 to contribute to the statutory review process of the care plan; • ensure mechanisms are in place to identify and inform VSHs where looked- after children are absent without authorisation and work with the responsible authority to take appropriate action to safeguard the child18; • talk to the child’s social worker and/or others in the local authority, such as the VSH or other local authority officer, regarding any decision about changes in care placements which will disrupt a child’s education or training; • provide advice in such cases about the likely impact of disrupting the child’s education and what the local authority should do in order to minimise the disruption if a move in educational placement cannot be avoided; and • make sure that if a looked-after child moves school the designated teacher at the new school is provided with any information they need to help the transition process. 71. For previously looked-after children, the VSHs are no longer acting as the part of their corporate parent: their role is limited to providing information and advice to parents and schools, including training to raise awareness and understanding of their needs. The designated teacher may, however, seek the advice of the VSH about meeting the needs of individual children with the agreement of the child’s parents or guardians. It is, therefore, important that the designated teacher establishes a good working relationship with the VSH for their area. Working with carers and parents 72. Designated teachers who work closely with a looked-after child’s carer will find that this makes a big difference to how they are able to provide effective support for the child. How this is achieved will depend on the school’s existing arrangements for engaging with those who have parental responsi