• Who is the Designated Teacher (DT) for looked-after and previously looked-after children?
• How much experience does the DT have working with PLAC?
• What pastoral systems are in place to support children who may have experienced trauma?
• How does the school help with emotional regulation, anxiety, or attachment-related needs?
• What is the process if my child becomes dysregulated or distressed in school?
• Are staff trained in trauma-informed practice or attachment-aware approaches?

• What support will be put in place to help my child settle into the school?
• Can we have a transition meeting or extra visits before they start?
• How will information from previous settings be shared and used?

• What is the process for accessing additional support if my child needs it?
• How do you identify and respond to gaps in learning?
• How are interventions monitored, and how will progress be communicated with me?
• Is there flexibility around homework if my child finds this difficult?

PLAC children do not have statutory PEPs, but they should still receive tailored support. You might ask:

• Does the school offer a support plan or individual provision map for PLAC pupils?
• How do you use Pupil Premium Plus (PP+) funding for previously looked-after children?
• How is the impact of PP+ spending reviewed?

• How do you ensure behaviour policies are trauma-informed rather than purely punitive?
• How do staff build and maintain positive relationships with children?
• What adjustments can be made if certain sanctions or routines are triggers?

• How will the school communicate concerns, progress, or successes with me?
• Is there a key adult my child (and I) can regularly check in with? 
• How do you involve parents and carers in planning support?

• How does the school support children who find social situations difficult?
• Are there lunchtime clubs, nurture groups, or safe spaces?
• How do staff help pupils who struggle with friendships or peer relationships?

• Who will know about my child’s history, and how is information handled sensitively?
• How do you balance safeguarding needs with not singling my child out?

• How do you support children with anxiety or attendance difficulties?
• What is the school’s stance on reduced timetables or phased reintegration?
• How do you ensure these are used safely, legally, and for the shortest time possible?

• Can seating plans, sensory tools, or movement breaks be adapted if needed?
• How flexible are classroom routines for children with emotional or attachment needs?

• What trauma-informed approaches does your school use? (Answers might include: PACE, Reparative Care, The 4 Rs, circle of security, shield of shame, connection before correction, disappointment ritual, a relational not behavioural approach, re-framing, emotion coaching, art therapy, play therapy, mentoring, ELSA )
• What is your approach to consequences and discipline for behaviour that stems from trauma?
• Are all staff trained in these approaches? And in de-escalation techniques?
• What does a typical response look like when my child is struggling or having a difficult moment?
• How do you distinguish between behavioural issues and trauma responses?
• Do you use any specific behaviour management programmes like restorative practices?
• Do you have a quiet or sensory space where children can go to regulate themselves?
• Is there access to an outdoor space?
• How do you handle situations where my child might need to leave the classroom?
• Is the perimeter secure?
• How do you support staff in managing their own stress when working with children who have challenging behaviours?
• How will you communicate with me about both challenges and successes?
• How will I be involved in developing/reviewing strategies that work for my child?
• Would my child have a behaviour support plan?
• How often are these plans reviewed and updated?
• Can things be adjusted quickly if something isn't working?