school decide how to support the child to improve their behaviour and avoid exclusion becoming necessary. 78. Where a child is at risk of a fixed-term or perm