A fostering service should carefully match the needs of the child or young person with the terms of approval, experience, and skills of the foster carer. They should also share with them all the necessary information to help them care for the child. Foster carers and the child or young person may have a chance to meet one another in advance, as part of the introduction, which can be extremely helpful in supporting a child settle into their new home.
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Facing challenges
What happens in situations where foster carers feel they need additional support?
The foster carer should also receive ongoing training and support from the fostering service, and the Placement Plan (which foster carers will receive a copy of) should include details of any specific training and support needed in relation to the specific child and when this will be provided.
Examples of this may include medical training for specific medical needs, short break or supplementary care provision, or any additional services that are needed to support the child in their new home.
Sometimes foster carers may become concerned that they are unable to meet the needs of the child, or are feeling overwhelmed or struggling in trying to do so. There might be concerns that the needs of the child are impacting on the needs of other children in the household, or that there are safety concerns for the child and/or other children/household members.
Foster carers should share any concerns with their supervising social worker at the earliest opportunity, and discuss any additional support that may be available. All fostering services will have policies which will outline how any challenges within the foster home are managed, with the aim of minimising disruption to vulnerable children and supporting foster carers. It is important that foster carers are familiar with this process.
It will outline if any formal support meetings are required, and what services may be available to the child and the foster carer to support them in overcoming the challenges they are experiencing. These will vary dependent on the fostering service but examples might include access to therapeutic advice/support, emergency or planned regular short breaks, support with after school clubs, or additional leisure opportunities for the child or others in the household.
The policy should also outline what notice period and process should be followed if the foster carer makes the difficult decision that the child would be better supported in a different home. Wherever possible a planned move will be preferable to help prepare a child and match them with a new foster home that meets their needs and minimises disruption to them. Occasionally, there may be circumstances of extreme risk to the child or other household members that override any notice period. Check the policy for details and ensure any serious risks are put in writing to the supervising social worker and the child’s social worker.
At times of challenge within the foster home, it may be helpful to review the safer care policy to ensure it addresses all information known about the child to provide appropriate care and minimise risks of allegations against foster carers. In the event of behaviours such as going missing, self-harming or sexualized behaviour, foster carers can ask for a risk assessment to help identify any triggers and how such behaviours can be managed within their household to mitigate any known risks to the child and others in the household. Foster carers should also ensure they understand the fostering service relevant policies such as in respect of Children who go Missing, safeguarding, restraint, etc., so they are aware of expectations and any action they are required to take e.g., notifications., etc.
It is important that, whatever the circumstances, the foster carer works in partnership with the other professionals to support the child and, if the decision is taken to move the child to a new home, to support them through this transition.
Some fostering services may organise a Disruption Meeting before or after the move. This meeting seeks to address any lessons learnt and may include information to help future matching with the foster carer and inform future training needs., etc. It is not intended to apportion blame but to give an opportunity for the foster carer and the fostering service to reflect and inform future practice.
For more information, see The Children Act 1989 Guidance and Regulations (Volume 4).
